Curriculum guide for homemaking education [1950]

Curriculum Guide for Homemaking Education
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Vocational Division Georgia State Department of Education Revised Edition August, 1950


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THE LIBRARY OF THE UNIVERSITY OF GEORGIA

Curriculum Guide 3
for Homemaking Education
Vocational Division Georgia State Department
of Education (slt*****^FwLi udi y, 1950
Revised Edition

FOHEWOED This bulletin should serve as a valuable guide to school administrators and teachers in planning and carrying out effective programs in Homemaking in Georgia schools and communities. The procedures suggested in the bulletin seem consistent with the philosophy of education for Georgia as set up in the School Leaders Manual, with the philosophy of vocational education for homemaking as expressed in the State Plan for Vocational Homemaking Education in Georgia and also with the principles of modern educational psychology. All administrators and teachers are urged to use this bulletin critically and make suggestions for improvements in some future revision. It is hoped that more material of this type may be made available in the future for use in curriculum building in other areas.
M. D. Collins State Superintendent of School*
M. D. Mobley State Director of Vocational Education
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PREFACE
This bulletin has been prepared for use by administrators and teachers as a guide in building curriculums in homemaking education for in-school and out-of-school groups. It is a revision of the Curriculum Guide in Homemaking made available in 1944.
It is assumed that the material in this bulletin will be adapted to local needs; also, that it will serve as a reference to which a teacher or administrator may turn when various kinds of homemaking curriculum problems arise. It is not a course of study, neither is it a prescribed pattern to be followed in each school. It is hoped that those responsible for curriculum planning will use this bulletin as a source of suggestions for developing and for continuously evaluating curriculums in homemaking education.
The section of this bulletin dealing with out-of-school programs should be particularly helpful in those schools where leaders are interested in developing more functional programs in homemaking for adults and out-of-school youth.
Homemaking supervisors, teacher trainers and many high school teachers have participated in the revision of this bulletin. Elizabeth Todd, head teacher trainer in Home Economics Education at the University of Georgia, has carried the major responsibility for organizing and editing the material for the bulletin. The names of many of the persons who have given assistance are listed on the following page.

Inez Wallace State Supervisor of Homem
ii

, .



.....

ACKNOWLEDGEMENTS

Many Homemaking teachers and others have made suggestions for this Guide and many have contributed materials for inclusion in the Guide. Some of the excellent materials received could not be included for lack of space. An attempt was made to keep a list of all who made suggestions and contributions but it is possible that some names have been omitted. To all those who have helped, whether or not 'their nanes are listed below, the committee acknowledges indebtedness. The names v/e have include:

Abercrombie, Margaret Akins, Mrs. Zelda T. Attaway, Helen A. Banks, Mrs. Rosa Lee Barber, Mrs. Janet M. Barrow, Eura Lee Beall, Alice Bedingfield, Edna Beers, Mrs. Agnes Fisher Bird, Lillian Boyd, "Fannie Lee Brogdon, Mrs. Sara Lou Bryant, Mrs. Alma Capps, Mrs. Elmer Carter, Saralu Center, Mrs. Mayola Clark, Mrs. Nancy Coleman, Vina Collins, Mrs. Juliana Z. Coon, Beulah I. Cooper, Annie Crawford, Mary Culyerhouse, ITina Donovan, Elizabeth Dobbins, Beatrice Dykes, Margaret Edenfield, Mrs. Myrtice Edwards, Mrs. Lucy Brim Epting, Mrs. E. M. Etheridge, Carolyn S. Evans, Edith Free, Mary Gammage, Mrs. Ruby Gear, Mrs. W. E.

Gibbs, Jessie Gilbert, Gladys Grant, Mrs. Furman Grier, Mrs. Helen D. Hall, Jeanette Hambrick, Barbara Haskew, Dr. L. D. Hinton, Mrs. Ida S. Holland, Mary Houston, Mrs. Betty J. Holtzclaw, Dr. Katharine Jackson, Montine Johnson, Elizabeth Jones, Ina Mae Jones, Neva Kitchens, Mrs. Catherine J. Knox, Mrs. Elizabeth 0. Landrum, Mr s. Jack i e Lane, Betty Lemon, Velma Lewis, Daisy Lewis, Mrs. Mary Beth B. Lilly, Mrs. Johnnie H. Mann, Mrs. Nina Mayes, Elizabeth Mauldin, Mrs. Winnie Maynard, Ruth Mollenhoff, Dora Moody, Doris McDonald, Mrs. R. McFall, Mrs. Elizabeth McGehee, Mrs. Lucille McKinney, Nellie H. Neff, Mrs. Viola H. iii

iv
Nichols, Mrs. M. E. Obenshain, Ann Olsen, Virginia Parker, Mrs. Lottie Belle Parrish, Mrs. J. E. Petty, Sarah E. Phillips, Fannie Phillips, Mrs. Mozelle D. Poole, Mrs. Frances . Pryor, Eleanor <~i Pryor, Mrs. Rosa Pullen, Effie Rice, Mrs. Gladys F. Roberts, Frances Rudeseal, Mrs. E. L. Seago, Dorothy Shearouse, Mr. H. S.

Sims, Mrs. Fleta Simms, Motta Snow, Mrs. Carolyn Stembridge, Annie Swanson, Mrs. Marcia Fisher Tanner, Ruth Thomas, Miriam A. Tomlinson, Mrs. Marion C. Turner, Mrs. Bonnie .Wells Wall, Mrs. June B. Ware, Virginia Watts, Esther L. Williams, Jean Williamson, Odessa Williamson, Mrs. R. E. Wenn, Mrs. Verral C. Wynne, Julia Zeigler, Doris B.

8,
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TABU 01 CONTENTS

romwoBD

PRE7ACJ

ACKNOWLEDGEMENTS

I. SOMI 07 OUR BXLZirS ABOUT HOMEMAKING EDUCATION

A. Oar Philosophy

1

B. General Goal8 for Homemaking Education In

Georgia.

7

C. Characteristics Desirable in a Program of

Homemaking Education

9

D. Some Ways to Achieve Desirable Character-

istics

16

1. The Homemaking Teacher in the Total High

School Program

18

7. The Cooperation of Homemaking Teachers and

Elementary Teachers

... 22

G. TTn*itifiH yig Education and the School Lunch

Program

28

II. DETERMINING OBJECTIVES 70B PARTICULAR COMMUNITIES AND

GROUPS

A. Discovering the Needs of a Particular Group

of Pupils

37

B. Discovering Pupils' Home Conditions

38

C. Stating Objectives for Group Instruction..... 40

D. Stating Objectives for Individualized

Instruction

41

1. Sample Objectives Derived from Tacts on

Home Record Forms

45

7. Assigning Objectives to the Various Groups

to be Taught

54

G. Some Suggested Objectives for a Three Tear

Homemaking Program

56

H. Deciding Relative Emphasis for Different

Groups.

59

III. PLASHING PROGRAMS 701 H-SCHOOL GROUPS

A. Deciding What Experience Units to Use...

63

Pre-planning, planning and re-planning

63

Some interests characteristic of all

adolescents

66

Suggested experiences of interest to

typical groups:

To Girls in R. 1c. I, II and III

70

To Twelfth Grade Girls and leys

71

To Boys and Girls in the "lew Eighth

Grade"

72

To Boys in 9th or ICth Grade

74

v

Page
i
ii ill 1-35
36-62
63-139

vi

III. PLAFiHUG PROGRAMS FOR IN-SCHCOL GROUPS - Continued.

B. Combining Objectives and Experiences

75

In experience units

76

In home projects

82

C. Some Cautions to Observe in Setting up

Programs

85

D. Planning Each Experience Unit

90

Pre-planning, planning with pupils, and

re-planning a uni t

90

Sample unit plans

94

Planning a unit schedule or work block

102.

Sample devices for recording pupils'

progress

103

E. Planning How to Guide Pupils in Solving

Each Problem

109

Sample problem plan

110

F. Planning Each Lesson

113

G. Guiding Pupils in Planning Individual

Experiences

119

H. Planning for a Chapter of F. H. A. or II. H. A. 121

Nature and Purposes of the Organizations.... 121

If you have a chapter, can you improve it?.. 123

If you have no chapter, should you

organize one?

124

How to organize a chapter of F. H. A

125

How to organize a cha-oter of L H. A

128

Making chapter work an integral part of

the school program

131

I. Evaluating an In-school Program

136

IV. PLANNING H0MEMAKI1TG EDUCATION FOR 0UT-0F-SCH00L GROUPS..

A. Toward What Major Objectives Should We Work?.. 141

B. Which Out-of-school Persons or Groups Should

We Teach?

\

142

C. Giving Instruction to Individuals

143

D. Some Suggestions for Typical Out-of-school

Groups

144

E. Locating a Group to Teach

150

F. Publicizing Plans for a Class

153

G. Organizing the Group to be Taught

154

H. Planning the Sequence of Lessons (Meetings)

for a Unit of Instruction

158

I. -Sample Plans for Adult Units

160

J. Planning Each Lesson (Meeting)

168

X. Maintaining and Increasing Interest

170

L. Suggestions for the Last Lesson in a Unit

171

M. Evaluating Out-of-school Work

173

140-174

i--~

V. TEACHING MATERIALS

A. What Teaching Materials Are Needed?

175

B. How and Where Can Teaching Materials he

Secured?

175

C. How Can a Teacher Find the Materials

She Has When She Needs Them?

178

D. Using Teaching Materials

180

APPENDIXES

I. Teacher-pupil Planning in Curriculum

Building

181

II. Mothers Participate in Curriculum Planning. 185

III. The ProDlem Approach

188

IV. Home Visiting

192

V. Home Projects

198

VI. A Sample Unit Schedule

209

VII. A Sample Routine Duty Chart

212

VIII. References for Use in Classes for Boys

213

IX. Glossary

214

X. Index

222

vii 175-180
181-227

CHAPTER I
SOME OP OUR BELIEFS ABOUT HOMEMAKING EDUCATION
A. Our Philosophy
We believe that the purpose of all education is to foster the development of each individual so that he may achieve the most satisfying life of which he is capable while making his optimum contribution to an increasingly democratic society.
We believe that the major purpose of homemaking education is to foster democratic home living, that is, to guide family members in solving each of their home problems intelligently and with regard to the welfare of all persons affected by its solution. Another purpose of homemaking education is to establish ideals of family life and promote a better understanding of problems of family living.
We believe that the kind of individual needed in a democratic home and a democratic society may be described as one in whom the following traits control behavior; the development of these traits, therefore, is the major aim of education for each individual:
Reflective thinking - using one's intelligence and all available facts (rather than authority or tradition) for determining plans of action, making decisions, and solving problems.
Self-direction - independence, initiative and resourcefulness in meeting new situations, (rather than dependence on others for directions, or passive acceptance of plans and conditions).
Coo-peratlveness - responsible participation in common concerns, active concern for promoting the welfare of others (as opposed to competition w^CpAb^Jheri"

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Tolerance - unwillingness to judge persons or issues without full data concerning them, respect for points of view different from one's own, understanding of the fact that everyone is the product of his environment and not intrinsically good or had. We "believe that the major objectives for Homemaking Education, in terms of understandings and abilities, are expressed in the General Goals listed on page 8. Since the purpose of homemaking education is to develop desirable traits, understandings and abilities in individual family members, which will result in improving their home living habits and home conditions, we believe that the curriculum objectives for any particular group of pupils should be based on the needs of that age group and on the particular needs of persons in that group. We believe that objectives should be individualized according to the particular needs, of individual pupils within a group. For example, a pupil who has a keen mind and loves to study but is timid and sensitive, needs special guidance in social and emotional growth, while a pupil who is friendly and cooperative but slovenly in mental habits needs special guidance in intellectual growth. Assuming that? pupils in any group may have more needs than can be provided for in the objectives for the instruction of that group, the objectives selected should be those reflecting the pupils' most important and persistent problems of home living and home relationships. We believe that selected objectives may be allocated to those phases of the program most favorable for their development - classroom experiences, home experiences, and activities connected with the Suture Homemakers of America or the New Homemakers of America.

We believe that a good homemaking curriculum is an "experience curriculum," not a "subject curriculum." It is a curriculum in which pupils engage in purposeful activities, acquiring needed traits, knowledge, understandings and abilities as means of achieving their purposes. (Pupils learn best when they have their own purposes for learning; not when their purpose must be to memorize subject matter for which they have no felt need.)
We believe that the Future Homemaker organization and the Hew Homemaker organization provide opportunities for work toward practically all of the General Goals of Homemaking Education. They also offer numerous opportunities for the special development of pupil initiative and leadership.
We believe in the problem approach to learning, since a pupil is challenged to do reflective thinking only when confronted with a problem which he needs to solve in order to carry out one of his purposes or plans. We believe also that pupil-purposed experiences (experience units) provide situations in which real problems arise. In so far as teachers use evolving pupil problems as opportunities to teach pupils how to "use their own heads" to analyze and solve their problems, reflective thinking is encouraged: (when teachers "help" pupils solve their problems by doing their thinking for them and by suggesting "best" solutions, the mis-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).

For example, when a pupil asks a teacher "what to do next" the teacher may guide the thinking 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 may guide the pupil to "look it up" rather than tell him. When a pupil asks a teacher how to do something (which the pupil is capable of discovering for himself if he uses reference materials provided) she may call attention to two or more possible ways and suggest his investigating and comparing them as a means of making his own decision.
We believe that the experience units in the curriculum for any
group should be planned cooperatively by the pupils and the teacher, in
terms of the interests and felt needs of the persons to be taught, as
well as in terms of the teacher-determined objectives for the pupils' development.
Since "we learn what we live" and pupils learn those behaviors
which their teachers exemplify from day to day and those which they
themselves practice from day to day, we believe it is very important
that teachers act as guides and counselors, not as dictators, and that
they use those methods of guidance which encourage each pupil to do his
best in practicing self-direction, cooperativeness, and reflective thinking.
We believe that one of the teacher's major responsibilities is to
see to it that her methods of evaluation and record keeping are con-
sistent with all the types of objectives toward which she is working.
For example, when a teacher depends largely on her observation of pupils'
intellectual and social reactions, keeps records in terms of pupils'
self-direction, cooperation, self-control and the like, and assigns
grades in terms of improvements made in habits of scholarship and demo-
cratic living, pupils give attention to the meanings of words,

principles and procedures used in class, and to behavior in class. On
the other hand, when a teacher depends largely on written tests as in-
struments of evaluation and uses the pupils' marks on these tests as
major "bases for assigning grades, pupils may give major attention to the
memorization of words and phrases presented by the teacher and the text
rather than to the meanings which those symbols represent or to the use
of those meanings in solving problems of daily living.
Since each individual learns at his own rate and develops accord-
ing to his own interests, capacities and background, and since the goal
of education is pupil development, we believe that each pupil's develop-
ment should be judged in terms of the character and extent of his progress
toward the objectives for his development, not by comparing his attain-
ment with that of other pupils or by contrasting his achievements with
standards of perfection.
We believe that records of pupils' progress can and should be kept
in terms of the many aspects of development sought rather than solely in
terms of information remembered and products made. Tor example, such
aspects of development as these may be used as a basis for record
keeping:
Improvement in study habits. Improvement in work habits. Improvement in cooperation with classmates. Improvement in intellectual independence (self-direction). Improvement in self-discipline. Improvement in ability to plan. Improvement in ability to carry out plans. Improvement in mastery of fundamental facts and principles. Improvement in manual skills. Improvement in ability to use facts and principles in
solving problems of everyday living.

5fc$r7?&jr}i
We "believe that reports of pupil progress can and should indicate
the nature of a pupil's progress rather than his achievement as compared
with the achievements of others. In schools where letters to parents
about individual pupils have not yet taken the place of report cards, it
may he possible to indicate individual development in terms of aspects
similar to those listed above and in terms of A, B, C, D, and E, if
these symbols are meaningfully defined. For example, the letters might
be interpreted to mean:
A - Progress is consistent with ability and background. B - Progress is continuous but not consistent with ability
and background. C - Progress is unbalanced and intermittent. D - Very few evidences of progress. E - No evidences of progress.
Some References on Philosophy:
Aderhold & Others - School Leaders Manual. Ch. II - A Philosophy of Education.
Hatcher & Andrews - The Teaching of Homemaking. Ch. 19 - Philosophy of Homemaking Education.
Spafford - A Functioning Program of Home Economics. Ch. I - The Meaning of Home Economics. Ch. Ill - Home-Life Education - A Common Heed.
Spafford - Fundamentals in Teaching Home Economics. Ch. II - A Dynamic Philosophy of Life and of Education.
Williamson & Lyle - Homemaking Education in the High School. Ch. II - Philosophy of Homemaking Education.

B. General Goals for Homemaking Education in Georgia
On the opposite page are listed General Goals for Homemaking Education in Georgia. They are presented (l) to indicate the ways in which Homemaking Education contributes to the goals of General Education, (2) to acquaint administrators with the major purposes of homemaking education, (3) to remind home economics teachers of their goals, and (4) to serve as a basis for planning and evaluating the work of homemaking teachers, teacher trainers and supervisors.
It is assumed that many of the goals may be sought at all levels of instruction (nursery school through college) and that many apply to all family members (sons, daughters, fathers, end mothers). It is further assumed that these goals will be sought with out-of-school groups as well as with in-school groups.
Every teacher, with the help of her co-workers and with the cooperation of her pupils and their parents, will need to decide upon specific goals for each group taught but it is hoped that these over-all goals will be appropriately reflected in the teaching of all groups. High school teachers of homemaking can assist elementary teachers in planning homemaking education goals and experiences for their pupils. Elementary teachers can assist homemaking teachers in planning homemaking education goals for the parents of their pupils and other adults in their community. Other persons concerned with the guidance of out-of-school youth can assist in determining homemaking education goals for that group. The relative emphasis in each group will be determined, of course, by the greatest needs and interests of that group.

General Goals for Homemaking Education in Georgia
To develop in TJUPJIS;
1. A recognition of the importance of family life in shaping the attitudes and "behaviors of its members, and its importance as education for democratic practices in all aspects of living.
2. An increasing understanding of characteristics which are desirable in successful home life, and how each characteristic may he achieved.
3. An increasing desire to help create successful homes and satisfying home lives for themselves and others.
4. A recognition that, since each member of a family is different from the other family members, every home should provide opportunities (with facilities) to foster the optimum development of each member.
5. A recognition that, if home life is to be satisfying, all members of a family should share both its responsibilities and its pleasures.
6. An understanding that, though the homemaker must assume major responsibilities for homemaking, other family members should be able to cooperate intelligently if success is to be achieved.
7. An understanding of the advantages and disadvantages of mothers working outside their homes.
8. Increasing ability to use family resources intelligently.
9. Increasing ability to make appropriate use of modern scientific discoveries which relate to food, clothing, and shelter.
10. Sufficient skill in housekeeping activities to gain personal satisfaction from jobs well done and to free time for other desirable activities.
11. Increasing ability to make appropriate use of research findings which relate to human relationships.
12. An increasing appreciation of aesthetic principles and social amenities and an increasing tendency to put them into practice.
13. A recognition of homemaking as the most important of all careers and an understanding of why this is true.
14. An increasing sensitivity to the effect of family life on community welfare and of the effect of a community on the welfare of families in that community.

C. Characteristics Desirable in a Program of Homemaking Education
1. The desirable program is comprehensive.
a. The in-school program makes available instruction in all phases of home living each year. The phases of home living which are included in a comprehensive program are: (1) Maintenance of satisfactory personal and family relationships. (2) Management of time, money, and energy. (3) Planning, preparation and service of family meals. (4) Selection, care, construction and renovation of clothing. (5) Care and guidance of children. (6) Improvement of home safety, home conveniences and home furnishings. (7) Selection of housing, household furnishings, tools and equipment. (8) Care of the house and household equipment. (9) Maintenance of the health of family members (physical, mental, emotional). (10) Home care of the sick.
The chart on pages 14 and 15 illustrates how some instruction in each phase of home living can be included in a program, not as separate topics for study but as areas of information contributing directly or indirectly to the solutions of real problems.
b. The out-of-school program provides instruction in different phases of homemaking from season to season and year to year. It also provides instruction for various groups - unmarried persons, beginning homemakers, young parents, parents of adolescents, etc.
2. The desirable program is continuous.
a. It provides instruction for all age groups since all age groups have personal and home problems. Instruction in the early elementary grades should provide some experience in homemaking activities and other experiences should be continued through adulthood.
b. lach experience unit reviews and enriches basic concepts already developed as well as introduces new concepts.
c. The program provides in-school groups with experiences which are different from year to year and which provide for progressive learning.
d. It provides out-of-school groups with a variety of experiences from year to year so that a well-rounded program of instruction may be secured by those who continue membership year after year.
e. It is continuously planned and re-planned. When it is a yeararound program, summer work may be pre-planned during the previous school year, and work for the school year may be pre-planned during the summer.

10
3. The desirable program is functional.
a. It is based on the fundamental needs of the homes in the particular community and focused on the timely interests of the family members within those homes and especially the pupils in the classes. The needs and interests of pupils are discovered through the direct contact of the teacher with homes and family members by home visiting, as well as by other means.
b. It is offered in a homemaking department comparable in equipment and arrangement to the home situations of the groups served.
c. It provides for the carry over of school instruction into home living by the encouragement and supervision of home practices and home projects.
d. It provides further real life situations, as an additional means for accomplishing the goals of the total homemaking program, when a chapter of the Future Homemakers of America or the New Homemakers of America is an integral part of the program.
e. It results in pupils achieving not only homemaking objectives but also major educational objectives, such as increased ability to do creative thinking and improved habits of democratic behavior.
4. The desirable program is planned, organized and administered according to the characteristics of the age group it serves. For example, a suitable program for adolescents may have these characteristics:
a. The program may emphasize attainable ideals of home living rather than perfection of homemaking skills, since adolescents are idealistic and subject to day dreaming, and since many adolescents are awkward and unsteady in motor coordination.
b. Any year's program of work may be more interesting to pupils if composed of a variety of experiences rather than of similar experiences, since adolescents are interested in exploring many 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 time.
c. A program may be more interesting to adolescents if it includes a Homemaker chapter which offers a greater variety of experiences than classroom activities can provide. A program which includes a Future Homemakers chapter or a New Homemakers chapter provides for the normal desire of adolescents to band together in pursuit of common interests.
d. A program may include standards for and means of evaluation which are developed through teacher-guided group planning. Pupils1 work may be (as far as possible) evaluated by themselves and their classmates, since adolescents are highly susceptible to the influence of group approval and disapproval.

11
5. The desirable program is flexible.
a. It may emphasize those phases of instruction which are crucial at any given time.
b. It may he re-organized whenever circumstances make it educationally desirable. Potential changes and 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 appropriately by other means.
c. It may include several learning experiences which are similar in nature when they are distinctly different in major emphases.
d. The out-of-school program may include as many classes and lessons in any one year as are suited to community conditions and the teacher1B time.
6. The desirable program is a community -program.
a. It provides class instruction for adults and out-of-school youth as well as for in-school groups.
b. The in-scbool program is planned cooperatively by teacher, pupils, parents, and school administrators.
c. The out-of-ochool program is planned by the homemaking teacher with the assistance of carefully selected potential class members, school administrators, key citizens and others.
d. The homemaking department is used as a community homemaking information center. For example (1) The department may provide an up-to-date file of bulletins and clippings on all phases of homemaking. (2) Bulletins and charts may be lent to those in the community who request them. (3) Homemakers are encouraged to come to the department (a) for guidance in solving their home problems (b) to use the equipment in the department at suitable times. (4) The homemaking teacher may answer homemakers' requests for information concerning problems of homemaking.
e. The homemaking teacher cooperates with other community agencies concerned with problems of home and family life.
f. The F. H. A. and N. H. A. programs include community activities.


12
7. Each curriculum in the program is individualized.
Individual curriculums are essential for the most effective learning
since they throw upon the pupils the greater responsibility for their
own progress. They tend to develop in pupils a greater feeling of
independence in their work and more ability to tackle and solve their
problems as they meet them. An individual curriculum enables a
pupil, without embarrassment, to progress at his own rate of speed.
Actual practice has shown that pupils do much wider reading and study
more subject matter when following individual curriculums.
a. A group experience may be individualized. In a classroom where a group of pupils is working on the same experience unit (cleaning the classroom, for example) the experience may be individualized by seeing to it that the activities allocated to each pupil and the materials of instruction used by him meet the needs of that particular pupil. Within a given unit each pupil in a class may plan and work on a different project; for example, in a class which is working on garment construction, Mary may be making a dress for herself, Jane may be making a needed dress for her little sister, Julia may be making a house-coat for her mother.
b. Home projects should be individuali zed. Each pupil may be encouraged to carry on those home projects which best suit his needs and interests and as many projects as are appropriate to the time he can spend for home work in Komemaking Education. At any one time one pupil may need to be planning his week's time schedule so that he can carry all his responsibilities, another pupil may need to work on the improvement of some personal trait, a third may need guidance in caring for a sick relative after school, a fourth may need to be helping his family plan some home improvement, a fifth may need guidance in carrying his responsibility for getting suppers at home, while others may be carrying on experiences related to their class work.

13
c F. H. A. and IT. H. A. projects may be individualized. Each pupil, as a member of her Homemaker organization, may plan and participate in an individualized program of experiences as a means of acquiring a Degree of Achievement. Through the attainment of degrees F. H. A. and IT. H. A. members may evaluate their accomplishments and growth In personal development, their contributions to their home and family life, their contributions to the communities in which they live, and their contributions to their organizations.
d. Each pupil in a class may plan and carry on a program of class experiences different from those carried on by his classmates. For example, one pupil may be improving her wardrobe, another planning some home entertainment, another practicing some food preparation, etc. This type of individualized curriculum has many advantages for the pupils but it is quite difficult for a teacher to administer. It takes more time to plan and plans must be more detailed. Unless the teacher does very careful daily planning, time will be wasted by some of the pupils. The teacher must know a great deal about each of her pupils so that she can guide them to work on their real problems, not just "something to do"; if a problem is not a real one, interest and enthusiasm wane. Students, unaccustomed to this type of curriculum, need very careful guidance to prevent them from feeling lost. An inexperienced teacher wishing to try out this type of curriculum is wise to begin with her more mature students who have already gained those fundamental understandings and skills which make it possible for them to work with a minimum of supervision.

14

TEN PHASES OF SUBJECT

This chart illustrates how a program of a few (5) units can include sub This chart also illustrates the fact that experience units "cut across

Experience Units in a Ninth Grade Program

, Maintenance, Consumer j of health ! buying


PHASES OF

: Care and : Provision of:

! Guidance of .food for the:

children ! family

:

:

PLANNING, PREPARING AND- Nutrition ; Buying

SERVING SIMPLE MEALS ! Cleanliness; foods to be

in handling: used in

food

! meals

Planning :

"3 meal 8 a :

day"

:

PLANNING FOR OUR DOUBLE DATES

Suitable :

refresh- :

[ments for :

'double

:

[dates

:

Ways to

Buying cos-

MAKING OURSELVES MORE ;keep well. metics.

ATTRACTIVE

[Ways to in- Buying gar-

crease

ments to

vigor.

complete

[outfits.

i

!

[Buying the

PLANNING AND MAKING A. i

[pattern and

NEEDED SIMPLE GAEMENT

i i

i i

i i

material sand findlings.

1

4

Routine :Appropriate [Desirable [Appropriate :

HELPING TO CARE FOR THE care to :toys for [routine for imeals for :

CHILDREN WE KNOW BEST [keep child-:children :a child's !children :

:ren well :

[day. Super-

t

:

vision of

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:

[children's

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. .. [activities _.


.._ -- - JL

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15

MATTER IN FIVE UNITS

ject matter from many (10) areas, subject matter lines".

SUBJECT MATTER

Selection, :lurnishlng Selection :Management :Maintenance:Application

care and :and care of:and use of :of material:of satis- :of the Arts

construct- :the house jhome equip-:and human :factory > rand Sciences

ion of

J

:ment

:resources :family re- :to the home

clothing :

t

i

tlatlonshins;

Care of :Arrangement:Use of kit-:Time sche- :Cooperate :Table setting,

garments :of kitchen :chen equip-:dules for :in meal pretFlower

during food:equipment :ment

:meal pre- :paration & :arrangement.

preparation:

:

:paration :conversa- :

i

:

:

:tion during:

_:.

.:

:meals

Appropriate;Ways to :Table sett-:

dress for :make living:ing. Table :

various :room attrac-etiquette. :

dating : tive. Ways :

:

occasions : to make :

:

:Behavior on:Social ameni-

:dates.

:ties.

:Management :

:of other :

:family mem-:

:dining :

:

:bers when :

: rooms at- :

:

:dates come.:

: tractive. :

Making many: Arranging :Pressing Management :How to be :Becoming

outfits out: closets and:clothes, of time. :popular at :clothes.

of a few : drawers to :

:home and at:

clothes. :store per- :

:school. :

Care and ret-sonal be- :

:Improving :

pair of :longings. :

:personal :

cLo things _:

__

:traits. : .

Construc-

:Use of sew- Management :Cooperative:Becoming

tion and

ing equip- of time and:planning :lines, colors,

fitting

ment

equipment :with par- :and patterns

ents and :in garment

:teacher and:materials.

.: partner. :_

Appropriate:Equipment :How to im-

:Ways to

and becom- :needed for provise

ikeep child-:

ing clothes:children :tdys and

:ren happy :

for child- :

:needed

:and appro- :

ren

;

:equipment


:priately :

:busy

:

A

16
D. Some Ways to Achieve Desirable Characteristics
We believe that a good program of homemaking may be achieved in a variety of ways but that several ways are especially important to secure a program which functions in pupils' home lives: teacher-pupil planning, teacher-pupil-parent planning, the problem approach, home experiences, home visiting, the wise use of a daily conference period, and the appropriate use of an adequate maintenance allowance.
Teacher-pupil planning, well done, creates interest in learning, encourages a sense of responsibility in the learner, and serves as a means of teaching pupils how to do cooperative planning - an essential skill in a democracy. Pages 181-184 suggest procedures for teacherpupil planning.
Teacher-pupi 1-parent planning of goals and activities for the homemaking program not only helps to safeguard the effectiveness of the program but also encourages that cooperation between parents, pupils and teachers which is essential for real success. The description of teacher-pupil-parent planning published in the journal of the Georgia Education Association for November 1949, contains many helpful suggestions. See pages 185-187 for excerpts from that article.
The problem approach to learning seems to be the most effective and the mo.st interesting. Modern educators are recommending it. It is the method which is consistent with the kinds of units suggested in this Guide. Although the expressions "problem method", "problem-solving method", "Problem teaching", and "problem approach are widely used by many teachers, classroom activities are frequently not consistent with the method. On pages 188-191 an attempt is made to clarify the meaning of "the problem approach".

17
Home experiences are means of encouraging the carry-over of homemaking education into home living and they are indirect means of encouraging the cooperation of family members in improving their relationships. When wisely planned and carefully supervised they can "be the most helpful and interesting aspects of a homemaking program. Home projects and home practices should he the "home work" for homemaking education as pupils practice at home the skills they start to learn at school and carry out at home the plans for improvements in home living which are made in school. Opportunities for teachers to guide individuals in making plans and carrying out those plans need to he provided through conference periods at school and home visiting after school. See pages 198-208.
Home visiting serves several functions. It assists the teacher to discover more and more important facts about her pupils' problems of home living than can be secured from the pupils themselves in conferences at school or from questionnaires. It assists parents and teachers to cooperate in planning suitable goals and activities for individual pupils and in wisely guiding pupils1 home experiences. It encourages and assists pupils to "take home economics home" and use it in their daily living. See pages 192-197 for suggestions.
A daily conference period provides a time for the homemaking teacher to discuss with individual pupils their plans for and progress in home projects as well as their individual problems connected with class work. Such a period also makes possible a time for counseling pupils concerning their personal problems. Since it may be impossible for some pupils to work with the teacher at her conference period, she may use part of the time for class preparation, thus freeing her before-

18
school and after-school time for pupil conferences. When a conference

period can be scheduled for the last hour in the school day it can sometimes he used as a period for meeting an adult class and it can sometimes he used for home visiting.
A maintenance allowance has two purposes - to provide money for the purchase of day by day supplies for teaching homemaking and to provide a fund to be used for teaching money management. An allowance fulfills its educational purpose when all pupils have guidance in money management through the use of the allowance. It is recommended that teachers and pupils set up budgets and keep expense accounts for homemaking departments in forms similar to those used for family budgets and expense accounts. A maintenance allowance is not adequate unless it provides approximately $4.00 per pupil per year; it should be provided in cash in monthly or quarterly payments.
B. The Homemaking Teacher in the Total High School Program
Guiding youth in solving personal problems and in making satisfactory adjustments to home and community 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 to the planning of a program of experiences in personal and home living which may be carried out through various divisions and phases of the high school program. In some instances the homemaking teacher may take the leadership in planning and promoting programs; in others, she may act as a consultant; at still other times, she may 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 development for personal and family living.

19
1. The homemaking teacher can share pertinent information concerning
personal and family living with the total school. How?
a. By giving programs for student groups, parent and community groups.
High school general assemblies, P. T. A. meetings, school banquets, and other school and community group meetings offer excellent opportunities for sharing experiences and dispensing information concerning family-living problems. For example, since most hoys and girls are interested in making home improvements, an assembly program planned around the playlet, "The Room With The Smile", in which both boys and girls participate, will interest the whole high school group, and promote concern for simple room improvement; or, an evening of recreation may be planned for all members of families in a small community, at which home-made games are used and simple refreshments are served by home economics pupils.
b. By arranging exhibits of various kinds.
Good articles, bulletins and books on various aspects of Homemaking may be displayed with labels indicating how they may be borrowed or secured. Educational posters may be displayed on bulletin boards in halls on subjects about which pupils should be informed. Commercial posters may be used or posters may be made by pupils in homemaking classes, or under the supervision of an art teacher, or some other teacher who is interested and capable of guiding pupils in this activity. For example, posters showing daily food requirements, how to select boys' suits, how to care for clothing, how to care for household equipment, personal care, etc., may be displayed in prominent places in the school.
Exhibits of especially desirable homemaking equipment may be presented. Many articles used in homes are very high priced or inferior in quality and people need suggestions concerning what to get, standards used in selection and how to improvise that which cannot be purchased.
It is suggested that if a regular display case is not available, the trophy case be utilized at times; or, that a space in the library can be set aside for displays.
Cautions to observe in planning displays and posters are: 1. Have the poster or exhibit tell only one important story and
tell it simply. 2. Be sure information will be of educational worth. 3. Be sure information is accurate. 4. Have material interesting and attractive. 5. Have legends explaining each item clearly. 6. Change posters and exhibits frequently.

20
c. By exchanging cla8ses with other high school teachers.
In order that pupils may profit by special contributions which various teachers have to make. For example, when pupils in a homemaking class are studying how to care for their clothes, the general science teacher may teach the pupils how to judge good cleaning agents, etc} at the same time the homemaking teacher may teach the science group how to judge quality in ready made garments.
d. By combining groups such as joint meetings with pupils in agricultural or science classes.
Family health is a concern of all high school groups. A knowledge of production and preservation of food adequate for family needs is important for both boys and girls in the high school. Soil building is necessary for adequate production of food and should be studied as a part of the production program. Science, agrcultural and homemaking classes could be combined for this study of the production and preservation of food.
8. Some types of learning experiences in homemaking may be made available
to all high school groups. What are some of them?
a. Personal Development Boys 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 may 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 U6ed 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 Home recreation should be encouraged. Pupils in the homemaking classes need to learn how to plan simple ways of entertaining friends, simple refreshments to serve, interesting games 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 lent to pupils for over-night or the week-end. Homemaking pupils may assist other groups in making similar kits and may also teach groups how to play the games.

21
d. Care 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 programs, 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 class.es made available to others in the high school.
e Caring 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. Both 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 changed. Discussions of child behavior, usually taking place in homemaking classes, can be shared with other groups.
3. The homemaking teacher may take the initiative in bringing about the correlation of her work with that of other departments. In what ways may she do thisT
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 example, 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 drawings for repairs and installing conveniences, may be done by the mathematics division; landscaping may be studied by the agricultural group, and home furnishings by the homemaking group. The English division may cooperate by judging the pupils' written work on housing resulting from assignments by other teachers as well a6 by using housing a6 a subject for written work in that division.
b. By consulting with individual faculty members to secure suggestions for enriching the homemaking program.
For example, facilities for good reading are very limited in many homes. Family group reading is one means of bringing about wholesome family discussion and harmony. Suggestions on what to read should be secured from the English teacher and the two divisions may cooperate in planning for securing loan packets of reading materials for family use.

22
c. By offering her own services to other faculty members when they are planning how to carry responsibilities with which she has had more experience than they have had.
For example, if a teacher of another subject is putting on an assembly pageant and wishes some suggestions as to costuming, the homemaking teacher may suggest costumes which may be made by the group giving the play. (This may help to prevent the disrupting of the homemaking program through requests to make numbers of costumes which require little skill in making and which may be the means of developing careless sewing habits.)
d. By encouraging student groups to participate in joint programs. For example, the F. F. A. and F. H. A. may work together on some problems, and the N. H. A. groups may work with F. T. A. groups in their schools.
Some References on Homemaking Education in a School-Community Program:
Hatcher & Andrews - The Teaching of Homemaking. Ch. 10 - Developing an Integrated Program.
Spafford, Ivol - A, Functioning Program of Home Economics. Ch. X - Home Economics in Senior High Schools Today. Ch. XI - Home Economics for Senior High Boys and Girls. Ch. XII - Home-Life Education in Other Fields.
Spafford, Ivol - Fundamentals in Teaching Home Economics. Ch. XXII - Home Economics and the Whole School Program. Ch. XXIII - Home Economics and the Community.
F. The Cooperation of Homemaking Teachers and Elementary Teachers
There are many ways in which homemaking teachers and elementary
teachers may be mutually helpful. Improvement in the quality of living
is the responsibility of all teachers in a school from kindergarten
through high school, but because the homemaking teacher deals with only
the high school classes she has little opportunity to help, on the
elementary level, in the area of improving home living. She can carry
responsibility at the elementary level when she can secure the coopera-
tion of elementary teachers in making it possible for her and her home

23

economics pupils to have contacts with elementary school pupils; this

can he done through bringing elementary pupils into the homemaking

\

department, and bringing homemaking pupils into elementary classrooms

for work with activities related to home living.

The Homemaking teacher may take the initiative in building good *
relationships with elementary teachers.

1. She can talk with the principal about some of the possibilities for homemaking activities at the elementary level and discuss with him the kinds of cooperation and help she might seek from elementary teachers.

2. She can discuss with the elementary principal and/or key elementary teachers the home living problems of elementary pupils and possible advantages of working together.

3. She can get acquainted with the Instructional Supervisor in her county, if there is one, to:

a. Discuss the various aspects of what the objective of "improvement of the quality of home living" in the community means in the total school program.

b. Ask her help in listing the kinds of things that should be done at the elementary level which might be the responsibility of the homemaking teacher, and then ask help (l) in listing the help she thinks that elementary teachers could give the homemaking teacher in making contacts with elementary school children, and (2) in listing the help the homemaking teacher might give to elementary teachers.

4. She can invite the principals, the elementary teachers, and the Instructional Supervisor to the Homemaking Department for tea and an informal discussion.

a. To determine how the elementary and homemaking teachers can serve as resource people for each other - as a means of enriching both programs.

b. To make plans for working together, including the responsibilities of each staff member.

c. To acquaint the elementary teachers with the equipment and teaching materials in the homemaking department and to discover ways in which they might like to use it. (When they make their plans to use the equipment, you can explain your procedure for keeping the department clean and checking out equipment and ask for their suggestions and cooperation.)

24
The Home Economics teacher may ask elementary teachers and their pupils to serve as resource persons for the Homemaking program*
A. AH 1. To demonstrate the use of tempera paints and other art materials in poster making and other presentations of ideas.
B. Child growth and Development 1. To allow homemaking pupils to observe children at work and play, and to assist in the supervision of some of their activities in connection with a* outdoor games and indoor games b. story telling and reading c. eating in the school lunchroom. 2. To interpret children's behavior to homemaking pupils. 3. To discuss with homemaking pupils films illustrating principles of child growth and development.
The Home Economics teacher and her pupils may serve as resource persons for elementary teachers and pupils in their ma.1or interest areas. such as: (a) Grooming and Personal Appearance, (b) Nutrition and Health, (c) The School Lunch Program, (d) Making the School Environment more Attractive, (e) Social Living, (f) Child Growth and Development.
A. Grooming and Personal Appearance. 1, A homemaking teacher may give guidance in setting up a grooming center. The elementary teachers might observe a grooming center that has "been set up in the Homemaking Department. The Homemaking teacher might explain ways in which a grooming center might "be used effectively with elementary groups and offer to help with such a project. The center might

25
include: dressing table, mirror, shoe shining equipment, clothes brush, hand-washing facilities. 2. Elementary teachers may be encouraged to set up Mending and Repair Centers in their classrooms. The homemaking teacher or her students might make suggestions about kinds of equipment, assist with collecting and arranging the equipment and demonstrate ways in which it might be used. B. Nutrition and Health. 1. Assist with making a diet study, interpret findings of the survey to teachers, pupils and parents, and suggest ways of using findings. 2. Teach class in Nutrition to elementary teachers and parents. 3. Lend materials to elementary teachers and suggest ways of using them. Encourage teachers to build their own Health and Nutrition Materials Library or center. 4. Emphasize the importance of cleanliness and sanitation. Demonstrate setting up a handwashing center so that all children will have an opportunity to practice cleanliness. 5. Assist in carrying on a rat feeding demonstration. C. The School Lunch Program. 1. Act as hostess in the Lunch Boom and help to see that things are organized and operating smoothly. 2. Help provide a cheerful atmosphere in lunch room. 3. Suggest ways to serve food attractively and hot regardless of whether or not there is a steam table. 4. Encourage elementary groups to plan menus and teach them how to do so.

26
5. See that adequate time is provided so that children can eat unhurried. (This might mean getting more dishes and serving equipment or lengthening the serving time.)
6. Encourage elementary teachers to eat at the tables with their pupils.
7. Encourage elementary grades to assume the responsibility for flower arrangements on the tables and attractive posters in the lunch room.
D. Making the School Environment More Attractive. 1. Assume leadership in improving total school environment. 2. Invite elementary groups to the homemaking department to observe girls sweeping, dusting, waxing furniture, or to see a piece of furniture refinished. 3. Demonstrate flower arrangement and suggest that grades be responsible for flowers in lunch room.
E. Social Living. 1. Arrange tables in cafeteria so the groups will be small and carry on conversations in a sociable manner. 2. Invite elementary groups to the Homemaking Department and share equipment and facilities with elementary groups in entertaining their parents. For example, a Homemaking teacher was called in to help an elementary group plan some refreshments to serve their parents at a Thanksgiving party. They planned to have ginger bread and apple cider. The Home Economics teacher invited the group to the Homemaking Department, she demonstrated making ginger bread and then encouraged the pupils to use the facilities for preparing enough for their party.

27
F. Child Qrowth and Development. 1. The Home Economics teacher might invite an elementary teacher to accompany her on home visits where there are "both elementary and high school pupils. She might ask the elementary teacher to tell her about her method of collecting and using data for the purpose of understanding pupils. She might interpret to elementary teachers her method of collecting and using data concerning pupils. 2. The Homemaking teacher might lead discussion groups consisting of elementary teachers and parents, on Child Growth and Development. Films can he used very effectively in this area; the discussion might center around some films such as "Meeting the Emotional Needs of Children", or "The Feeling of Rejection".
B. If the homemaking teacher is to carry on an effective adult program, she will need to have an understanding of the elementary school program and to know what is happening to hoys and girls in elementary schools - as the adult program is for all adults in the community and not Just the parents of pupils in the homemaking classes. Helpful References: Spafford, Ivol - 4 Functioning Program of Home Economics. Ch. Til - Home-Life Education for Elementary School Children. Ch. 71 - Home-Life Education at the Elementary Level Today. Stevenson, Elizabeth - Home and Family Life Education in Elementary Schools.

28
Gr. Homemaking Education and the School Lunch Program
The School Lunch Program provides an excellent opportunity for
the cooperation of the homemaking teacher with all departments of the
school and community. This program should he an educational part of the
total school program. Homemaking teachers, because of their training
and experience, can make a valuable contribution in this area.
If the school lunch program is an educational program as well as
a "feeding" program, the homemaking teacher 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 key citizens and school lunch
personnel.
Following are some of the objectives which a homemaking teacher
may keep in mind as she helps with the school lunch program.
1. To help all teachers in finding ways of making the school lunch program a part of their classroom activities.
2. To encourage the serving of school lunches which will help boys and girls to improve their diets and their eating habits.
3. To develop with the principal an understanding of the need for allowing time in the day's schedule for the homemaking teacher to serve in an advisory capacity to the school lunch program and the teachers.
4. To assist with the scheduling of the School Lunch Periods so that a. 20-30 minutes are allowed for each pupil to eat his lunch, b active play periods precede lunch periods if they must be scheduled adjacent to lunch periods, (if possible, provide a period of quiet both before and after lunch).
5. To provide reliable reference material, suggestions for lesson plans, and opportunities for student activities and experiences.
6. To encourage the posting of menus every Monday and their discussion in Health classes.

29
7. To show nutrition films to teachers and pupils from the fourth grade up.
8. To encourage the student council to cooperate with homemaking teacher and faculty in evaluating diets and improving the lunchroom. The student council could have a functioning committee composed of homemaking teacher and another teacher (or principal) and students to keep up to date on lunchroom problems.
9. To encourage the social science teacher to stimulate classes to study regulations in regard to public health and help get a "Type A" lunchroom.
10. To teach pupils and teachers how to use "the point system" in evaluating meals and diets in terms of protective foods.
11. To teach a nutrition class composed of elementary teachers*
12. To teach a nutrition class composed of pupils' mothers.
12. To teach a class composed of lunchroom workers.
Some class activities which serve to correlate the school lunch
program with other areas of instruction are:
1. Feed animals varied diets.
2. Write and dramatize stories about discoveries of food and illnesses prevented by correct diets.
3. Tigure percentages of day's needs provided by various day's dietaries.
4. Locate on map places from which we get our food.
5. Test food for starch, sugar, etc.
6. Visit bakery, creamery, and other food handling places.
7. Make posters.
The chart which follows suggests many activities which serve to
correlate a school lunch program with other areas of instruction. The
chart is copied from pages 6 and 7 of a bulletin entitled "School Lunch
Policies and Standards", Southern States Work-Conference on Educational
Problems, Bdgar L. Morphet, Iditor, Tallahassee, Florida, 1947.

30

SOME ACTIVITIES WHICH WILL SERVE TO CORRELATE THE SCHOOL LUNCH PROGRAM WITH SOME OTHER AREAS OF INSTRUCTION
(Adapted from Commonwealth of Kentucky Educational Bulletin--The School Lunch Program, Volume XII, No. 5, July, 1944, and Florida School Bulletin Vol. VII, No. 3, December, 1944)

SUGGESTED ACTIVITIES

s

a

Is ll 1
a11s

3

Ha I
as

1 a

5 si ^s.8sa

s a
1

w| 3

1. Determine what one should eat

X X

X

2. Plan menus to meet requirements. . X

X

3. Plan ways for overcoming food dis-

X

X

X

X

X

X

4. Keep individual records of food eat-

X

X

X

X

X

X

X

6. Adapt recipes to serve large numbers X

X

X

X

X

X

X

X

9. Compare methods of buying--cash,

X

X

X

X

X

11. Investigate new ways of preparing

X

12. Set tables

X

X

13. Assist with serving of luncheon.... X

X

X

15. Help younger pupils develop good

eating habits and good table man-

X

X

16. Set up standards of good behavior in

X

X

X

X

X

17. Study good table manners to use... X

X

X

18. Discuss ways of entertaining guests

X
19. Plan what foods can be produced to supply food needs for family and

X

X

X X
20. Make food production plan for

X X

21. Make food preservation budget.... X

X

22. Help with planting and cultivating

X

23. Help gather and store foods grown.

X

X X

X X

X

25. Build storage closets, cellars, pits,

and window boxes for storing foods

X

31

EDUCATIONAL ASPECTS

SUGGESTED ACTIVITIES

8

a

1 3
I! * a
1! 1 1 I Is MS

5 si 3
t1t

is 3 8a 8a

'3.2

a

a

26. Help can food

X

27. Find out the causes of food spoilage,

and ways different foods may be

X X

X

28. Keep records of:

X

X

X

X

(c) Income and expenditure

X

X

X

29. Figure cost of serving of various

X

X

X

X

X

X

31. Figure cost of operating lunch-room. X

X

X

32. Make budget for operating lunch-

X

X

X

X X X

X

X

X

34. Plan ways of eliminating waste.... X

X

X

X

35. Study and evaluate methods used in

care and disposal of garbage

X X X X

X

X

X

36. Help keep the lunchroom clean.... X

X

X

X

37. Study and evaluate methods used to

wash dishes, exterminate pests and

X

X

X

38. Find out diseases that may be

X

X

39. Plan ways of preventing these dis-

X

X

40. Type and mimeograph recipes for

X

X

X

42. Bring flowers for tables and arrange

X

X

X

43. Make pictures or murals for the

X

44. Select and hang pictures in lunch-

X

X

X

X

X

46. Decorate the lunchroom for special

X

X

X

47. Interpret the* school lunch program

X X X X X X X X X X X

48. Secure information on lunch room

problems.

X

X

X X X X

49. Conduct animal feeding experi-

X

X

X

*

32
An Example of Nutrition Education Through a School Lunch Program
In Stephens County, in the Fall of 1948, the two high school homemaking teachers conducted a series of lessons on Nutrition and Health for some elementary teachers, lunchroom managers and school administrators. Thirteen elementary schools feed into the county high school. In the Fall of 1948 some new school buildings were "being constructed and additions of classrooms and lunchrooms were being made to some of the old buildings. Realizing that many of the teachers would need additional help in promoting a comprehensive nutrition program and in setting up and equipping new lunchrooms in their schools, the homemaking teachers investigated the possibilities of their rendering assistance in this area. A conference was secured with their principal, who was thoroughly familiar with their program and the programs which they had conducted with adult groups. When the homemaking teachers indicated that they would like to assist teachers in the "elementary feeder schools" with problems of nutrition and plans for their school lunch programs, the principal immediately expressed approval and gave his consent for them to be away from school during lunch and their conference periods to assist teachers in other schools.
At the request of the principal, the homemaking teachers met with each elementary school faculty. Nutrition problems were identified and some ways of working on these problems were discussed. The group gained insight as to the assistance the homemaking teachers might contribute to their program. Many teachers expressed a need for a better understanding of every day nutrition. A schedule was made whereby the homemaking teachers might work with the teachers and with pupils to demonstrate techniques for teaching nutrition effectively.

33
In two schools the groups decided that a good way to initiate the program would "be to make a diet survey of the pupils' food habits, Forms were furnished and the survey was conducted. Findings were tabulated by the homemaking teachers and their pupils; this gave real meaning to the study of nutrition being made by the homemaking pupils.
The homemaking teachers met with faculty groups and discussed the findings of the diet surveys. This pointed up pupils' needs and places for emphasis in the nutrition programs. In actual teaching situations the homemaking teachers demonstrated techniques, such as, guiding the children in evaluating their own diet records according to the basic 7 groups, and preparing and serving raw vegetables at school. Suggestions for feeding and caring for pets at school, and raising a school pig were given. Frequent use was made of pamphlets, food models, charts and actual foods. Health and nutrition were correlated with other subjects from grades one through seven. Classroom teachers learned many ways of improving their nutrition teaching and were delighted with the results. Many projects and experiences were carried on in classrooms and lunchrooms which indicated that children were encouraged to practice health and nutrition at school.
In four schools lunchrooms were constructed, the community people having become greatly concerned about the need for an adequate lunch at school for their children. Parents donated many hours of free labor and raised money for equipping the lunchrooms. The homemaking teachers and lunchroom supervisor gave assistance in selecting and arranging the equipment, planning menus, training personnel and developing ways for making the school lunch an educational part of the total school program. Throughout the year a number of classes were conducted for training the lunchroom workers in the county.

34
In the fall of 1949 came the request for more classes; many of the school lunch personnel were new in the program, and they felt a need for help, is a result of this request, the homemaking teachers organized adult classes of school lunch personnel and teachers, who helped in planning meals, and assumed other responsibilities. Principals attended many of these classes. Problems actually discussed were meal planning, purchasing of food, selection of small equipment, sanitation, food preparation demonstrations, and how school lunch personnel may work with teachers to make the program a part of the total school program.
The homemaking teachers expressed the feeling that this project was most worthwhile to them and did not seem an added responsibility. Teachers and pupils assumed more responsibility for the school lunch program. The community people became concerned and things happened to improve nutrition and health in Stephens County.
The above description of the work in Stephens County calls attention to the important idea that -parents and school must work together if children are to get the full benefits of nutrition education. Parents must give more than financial and manual assistance, however, if their children's food habits are to be permanently improved; they must provide home meals which adequately supplement school lunches and intelligently guide their children to eat the essential foods provided. At this point the homemaking teacher can be of great service since she can (l) take elementary teachers with her on home visits to talk over the children's eating problems and give guidance in the solution of family food problems, (2) encourage parents to visit school and observe the lunchroom in operation.

35
A Lunchroom Manager Reports
"I have had the opportunity of talking to some of the classes here in our school about health and nutrition, and about the cost of operating a lunchroom. Most children that have the opportunity of having a school with a lunchroom do not understand and appreciate it* Bringing in cost of food, labor, equipment, etc., as veil as health.and nutrition has helped the children to appreciate the lunchroom as well as to impress upon them the importance of good eating habits.
We need to have our teachers correlate nutrition and health with their other subjects."
Some Helpful References: "Training School Lunch Personnel" - a suggested outline for a series of lessons. School Lunch Division, Georgia State Department of Education. "School Meals," prepared by a committee of the National Pood Service Association. Address Miss Constance Hart, Board of Education, 13 South Pitshugh St., Rochester 14, N, Y.

CHAPTER II
DETERMINING OBJECTIVES FOR PARTICULAR COMMUNITIES AND GROUPS
Objectives or goals of instruction for any school group are of three kinds -
a. over-all goals toward which all teachers work with all pupils in every grade and in every class,
b. group goals toward which any one group of pupils is led by a particular teacher in a particular grade or subject field,
c. individual pupil goals which are identified by pupils, teachers, parents or counselors as the individual developmental needs of pupils become evident.
Over-all goals are determined by teachers and others as they study the needs of persons in a democracy and the function of public schools in preparing pupils for life in a democracy. Over-all goals for a particular subject field are determined by teachers and others as they study what particular needs people have and in what ways each subject field can meet their needs in terms of the over-all goals of education. Over-all goals for all pupils in a democracy are implied in statements of philosophy presented on pp. 1, 2. Suggested over-all goals for Homemaking Education are listed on page 8. The following references present discussions of over-all goals for general education and homemaking education:
Spafford, Ivol - Fundamentals in Teaching Home Economics. pp. 14-15, 76-77, 102-103.
Williamson & Lyle - Homemaking Education in the High School. p. 78.
36

37
Group goals and individual goals in Homemaking Education for
pupils in a particular class or grade are determined by teachers and
others as they study the developmental needs of that age group and as
they discover the home living needs of that group. The developmental
needs of adolescents are reviewed on page 42. The needs of adolescents
and others are discussed in these references:
Spafford, Ivol - fundamentals in Teaching Home Economics. Ch. IV - Those We Teach. Pp. 392-402.
Williamson & Lyle - Homemaking Education for Adults. Ch. I - Education for Home Living. Ch. 7 - Understanding Girls, Home, and Communities. Ch. VI - Finding Needs and Interests of Adults.
A. Discovering the Heeds of a Particular Group of Pupil6
A group's home living needs depend to a great extent on the pupils'
home conditions and habits of living and the interest, abilities and re-
sources they and their families possess for improving conditions and
habits. These needs can be determined by the teacher and others as they:
1. compare pupils' home conditions with conditions which are personally and socially desirable for them and possible of attainment by them,
2. compare pupils' habits of living with those habits which are desirable,
3. compare pupils' present abilities and attitudes with those needed for improving home living.
These comparisons can be made by teachers, pupils, parents, and
community leaders. Every qualified teacher of homemaking has had an
opportunity to discover, through college courses in science, social
science, psychology, home economics, end the like, what home conditions
and habits of living are desirable. Pupil6 can report their home condi-

38
tions and habits of living, help to set up criteria for Judging them, and help to evaluate them. Parents can report their judgments concerning the home "behavior of pupils which they consider desirable and undesirable. Community leaders can point out the resources available to pupils and parents for improving home living in that community. Teachers can pretest pupils in various ways to discover their present homemaking abilities and attitudes. The following references are useful guides to teachers in discovering pupils' needs for homemaking education:
Spafford, Ivol - Fundamentals in Teaching Home Economics. Ch. 7, especially pp. 79-80.
Williamson & Lyle - Homemaking Education in. he High School. Ch. 17 & 7, especially pp. 78-81 and 125.
B. Discovering Pupils' Home Conditions.
How can a teacher discover pupils' living conditions and habits and the facilities available for improving them? It may take a long time (perhaps several years) to become fully aware of all the conditions and habits which should be considered in determining objectives for a particular group but several procedures can be started at the beginning of school and continued as circumstances permit. Some kinds offects can be gained by looking, some by listening, some from one source and some from another. There are many methods and many sources. Some procedures
are listed below: 1. Have a conference with the superintendent or principal or both and with the county instructional supervisor, and with the visiting teacher, asking them a. to tell you what they believe to be the basic homemaking neede of persons in the community or communities served by the school, b. to suggest objectives which they believe to be suitable for the groupB you will teach.

39

2. Consult the administrators of other agencies in the community
which deal with problems of family life (Child Welfare, County Nurse, etc.) asking them

a. to tell you what they believe to he needs of persons and homes in the community or communities served by the school,

b. to explain the facilities of their agencies for assisting families in solving their problems.

3. Consult the advisory committee for Homemaking Education con-
cerning the home problems of the pupils you are to teach.

4. Invite parents of pupils to come to each class when general
plans are made for the year's work or when individual units are planned, and invite them to take part in suggesting aims and activities for the pupils' work.

5. 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 and attainable standards of home living for that community and that group. See pages 46-49 for illustrations of the use of facts in determining objectives.
6. Observe pupils in informal situations to discover their habits
and behavior and compare them with desirable habits and behavior for those pupils in that community, noting those improvements which need to be made.

7. Have personal conferences with each pupil at school, during
regular scheduled conference periods or at less formal times

I

such as before school, at recess, at lunch period, after

school, or at times when you sit beside a pupil in assembly

or walk down the hall with her or eat your lunch beside her,

etc., etc.

8* Visit as many pupils' homes as possible

a. to get suggestions from parents concerning what they believe their children need to learn in Home Economics,

b. to observe living conditions, and discover what you can concerning family habits, family relationships, and family attitudes,

c. to estimate attainable and desirable standards of home living for those persons in that community.

Facts and impressions gained about each pupil may be recorded on

a form similar to that on page 44.

40
C. Stating Objectives for Group Instruction.
After a teacher and her pupils have discovered pupils' needs (the discrepancies between pupils1 present readiness for effective homemaking and the abilities which are desirable for them), they are ready to list the goals for their work together. Pupils will phrase goals in a variety of ways but it is helpful to teachers to think of them in terms of the three essentials for changing behavior -
1. developing a desire to change behavior (attitudes, appreciations, interests),
2. developing an. understanding of why and how to change behavior, 3. developing those abilities which are needed to effect the
change in behavior. Since there are various ways to achieve desirable standards of living and since individuals and groups differ in the ways they can achieve these standards, it is important for a teacher to pay attention to the facilities available to her pupils for meeting their 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. As pupils and teacher list their goals together, they may suggest to which parts of the program each objective can be appropriately assigned - classroom experiences, home experiences or chapter experiences. Some objectives which would be difficult for pupils to achieve in classroom experiences might easily be achieved through experiences connected with the Future Homemaker program or the New Homemaker program.

41
D. Stating Objective for Individualized Instruction
In any one group there will be some needs common to all and,
therefore, objectives common to all, but there will be, also, needs of
individuals which are different from the needs of other individuals.
For example:

1. Some objectives for an over-weight individual (if her overweight is due to over-eating) might be:
a. A desire to eat an adequate diet but one which will gradually reduce her weight.
b. An understanding of how to plan and select meals so that body requirements are met with low calorie intake.
c. The ability to choose from family meals and the school lunch those foods to accomplish her purpose.
2. Objectives for another pupil might be:
a. An increased desire to become a leader.
b. An understanding of how her participation in Future Homemaker activities may help her to develop leadership qualities.
Much help in planning objectives can be gained by re-studying:
Spafford - A Functioning Program of Home Economics. Ch. IV - Building a Dynamic Program of Education. Ch. X - Home Economics in Senior High Schools Today. Ch. XI - Home Economics for Senior-High-School Boys and Girls.
Spafford - Fundamentals in Teaching Home Economics. Ch. IV - Those We Teach. Ch. V - The Home Economics Curriculum. Ch. VI - Learning and Teaching. Ch. VII - The Desire to Learn. Ch. VIII - The Desire to Know the Truth. Ch. IX - Thinking as a Tool of Education. Ch. X - Teaching for Personality Development. Ch. XI - Learning to Live and Work Together.
Williamson & Lyle - Homemaking Education in the High School. Ch. IV - Building the Curriculum in Homemaking Education. Ch. V - Understanding Girls, Homes, and Community.

42
Some Heeds of Every Adolescent
1. To* understand his own physical development (causes of awarkedness, facial blemishes, restlessness, etc.) and to 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 and to attain a certain amount of selfassurance.
4. To develop willingness to carry the responsibility for his own acts. 5. To have increasingly mature relationships in home and family life
and with adults outside his family. 6. To have successful and increasingly mature relationships with age
mates of both sexes. 7. To have opportunities for responsible participation in socially
significant activities. 8. To have freedom in the use of an allowance to meet personal needs. 9. To have opportunities to work and earn money. 10. To increasingly share responsibility in meeting problems of his
family life. For example: a* To choose and care for clothing (his own particularly). b. To assist in keeping accounts, paying bills, planning family
expenditures. 11. To feel that others respect his viewpoints although they are
immature.

43
12. To have opportunities to make his own decisions, express his insights, understandings, etc.
13. To understand differences in viewpoints "between himself and adults and society.
14. To he accepted hy the group. 15. To he socially recognized. 16. To understand and he able to distinguish hetween superstitions,
propaganda, traditions and facts. 17. To investigate and analyze vocations for which he might he fitted. 18. To develop a sense of values hased on democratic ideals. 19. To develop and maintain good health.

44 (Sample form for use in recording information about individual pupils) CONFIDENTIAL DATA ABOUT First Impressions from personal observations Facts from cumulative school records.* Facts from interviews with parents. Facts or .judgments from other interested persons. Especially significant facts from home record sheets.
Facts learned from observation on home visits. Needs recognized. Interests recognized. Information on file in the principal's office (or the pupils' home room).

45

S. Sample Objectives Derived, from Facts on Home Record Forms.

One of the ways to secure information for curriculum building is

to guide pupils in filling in home record forms. By compiling the in-

formation gained and studying it, a teacher can get many suggestions for

program objectives. The following five pages illustrate how data com-

piled from home record forms can be used in setting up objectives for a

program of instruction. Since means of evaluating pupil progress toward

objectives need to be planned when objectives are planned, the last

column on page 47 suggests some of the ways of evaluation which are

:

appropriate for the objectives listed.

Each teacher can collect information about her pupils, compile it

and use it as a means of determining objectives for her homemaking pro-

gram. Order blanks for use in securing home record forms and summary

sheets can be secured from district supervisors.

46

FACTS PROM HOME RECORD FORMS AND
THEIR IMPLICATIONS FOR PROGRAM BUILDING IN HOMBMAKING EDUCATION

The facts listed in the left hand column have been copied from a

compilation of data on home record forms secured from 836 ninth grade

pupils in 42 schools and scattered in three districts in Georgia.* The

reported occupations of the fathers of these pupils indicated that this

sample of information about Georgia's homes represents a "good cross-

section"; approximately 20$ of the fathers were farmers, about 16$ were

mill workers and the rest were scattered among 76 other occupations.

: IMPLICATIONS FOR BUILDING HOMBMAKING

FACTS FROM HOME RECORD FORMS j

CURRICULUMS

A. General Information

:1. Since one pupil out of every 10 has

no mother and 2 out of every 10

Question

i> of Pupils have no fathers

on Form

Reporting

These pupils probably have

greater home responsibilities

7. Persons living in

and their relationship problems

pupils' homes -

are greater than the pupils with

Mothers

87.20

unbroken homes. These pupils

Fathers

78.70

may need extra guidance and

Older brothers... 23.68

counseling with respect to their

Older sisters.... 22.36

home problems, and their need

Younger brothers. 28.22

for home projects in home re-

Younger sisters.. 30.74

lationships and in home responsi-

Other relatives.. 13.99

bilities is indicated.

Outsiders

1.91

2. Since less than half of the pupils

have younger brothers and sisters

and less than half have older

brothers and sisters, situations

other than brother-sister situations

will need to be used for teaching

in the area of Child Development

and Family Relationships.

:

: :

:

:

:

:

Facts presented on this page and on pages 48, 50 and 52, are only a few of the facts compiled from the summary sheets from the 42 ninth grade

classes.

4?

SOME OBJECTIVES DERIVED FBOM THE IMPLICATIONS AND
SOME SUGGESTIONS FOR EVALUATING PUPIL PROGRESS TOWARD THE OBJECTIVES

The objectives listed in the left hand column grew out of the implications listed on the opposite page and they are expressed in terms of desirable changes in behavior, (Experience units through which these and other objectives can be engendered are suggested on page 70.) In the right hand column opposite each group of objectives are listed some suggestions for evaluating the pupil development (changes in behavior) implied in the group of objectives.

OBJECTIVES

tMBANS 0? EVALUATING PUPIL PROGRESS

1.1 An understanding of what the :1.1 Study pupils' lists of the re-

responsibilities of homemaking :

sponsibilities they carry in

include, and how they can be :

their homes for a given period

happily shared by all family

and study each pupil's plan for

members.

the sharing of responsibilities

1.2 A desire to share in the re-

by all the family members in her

sponsibilities of homemaking as

home.

well as in the pleasures of

1.2 Listen to pupils' informal com-

home living.

ments with reference to this

problem, before class, after

: class, during informal class

: activities and during individual

: conference periods.

2.1 An understanding of criteria 2.1 Ask pupils to explain in their

for use in judging family re-

own words desirable family re-

lationships and of ways to im-

lations and how to achieve them

prove relationships.

and ask pupils to give illustra-

2.2 An increasing desire to help in

tions from their own family lives

creating fine family relation-

of desirable and undesirable

ships.

family relationships.

2.3 Some understanding of how to 2.2 Listen for pupils' comments about

help all children to develop in

family relationships during in-

desirable ways.

formal periods of conversation -

2.4 A genuine desire to behave con-

before school, after school, etc.

structively with all children. 2.3 Study the plans made by pupils

for their association with young-

er children in school as well as

with relatives.

2.4 Watch pupils as they play with

or care for children.

48

B. Home Conditions

PACTS DISCOVERED

IMPLICATIONS FOR BUILDING HOMSMAKINSCURRICULUMS

Question on Form

$> of Pupils Reporting

1. Home owned or rented? Owned Rented Neither

46.77 53.49
4.06

1. Almost half of the families own their homes and so have responsibility for repairs and maintenance.
: There may be a need for teaching how to recognize needs for repair and how to provide for property maintenance in family budgets. Those who rent may need to learn how to estimate reasonable charges for rent and how a tenant can help to keep down expenditures for maintenance*
:

2. Material of which house is made. Wood Brick Stucco

63.51 6.81 1.43

Since a great majority of the pupils live in houses made of wood, teaching emphasis should be on repair and maintenance of frame buildings.

:

3. Number of rooms in house. Six rooms Five rooms Four rooms Seven rooms Sight rooms Nine rooms Ten rooms Three rooms Twelve rooms Eleven rooms........ Fourteen rooms

19.61 18.77 16.38 13.03
5.98 1.67 1.55 1.43
.03 .01 .01

:3. Since 68$ of the homes have 4 to : 7 rooms, teaching should be in
terms of small houses.

49

OBJECTIVES

MEANS OF EVALUATINO PUPIL PBP&BESS

1.1 Some understanding of the re-

lative costs of owning and

renting similar dwellings.

1.2 Some understanding of the ad-

vantages and disadvantages of

owning and renting.

1.3 Some understanding of methods

available for financing home ownership.

t.

2.1 An understanding of the types

and frequencies and cost of re-

pairs and painting needed to

keep frame houses in safe and

attractive condition.

2.2 A desire to help to keep their

homes in repair.

2.3 An understanding of how to

recognize the needs for repairs

2.4 The ability to make simple home

repairs.

:

3.1 Some ability to judge beauty,

convenience and safety of small

houses and plans for small

houses.

t

3.2 Some understanding of how each :

typical room in a house may be :

used for several purposes.

:

3.3 Some understanding of how over-:

night guests may be accomodated

in homes with no guest rooms.

3.4 Some ability to plan improve-

ments needed in small homes.

50

C. Housekeeping

FACTS DISCOVERED

:IMPLICATIONS FOE BUILDING HOMEMAKING

1

CUHRICULUMS

Question on Form

$ of Pupils Ifopor^"ff

1. Hired help assisting
with house work -
Yard man. Cleaning woman Cook House maid Nursemaid.

7.29
6.82 5.86 4.42 1.31

2. How laundry is done At home By member of family. At public laundry... By laundry At laundress's house By laundress By servant at home..

66.14 60.28 10.88 7.89 7.17 6.45 5.38

3. Members of family who work in field, garden, etc. field: father Mother Brother Sister Self Others

26.19 12.44 20.81 12.20 15.66
2.39

1. Since there is practically no hired help assisting with housework, there needs to be family planning for the sharing of duties and the organization of work. Probably adults need instruction in home management and younger family members need to be encouraged to do their share of the housekeeping. High school pupils may need to learn how to plan their time to provide for carrying home responsibilities as well as doing the other things they want to do.
2. Since 2/3 of the families have their laundry done at home and in almost that many families the laundry is done by a member of the family, there is a need to teach pupils the best possible way to do home laundry with various types of equipment. Pupils may need to be taught also how to care for their own personal laundry. If there is a washing machine in the Homemaking department, pupils may be encouraged to rotate in bringing their family laundry to school and be taught how to use
: the machine. : :3. Since not all pupils have home
experience in gardening (and since teachers need to provide demonstrations of how to garden) school gardens should be planned and tended wherever space and soil permit. Since 65$ of the gardening is done by women and girls, a unit on food production seems advisable and many pupils may need home projects and summer experiences in this area.

OBJECTIVES

ML
MEJUJS 0? BVALUATINS FDPIL PROSBESS

52

D. Nutrition

FACTS DISCOVERED

: IMPLICATIONS POE BUILDING HOMEMAKING

j

mp?PT munis

Question on ToTM

$ of Pupils Reporting

1-8. Diet Habits. Hat breakfast Hare vegetables daily besides potatoes......... Have green vegetables frequently Have raw vegetables frequently....... Sgg supply. Adequate milk supply Fresh fruit daily.. Meat twice a day... Meat once a day.... Meat three times a day.

76.55
84.21
75.71
7S.92 68.77 61.12 52.51 41.26 39.23
13.99

9. Meat used at least once a week. Pork Beef Fish. Liver. Poultry

71.05 61.48 50.11
19.83 5.02

10. Desserts served Cake Pies Canned fruits.... Pudding Cookies Fresh fruits lee cream. Congealed Doughnuts Dried fruits Custards

81.81 79.66 79.42 71.29 61.00 60.28 56.57 40.19 33.13 27.63
2.63

OBJECTIVES

53
; MEANS OF EVALUATING PUPIL PRO&RESS

:


54
7. Assigning Objectives to the Various Groups to be Taught.
Groups taught homemaking are of various types and vary from school to school and from year to year within a school community. Any combination of groups may comprise the groups taught in any one school community. Groups frequently taught are: In-school group8
1. Girls in Senior High School (probably 9th, 10th, and 11th grades).
2. Boys and girls in the 12th grade. 3. High School boys. 4. Boys and girls in the 8th grade* 5. Girls over 14 in the elementary school. 6. Members of chapters of 1*. H. A. or N. H. A. Out-of-school Groups 1. Young men and women not yet married. 2. Young married men and women. 3. Parents of young children. 4. Parents of pre-adolescents. 5. Parents of adolescents. 6. Homemakers seeking new housekeeping abilities such as food
conservation or leisure time occupations. 7. Elementary teachers seeking help with teaching homemaking in
their classes. 8. School lunch personnel seeking help with lunchroom problems.

55
Some objectives may he suitable for all groups to be taught, some may "be especially suited to one or a few groups. The wise teacher does not try to work toward all objectives in erery group but to select for each group those objectives most suitable to that group.
Suitability may be determined by the importance of the objectives to a particular group, by the probability of its accomplishment through a real interest or concern of the group, "by its relative difficulty in a sequence, by the conditions under which a group works, or "by other aspects of a particular situation.
On the next few pages are listed some objectives which have been suggested "by a group of experienced teachers who are familiar with the needs of Georgia's pupils and their families. Bach teacher may find in these lists some objectives which are suitable for the high school groups she will teach, Some objectives suited to other groups will he found on later pages.

56
G. Some Suggested Objectives for a Three-year Homemaking Program.*
Homemaking I (probably 9th grade)
1. Some ability to plan, prepare and serve attractive Bimple meals appropriate for families on minimum and moderate income levels.
2. An understanding of and some ability to select, purchase and store foods wisely.
3. Some ability to participate in the planning, producing, canning and freezing of food for the family.
4. An understanding of the advantages of family councils in maintaining satisfactory relationships with one's family.
5. A desire to develop a wholesome attitude toward the opposite sex and the ability to get along with them.
6. A desire and ability to construct a simple garment.
7. A desire to be a well groomed appropriately dressed person.
8. Some understanding and ability to plan, select and care for clothing.
9. An appreciation of the rights of children as members of the family group (that children are persons).
10. To gain some understanding of the behavior of young children and some ability to help them form desirable habits.
11. A desire and ability to do various types of cleaning operations which need to be done in a well kept house.
12. To gain some understanding of how allowances, budgets and records, etc., help one to use his resources more intelligently and more satisfactorily.
13. Increasing ability to use one's intelligence, available facts and suitable criteria in making decisions and plans.
14. Initiative and resourcefulness in meeting new situations.
15. Eespect for points of view different from one's own.
16. Understanding of the fact that everyone is the product of his environment and not intrinsically good or bad.
Objectives on pages 56-58 have been suggested by a group of experienced teachers who are familiar with the needs of Georgia's families.

57
Homemaking & (probably 10th gr^fi)
1. In increased desire to have one's home beautiful.
2. Some understanding of ways in which homes may be made liveable, attractive and convenient.
3. An increased ability to make desirable improvements in the home.
4. An ability to select, maintain use and store home equipment.
5. A desire and ability to participate in planning, selecting, purchasing equipment for the home.
6. A desire and ability to cooperate in planning and sharing in family council.
7. An increased understanding and appreciation of the role of the opposite sex.
8. Increased skill in construction processes as applied to making clothes.
9. An increased understanding of whether it is better to buy a ready made garment or construct one.
10. Some ability to plan and assemble attractive and appropriate ensembles in keeping with one's share of family income.
11. An increased understanding of the family's food needs.
12. An increased understanding of the responsibilities of homemakers as nurses and some ability to do home nursing and administer first aid.
13. An increased ability to plan, prepare and serve adequate meals for whole family.
14. Increased ability to buy wisely. 15. To gain some understanding of how allowances, budgets and records,
etc., help one to use his resources more intelligently and more satisfactorily. 16. Increased ability to make and follow plans which reflect the suitable budgeting of time and energy. 17. An appreciation of the contributions which family members make in the home and in the community.
18. Besponsible participation in common concerns.
19. Active concern for the welfare of others.
20. Unwillingness to Judge persons or issues without full data concerning them.

58

Bomemaklng IU (probably Hh grade) 1. Increased ability in making vise clothing purchases. 2. An increased ability to maintain appropriate dress at all times.
'* needle86* aM1Uy ** USinS re8<mrces for TM*^ fUy clothing

4#

iJv~era!n^dSeadd/eqMu1aitteyan*d?

wPlhaiach

prepare
provide

v"a^riesetyrvefroameadl8ayMto<d*aayr. e

attract-

5. An understanding of timely buying of food.

6* tthor^ouSgfh*m?in?im*u*m*cofst"m*eaalsb.ility t0 Beet ffliniBram nutritional needs

7. An increased ability to plan for and produce and can or freeze foods to meet the nutritional needs of the family.
8. Ability to plan suitable refreshments for teas, parties, simple luncheons or dinners within cost limits for different grouped at different seasons of the year.

9# Chilean? aMUty t0 PP0Vlde fr the need8 f infants m,d sma11

10. Ability to plan and make or select desirable clothing for children.
a# 5 wiT^S.of the relatlve C08t of household **--* * --

12. Some understanding of the factors involved in establishing a home.

13* ^"iors"" -* 8kiUS ^ d6C0rating ~ *** **

14. Some understanding of the social and economic aspects of housing.
|< 15. An understanding of what homemaking skills may be developed for use in earning money and how these skills may be developed.

16' u money!7 * TM ** 1-M* ^ hofflemakine ski11 * eans of earn-

1?* andfafninutan?dCeersW tanitdh,isngtaotef ho*w fto^rseaculrbe utlhleemti.ns available to ho,meomaa*keerrss

18. Acquaintance with community and state agencies which provide help in

thelr^elp!

^ UTiae *** n understanding of how to secure

59
H. Deciding Relative Emphasis for Different Groups.

It is difficult to decide which objectives in each area to emphasize

with different groups, since there are so many worthwhile .objectives and so

many areas of work.

In any one school the emphasis in grade 10 may be determined to

some extent by the habits, skills and understandings gained in the 9th

grade; if basic learnings have not been gained in H. Ec. I they need

emphasis in E. Ec. II until they are gained. Pre-tests for knowledge and

understandings and practical tests for skills help to determine needed

emphasis in any grade.

Pupil maturity, developmental needs and home responsibilities of

pupils in a group help to determine their interests and these in turn

suggest those objectives which can be linked with the interests for use

in curriculum building. It is well to remember that learning takes place

only where there is interest and that objectives must be emphasized when

they can be made the pupils' own objectives in some experience which is of

interest to them.

Since most teachers of homemaking have as their major responsibility

the teaching of high school girls and since some teachers have difficulty

\

in determining the relative emphasis for each year's work, a chart is pre-

sented on the following pages which suggests objectives which may be em-

phasized in each year's work for each phase of home living. A teacher

using this chart should not attempt to work toward each objective for

each grade and in each area but she may wish to select from the many ob-

jectives suggested those which need emphasis for her pupils.

SUGGESTED EMPHASES TOE A THREE YEAH PROGRAM OF HOMEMAKIHS EDUCATION IS A HIGH SCHOOL
8

JL

ffpgq ggt i

:Appreciation of lights of

Home gct H

-L

Home 1c. Ill

An increased understanding of {Ability to plan and make or

tchildren as members of the

"why" children behave as they :select desirable clothing for

:family group*

do.

{ children.

Child

;Some understanding of types of An increased understanding of :An increased desire to give in-

deyelopment:stories, games, and toys appro- how to deal with various be- , telligent assistance to re-

priate for young children.

haviors.

latives and friends with refer-

:A desire to help all children

ence to baby care and child

:to derelop in favorable ways.

tear*.

:Some ability to help children

:An increased understanding of

{form desirable habits.

{community resources for child

L

{health and development.

{Ability to give clothing care Some ability to determine when {Increased ability to evaluate

{needed for a good appearance. it is better to buy and when it{garments and suggest improve-

{Skill in machine control and is better to make garments. {ments.

Clothing {the use of the needle and

Some ability to plan an

{Skill8 needed for remodelling

{thimble.

attractive and becoming ward- {garments.

{The ability to read and inter- robe in keeping with one's

{Increased ability in making

pret a commercial pattern.

wardrobe needs and one's share {wise clothing purchases.

{The ability to use simple cri- of family income.

(Increased ability to plan and

teria for the selection of pat-

{make garments for one's self.

{terns and materials. {Ability to get along with

JL Increased ability to understand{Some ability to be a good

{others in work and play.

one's self and other family {hostess.

{An understanding of the import- members and why each behaves as{An understanding of the fields

Personal {ance of dating,

he does.

{open to Home Economics trained

development{An understanding of the "how Increasing ability to help pre-{persons.

{and why" for dating etiquette. vent family friction.

{An understanding of the careers

{Improvement in habits of per- {An increased desire to use

{that are available to high

sonal hygiene.

leisure time in interesting and:school graduates with and with-

{

valuable ways.

{out additional training.

:Some ability to improve home Increased ability to cooperate : An understanding of factors that

jsituations (facilities), re- with other family members in make for successful marriage

lationships and schedules, as a carrying out home projects.

and ways to encourage each.

Family

:means of satisfactory home life A desire and some ability to An understanding of major

relations iAn understanding of the advan- plan cooperatively for family causes of discord in marriage

:tages of family councils as a fun.

and ways of preventing each.

means of bringing about family A desire and some ability to

; unity.

entertain friends at home.

:Some ability to plan an ade- An increased desire to prepare An understanding of how meals

Squate day's diet for one's self and serve adequate and attrac- can be planned by the week and

:and family.

tive meals.

how marketing can be done by

Food and :Some ability to plan, prepare An increased understanding of the week.

nutrition sand serve attractive meals in a food requirements for typical Increased ability to plan

treasonable length of time.

family members.

suitable refreshments for teas,

:Increased skill in preparing An understanding of the minimum parties, simple luncheons or

:fundamental foods.

cost of an adequate diet and dinners within certain cost

:Some ability to select and

how to plan minimum cost meals. limits for different groups

:purchase foods wisely.

and at different seasons of

the year.

{Some understanding of ways in Abilities in improving beauty Increased ability to Judge and

:which homes may be made more of rooms with a minimum ex-

create beauty both inside and

Home

:convenient, safe and sanitary. penditure of money.

outside the house.

improvement:A desire and ability to do

Understanding of the importance Skills in making and renovat-

:various types of cleaning

of adequate and attractive

ing house furnishings.

{operations which need to be

housing facilities on home life

{done in a well kept house.

and all members of family.

{Increased desire to share in Ability to do home nursing.

Increased interest in budgeting

{management in the home.

Some ability to improvise suit- as a means of helping all mem-

{An increased understanding of able equipment to be used in bers of a group to -share

Home

:ways in which high school girls caring for the sick.

equally in a common good.

management {can earn money.

Increased ability to buy wisely An increased ability to recog-

{Increased ability to manage the A desire and some ability to nize and practice good home

{use of time, money and equip- cooperate in planning family management procedures.

tment.

expenditures.

Some understanding of the re-

sponsibilities entailed in

S

L

managing a home. en

62

More References on Heeds and Objectiv es
A. S. C. D., 1950 Yearbook, Fostering Mental Health in Our Schools. COle,ffSeik.^f^i^4Sf Msi^C-^- ^arrar and Rinehart, Inc., Goodykoontz Bess and Others, Family Living and Our Schools.
U. Appleton-Century Company, New York, U. Y. 194l7 Ch. III. HatChA^do1aliedscAenn?trse.WS;C.hS. j3| -toSaestmtin*g2Uip HGomoaemlsa. kin^. Ch. 8 - Understandin^g Havighurst & Taba, Adplescent Character and Personality. ^'m HiillABo^okrC^om3pa'n'y. ^21l954|9c.eM 2evel^2Sent. Hew York, K. Y., McGrawNational Society for the Study of Education. Forty-third Yearbook, Part I,

^"IduLuorin0?* ^^/ecurity Agency, Washington, D. C., Homemakin, mam^?n in Secondary. Schools of the UnUed States, especially nage" 1.

^e Jfof JittT*? ^U. ?tt& Sfflt SUfe School Hate on tM Imperative Sl<^:uii-ei6i^thSSttSreIett, ^NZ . W*., 1* Wa*s*hTMin^ gtonTM, Do. f CS. ec2o0ndcaeryntsS.chool Principals,

Schnell, Dorothy C^actgri^tics of Adolescent. Minneapolis, Minn.

Burgess Publishing Company. 1946^

'

Spafford, Ivol, A Functioning Program of feme Economics, pp. 73-81.

Spafford, Iyol Fundamentals in Teaching Ifome Economics. Ch. 7 - The Home economics Curriculum.

CHAPTER III
PLANNING PROGRAMS FOR IN-SCHOOL GROUPS
A. Deciding What Experience Units to Use
Since pupils learn best when they have a purpose for learning and when 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 types hut in general pupils of any age may he expected to he interested:
a. in carrying on activities which give them pleasure, b. in learning easier and quicker ways to carry on their re-
sponsibilities, c. in developmental tasks suited to them. How can a teacher discover what her pupils like to do or would like to do? How can a program of work be planned around interests? Here are some suggestions for deciding what experiences may be used: Pre-Flanning 1. Discover the interests and responsibilities of the persons in each of the groups to be taught: a. By looking for evidences of the characteristics of persons of
the age group. (See pages 66-69 for interests characteristic of adolescents.) b. By talking informally with pupils, with former pupils, and with potential pupils in that age and interest group. c. By reading reported interests and responsibilities, such as those on home record forms and interest inventories filled out by pupils for counselors, home room teachers, or others.
63

64
d. By making home visits, asking appropriate questions, and listening carefully to all answers and comments.
e. By noting possibilities for home, school and community activities, calling them to pupils' attention and noting pupils' reactions.
f. By discussing with pupils their responsibilities for and activities in their Homemakers chapter.
2. List a variety of possible experience units for each of the groups
to be taught.
a. Each unit should be closely associated with an interest or responsibility discovered.
b. Each unit should provide a means through which some of the objectives for the group's education may be sought.
c. Each unit should be consistent with the resources available.
d. Each list may include experiences of different types - personal, home, school, community. See lists of suggested units for different groups on pp. 70-74.
3. Compare the list of units for each group with the experiences which
that group had previously (see quarterly and annual reports) in
order to avoid unjustifiable repetition.
Planning With Pupils
1. Guide each group in planning its own program. Have teacher-pupil
planning lessons at the beginning of the work and whenever needed
later. See "Suggestions for Teacher-Pupil Planning" on pages 181-
184.
a. Discuss with pupils what they feel they need to get from their work.
b. Encourage pupils to assist in making a list (on the board) of the problems which they have at home, in school, in social relations with other people.
c. Encourage pupils to explain what they have already learned about home living in school, at home, etc., and what they still need to learn. Pre-tests may be given to discover some accomplishments to date.
d. Invite pupils to suggest what they want to do and why.

I
65
e. Contribute suggestions for desirable additional experiences (at this point the teacher may refer to her list of pre-planned experiences and suggest any which now seem appropriate).
f. Set pupils' reactions to all suggestions made and lead them to some common agreement concerning a tentative program of work, including class work, home experiences, F. H. A., or N. H. A. activities, etc. Pages 82, 87 illustrate these ideas.
g. Guide pupils in reasoning out some appropriate order for undertaking the class experiences Tslanned, at least which one to do first.
2. Encourage each class program chairman to list the suggestions made
for P. H. A. or N. H. A. activities and guide these chairmen as they
participate in planning the program of work for the local chapter of
F. H. A. or N. H. A.
Re-planning
Take the plans made with the groups and work out a tentative program of
work for each:
a. Checking to see if the sequence of similar units from grade to grade is consistent with the relative emphasis desired in each grade. See "Suggested Emphases for a Three-Year Program of Homemaking", pages 60-61.
b. Allocating objectives to the selected experiences to see if the experiences are suitable in nature and scope for engendering the desired objectives; if they are not suitable, some re-planning will need to be done now or later. See pages 76-81 for further explanations and illustrations.
c. Estimating the desirable sequence of experiences and time allottment needed for each experience and listing the experiences appropriately. Using a calendar form will assist in observing necessary cautions. See "Some Cautions to Observe" on page 85, and Sample Form on page 86.
References:
Hatcher & Andrews - The Teaching of Homemaking. Ch. 4 - Choosing Experiences, also pp. 234-247.
Spafford - A Functioning Program of Home Economics. Ch. IV - Building a Dynamic Program of Education.
Williamson & Lyle - Homemaking Education in the High School. Ch. IV - Building the Curriculum in Homemaking Education.

66
Some Interests Characteristic of All Adolescents
1. How to make friends. 2. Becoming independent. 3. Manners and etiquette. 4. Hobbies. 5. Being accepted by the group. 6. How to find money-making jobs. 7. How to protect themselves from common diseases. 8. Making life seem worthwhile to themselves and others. 9. Participation in group organizations. 10. The happiness and well-being of brothers and sisters. 11. Development of friendships with persons of the opposite sex. 12. Communicating with each other in talking or writing. 13. Their homes being glamorous and impressive to their friends. 14. Eadio programs, movies and funny paper.

Interests Characteristic of Young Adolescents (13-15 years)

Sirls

Boys

1. Interested in home and family activities.: 1.

2. Not interested in active games.

: 2.

3. Are proud to share responsibilities of :

mother and teacher.

s 3.

4. Like to care for little children.

:

5. Interested in reading love stories.

: 4.

6. Gain prestige by "being friendly, ladylike:

7. Have great interest in own person and :

appearance.

5 5.

8. Like informal parties.

: 3*

9. Interested in bright colors and ornaments: 7.

of dress.

t 8.

10. More interested than boys in social

:

cliques.

:

: 9.

Not very interested in parties. Interested in games and sports involving great physical strength. Not interested in school - do just enough work to get along. Strong interest and urge for emancipation from the family (shown by argueing, know-it-all attitude, disobedience, etc.). Show indifference or hostility to opposite sex. Intrigued by mechanical gadgets of all sorts. Show no interest in their appearance. More interested in group companionship of own sex - almost slavish in the approval of his group. Interested in vocations.

Both Girls and Boys

Interests of this age group are personal in nature. They are interested in members of the other sex en masse. Are beginning to be interested in values. Are interested in sex as a source of new curiosity. Are becoming interested in world affairs, religion and moral issues. Have little interest in adult companionship and even less with their chronological
inferiors. Are interested in choosing their own friends. Look upon a large number of friends as an indication of popularity. Are not interested in formal parties. Are actively interested in the affairs of others (like to help others). Are interested in worthwhile community organizations.
3

imtitU : -r

03

Interests Characteristic of Middle Adolescents (15-17 years)

Sirls

Bpys

1. Have standards shifting over to hoys'

1. Interest in parties is revived.

values. 2. Are creaking away from adult ladylike

2. A decline in interest in active sports. 3. Show more interest in their families.

standards. 3. Seek these traits (usahle in teaching) -

4. Take greater interest in their personal appearance.

aggressiveness, good sportsmanship, friend- 5. Interest in opposite sex is ordinarily open

liness, daringness, new sense of humor in

and frankly expressed.

relation to jokes, tendency to organize

6. Intellectual interests increase both in

groups.

scope and depth and they throw themselves

Peel it is important for them to be able to

into work with new vigor and direction -

get along in large groups, to he generally

become more interested in school.

socially successful.

7. Show great interest for information about

More interested in clubs and hobbies than

the ways of the world and the intricacies

their school work.

of human relationships.

6. Like to argue.

8. Unconcerned about modesty.

7. Interest in helping others changes to

criticism and attempts to reform.

Become interested in making their own

clothes and caring for their clothes.

Both Girls and Boys

Interested in one member of about the same age of opposite sex. Become interested in national and world affairs. Vocational interests change frequently. Interested in parties and social gatherings.
Interested in consuming large amounts of food and have peculiar food habits. Concerned about their families in relation to other families.

--

Interests Characteristic of Older Adolescents (17-20 years)

Girls

Boys

1. Are interested in being well groomed and pretty (glamour girls).
2. Are eager to dress in good taste. 3. Wish to he popular with desirable boys or
a select group. 4. Are interested in adult activities, in-
cluding meal preparation and service, home management, child care and guidance. 5. Have new interest in feminine roles and maternal drives. 6. Enjoy giving teas, dinners and parties for adults to gain approval and security with adults. 7. Interested in the selection of a vocation. 8. Interested in selecting, making and caring for their clothes. 9. Interested in getting a job. 10. Interested in economic security (often stronger than interest in the job itself). 11. More interested than boys in religion, planning daily schedule, manners, home and family relationships.

1. More interested in watching sports than participating actively in them.
2. Show their first interest in romantic novels. 3. Keen interest in achieving economic
independence. 4. More interested than girls in money, sex,
and health.

Both Girls and Boys

Interested in friends of the right kind, unconcerned about number.

Interest in glamorous jobs declines as adolescence progresses.

Most of them believe fundamental religious doctrines.

Become intolerant of persons not like themselves. Their prejudices

and antagonisms become intensified by their social groups.

Some interest still shown in superstitious beliefs.

o>

Suggested Experiences of Interest to Girls for Use in Planning

A Three-Year Program of Work in Homemaklng

-oa

First Year (9th grade)*

t Second Year (10th grade)*

Third Year (llth grade)*

A. Planning together our program of:A. Planning together our program of;A. Planning together our program of

work in Homemaklng for the year.: work in Homemaking for the year.: work in Homemaking for the year.

B. Preserving surplus foods for the:B. Planning and making improvements:B. Planning, remodeling, and buying

homemaking department.

; in our homes. (Emphasis on

: clothes for myself and others.

C. Planning, preparing and serving : family relationships.)

; (Basic skills emphasized -

simple meals at school.

:C. Having a "good time" on dates.

vocational emphasis.)

(Emphasis on eating and work :D. Planning parties for my crowd. :C. Making children"s clothes.

habits. Emphasis on food com- :E. Planning for the family1s re- :D. Preserving surplus foods for home

binations.)

* creation during the Christmas

and for market.

D. Planning for our dates.

: season.

:E. Planning entertainment for my

(Emphasis on boy-girl relation- :F. Planning our spring wardrobes.

friends during the holiday

ships.)

: (Emphasis on selecting ready-

season. (Emphasis on catering

E. Making ourselves more attractive: made garments and consumer buy-

and unique ways of entertaining.)

(Emphasis on grooming and

manship.)

P. Improving relationships in our

personal improvement.)

g. Planning and making a garment I

homes.

P. Planning and making a needed

need. (Emphasis on complete en- g. getting ready to establish and

simple garment. (Emphasis on

semble as to it8 becomingness

manage my own home. (Budgeting;

selection of material, pattern

and appropriateness, basic

planning living arrangements;

and equipment; use of equipment. skills.)

: home furnishings; child care.)

g. Helping to care for the children H. Planning, preparing and serving :H. Planning year-round food sup-

we know best. (Emphasis on child week-end meals.

: plies for family use and

guidance.)

I. getting ready to be good home : marketing.

H. Planning and planting our spring nurses.

ti. Making plans for my summer

gardens.

J. Planning our summer vacations.

vacation. (Emphasis on pro-

I. Planning my summer vacation.

(Emphasis placed on ways of

vocations! experiences.)

(Plans for home experiences..)

earning money.)

*In any one grade 6 or 7 units may be possible. Time allowances are not suggested, but it is assumed that

units, if well taught, will require an average of 5 or 6 weeks each. The sequence of units for each grade

is not a recommended sequence. The sum total of the selected units for all three grades should provide a

well balanced program suited to the accomplishment of the objectives sought.

71 Suggested Experiences for 13th Grade Girls and Bpys* Increased emphasis on Life Adjustment and Family Life Education

N. B. It is assumed that no one-year program could include all the units listed 'below, but it is also assumed that some of these units may be appropriate in many 12th grade programs.

Approximate Time Allowances

A. Planning the program of activities for the year

1 week

B. Planning for marriage (mate selection, engagement period, problems of adjustment in marriage, etc.)....

5 weeks

C. Planning how to secure satisfaction from family incomes

6 weeks

D. Planning livable homes. (Buying or building, selecting the location.) Judging a house

6 weeks

E. Planning basic furnishings for the homes of brides and grooms at different income levels

6 weeks

P. Planning and making simple and inexpensive yard improvements which may be used for any home. (including the use of native shrubs.)

4 weeks

G-. Guiding the activities of lower grade children on the playground. (Helping children establish habits of behavior that are desirable.)

5 weeks

H. Becoming familiar with the services our community provides for help with home living

5 weeks

I. G-etting ready to become an efficient employee. (Emphasis on appropriate dress, meal selection for good nutrition, manners and customs, etc.)

5 weeks

Please note that equipment for cooking and sewing are not needed, and that a maintenance allowance is not necessary.

Suggested Experiences for Boys and 6-irls in the "New, Eighth grade" (Major emphasis on improvement of personal and home living)

A program of experience units for a full year may be selected from those listed below. A Home Living program for only a portion of a year may include a few of the units. (Any of these units may be developed in a classroom of the regular type, without laboratory equipment or a maintenance allowance.)

Approximate Time Allowances

A. Planning with pupils a tentative program of activities for the year

1 week

B. Getting the most for the money I spend (recreation, meals away from home, buying groceries for family, etc.)

5 weeks

C. Making simple Christmas presents (Emphasis on family relationships and wise management of resources.)

5 weeks

D. Making games for fun at home (Emphasis on shared recreation.)
E. Doing my part in caring for the sick in my home.... I, Making my home a safer place in which to live G-. Improving our school grounds... H. (Jetting a better understanding of ourselves
(physically, mentally, emotionally) I. Making and keeping friends. J. Planning ways to earn money K. Making toys for children (emphasis on child
development through play) L. Improving my personal appearance* M. Cooperating with the school lunch program N. Improving my home and home grounds

6 weeks
6 weeks 6 weeks 5 weeks
6 weeks 4 weeks 6 weeks
4 weeks 4 weeks 4 weeks 5 weeks

*Some think the average 13 year old boy may be a little young for this interest. Daring the latter part of the year the teacher may find both boys and girls interested and eager to learn how they can improve their appearance.

73
A Homemaking Course for Boys
Boys are interested in problems of home living and homemaking courses for boys are increasing in popularity each year. Many times a course for "boys is labeled Home Economics but more frequently it is called Home Living or Social Living or Boys Home Economics or Social Economics or Homemaking for Boys or Personal Living or Personal Problems in Living or Personal and Family Living or Family Relations.
When a year's course for boys is not practicable, a half-year course may be offered or some units may be offered as the homemaking teacher exchanges classes with the teachers of agriculture, shop, etc.
Why teach bpyst
1. The need is very great.
2. Boys want Homemaking Education.
3. Boys will be better members of their families, better citizens, and better future husbands by taking Home Economics.
4. Guidance in personal improvement and the solution of personal problems may not be given in any other course which boys take.
Assumptions concerning homemaking education for boys:
1. Homemaking education may be planned for all boys and girls as a part of their eighth grade work.
2. Homemaking education, with emphasis on Family Belationships, may be offered to all boys and girls at the twelfth grade level.
3. A course in homemaking for boys alone may be made available.
General objectives for homemaking instruction for boys:
1. A desire to become more worthy home members.
2. An increased understanding of the problems of family living and how men and boys may assist in their solution.
3. Some homemaking skills.
4. A broader understanding of what characterizes a well adjusted person and how desirable characteristics may be achieved.
5. An acquaintance with reliable sources of information bearing on sex and family life.

74
Suggested Experience Units for a Boys Course
A selection of units from the following list might he made if the Home Economics state adopted textoooks are to he used. (References are listed on page 213. A. Planning and Assembling a Seasonal Vardrohe (including the Buying of
Ready-made Garments). B. Keeping Clothes in Order. C. Planning, Preparing and Serving Meals. D. Making Home Improvements. E. Handling Your Personal Finances. P. Helping With Home Nursing. G. Getting Along With Your Friends. H. Getting Along With Your Family. I. Understanding Ourselves and Others. J. Developing Desirahle Personal Traits and Habits. K. Getting Along With Children.
References helpful in planning for Boys Classes: Hatcher & Andrews - The. Teaching of Homemaklng. pp. 335-337. Spafford, Ivol - Fundamentals in Teaching Home Economics. Ch. XX - Home Economics for Boys. Williamson & Lyle - Homemaklng Education in the High School. Ch. XV - Home Economics for Boys.

75

B. Combining Objectives and Experiences

Pupils' Heeds Objectives

Pupils' Interests

"Situations"*

V Experiences

-> Units ^ Home Projects ^_

j^ Chapter activities^.

The above diagram is a reminder of the fact that a program of work

is based on the interests and the needs of pupils, their needs indicating

suitable objectives and their interests indicating suitable experiences.

Objectives and experiences wisely combined in units, home projects and

chapter work produce a program which is functional.

It is the major responsibility of the teacher to determine suit-

able experiences through which pupils may attain desired objectives.

Pupils should be encouraged to suggest and help select these experiences.

!

On the next seven pages are examples of objectives combined with ex-

perience units. Pages 82-84 present a skit which illustrates how nupils

were guided to plan home projects to care for individual needs and

interests. Pages 131-135 present reports of how chapter activities were

planned to combine interesting experiences and needed objectives; these

pages also illustrate how chapter programs can be planned as integral

parts of a total program.

*"The function of the teacher is to guide the pupil into situations in which he will experience that which it is desired-he should learn" from Williamson and Lyle, Homemaking Education in the High School, (Appleton-Century, 1941), p. 140.

OBJECTIVES FOR H. EC. II ALLOCATED TO EXPERIENCES OF INTEREST TO 10TH GRADE GIRLS

Objectives

::

Exoerience Units

::Planning:Having a:Planning :Planning:Planning:Planning:Getting :Planning

::and mak-:Hgood :for the :our

:and mak-:prepar- :ready to:our sum-

::ing im- ttirne" ontfamily's :spring ring a :ing and :be a :mer

::prove- :dates :recreation:ward- tgarment :serving :good :vaca-

::ments in:

:during the:robes :I need :week-end:home :tione

::our

:

:Christmas :

:

meals :nurse :

::homes :

:season :

z

:

:

;

1. An increased desire to have ::

:

:

:

:

:

:

:

one's home beautiful, con- :: x :

:

:

:

:

:



venient and safe.

:;

;

:

:

:

:

:



2. An understanding of cri- ::

:

teria for use in judging ::

:

:

"beauty, safety and conven- :: x i

:

ience of homes.

JJ

;

:

3. Some understanding of ways ::

S

:

:

:

:

:

:

:

:

:

:

:

:

:

:

:

:

:

:

:

:

*

*

f

f



in which homes may be made :: x attractive and convenient. ::

:

:

:

:

:

:

:

:

:

:

:

:

4. An increased ability to make::

1

desirable improvements in :: x !

:

homes.

::

:

t





#

I t

:

:

:

:

:

:

:

:

:

:

5. A desire and ability to co- ::

:

:

:

:

:

:

operate in planning and

:: x i

x:x

:x:x:x:x:x

sharing in family councils. ::

i

:

:

:

:

:

:

6. An increased understanding ::

:

:

:

:

:

:

:

and appreciation of the

:: z : x : x

:

:

:x:

:

opposite sex.

;:

:

:

:

:

:

:

;

7. Increased skill in con-

::

:

:

:

:

:

:

:

struction processes as

::

:

:

:

: x:

:

:

applied to making clothes. ::

:

:

:

:

:

:

?

8. An increased understanding ::

:

:

:

:

:

:

:

of how to judge when to buy ::

:

:

: x: xt

:

:

or construct a garment.

::

:

:

:

:

:

:

:

9. Some ability to plan and :

assemble attractive and

:

ttDT)roT)riate ensembles.

; :

10. An increased understanding :

of the family's food needs. :

11.. An increased-understanding :: of the responsibilities of 3

homemakers as nurses and ! t

some ability to do home

!

nursing.



12. Increased ability to plan, : :

prepare and serve adequate i :

meals for a whole family.

13. Increased ability to buy

wisely.

::

14. Some understanding of how

allowances, budgets and

records, etc., help one to ::

use his resources more in- : t

telligently and more

satis-

t

factorily.

E:

15. Increased ability to make

and follow plans which re- ::

flect the suitable budgeting ::

of time and energy.

::

: t
i
* * : :

x :
: x :
t
:
: x :
:

t : x : J

:

x: X9





:

X i







: x:

J !

!



:

1



:

x t



!

I

1



1



x : x: X: x;

:





x : x:

:
: x:

'


:
: x
t t
i


:

:

X : xt X: x

x: x

i

1

?

^3 ^3

78 Suggested Objectives for 12th Grade Girls and Boys
Allocated to experiences of interest to 12th grade 'pupils.

UNIT A - FLAMING THE FEOGEAM OF ACTIVITIES FOR THE XEAR

Specific 1. Increased interest in and an increased feeling of need

Objectives

for guidance in the various phases of homemaking.

2. Increased ability to plan with others for the good of all.

3. Increased understanding of the principles of democracy in

group planning.

4. Developing the habit of considering the viewpoints of

others.

UNIT B - PLANNING FOR MARRIAGE.

Specific Objectives

1. Recognizing that one's choice of friends has far reaching effects on one's married life.
2. Increasing understanding of the other sex. 3. Developing traits which make one likable. 4. Widening viewpoints concerning relationships with others. 5. Developing high standards of conduct. 6. Appreciating the beauty of mature romance. 7. Weighing objectively factors necessary for successful
marriage. 8. Understanding the meaning of marriage vows. 9. Understanding the value of the engagement period and how
it should be managed. 10. Appreciating the need to work for success in marriage. 11. Understanding that personal adjustments will be required
to make marriage successful. 12. Understanding traits that husband and wife should expect
of each other. 13. Understanding the major causes for divorce and how some
family failures may be avoided. 14. Some understanding of the costs of marriage and the
establishment of a home. 15. Understanding that one must decide which factors mean
most for family satisfaction since all conditions cannot be ideal. 16. Acquiring a cheerful attitude toward saving. 17. Realizing that family food habits may require spending an undue proportion of the income for certain foods. 18. Appreciating the value of meal time in the life of the family.
19. Appreciating the value of room, board, and services provided in the home.
20. An understanding of how democratic methods can be used in solving home problems and the value of democratic methods of handling family problems.

gsaSto^.w^agaS,-

79

21. Recognizing that one's philosophy of life determines the way one spends the surplus left after necessities are obtained.
22. Appreciating the problems of parents in maintaining a home.
23. Understanding the importance of planned parenthood and where parent guidance may be obtained.
24. Appreciating the meaning of extending hospitality to friends and relatives.
25. Appreciating the importance of living away from the parents of either mate.

UNIT C - PLANNING HOW TO SECURE SATISFACTION PROM FAMILY INCOMES.

Specific Objectives

1. Understanding that most American families have moderate or low incomes.
2. Appreciating the value of learning to handle money early in life.
3. Acquiring an attitude of "ours" rather than "mine" concerning family possessions.
4. Understanding the value of making a budget. 5. Understanding how to keep family expense accounts and
how to make and use budgets. 6. Appreciating the value of democratic methods of handling
family problems. 7. Understanding that family satisfaction should determine
choices among alternatives. 8. Appreciating the value of room, board, and services pro-
vided in the home. 9. Acquiring a cheerful attitude toward saving. 10. Becoming conscious of waste.

UNIT D - PLANNING LIVABLE HOMES

Specific 1. An understanding of criteria for use in judging or

Objectives

selecting a place to live.

2. Understanding how housing needs may be adjusted to income.

3. Recognizing factors to be considered in deciding whether

to buy, rent, or build a home.

4. Understanding the importance of weighing carefully the

factors involved when deciding whether to rent an apart-

ment or a house.

5. Understanding the importance of finding and expressing

beauty in the home.

6. Understanding the factors to be considered in choosing

the location of a home.

7. Developing skill in using color.

8. Becoming sensitive to qualities which make artistic

combinations.

80

UNIT S - PLANNING BASIC FJRNISHINGS FOB THE HOMES OF BRIDES AND GROOMS AT DIFFERENT INCOME LEVELS

Specific Objectives

1. Understanding minimum needs of a bride and groom for home furnishings and equipment.
2. Appreciating the house as a setting for family life. 3. Recognizing that a home should be so furnished and
equipped as to afford adequate facilities for family living and for individual rest, relaxation, and privacy. 4. Developing the habit of judging furnishings by artistic principles as veil as by use and economy. 5. Some understanding of relative costs of home furnishings and how to judge values. 6. Becoming sensitive to qualities which make artistic combinations. 7. Developing a sense of values in home furnishings. 8. Becoming observant of beauty in home furnishings. 9. Appreciating appropriateness of material and design in house furnishings. 10. Appreciating good structural design in furniture. 11. Becoming observant of styles of furniture.

UNIT F - PLANNING AND MAKING SIMPLE AND INEXPENSIVE YARD IMPROVEMENTS WHICH MAY BE USED FOR ANY HOME.

Specific 1. Understanding criteria to be used in judging beauty and

Objectives

convenience in home grounds.

2. Developing a desire to beautify home yards.

3. Appreciating purposes for which yards may be used by

families and the extent to which use and beauty should be

combined.

4. Developing some skill in beautifying home yards.

5. Identifying common shrubs and flowers.

6. Developing some skill in setting out plants.

UNIT G - GUIDING THE ACTIVITIES OF LOWER GRADE CHILDREN ON THE PLAYGROUND. (Helping children establish habits of behavior that are desirable.)

Specific 1. Understanding how children develop and why they behave

Objectives

as they do.

2. Forming the habit of looking for reasons behind the be-

havior of children.

3. Appreciating that emotional development of children is as

important as physical and mental development.

4. Realizing that children do not develop in all ways at the

same rate.

5. Recognizing the need of children for a feeling of security.

6. Acquiring some ability to direct constructive play of

lower grade children.

81

7. Understanding the importance of wholesome diet in relation to the development of children; physically, emotionally and mentally.
8. Recognizing the relation between suitable clothing for children and desirable development.
9. Developing a sense of responsibility for all children with whom one has contact.
10. Becoming observant of a child's development. 11. Enjoying children.

UNIT H - BECOMING FAMILIAR WITH THE SERVICES OUR COMMUNITY PROVIDES FOR HELP WITH HOME LIVING

Specific 1. Understanding the contribution which community services

Objectives

may make toward the promotion of home and family living.

2. Becoming acquainted with services in own community and

what they are providing for family living.

3. Appreciating democratic ways of solving community problems.

4. Recognizing needs of homes and families in community and

the extent to which these needs are provided for through

community services.

5. Becoming willing to accept responsibility for improving

community conditions.

6. Recognizing that delinquents are usually victims of their

environment.

7. Appreciating that the sense of security which satisfactory

family life gives is an effective factor in the prevention

of juvenile delinquency.

8. Appreciation that understanding and education rather than

punishment are necessary for combating delinquency.

UNIT I - GETTING READY TO BECOME AIT EFFICIENT EMPLOYES

Specific 1. Understanding the factors to be considered in choosing a

Objectives

vocation.

2. Appreciating character, health, and appearance as import-

ant for success in employment.

3. Appreciating the importance of appropriateness of dress

on a job as a factor in success.

4. Recognizing that habits of good diet and dress are import-

ant to the health of working people.

5. Developing skill in applying for a job.

6. Understanding how to make a good impression on the

employer.

7. Developing poise in being interviewed.

8. Appreciating the value of performing small tasks

graciously.

82

Objectives and Experiences Combined in Planning Home Projects

Pirst Dav

TEACHER: "Good morning girls."

PUPILS: "Good morning Miss B

TEACHER*

"We had a good time last week planning our program of work for the year. As we planned we kept in mind that which we wanted to learn in our homemaking classes that will help us to improve 'ourselves' and improve 'our living at home.' As I have visited with you and your families in your homes, we have talked about many opportunities which you and other members of your families have in improving your homes and family living. The real test of our learning will be whether or not we do improve ourselves and our home living. Therefore, throughout the year each of you will want to do the things at home that will make you better satisfied with your 'self and 'your home'.

"We will need to do some special planning that will make it possible for each of you to carry on an individual program of work at home. Today, we want to begin this special planning. Perhaps we might best begin by reviewing quickly the facts, reasons and ideas which we considered in deciding upon the learning experiences for your year1 s program of work. Let us take a look at our program of work." (Teacher turns to program of work written on a wrapping paper scroll.)

TEACHER:

"Who will volunteer to tell us why we chose - -T (Points to first experience listed.) (Teacher and class review together reasons for choice of each experience in the program.)

TEACHER:

"As we have reviewed the program of work I believe each of you have been thinking of yourselves and your homes and what improvements you would like to make. For the next 10 or 15 minutes you will have the opportunity to do some special thinking. I have arranged some exhibits* in the (next room, back or front of the room) which I believe will be helpful in suggesting to you some home experiences which you would like to have. When you have looked at the exhibits, please write down any ideas which you have for your home experiences. Take your list home and look for further ideas there. Perhaps your family will be able to make some suggestions. Tomorrow in class each of you will have the opportunity to read your list and to explain to the class your reasons for choosing each experience."

See page 84 for list of exhibits.

83

Second Day

TEACHER: "I am eager to learn what each of you has listed for your home experience. Who will volunteer to read her' list?" (Pupils volunteer to read one after the other.)

TEACHER:

"It seems that each of you has found much to do. It would he fine if you could do all you would like to do, "but a little well done is hetter than many poorly "begun and half finished jobs. Perhaps we had better decide upon what you can do well and make some plans for doing it. What do you think should determine what you should do first?" (Pupils suggest timely experiences such as: "Getting clothes ready to wear and caring for them," "Making jelly and relishes," "Harvesting and storing dried peas, Deans, and nuts," "A fall garden," "Buying needed clothing," (a coat for winter), "Doing a hetter job in sharing housekeeping duties," "Making our home more beautiful, using the furniture which we have," "Doing a better job of dish washing," "Serving family meals more attractively," "Planning basic seven meals for our family using home canned and garden fresh products," "Planning and preparing suppers for the family," etc."

TEACHER:

"Now that we have some rather definite ideas, perhaps we had better begin planning for getting down to work in a way that will make sure that our "experiences" contribute to our goal of "Better self" and "better living." We will need to decide on how to begin work. In order to save time, may I offer some suggestions?

Each of you: 1. Decide on one experience which you wish to have first. Write it down. 2. Try to decide on the one, two, three, four steps or jobs you will take or do. 3. Take each step and write down: a. What you will need to know. b. What you will need to know how to do. c. What tools and materials you will need. d. When you will find time for each step or job.

A6 you work I will come to each of you to give you any guidance you may need. I would like for you to take your work-plan home and get suggestions from your family. Tomorrow I will check with you your plans of work. As you need help with your problems I will schedule conferences with you and will come to your home to give you any guidance you may need. When any of you would like to report your progress or get help from the class, we will find time for you to do so.
As you finish each experience perhaps you will like to tell the class of your accomplishments. Perhaps some of you may wish to write a short story of your experiences. I am sure your English teacher will help you with any writing problems. I will help too. Perhaps the editor of our school paper would like to print some of your stories."

84
Exhibits
Home beautification a. Small table, lamp (oil lamp converted to electric) chair with
cushion made from yellow or green or blue material; picture to hang over table; magazine (Better Homes and Garden and American Home, Parents Magazine), small potted house plant (tray hammered from tin can top). b. Mantel piece, picture over center, small jars of ivy on each end, charm string made from pine cones, okra pods, corn, red pepper tied together with strings torn from colored cloth or dyed twine, hearth broom made from pine needles, (rocking chair with cushion one side of mantel) window with unbleached cloth curtains with yellow printed percale cornice board or valance. c. Collection of small potted house plants. d. Dressing-table skirt of yellow print or gingham. e. Handkerchief box or stocking box (shoe boxes or cigar boxes covered with green or blue gingham or print).
II. Housekeeping - broom, dust pan and mop hanging on wall brackets; trash can, dust cloths, wax, furniture wax, soap -oowder, household ammonia, etc., mouse trap, insect spray on shelf. Dish washing two dish pans, soap, tea kettle, dish cloth and sock dish towels.
III. Storage shelves for canned goods made from apple boxes stacked together, canned squash, tomatoes, beans, corn, beets, etc., peaches, pears, pickles.
IV. Properly stored staples - flour, meal, grits, sugar, dried peas, peanuts, pecans (glass jars and tin cans labeled).
V. Table Service - table cloth made from dyed feed sacks - dark green service for two (LO^ store white cups, saucers, plates, glasses and silverhwhite sack napkins fringed; three hole brick painted white with three white (short) candles.
VI. Canning - pears, green tomatoes, pepper, onions - can of pears, near pickles, pear relish, green tomato pickles.
VII. Clothing - A high school girl's minimum wardrobe of 3 cotton dresses, one crepe dress (rayon), one skirt, two blouses, 1 coat, 1 hat, 1 sweater, three slips, 3 brassieres, three panties (under), 3 socks, 2 stockings, 1 pair sport shoes, 1 pair dress shoes, 3 bath cloths, 3 towels, soap, tooth brush, tooth paste, cosmetics, comb, brush. Sewing basket - re-styled dress. Children's clothes.
VIII. Cheese crate garden - Bulletins - gardening, home repairs, home furnishings, meal planning, child care, clothing, pictures for bulletin board magazines.

85
C. Some Cautions to Observe in Setting Up Programs of Experience Units
1. Each experience should be of interest to the pupils but it should also provide an opportunity for working toward many objectives (see allocation of objectives to units on pages 76-81).
2. The experience units included for any given group should be focused upon the dominating interests of pupils in that group.
3. The sequence of units from year to year should be consistent with the purpose of meeting first, the needs which are most common to the largest group in any locality so that those who drop out of school will have learned that which is most essential for effective daily living.
4. The sequence of experiences should be determined also by the ability of the pupils to master the learnings involved (whether skills, understandings, appreciations, or attitudes) in an economical period of time.
5. The program should include very similar experiences in succeeding grades only when there are new outcomes sought, or when more subject matter needs to be taught, or when new emphases are needed.
6. An experience which is seasonal (Planning a Winter Wardrobe, Planning Summer Vacations, etc.) should be placed for effective timing.
7. As far as possible breaks in the school calendar should come between learning experiences, not interrupt them. (See a sample form for program planning on page 86.)
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-of-the-year learning experiences.
9. Programs for upper-grade pupils must be influenced by the attitudes which pupils bring to the planning. See the story on pages 87-89.

86

(A sample form for use in planning a tentative program) UNITS FOR A THREE YEAR PROGRAM

Some assumptions:
1. that each unit should be allotted enough time for the mastery of
needed skills and the gaining of thorough understanding of basic concepts, 2. that each unit should be seasonal, 3. that units may frequently begin and end at natural breaks in the school calendar, 4. that this school has 6-weeks grade periods.

DATES Sent. 4-8
11-15 18-22 25-29 Oct. 2-6
-9-13

:

t

H. EC. I

:

:
:
S
; _ _ _

:

H. EC. II

:

H. EC. Ill

:

23-27 :

30 -Nov. 3:

[

s

Nov. 6-10 :

13-17 j

20 - 24 L

27 -Dec.l:

Dec. 4 - 8 :

.

11-15 ;

Jan. 1 - 5 :

CHRISTMAS HOLIDAYS .

8 - 12 -,_

.

15 22

-

19_ 26

j_End :

of

Semester

exaiJ|SjL^

j

29 -Feb.2:

j

Feb. 5 - 9 :

,

12 - 16 :

,

19 - 23

.

26 -Mar.2;_

i

Mar. 5 - 9 ;

12 - 16 ;

i

19 - 23 :

.

26 - 30 :

i

Apr. 2 - 6 :

!

9-13 i

;

MMMMM^MH

23 - 27 :



30 -May 4:



May 7 - 11 :

:

14 - 18 j

s

21 - 25 t

87 A True Story of Program Planning

An introduction (by the district supervisor) -

D

_s is a small village with a population of about six

hundred. The sources of income are farming, saw-mill and 'lumber process-

ing industries. A few individuals own (or control), and hence receive

the profits from, the best farms and industries. The income and standard

of living for the majority of the people is very low. The school draws

its small enrollment of 69 pupils from the village and its neighboring

farm area. There is little financial support beyond that provided by the

state for teachers' salaries and transportation. The teaching personnel,

including the principal, is constantly changing from school term to school

term, therefore, there is little continuity in the school program.

"Homemaking teachers with the best qualifications have not been attracted to this teaching situation. Fortunately, for the current school term, one with exceptional qualifications, whose husband is employed in an agricultural service in the county, was available and accepted the position as homemaking teacher in this school. This teacher accepted the irregularities in the school program and in the homemaking program as a challenge and has succeeded in stimulating much interest in homemaking classes. The report of her experiences in planning with the pupils who were enrolled in a homemaking class reveals her ability to meet real pupil-interests in planning with them their year's program. The puoils enrolled in this class were arbitrarily assigned to take homemaking. The school officials and the teacher realized that they had learned little in this field in past years which would enable them to improve their homemaking practices and solve problems confronting them in the homes which they will establish in the near future. It is a common practice in this school for girls to marry before or soon after graduation from high school.

"The teacher's own description of how experiences of real concern and interest to the pupils in this class evolved as they planned and worked together reveals the importance of meeting pupils' interests as well as keeping their needs in mind when programs are developed."

The story itself (as told by the teacher) -

When I came to D

s this past September to teach Home

Economics, I found I would have two Homemaking classes, one second year

class (10th grade) and one fourth year class (11th grade). When the fourth

year girls came to their first Homemaking class they were unhappy over

taking Home Economics again, because, as they stated, "they were tired of

cooking and sewing".

Wanting to get and hold their interest, I decided to make this Homemaking class different from any I had ever had before. Always, I base the year's work on the students' needs but in the back of my mind, remember the areas to be included if vocational requirements are met. This I did with my second year group.

88
To the seniors, I suggested, "If you are tired of cooking and sewing, let's try a year of Home Economics without either, unless of course you want to add it," The immediate answer came. They would love that but be sure not to have cooking or sewing. This agreed, we talked about the things (skills) they would need to know when they were starting their own homes whether a career or marriage. Some of the units (in their own words) that came out of their discussion were:
What to do if we are in a wreck, snake bitten, about to drown, or sick.
How shall we bathe our first baby? How will we know when we are really in love? How can we keep older brother from nagging us, grandmother from
bossing, and make mother understand? How can we answer the questions our little brothers and sisters ask
our mother? (Example: Where did I come from?) How can I improve my bedroom - maybe make a lamp? What can we make for Christmas gifts that are reasonable? How do you plan a shower? How to introduce so we will know we're right? How to fix electrical things we will have in our house? How to build a simple furniture to help furnish our home at first? What type of wardrobe will I need if I go off to school - to work? How can I keep from losing my temper and getting so mad?
Note: (Cooking and sewing no where included.)
We visited the former Homemaking teacher here and observed an excellent bath given to her six months old son. Before we had decided what real love is, our new books - Marriage and Family Relationships (Poster), Looking Toward Marriage (Johnson, R. & P77 and Tell Girls Why (Blackwelder) were old books to all. As a result of working on our brother, grandmother, and mother problems, the girls wrote plans for a symposium which they gave in class, P. H. A. meeting and to the P. T. A. All questions they might encounter from youngsters they listed and each girl gave an answer for each question (after research on answers). Some of the most precious answers I have ever heard were given. As Christmas gifts were discussed, I brought some animal patterns to make from towels - result - average of 3 to 4 different animals made (on machines, bastings, embroidery eyes, etc.) by each girl. My student most opposed to sewing decided to make her mother a slip for Christmas and did a grand job. Since Christmas I have gotten a pattern book (donated by a dime store) and have bought several patterns for the girls to use in making home project dresses.
Now the "cooking" situation. During our "How will I know I'm in love" unit, I repeatedly referred to saving time from the kitchen so we might do other things when we have our home. Almost every time someone would mention something new they had seen to save time. Examples: Precooked rolls to just brown, canned biscuits, etc. We would discuss this briefly and then go on with our other unit. One day when discussing a "Quickie" as I called them, it came. "Why don't we fix a Quickie meal?" This we have plans for now. When returning from Christmas one student had eaten an ice box fruit cake she liked, another shrimp, etc.; they all suggested "cooking" but not a meal. Blindly leading them, we listed the

~&&is:
89
things they wanted to learn to cook in case their "husband's DOBS" was coming for dinner. Excitedly, one said she would have chicken because "she really could fix that good". Another student had eaten the first student's chicken and said she wished she could fix it that way. I suggested Helen's demonstrating to the class how she fixed her chicken and this they all liked. When our period bell rang, each girl had chosen one of the things the class had listed to "learn" and we are now in the midst of one of the nicest foods units I have ever had. Each girl finds the recipe the class wanted (usually from a mother or where they have eaten the dish) and plans her demonstration. (Preparation, recipe, market order, utensils needed, and information to give while working on the different ingredients used.) I go over (discuss) these before the demonstration with the student and also she practices at home until she feels confident of herself. I am taking a picture of each demonstrator at work (using Just a regular camera; hope they are 0. K.). They are doing a grand job and enjoying it. Several are planning to cook (as a project) a dinner, using as many of the foods demonstrated as possible.
I think I have learned more about meeting the needs of the students with this class than any I have taught.
'

90
D. Planning Each Experience Unit
Who should plan each experience unit, the teacher or the pupils? If the teacher plans it alone, time is saved hut an opportunity for increasing pupil interest is lost. If pupils plan it without careful teacher guidance, interested may he high for some of the more articulate pupils hut some important educational aspects of the experience may he omitted from the plans. When all concerned really cooperate in planning for worthwhile and interesting work three outcomes should result; heightened interest in and sense of responsihility for the experience on the part of each pupil, a well-rounded plan through which objectives can he achieved, and practice in democratic procedure. How can the planning he done so that pupils gain experience in planning and cooperation and yet the teacher safeguards the educational worthwhileness of the plans? It may he accomplished hy careful preplanning on the teacher's part hefore the time comes for the pupils to plan, hy her careful guidance of pupils during their planning period, hy the teacher's more detailed planning and re-planning as the experience develops. We suggest the following steps for the teacher's use in planning. Flan ahead (make a pre-plan) for each learning experience as it approaches. a. Review the situation - re-call the needs and the interests of the pupils which formed the "background for this experience when first planned and review the reasons for enc6uraging this experience at this time. h. Plan ways to increase pupils' interest in the experience hefore it "begins - so that all pupils will want to undertake it. c. Anticipate the major problems which pupils prohahly will encounter as they carry on the experience. (See pages 95, 97, 99, 209 for examples.)

91
d. Recall which of the objectives listed for the program have been allocated to this experience. Add any other desirable objectives achievable through this experience.
e. Anticipate, in general, the information pupils may need and make sure that adequate sources of information are available (texts, references, persons, illustrative materials, etc.).
Experienced teachers may make and carry most of these plans "in
their heads". Beginning teachers may need to write down most of them.
See samples of brief plans on pages 94-101.
Plan each experience roughly with the pupils,using teacher-pupil
planning procedure but using your pre-plan as a basis for guiding pupils'
thinking.
a. Remind pupils of their previous decision to undertake this experience and the reasons for doing it now.
b. Invite questions and comments concerning the nature of the undertaking.
c. Guide pupils to anticipate and list major problems which may arise (see A, B, C, and D, page 93) and decide which should be solved first.
d. Guide pupils in suggesting some of the activities which may be needed and enjoyed during the unit. These may include 1. Activities for securing needed information (from a variety of sources and in a variety of ways). 2. Activities for gaining needed abilities and skills. 3. Activities for evaluating progress and accomplishments. 4. Activities to add interest to the experience. 5. Activities associated with home experiences. 6. F. H. A. or N. H. A. activities. (See sample rough plan on page 93).
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 different from the pre-plan
made by the teacher. The teacher, therefore, needs to plan the ex-
perience in greater detail by herself. These more detailed plans change
and grow as the experience develops but they need to be thought through
in advance to safeguard thorough work and the effective use of time.

92
The more detailed plan may include
a. Revised unit plan. (See sample plan on page 99)
t>. A plan for guiding pupils through each prohlem (see a saimle prohlem plan on pages 110-111).
c. A tentative schedule of major class activities (see pages 102 and 210).
d. A routine duty chart for use during the unit (see sample on p. 212).
e. Plans for evaluating pupils' progress and development and the records to he kept of pupils' progress and achievement. (See samx>le on p. 105.)
f. Plans for encouraging -oupils to evaluate their own progress and achievement. See pages 104-106 for samples.
g. Plans for adjustments to care for individual differences. (For example, appropriate home projects for various pupils and how they may he suggested.)
h. A chart for use in stimulating and recording home practices (see p. 107).
References for further help with planning experience units:
Hatcher & Andrews - The Teaching of Homemaking. pp. 247-251.
Spafford, Ivol - Fundamentals in Teaching Home Economics. Ch. XIV - The Learning Unit.
Williamson & Lyle - Homemaking Education in the High School. Ch. XIII - Planning for the Unit, the Week, and the Day.
Evaluation devices (score cards, check sheets, etc.) in multiple texts.

93
Sample "Hough Plan" Made With Pupils
PROBABLE PROBLEMS AND SOME ACTIVITIES FOR OUR UNIT ON
BRINGING MY OLD CLOTHES UP-TO-DATE
(A rough plan resulting from the teacher-pupil planning of an experience unit.)
A. Which of my old garments need remodeling? 1. Try on each outer garment left over from last year to see how it looks and fits. 2. Lay aside those which appear unsatisfactory. 3. Study each garment to decide how much is the matter with it and whether or not it is worth remodeling.
B. What style changes need to be made in my garments? 1. Look at fashion magazines and advertisements and catalogues to get ideas about style trends. Make note of the most conspicuous ones. 2. Compare each garment with the style notes to see in what respects, if any, it needs changing. 3. Decide which of these changes I have the time, money, and ability to make. Make note of plans for each garment and pin to it.
C. What changes in size or fit need to be made? 1. Hunt in texts and references for standards for use in judging the fit cf a garment. 2. Observe the teacher's demonstration of judging the fit of some old garments using the standards discovered. 3. Working with a classmate try on garments to discover how well each fits and make note of misfits to be corrected. Decide how much and where ripping needs to be done before re-fitting can be done.
D. Planning the work to be done on each garment. 1. Observe selected pictures (on bulletin board) showing old garments remodeled to this year's style. 2. Look in texts and current magazines for suggestions for use in making the style changes needed in my garments. 3. Observe teacher's demonstration of ways to change last year's styles to this year's styles. 4. Hunt in texts and reference? to find directions for remedying those mis-fits which garments show. 5. Observe teacher's demonstration of any directions I cannot interpret for myself. 6. Compare suggestions gained with own garments, decide what to do with each garoeni and make a work plan for remodeling each.
E. Follow my working olan for revising each garment.

94 (Sample Pre-Plan)

IMPROVING THE SAFETY OP OUR HOMES

A. Objectives:

1. A desire to increase the safety of homes. 2. An understanding of criteria for use in judging home safety. 3. Some abilities needed to improve the safety of homes - both
houses and living habits. 4. A desire to spread the idea of home safety throughout the com-
munity. 5. A desire and ability to make the home economics department as
safe as possible.
B. Pupils1 references:

1. Baxter, Justin & Rust - Our Share in the Home, pp. 328-331. 2. Harris, Tate & Anders - Everyday Living, pp. 131-138. 3. Justin & Rust - Today's Home Living, pp. 261-271. 4. New York Herald Tribune - America's Housekeeping Book, pp. 87-
105.
5. Scharmer - Boy's Guide to Living, pp. 151-159.

C. Teacher's References and teaching aids:

1. International Association of Electrical Inspectors, 85 John St.,

New York, N. Y.

a. How to Safeguard Electric Service in the Home.

b. Set of Fire Prevention Materials.

2. Metropolitan Life Insurance Co., New York - Home Defense Against

Accidents.

3. National Board of Fire Underwriters, 85 John St., New York -

Safeguarding the Home Against Fire.

4. National Safety Council, 20 N. Wacker Dr., Chicago, 111.

a. Safety Education.

c. Check List for Safety.

b. Safe at Home.

5. Safety Your Problem and Mine, by William A. Evans and Mattie

Fry, Lyons and Company, Atlanta, Ga.

D. Films:

International Association of Electrical Inspectors, Public

Relations Committee, 85 John St., New York

"Preventing Fire6 Through Electrical Safety." Shows how to

keep the electrical equipment free of fire hazards.

95

IMPROVING THE SAFETY OF OUR HOMES - Continued

Probable Problems

Some Suitable Activities

: Needed tSub.iect Matter

1. In what

1. Cooperate in listing and explaining Characteristics

ways is my

desirable characteristics of a safe

of a safe

home safe

home.

home.

and unsafeT 2. Read to discover more characteristics. Criteria for

3. Illustrate desirable characteristics

judging

and safety hazards by pictures and

safety of

posters.

homes.

4. Make a score card for judging safety List of home

of homes.

hazards.

5. Observe teacher demonstrate how to use List of causes

the score card by scoring some home

of home

near the school.

accidents.

6. Score own home, report score and re-

port conditions which need changing to

improve safety.

2. What needed 1. List changes needed to make home safer: Ways to improve

changes can and facilities needed for each. Com- : safety of

I make with my family1s

pare facilities available with those : houses. needed to discover which changes are : Facilities

helpT

possible.

: available for

2. Hunt in reference for ways to make : making.

homes safer.

: Costs of typi-

3. Discuss ways of making homes safer.

cal improve-

4. Choose changes-to-be-made with help of ments.

: family members and teacher.

3. Making plan:l. Observe teacher demonstrate how to

Ways of cor-

of work for: write out a plan of work.

recting safe-

changes to t 2. Hunt for directions and cautions.

ty hazards.

make.

: 3. Write out plan for making changes.

Cautions to ob-

serve in cor-

recting haz-

ards.

:

4. Carrying tPractice at home and at school skills

The plan set

out the :needed to carry out the plans, such as

up.

plans.

trepairing wiring; storing of rags, paper,: Directions and

medicine, toys and inflamable liquids, : cautions in

imatches; lighting stairways.

: carrying out

:

: skills.

96

(Another Sample Pre-Plan)

(JETTING ALONG WITH MY FAMILY

A. Objectives sought:
1. A willingness to accept the fact that "getting along" with a family normally presents problems.
2. An increased ability to see personal family problems more objectively.
3. A feeling of freedom in wording and expressing personal conflicts. 4. A growing appreciation for each family member and what he contri-
butes to hi8 family group. 5. An increased understanding of the responsibilities as well as the
privileges of family members in the democratic family. 6. An increased understanding of ways in which individuals and
families may meet and solve situations which cause conflict.

B. Some means of evaluating pupil development (keyed to objectives):
1. Watch facial expressions as pupils discuss problems, noting the
manner in which they "warm up" as they see that others have much the same problems as they, (l) (3). 2. Listen to situations which pupils choose for socio-dramas and
remember that they usually reveal their own life situations best. (2) (5). 3. Study pupil reports on home projects based on "Organizing a Family
Council," "A Plan for Checking Myself to See if I Do My Part to Make a Happy Family," etc. (6) (5). 4. Listen understandingly as pupils discuss problems in personal interviews with teacher. 5. Give pencil and paper tests and analyze results. (5, 6, 4). 6. Observe during home visits the way in which the pupils seem to
fit into their own families, note especially situations which
would make it difficult for each pupil to attain a satisfying home life.

C. Suggested references for pupils' use:

Baxter, Justin, Rust - Our Share in the Home. (1945). Ch. 1, 2.

Calvert & Smith - Advanced Course in Homemakin,>. (1939). Ch. XXI,

File of "Parents" Magazines.

XXII

Greer - Your Home and You. (1945). Ch. 16.

Harris, Tate, Anders - Everyday Living. (1946). Ch. 6, 7. Justin & Bust - Home and Family Living. (1941). 'hit 1, 2, 9, 13.

Landis - Your Marriage and Family Living. (1946). Ch. I, II, VI.

Miller & Laitem - Personal Problems of the High School Girl (1945). Unit 2.

Records on "The Martin Family Practices Democracy," "The Martin

Family Plans a Budget," "The Martin Family's Project" - The

Committee on Scientific Aids to Learning, The Committee on Sound Recordings for Georgia Schools.

97

G-ETTIHG ALONG WITH MY FAMILY - Continued

Probable Problems _L

Some Saitable Activities

: Needed tSubject Matter

1. What situa- Together pupils make blackboard list of tions cause situations which cause conflict in

conflict in their individual homes.

our fami- Together pupils make blackboard list of

lies?

situations which cause special satis-

faction in their individual homes.

Discuss the above situations briefly and

group all situations into four or five

large sections.

Act out "conflict situations" in socio-

dramas.

Ask parents what situations caused con-

flict in their childhood homes, report

to class and discuss*

List of situations regarded as conflict situations.

2. Why do

Analyze socio dramas to see if a cause Steps to take

conflict

for the situations can be found.

in using the

situations tAct out socio drama of home life showing socio-drama.

arise?

: a "working mother" involved in a con- Causes of con-

: flict situation with teen-age children. flict situa-

:Analyze socio-drama.

tions in

:Study references and report to class

family life.

: other causes of conflicts.

3. What can be :Read and report to class on articles

: How family

done to : found in "Parents" magazines which show groups meet

meet con-

how families meet and solve problems.

conflict

flict situ- :Discuss above articles.

situations.

ations

:Listen to records on family life and dis- A plan for in-

calmly to : cuss and analyze.

dividual

the advan- :Read references on "Family Council".

families to

tage of all :Use socio-drama to show how a family

use in meet-

the family? : council work.

ing conflict

.Put on assembly program showing how a

situations.

family council works.

A "playlet"

: worked out to

Make a bulletin board display showing how: show values

: a home bulletin board may be used in : of the family

: posting family schedules, goings and : council.

: comings of individuals, reminders of :

: big events.

:

tDiscuss with parents the possibility of : organizing a family council as a home : project.

98

GETTING ALONG WITH MY FAMILY - Continued

Probable Problems



Some Suitable Activities

: Needed tSubject Matter

Make a plan for organizing a council,
then carry out plan. Have personal interviews with teacher to
discuss any problems which seem unsuitable for class discussions.

Procedure to use in skillfully presenting the family council plan to parents and other family members.

99
(A More Detailed Unit Plan)
SAMPLE UNIT PLAN
HELPING TO CARE FOR THE CHILDREN WE KNOW BEST First Year Homemaking (9th grade)
OVERVIEW:
In this ninth grade homemaking class of fifteen girls, there are ten that have younger brothers or sisters. All the girls have expressed a desire to earn some money and one way might be through baby sitting. One of their major problems is their dislike for caring for their younger brothers and sisters as well as a dislike for younger children. Very few of these girls know what the interests of young children are, the toys they need or how to get along with smaller children. Since many of the mothers of the girls are doing work outside their home, these girls are having to assume some major responsibilities in their homes.
OBJECTIVES:
To develop: 1. An understanding of the importance of a home and family as a background for the growth and development of children.
2. An appreciation for younger children.
3. A desirable attitude toward younger children.
4. Some ability to analyze the needs of younger children.
5. An interest in helping to develop desirable habits and wholesome play.
PROBLEMS:
I. Investigating the needs and interests of these young children.
II. Planning ways for the development of desirable habits in our brothers and sisters and the children with whom we sit.
III. Planning play activities for these young children.
IV. Planning baby sitting activities.
N. B. See detailed plans for solving one problems (Problem II) on the next two pages.

I

A SAMPLE PLAN FOE PROBLEM II (See previous page)

Problem II. Planning ways for the development of desirable habits in our brothers and sisters and the

O o

.children with whom we sit.

In forma turn

Activities

_ _:_ Sources of Information Evaluation :Home Experiences

Suo-nrobiein 1. What 5QJ? e_ of. the bad habits your brothers and sisters now have?

Some bad habits:

:Record observations made Film: Gesell, Early:

:Comments made

1. Thumbsucki.ig.

:at acme, on school bus, Social Behavior of

:about habits

2. "Striving for atten- :on streets, school

Children.

:observed in

tion" habits.

:grounds, at church, etc. Hurlock: Child Growth and:children.

3. Eating habits sach as

Development.

not drinking milk, too:0bserve with teacher,the Bradbury & Amidon: Learn-

many sweets and "nick-; kindergarten, first

nacks".

igrade, in the lunchroom

ing to Care for. Children.

4. Anger habits such as :and on the playground. tamper tantrums, fighting, citing,

Goodspeed & Johnson: Care and Guidance of Children.

kicking, pushing and

Parents Magazine

fussing.

National Parent-Teacher Magazine

National Committee on

Mental Hygiene: When A

Child Is Destructive.

Sub-problem 2. What are some p_f the causes for the forjnation of bad habits?

Causes of bad habits: tObserve parents, teach- Film: Meeting the Emo- :Ways in which:Analyze their

1. Lack of understanding :ers, nurses and others

tional Needs of Child- :puoils ana- :own methods of

of the needs of child- {in the handling of youn^ ren.

:lyze ob-

:guiding their

ren.

:children.

Hurlock: Child Growth and:servations. :brothers and

a. Love and affection

Development.

:

:sisters.

b. Recognition

Supervised study.

Mental Health in the

:Some con- :

c. New experiences :

Classroom.

{elusions they:

d. Response or achieve :Class discussion.

Moore, Leahy: You and tbegin to form:

ments.

Your Family.

:on child

:

2. Inconsistency in guid- :Socio-drama.

Government publications, {guidance,

ance Dy tnose in

cuarge of children.

Problem II (continued)

Information

Activities

Sources of Information : Evaluation jHoroe Experiences

3. Association with un-r :

:

desirable patterns in

:

"behavior.

4_Lack of_patience

Sub-problem 3. Why would you consider these habits bad?

General reasons:

rAnalyze each habit list-:

;Comments made

1. Interfere with normal :ed as to why it is a bad:

:in regard to

development.

:habit.

:their own be-

8. Contributes to failure:

:havior.

of acceptance by group:Supervised study.

i

3. Might cause develop- :

Observations

ment of inferiority or:Discussion.

:of ways pupil*

superiority complexes.:

:deal with :

:Analyze, films.

^children. i

L. SjflD-problem 4. How can you guide the child in over-coming these habi ts?

ral procedures:

Make a plan for correct- Federal Security Agency, Comments as Guiding my

hild must be made

ing the bad habits of my Your Child From One to to success in brother or sis-

ware of his bad habit brother or sister.

Six.

carrying out ter in over-

egin the job of

Children's Bureau, U. S. plans.

coming bad habitb

reaking up the habit Supervised study.

Dept. of Labor: Are You

as soon as decision to

Training Your Child to Change in at-

break habit has been Discussion.

Be Happy?

titudes tow-

made.

:Bradbury & Amidon: Learn- ard children.

3. Never allow an ex-

Develop guides that

ing to Care for Child- :

ceotion to occur until would lead to the form- ren.

:Remarks made

habit is broken.

ation of good habits in Goodspeed & Johnson; Care ;by parents as

Every bad habit must children.

and Guidance of Child- :to interest

be replaced by a good

ren.

:put>ils take

one that is satis-

Work with kindergarten

tin children

factory to the child and first grade children

:and how they

as well as the social in overcoming undesir-

:get along

group.

able habits. Example:

:with child-

Praise and atvoroval eating habits, manners

ren.

for orogress in over- in lunchroom.

:

coming the oad habits.

:

102
Planning A Unit Schedule Or Work Block
A unit schedule or work block made in calendar form helps the teacher to budget unit time and to prevent pupils' wasting class time, A sample unit schedule will be found on page 210 in the Appendix. Following are a few cautions to observe when planning a schedule.
1. Keep in mind the equipment available and guide the making of plans accordingly. For example a. If there are 20 in a class and only six suitable cutting surfaces only six of the class can cut garments at one time and 14 of the pupils must be encouraged to undertake other types of activities at that time (writing work plans, practicing new processes, etc.). b. If there is only one bed in the department only one or two pupils can practice "making it" at a time, so other pupils will need to practice other skills while they wait their turns (take pulse, take temperature, arrange an invalid's tray, get acquainted with sick room equipment, practice filling a hot water bottle, etc., etc.).
2. Try to schedule certain activities on days of the week especially appropriate for them and avoid inappropriate days for certain other activities. For example: a. Avoid food preparation lessons in periods following chapel programs since such programs often "run over into the next period". b. Complete score cards, inventory forms, etc., and demonstrations of their use on Fridays - just previous to the time pupils can use them at home. c. Encourage home practice reports on Mondays (which follow the days when pupils have time to practice at home).
3. Keep in mind the time available and guide the making of plans accordingly. a. Garments requiring time-consuming processes should not be classmade. b. Some foods cannot be used in class - prepared meals if they require much time or cannot be prepared "the day before". N. B. Pupils should not be late to other classes, nor miss their recess, nor stay^after school, nor come early, nor use a study period to "finish" laboratory work.
4. Revise the schedule every day as needed. Very rarely can a teacher judge accurately how long it will take a class or an individual to complete a job, and so the good teacher must keep changing her schedule of lessons as the needs of her pupils change and as events beyond her control alter circumstances.

103

Samples of Devices for Recording Pupils1 Progress

(Sample form for use in recording pupils1 progress)

HOME ECONOMICS I

Adams, Mary

:Work Cooper- :Self- :Quality:Self- :Under- :Mastery-

:Habits ation disci p-: of :direct-:stand- :of Unit

i i

:line :Plans tion ting of :Skills

:

]

:

:

:

tfunda- :

:

i

:1i

:

:

:mental :

:

t

i

:

:

:facts &i

:

!

! l

:

:

tprinci-:

:

*

jnles :

:

:

:

:

:

:

:

:

:

:

:

Andrews. Jane :

!

Barber, Bea |

Baxter. Jim :

.

, .,. - .



Carter. Grace ?

j

*

*

f

N. B.

!









:::::::

i

?

..' - i_._. ?

;

;

Bases for use in evaluating pupils' progress may be decided upon

cooperatively by pupils and teacher at the beginning of the tern

(or when starting a new experience) and at later times as other

bases needed to be added. Adequate evidence should support each

entry in the record.

The following references give helpful suggestions for evaluating

pupils' work.

The Curriculum Guide, p. 5 & 6.

Spafford - Fundamentals in Teaching Home Economics, Ch. XIII - Evaluating Progress ir. Learning.

Williamson & Lyle - Homemakine Education in the High School. Ch. XIV - Evaluation in Homemaking Education.

State adopted texts - many contain helpful score cards and check lists.

104
Personal Evaluation Sheet (A pupil-teacher made device) Name of pupil

1. Have respect for pronerty 2. Perform duties in room
3. Work up to my ability 4. Cooperate in class 5. Am neat:
(1) In appearance (2) In work 6. Contribute to class discussions 7. Pay attention in class 8. Am prompt: (1) To class (2) In class work 9. Have good attitude 10. Am courteous: (1) To teacher (2) To fellow students 11. Use time wisely 12. Practice what I learn 13. (1) Plan work (2) Carry out plans

-L_L

Weeks

KJfiY:

0 - Poor

Total,

1 - Heeds improving

2 - Improving 3 - Satisfactory

105
Daily Check for Pood Laboratory Lessons
(Pupil-teacher made device)
Individual:
(1) We will wash our hands "before working at any time in the kitchen.
(2) We will wear a clean, nicely pressed apron during the laboratory period.
(3) We will keep our table clean and in order while working.
(4) We will keep our equipment clean and in order.
(5) After each lab. lesson the dish cloths must be washed clean and hung to dry on the racks.
(6) Sinks and stoves must be kept clean and in good condition.
(7) The kitchen bulletin board will be kept attractive and up-todate.
(8) In case of accident calmness and quietness will be maintained. Go to the teacher and receive help if needed.
II. Group:
(1) We shall strive for cooperation and good standards of work in each lab. lesson and in the class as a whole at all times.
(2) We shall plan and make a work plan and schedule for each lab. lesson. This to be checked by the teacher.
(3) A score card will be used to help us evaluate our food preparation after each meal.
(4) Each week one group will have the responsibility of cleaning out the refrigerator and will plan according in her work plan for this job.
(5) All lab. evaluations - meal preparation, decide what was learned - and reports are to be handed in the day following the lab. lesson.

106

Check Sheet on Work Habits in Clothing Classes

(Pupil-teacher made device)

1. Do I make a practice of never borrowing pins, needles, and scissors?

Yes No

2. Do I return borrowed articles promptly?

3. Do I try to solve my own sewing problems before asking for help?

4. Do I use my time to good advantage during the sewing period?

5. Do I engage in only necessary conversation?

6. Do I pick up pins and scraps from the floor?

7. Do I do my housekeeping duties without being reminded?

8. Do I always leave my chair in place?

9. Do I remember to keep from chewing gum in the classroom?

10. Do I always disconnect the iron when I am through pressing?

11. Do I press the seams, darts, etc., on my garment as I go along?

12. Do I wear my thimble when sewing?

13. Am I careful to see that all my sewing equipment (scissors, pattern, thread, etc.) is in my box at the end of the period?

14. Do I fold my material carefully before putting it away and hang my garment on a hanger as soon as I can?

15. Do I take my turn in the use of the sewing machine and not use it for an unnecessary length of time?

16. Do I avoid loud and unnecessary talking?

17. Do I have my name or initials on my spool of thread and pieces of pattern?

18. Are my scissors and other pieces of equipment marked so that I can identify them if they get lost?

19. Am I willing to stop sewing to help another, such as marking hems, etc.?

107
(Sample form for pupils1 use in recording home practices) Home Practices in Home Nursing

Counting ; Making :

:

:

Pulse : Bed

;





!

:

:

Adams. Mary : 1 1

i

Andrews. Jane ! 1
Barber. Bea 111!

.111 : 1

Baxter. Jim

N. B.

?

1





Each skill to he practiced at home is to he listed after it has

heen demonstrated by the teacher and practiced "by the pupils in

class. Each pupil will record a mark on the chart opposite her

name and under the name of the skill after each time she has

practiced the skill at home. When she has mastered the skill

she will draw a line through the practice marks. The chart will

he kept on the bulletin hoard throughout the nursing experience

and for two or three weeks following its completion.

Helpful suggestions concerning home experiences will he found in:

Spafford - Fundamentals in Teaching Home Economics. Ch. XVII - The Home As an Educational Agency.

Williamson & Lyle - Homemaking Education in the High School. Ch. X - Directed Home Experiences.

108
Some Eeady-Made Devices Which Are Helpful
1. "A Scale for Measuring Attitude Toward Any Homemaking Activity Rammers and Others. Division of Educational Reference, Purdue' University, LaPayette, Indiana. 1 1/2^ each.
2. Hatcher Self-Teaching and Self-Evaluation Devices, Burgess Publishing Company, Minneapolis, Minnesota.
3. House Design and Furnishings (forms A and B), Brown, White and Puhr, University of Minnesota Press, Minneapolis, Minnesota. Sample set 35 cents, $2.00 per 100 copies and the photographs at the rate of $1.00 per 25.
4. "Minnesota Check List for Pood Preparation and Serving," published by the Minnesota Press. Price $1.00 a hundred; single copy $0.05.
5. "Minnesota Pood Score Cards," distributed by the Cooperative Test Service, 15 Amsterdam Avenue, New York 23, N. Y. Set of 57 cards, 25 cents. Packets of 50 identical cards, 50 cents.
6. Social Usage Test (forms A and B) by Stephenson & Millet. McKnight and McKnight, Bloomington, Illinois. Package of 25, $1.80: sample set 10 cents.

109
X. Planning How to Guide Pupils in Solving Each Problem As It Arises
Unless a teacher plans carefully to avoid it she may follow the line of least resistance and "help" pupils solve their problems. A true teacher guides pupils so that they solve their own problems (using their own heads, not depending on her's) thus gaining experience in creative thinking and the satisfaction which comes from intellectual achievement. The pupil (not the teacher) must do the analyzing of the problem, must seek information and judge its pertinence to the problems, must create the plan to be followed in solving the problem, must check results against standards he helps to set up, must state his conclusions otherwise he will not be learning to think for himself but he will be learning to be mentally lazy and to live in a dictatorship. "But doesn't it take a lot longer to get things done that way?" Yes, but what is the purpose of education - to get things done in a hurry or to teach pupils to think?
The experienced skillful teacher will have developed habits of pupil guidance and can "plan as die goes", but the beginning teacher mayneed to carefully think through and write out plans for guiding pupils in solving their problems. What plans may she make? The following suggestions may prove helpful:
1. Plan what pupils may do in analyzing each problem to see its various aspects, information needed to solve it, sources of information.
2. Plan what pupils may do to secure needed information.
3. Plan what pupils may do in setting up appropriate and accurate plans of action for solving the problem.
4. Plan wriat pupils may do in following the plans made (and revising them as needed).
5. Plan what pupils may do in evaluating results.
6. Plan what pupils may do in drawing conclusions, stating generalizations, and applying generalizations to other similar problems.
The sample problem plan on the following page illustrates steps which pupils may take in solving problems within a learning experience.
Helpful references:
Hatcher & Andrews - The Teaching of Homemaking. Ch. 7 - Efficiency in Learning.
Spafford - Fundamentals in Teaching Home Economics. Ch. XII - Learning to Direct One's Own Living, especially pp. 210-216.
Williamson & Lyle - Homemaking Education in the High School. Ch. VII - Guiding Pupil Development: Problem Solving Procedures.
See also pp. 188-191 in the Appendix of this Guide.

Sample Problem Flan
s
(A plan for galling pupils to plan the departmental budget)

Unit - Making Plans for Our Year's Work. (11th grade) (It is assumed .that this unit might include problems concerning projects related to class work, chapter activities, joint activities, special events, departmental improvements, departmental budget, etc.)

PB0BL3M! PLANNING THE DEPARTMENTAL BUDSET..

Activities

:

Subject Matter

:Sources of Information

1. Cooperate

: Tacts and impressions gained from :Girls' memories.

a. in listing the

: last year's experience in spending :

(l) various aspects of the problem t class allowance.

:Teacher.

which need to be considered

:Kinds of facts needed in budget mak- :

(2) kinds of information needed

: ing.

:

(3) possible sources of information

:

b. in deciding upon a procedure for

:

starting to solve the problem. (3)*

:

2. Review general methods used for budgeting :Budget Making, steps in

:High school texts (see

family incomes and make note of ideas :1. Keep a record of expenditures. : references listed

which apply to this problem. (4)

t2. Study record to discover good and : under "Managing Money"

: bad aspects of expenditures.

: in "Suggestions for

:3. Discover funds available for next : Using Multiple Texts")

: year and other facts needed.

:

:4. Make a plan for spending, using :

: all records, facts and recom-



: mendations available.



3. List and discuss the advantages in plann- :Advantages in budgeting funds:

:Texts.

ing budgets to both family groups and :1. Provides money for most needed and:

school groups. (4)

: most desired things.

:

:2. Helps avoid waste of funds.

:

:3.

:

:4.

:

4. Discuss advantages of keeping records of tProblems met in budgeting:

iParents.

expenses prior to budgeting. (4)

:1. Keeping records accurately.

{Texts.

:2. Anticipating income accurately. : Humbers at the ends of suggested activities refer to the steps in problem solving as listed in the

Williamson and Lyle reference.

Activities

Subject Matter

Sources of Information

:3. Deciding which "wants" will bring

: greatest satisfaction.

:4.

:5.

5. Consult parents concerning problems met :Problems involved in budgeting and

in keeping accounts and budgeting and tplanned spending.

problems which arise in spending family :1.

incomes. (4)

:2.

6. Analyze records of last year's expendi- :Itemized account of previous expendi- Class record books.

tures of each class to discover amounts :tures.

spent for each of the eight items and

organize entries under each item. (4)

7. Interview the person in charge of the :Per pupil allowance to be made by

Appropriate officer of

school budget to discover what the de- tBoard of Education.

the Board.

partment allowance will be this year. (4):

8. Discover the number of pupils in each :Humber of pupils in Homemaking classes Office record.

Homemaking class and estimate the approxi*

mate amount of money needed by each class:

if funds are divided on a per capita

:

basis. (4)

:

9. Read the recommendations left by last :Recommendations left by classes.

Teacher'8 files.

year's classes with reference to future

expenditures. (4)

10.Get from each class statements of their :Each class's "special needs" for money Plans of work for the

special plans which will take money. (4)

year.

11.Compare current prices of typical items

Class record books.

with those recorded for the past year to

Advertisements in cur-

see if prices in general have gone up or :

rent newspapers.

down. (4)

:

12. Ask mothers who keep expense accounts if:Family expense accounts.

Mothers and fathers.

prices have gone up or down. (4)

:

13.Consult catalogues and newspapers to die-:

Mail order catalogues.

cover approximate prices of items to be :

Daily papers.

budgeted. (4)

:

:

Activities 14. Make a collection of magazine articles

Subject Matter

concerning budgeting and spending family

incomes and read to get suggestions for

this problem. (4)

t

15. Considering all the ideas discovered list:Cautions to "be observed

suggestions and cautions to keep in mind :1.

when making the final plan. (4 & 5)

:2.

:3. 16. Using all assembled facts and requests :Facts.

and recommendations divide up the depart-:Bequests,

mental allowance by classes and major :Recommendations.

items for each class. (5 & 6)

:

17. Representative class members report to :Tentative budget,

other classes the planned budgets for :

those classes and explain how the budget :

was made, invite questions and suggestions

for any needed revisions in the budget.

(7)

18. Plan a bulletin board presentation of the; Revised budget.

final revised departmental budget.

L

Sources of Information to
Cutable magazines.

113 T. Planning Each Lesson

What do you plan when you plan a lesson - the pupil activities? the subject matter to be used? What else?

Busy teachers do not have time to write out detailed "lesson plans" "but every good teacher thinks through all aspects of each lesson and jots down whatever parts of the plan she may need for reference during the lesson.

What needs to be planned? We suggest that an efficient teacher may do each of the following types of planning for each lesson. Do you agree?

1. Anticipate the pupils' purposes - what pupils will wish to do and need to do "next" to carry forward (successfully and intelligently) the solutions of their problems.

2. Definitely decide toward which unit objectives (attitudes or understandings or abilities or all three) pupils can be guided during this day's work. a. Group objectives. b. Individual objectives.

3. Anticipate the activities in which pupils may engage to achieve the objectives and solve their problems. a. Group activities. b. Individual activities (See "Some Suggestions for Caring for Individual Differences", pages 115-117.)

4. Plan a desirable order of pupil activities, including a time budget (indicate possible omissions "if the time runs short" 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 the case of lessons involving food preparation such a budget is essential in helping to prevent pupils "not finishing on time".

K. B.

Keep in mind (or on paper in a convenient place) a variety of suggestions for interesting and educationally worthwhile activities which can be used in emergencies. Just as a good housekeeper keeps an emergency shelf well stocked with food so that she is always ready for unexpected guests, a good homemaking teacher keeps on hand a good supply of suggestions for class activities and individual activities for use when an unexpected situation reduces a class period to a few minutes or prevents an individual from participating in the scheduled activity. Pupils may help to accumulate a list of suggestions for emergency activities, and thus be encouraged to feel responsible for using every minute of school time in a profitable way. Suggested activities for shortened periods are presented on page

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5. Plan what the teacher will need to do to guide the activities of the pupils. a. What to say (tell, ask, report, or discuss) during the first few minutes of the lesson to give direction to the learning for the day. b. How to develop the assignment or remind pupils of plans made previously. c. What to say and do to encourage -oupils to use their intelligence in carrying on each activity. d. How to close the lesson.
6. The teaching materials needed for the lesson. a. Texts, references, bulletins. b. Illustrative material. c. Supplies. d. Special equipment.
7. How to arrange the chairs, tables and other equipment in the classroom so that they will facilitate the activities and the learning to take place.
N. B. It is helpful, if at the close of each day's lesson the teacher decides what pupils have learned, plans test items to cover it, and files them for use later.
Helpful references:
Hatcher and Andrews - The Teaching of Homemaking. pp. 252-255.
Spafford - liundamentals in Teaching Home Economics. Ch. VI - Learning and Teaching. Ch. XV - Techniques of Teaching. Ch. XVI - Teaching Materials. Ch. XVIII - The Learning Environment.
Williamson and Lyle - Homemaking Education in the High Schpol. Ch. XIII - Planning for the Unit, the Week, the Day. Ch. VI - Basic Principles. Ch. VII - Problem Solving Procedure. Ch. VIII - Leading Croup Discussions. Ch. IX - Guiding Pupil Development Through the Laboratory, Demonstration, Field Trip, Directed Study.

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Some Suggestions for Caring for Individual Differences* (When Planning Lessons)
When a good teacher plans a lesson she visualizes not only the group of pupils and their common needs for the day but eacn individual pupil and his particular needs for guidance on that day. She anticipates the possible activities of each pupil and plans ways to guide him so that his activities may contribute to his own education and to the well-being of his classmates. If the teacher has made and studied a sociogram of her class she can plan to care for some social differences as she guides the grouping of pupils into "families" or committees, as she guides the selection of fitting partners, as she guides the seating of pupils for class discussions, etc.
In planning supervised study lessons, the teacher can provide some junior high school books and illustrated magazine articles for the pupil who doesn't like to read; and for the pupils who read most rapidly, more technical texts and government bulletins. Pupils who are apt to read carelessly may be asked to prepare a dramatization or special

illustration of ideas presented. In planning lessons involving class discussions the teacher may
visualize 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 pertinent contributions while others think they "know but can't tell", etc., and she will plan what to do to guide each type of pupil to use his share of class time for the suitable development of himself and his classmates.
Individual differences are revealed to teachers as they observe pupils working in groups, during personal conferences, through home visits, through informal chats before and after class, by sociograms and through interest inventories.

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When planning a lesson in which pupils will plan menus for meals to be prepared the teacher can plan how she can guide the more able pupils to plan more difficult meals and the less able pupils simpler meals. In order to make meal planning and preparation activities challenging to all pupils, the teacher may encourage family groupings not only in terms of desirable social groups but in terms of pupils' abilities. Slow-thinking or inexperienced pupils working together learn more than if grouped with fast thinking or experienced pupils. Especially capable pupils do better when they must match wits and executive ability with pupils of similar type.
Conspicuous examples of the need for planning in terms of each individual pupil is evidenced in clothing classes. When a pupil sits doing nothing in a clothing laboratory while -waiting for my material- or "waiting for the others to finish their garments", poor planning on the teacher's part is the cause and the result is mis-education - learning to waste time. The efficient teacher visualizes each pupil in the class and her situation with reference to her particular garment, anticipates the learning activities in which each should engage, plans how to guide her activities, and assembles the references and illustrative materials she will need.
Pupils who "get behind" in their garment making may be cared for in a variety of ways, depending on the causes of the- delay. If a pupil has been allowed to undertake a too difficult or too time-consuming garment, the teacher may carry her share of the blame by helping the pupil do the particularly difficult steps or taking the initiative in helping the pupil plan who can help do the time-consuming job (after the pupil has demonstrated her ability to do it). When a pupil's progress is de-

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layed "by ripping, the teacher should teach a quick ripping procedure
and insist on seeing each future seam in the machine before a row of
stitching is made; (if a teacher has approved pupil's work for stitching
and that stitching has to come out, she may do the ripping herself be-
tween classes). If a garment's progress is delayed "by a pupil's absence,
she may "be encouraged to start several different processes in class but
finish each at home the next Saturday.
Since so many teachers find it difficult to think up worthwhile
activities to suggest to pupils who "finish their garments first" the
following are offered as suggestive:
a. If the Home Economics department or the school lunchroom needs towels hemmed, a beginning pupil may hem one or two, using the machine.
b. If the Home Economics cottage or apartment or foods laboratory needs napkins hemmed, a pupil may learn how to do the overhanding stitch and use it to hem one of the napkins.
c. If a new luncheon set for the department has been started, a pupil may make one of the mats or napkins.
d. If linens for the department are to be monogramed, a student may embroider one of the monograms.
e. A pupil may cooperate with several classmates in planning and making an exhibit for future reference. The exhibit might include samples of good and poor stitching, good and poor tensions, long and short stitches, all well arranged on a large cardboard and well labeled. If a pupil is far ahead of the others and needs another garment like the one she has just made, she may use the same pattern and plan and start to make the other garment. If the classroom does not have exhibits to show the steps in doing all the sewing processes she has learned, a pupil may make one set to be used for reference in the future.
h. A pupil may make an exhibit showing samples of materials often used in making garments such as she has just finished, describe the tests used to judge them, and label each sample with an explanation of why it is satisfactory or not.
i. If the school has a special mending problem, a pupil may work out its solution and do the mending required.
j. If there is a first-aid-for-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 plan one, estimate its cost, and install it if the budget permits.
k. If the department has a washing machine and a student has not yet had an opportunity to practice using it, she may plan and "do" a washing in it.

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Suggested Activities for Shortened Periods

The activities for a shortened period should, as far as possible follow the original plans for the day made by the teacher and pupils
previously. Each situation will call for activities suitable for that
particular situation. Some suggestions for activities which can be used in "scraps of time" are:

1. "Discussing and evaluating preceding activity, as chapel program, and relating it to individual and family problems."
2. "Reading a story or poem or current article. This might be read to the group by the teacher or a pupil and followed by a short discussion. (The teacher would have on file a folder of suitable materials.)"

3. "Playing games such as thinking of words which have meaning both in sewing and cooking (such as basting, scallop., etc.)"
4. Spelling bees using clothing terms or others.

5. Using "tests" or check lists, etc., on personality. What do

you know about

? Etc. There are many of these little

devices in magazines and in some of the books on etiquette.

The students usually love to take them.

6. "Giving an oral test like a spelling bee. I have frequently
used portions of the Illinois Food Test, a factual information test, or similar list of questions; this sort of thing is good in that it can be used by students in the absence of the teacher."

7. Using cases for discussion of family relationship problems or child guidance problems. (The teacher would have a file of suitable cases for discussion.)

8. Working on file of recipes and cost cards for unit kitchens.
9. Working on projects for improving the department (these would be in the process of being made and would be kept for such occasions) such as making place mats, hemming dish towels making rug, etc.

10. Mounting or labeling textile samples. 11. Showing slides if projector is set up ready.

12. Clipping and filing appropriate articles and pictures for use as illustrative materials.
13. Checking out material for study outside of class.
N. B. We should remember that these activities should be learning experiences and not just "busy work".

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Cr. Guiding Pupils in Planning Individual Experiences (Either Class Experiences or Home Projects)
The term "individual experience" as used here refers to any one
of these situations: (l) a pupil is ready for guidance in planning a
home project, (2) pupils are ready to plan their individual projects
within a group experience (see page 12, a), (3) each pupil having set
up her own individual program of units for the year, is now ready for
teacher guidance in planning one of her units in detail. Class time
may he used for planning home projects as well as for planning individual
units for class work.
Steps which may he followed in guiding a pupil's planning of an
individual experience are listed "below.
1. The teacher may demonstrate the planning of a project hy telling the pupils about some project which she is about to start and planning it while they listen and help her word her plan on the board. She may use these headings as she demonstrates her planning!
Statement of problem Seasons for needing to solve this problem Analysis of problem (conditions under which problem
must be solved) List of information needed to solve problem Suggestions for sources of information needed Plan of work to be followed A tentative time budget Criteria for use in judging results.
2. All the pupils in a class may practice planning a project by cooperating (under the teacher1s guidance) in planning how to solve a typical home problem using the above major headings or a similar list developed by the group. Frequent references to the pupils' own problems may be made by saying for example: "If this were Mary's project she might include an activity similar to the one we're putting in this plan."
3. Each pupil may then write out a plan for her own project, using the outline agreed upon. The pupil's presentation of her plan and its criticism may take place in an individual conference between pupil and teacher, or in class, or during a home visit.

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When a plan is to be carried out during class time, the pupil prepares a Weekly Plan of Work to show what she plans to do during each day of the next week. This t>lan may he handed in on Friday and returned to the pupil on Monday. 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 hands them to her teacher at suitable times.
When a plan is to be carried out at home (during the school year or during the summer) the pupil prepares a dated schedule of work to be done, including conferences to be held with her teacher and with her parents. The teacher makes a plan for herself by studying her pupils' plans, making note of dates for conferences and any preparation she needs to make for them.
4. When pupils, near the close of the school year, are planning their summer vacations, a week or more of class time may be devoted to a unit on "Planning Our Summer Vacations." At this time each pupil can make plans for solving one or more of her home problems or personal problems, collect needed information from texts and learn some needed skills. If the teacher will be available during the summer for supervising home projects, a tentative schedule of home visits can be made.
Some home problems suitable for home solution as home projects
are listed on pages 205-206. Suggested projects are listed by Hatcher
and Andrews in The Teaching Qf Homemaking on pages 263-269. Pages 269-
277 in the same book present a discussion of Home Experiences and
Individual Needs.
Suggestions for supervising home projects will be found in this
Guide on pages 198-208 and in these references:
Hatcher & Andrews - The Teaching of Homemaking. Ch. 12 - Enriching Home Experiences, especially pp. 261-284.
Williamson & Lyle - Homemaking Education in the High School. Ch. XI - Guiding Home Experiences.
U. S. Office of Education Misc. 3145, "Directed Experiences in the Homemaking Education Program."

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H. Planning for a Chapter of Future Homemakers of America or New Homemakers of America
In many junior and senior high schools, where homemaking education is a part of the curriculum, there are chapters of Future Homemakers of America or New Homemakers of America; in some schools there are no chapters. As a part of curriculum planning each homemaking department needs to re-study the purposes of the organization and then make one of these three decisions:
1. If we have one, how can we improve it? 2. If we have no chapter should we organize one? 3. If we need one, how shall we organize one? Nature and purposes of the organizations. It is assumed that every chapter of either organization should he an integral part of a total homemaking program; and that when class groups are planning the experiences which will help them to achieve the goals of the entire program, thought will be given to those goals that can best be achieved through the activities of chapters of an organization. Although the nature and purposes of the two organizations are not identical, both emphasize and supplement the general goals of homemaking education. The Future Homemakers of America is the national organization of white pupils enrolled in junior and senior high schools who are studying or have studied home economics. The organization was founded in 1945, and is composed of chartered state associations which are in turn made up of local chapters. The eight specific purposes of the F. H. A. organization are;
1. To promote a growing appreciation of the joys and satisfactions of homemaking.
2. To emphasize the importance of worthy home membership.

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3. To encourage democracy in home and community life. 4. To work for good home and family life for all. 5. To promote international good will. 6. To foster the development of creative leadership in home
and community life. 7. To provide wholesome individual and group recreation. 8. To further interest in home economics. The growth of the organization indicates that homemaking teachers serving as advisers have recognized the fact that a Future Horaemaker Chapter, whose program of work is based on the above purposes, offers numerous opportunities for the further development of practically all of the goals of the homemaking program and for the especial development of personal qualities of initiative and leadershi-o. The New Homemakers of America is the national organization of Negro pupils studying homemaking in junior and senior high schools in the states having separate schools for Negroes. It was founded June 11, 1945, and is an incorporated non-profit youth organization. Any pupil who has been enrolled or is enrolled in homemaking may become a member. The New Homemakers of America is comprised of chartered state associations which in turn are composed of local chanters chartered by the state association. There are four specific purooses of the organization. New Homemakers of America:
1. To promote individual growth by developing uhysical, social, and moral qualities.
2. To promote better home living. 3. To provide wholesome recreational activities. 4. To act as a unit for giving service to the school, com-
munity, state, and nation.

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The growth of the organization indicates that homemaking teach-
ers serving as advisers, have recognized the fact that a New Homemaker
Chapter, whose program of work is based on the above purposes, offers
numerous opportunities for the development of desirable character traits
which contribute to leadership and help to prepare them for the vocation
of homemaking. If you already have a chanter and wish to improve its contri-
bution to the entire homemaking program, the following questions may be
considered in evaluating the activities and achievement of the chapter
and it's members. 1. Were the activities of the chapter based on the purposes of the P. H. A. or N. H. A. organization? 2. Did the chapter1s program of work contribute to the achievement of the goals of the F. H. A. or N. H. A. organization as an integral part of the total homemaking program?
3. Were activities planned that contributed to the personal improvement of each member, her home, school and community?
4. Was the program planned in such a way that chapter activities were integrated and correlated with the activities of the in-school program? (See illustrations on pp. 131-135.)
5. Did the group meet at a regularly scheduled period and was ample time provided for the meeting?
6. Was the program of work cooperatively planned early in the school year to meet the needs and interests of the members?
7. Did the chapter affiliate with the State and National Organizations prior to December 1st?
8. Were officers familiar with their duties and responsibilities and given sufficient guidance in carrying out these duties?
9. Were meetings conducted in a business like manner and according to parliamentary procedure?
10. Were the activities of the members and the chapter such that the homemaking program was more adequately and soundly interpreted in the community?

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11. Did members work on degrees of achievement as a means of measuring their accomplishments and growth in personal 'development and their contributions to their home, community and P. H. A. or N. H. A. organization?
12. Were the money making activities of the chapter sound and educational?
13. Were all records kept neatly and accurately?
14. Did the chapter send delegates to district and state meetings?
15. Did every member assume responsibility for some chapter activity during the year?
16. Were programs planned well in advance and presented with dignity and ease?
17. Did members participate in the national and state projects?
18. Were interest and enthusiasm for the Future Homemaker or Hew Homemaker program maintained throughout the year by the majority of members?
After evaluating a chapter's program of work, some definite plan
should be made by the adviser, officers and members to improve the weak-
ness as discovered.
If you have no chapter and are wondering whether or not to
organize one, you will need to consider not only the value which a
chapter can bring to its members but also the practicability of such an
organization in your particular school. Answers to the following
questions will help you decide whether or not to encourage the organiza-
tion of a chapter:
1. Can you as the prospective adviser, see the chapter as a means of accomplishing the goals of the homemaking nrogram?
2. Will prospective members be interested in and have the time to participate in such an organization?
3. Will you as adviser have the time and energy to guide the members in carrying out the program of work for the chapter?
4. Will the chapter have an opportunity to cooperate with other groups in the community in the training for leadership for the improvement of home and family living?

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5. Will the superintendent, facility, and community approve of such an organization?
6. Does the school schedule regularly provide for a tilace and ample time for the group to meet?
In some situations, where satisfactory answers cannot be given to
the above questions, teachers and persons eligible for membership may
decide that it will be best not to organize a chapter. In other situ-
ations, where answers to the questions have been "Yes", teachers will
wish to encourage the organization of a chapter. If you and some eligible members wish to organize a chanter of
Future Homemakers of America there are certain definite steps which should be taken in order for the best results to be achieved. The follow-
ing are suggested: 1. Get information on organizing a Chapter a. Write to your State Adviser for a copy of the Adviser's Handbook and for other available materials. b. Talk with Advisers and members of a nearby Chapter. 2. Consult the principal or superintendent considering the following points: a. Advisability of organizing a Chapter and values which may be gained for the pupils, homemaking program, school and community. b. How it will fit into the total school program and homemaking program. c. Possible time and places for meetings. 3. Consult with parents to determine their ideas about the organization of a Chapter. 4. Develop interest in organizing a Chapter. (See Adviser's Handbook, "Creating and Maintaining Interest", p. 12). 5. Re-examine the materials received from the state adviser and order as many extra copies as will be needed for the meeting you will call soon.

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6. Call a meeting of all pupils who are interested in knowing about the organization and who are eligible for membership,
A. The Adviser or members from an F. E. A. Chapter nearby might give: 1. A brief history ,of the organization. 2. Purpose of the organization. 3. Possible activities of members on Chapter, State and National levels. 4. Description of insignia which members may wear and use. 5. Advantages of having a Chapter.
B. Lead the pupils in discussing whether a Chapter would be of value to themselves, their school and community. Plan to take a vote at the next meeting. Plan for a follow-up meeting.
7. At a second meeting:
A. Take a vote as to whether to have a Chapter.
B. Lead the group in discussing the standards for Chapter members. Some are: 1. Will attend meetings regularly. 2. Will help provide good programs for the Chapter. 3. Will work harmoniously with others. 4. Will take part in Chapter and State activities.
C. Discuss standards for a Chapter. Some are: 1. Has definite goals and a program of work based on the purposes of the organization, the goals of the homemaking program and the needs of the group. 2. Plans a program for the year, making a copy available to each member. 3. Has varied, well-planned activities which are integrated with work of the entire homemaking program. 4. Has cooperative members who participate in the program. 5. Uses correct parliamentary procedures at all meetings. 6. Has a sound financial plan. 7. Affiliates and cooperates with its State and National organizations. 8. Has a plan for interpreting the organization to others. 9. Plans a means for evaluating progress and participation by working toward Degrees of Achievement. 10. Appoint committee for writing a constitution, using state constitution as a guide.
D. Have the group appoint a temporary chairman or an advisory or planning group, and help them select committees, such as nominating, constitution, program of work, to organize the Chapter. (For suggestions for helping these committees see Adviser's Handbook, p. 20, "Work with Committee Chairmen in the Following Ways.")

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E. Discuss duties and qualifications of officers. (See Adviser's Handbook, p. 17, "Guiding Members in Selecting the Right Person for the Office.")
F. Make plans for the next meeting.
8. Advise the committees appointed so they will be ready to have reports for the group to discuss at the next meeting* Help the program committee plan an interesting program besides the business for the next meeting. (See Adviser's Handbook, "Guiding the Writing of a Constitution," p. 17; and "Guiding the Program of Work Committee,M p. 20).
9. At the third meeting:
A. Discuss and adopt (if ready) the constitution.
B. Elect officers.
C. Present tentative program of work with a calendar and theme, if desired, for the year. Have discussion before adoption.
D. Plan for meetings of Executive Council.
E. Appoint standing committees, such as membership, public relations, recreation, finance, projects, degrees, etc. (For duties see Adviser's Handbook, p. 20, "Work with Committee Chairmen in the Following Ways.")
F. Collect dues and plan for sending money to State and National Headquarters. Dues are 354 per member unless membership is under 20, in which case a minimum of $7.00 is paid by the chapter.
G. Finish with a peppy program.
10. Install officers at a special meeting. (This is interesting if it can be done by a neighboring chapter).
11. See that dues - both State and National - are sent to the State Headquarters accompanied by all requirements for affiliation. National dues are forwarded to National Headquarters by each State office. It is important to pay dues as early in the year as possible so all publications and announcements may be received. No emblematic materials are available until affiliation has cleared through National Headquarters.
The materials, other than the Handbook, which you will need when organizing a chapter of Future Homemakers of America are listed below; they may be secured by writing to Mrs. J. M. Barber, State Adviser, Georgia Association of Future Homemakers of America, 301 Peabody Eall, Athens, Georgia, (l) Chapter Advisers' Handbook, 25 cents, (2) State Program of Work, free, (3) Information Concerning State and National Projects, free, (4) Application for Membership Blank, free, (5) Ten Questions Most Often Asked About F. H. A., free.

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If 22u and some eligible sobers wish to organize a. chapter of New
Homemakers of America, there are certain definite steps which should he
taken. The following are suggested:
1. Get information on organizing a Chapter.
e. Write to the State Adviser for information and available materials.
b. Talk with Advisers and members of a nearby Chapter.
2. Consult the principal or superintendent considering the following points: a. Advisability of organizing a Chapter and values which may be gained for the pupils, homemaking program, school and common! ty.
b. How it will fit into the total school and homemaking program.
c. Possible time and places for meetings.
3. Consult with parents to determine their ideas about the organization of a Chapter.
4. Develop interest in organizing a Chapter.
5. Call a meeting of all pupils who are interested in knowing about the organization and who are eligible for membership.
a. The Adviser or members from an N. H. A. Chapter nearby might give:
(1) A brief history of the organization. (2) Purposes of the organization. (3) Possible activities of members on Chapter, State and
National levels. (4) Description of insignia which members may wear and use. (5) Advantages of having a Chapter.
6. At the second meeting:
a. Take a vote as to whether to have a Chapter.
b. Lead the group in discussing the standards for Chapter members. Some are:
(1) Will attend meetings regularly. (2) Will help provide good programs for the Chapter. (3) Will work harmoniously with others. (4) Will take part in Chapter and State activities.

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c. Discuss standards for a Chapter. Some are:
(1) Has definite goals and a program of work "based on the purposes of the organization, the gqals of the homemaking program and the needs of the group.
(2) Plans a program for the year, making a copy available to each member.
(3) Has varied, well-plannea activities which are integrated with work of the entire homemaking program.
(4) Has cooperative members who participate in the program.
(5) Uses correct parliamentary procedures at all meetings.
(6) Has a sound financial plan. (?) Affiliates and cooperates with its State and National
organizations. (8) Has a plan for interpreting the organization to others. (9) Plans a means for evaluating progress and partici-
pation by working toward Degrees of Achievement.
d. Have the group appoint a temporary chairman or an advisory or planning group, and help them select committees, such as the nominating, constitution, program of work, to organize the Chapter. (See Adviser's Handbook, p. 18, "Work with Committee Chairmen.1')
e. Discuss duties and qualifications of officers. (See Adviser's Handbook, p. 15, "Guiding Members in Selecting the Right Person for the Office.")
f. Make plans for the next meeting.
Advise the committees appointed so they will be ready to have reports for the group to discuss at the next meeting. Help the program committee plan an interesting program besides the business for the next meeting. (See Adviser's Handbook, p. 18, "Program of Work Committee.")
At the third meeting:
a. Discuss and adopt (if ready) the constitution.
b. Elect officers.
c. Present tentative program of work with a calendar and theme, if desired, for the year. Have discussion before adoption.
d. Plan for meetings of lixecutive Council.
e. Appoint standing committees, such as public relations, program of work, finance, state project, national project, Degrees of Achievement, etc. (See Adviser's Handbook,

130
pp. 21, 22, "Recreation, Public Relations, Membership, Projects, and Degrees Committees.")
f. Collect dues and plan for sending money to State and National Headquarters.
g. Finish with a peppy program.
9. Install officers at a special meeting. (This is interesting if it can be done by a neighboring chapter.)
10. See that dues - both State and Rational - are sent to the State Headquarters accompanied by all requirements for affiliation. National dues are forwarded to National Headquarters hy each State office. It is important to pay dues as early in the year as possible so all publications and announcements may be received. No emblematic materials are available until affiliation is cleared through National Headquarters.
The materials for organizing a chapter of New Homemakers of
America may be secured from your state Adviser's office. They are as
follows:
1. Official Guide (18^ per copy) 2. Adviser's Handbook (25^ per copy) 3. Copy of the State Constitution and By-Laws (free) 4. Copy of the State N. H. A. Newsletter (free) 5. Materials on Degrees of Achievement (free) 6. N. H. A. in Focus (free) 7. Application form for membership and other necessary materials
for the chapter (free).
The following books on Parliamentary Procedure may be ordered, if
desired: 1. Robert's Rules of Order, by General Henry M. Robert; Scott, Foresman Company, Atlanta, Chicago, Dallas, New YorK.
2. "fiome to Order". by Emma Wines and Marjory W. Card; The Odyssey Pres6, New York.
3. Helps in Mastering Prliamentary Procedure, The Enterprise Co-Operative Company, New Concord, Ohio.
4. Parliamentary Procedure at a Glance, D. Appleton-Century Company, New York.

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Making Chapter Work an Integral Part of the School Program
A Report from School A
"We planned our program of work together to meet chapter and in8Choo3 needs. This past year we realized that the Homemaking hooks should be catalogued. The P. H. A. girls did thi during a free period. Equipment needs were discussed so the P. H. A. people made the money to buy part of the needed equipment.
"The child care unit in the early fall created our outstanding P. H. A. community project. To be able to understand children we needed a close association with them. Each month three girls went to the baby health clinic to assist the county health nurse. The girls enjoyed the experience so much that they plan to continue the project during the summer. Other P. H. A. girls cared for the first grade children on the playground or read stories to them.
"The clothing experiences in school enabled the girls to enter the annual corduroy fashion show and to present fashion shows at the chapter meetings.
"By building a reading center in the homemaking department, the girls could set up a reading center in their homes to carry out the state library project.
"The personal problems unit was climaxed by the chapter's asking to help in the school office. One member served as receptionist each period of the day. This served as one school project.
"The chapter programs were presented by a different homemaking class each month. The programs in most cases were centered around the learning experiences of the class presenting the program. The first

132
year students were studying ways to improve themselves and one girl wrote
a skit, "Getting Along With the Family.' The skit was presented at the
chapter meeting.
HI "believe better programs result if "both programs are an out-
growth of the other. In fact, it would he impossible to separate the
two."
A Report from School B
"Seven purposes of the F. H. A. are the same as the educational
purposes we have in mind when planning our program for the year. They
are:
1. To promote a growing appreciation of the joys and satisfaction of homemaking.
2. To emphasize the importance of worthy home membership. 3. To encourage democracy in home and community life. 4. To work for good home and family life for all. 5. To foster the development of creative leadership in home and
community life. 6. To provide wholesome and group recreation. 8. To further interest in Home Economics.
Below is a list of the specific ways (activities) we have used
to accomplish these purposes.
1. Provided group recreation at each regular meeting. (This cannot be provided in regular class work.)
2. Had a party for new members. (Planned and prepared by second year class.)
3. Had a tea for chapter mothers. (Planned, prepared and carried out by a third year class.)
4. Had a dance which was planned by F. H. A. Committee but produced problems of dress, manners, personal conduct on dates, for learning experiences in all classes.
5. Had a picnic and swimming party for seniors at end of school which was planned for by one class.
The F. H. A. Chapter has carried out projects for the school.
Because of a thirty minute activity period, we resorted to various
classes when we planned and carried out these. Although some of the

133
girls in the classes are not members, it produced a "real problem" which
made class work more interesting. Some of the school project have been:
6. Improving the girls' restroom by painting walls, making curtains, baying mirrors, making signs and setting a good example in using the room.
7. Improving the girls' dressing room at the gym. (Cleaning, painting, making curtains, dressing table, etc.)
8. Keeping the teachers' lounge at school. 9. One class sponsored clean-up day at school. 10. The chapter took "Improving the school grounds" which en-
couraged two classes to decide on a Yard Improvement unit for class work (not previously planned in the program of work). They "learned how" in class and received good practice carrying out the F. H. A. project. 11. They provided a large bulletin board for the Home Economics department. 12. They left money for me to buy blackout curtains so we can more successfully use the Baloptican projector and the movie projector (for Home Economics department).
The F. H. A. has carried out many projects for the community.
Through these projects they have used information gained in Home Econo-
mics classes, gotten public approval of their chapter and its activities,
and been of real community service. Some of these projects were:
13. Helped at the county Health Clinic for small children. (Practicing Home Nursing and Caring for Small Children.)
14. Helped the County Library repair books. 15. A chapter member served on Better Home Town Committee for
planning improvements to be made to our town. 16. Caring for small children so their mothers might attend P.T.A.
The P. H. A. has given individual Home Economics girls an oppor-
tunity to "Improve their personality" (a unit usually included at the be-
ginning of first year). Some of these practices include:
17. Presiding at meetings. 18. Serving as chairman of a committee or on a committee with
other girls. 19. Giving reports at meetings. 20. Being on programs. 21. Encouraging them to work for degrees by giving the symbol used
to represent the degree. (If they attain one their personality must be improved.) 22. Planning programs. (Even writing them.)

134
23. Representing chapter at district, state, sub-regional and national meeting.
24. Teaching them parliamentary procedure. (They learn without embarrassment because others are learning at the same time.)
The P. H. A. has benefitted the homes of the members by:
25. Encouraging members to plan and have fun at home with family members.
26. Encouraging members to assume home responsibility which they learn in class and for which they get credit towards a degree.
27. Encouraging members to read to young family members and to select and read good literature. The unit "How to Spend My Leisure Time This Summer," helped girls to decide reading was a good way but P. H. A. encouraged them to do it."
4 Report from School C
"1. Planning P. H. A. projects and activities give opportunity to carry out classroom teaching in actual life situations.
Examples:
1. Hobo Day - where girls help homemakers with their housework (ironing, sweeping, baby sitting) at the same time putting into practice and demonstrating best methods they have learned to follow in class.
2. Keeping P. T. A. Nursery - getting further experience, and using their classrcom training in child care.
3. Planning, preparing and helping serve at banquets and teas.
2. Taking as home projects, working on one of the standards necessary to meet the requirements for a Degree of Achievement.
Examples:
1. Contributing to satisfying home life. 2. Acquiring personal qualities which enable them to work more
effectively with others.
3. Taking as P. H. A. projects, things which add to the attractiveness or improve the equipment of the Home Economics department.
Examples:
1. Purchasing filing cabinet which is used for P. H. A. file, and also for part of the Home Economics teaching materials.
2. Refinishing machines in department. 3. Purchasing P. H. A. banner, framing emblem, etc., and
placing them on wall of department so that they add to its attractiveness.

135
4. Problems arising in F. H. A. leading to and "being solved "by a verypertinent and timely unit in classroom work.
Examples:
1. Gifts to send to World Christmas Festival - may lead to a unit in arts and crafts or in gift making and wrapping.
2. Going to State Convention and District Meets - may lead to unit on Suitable Dress and Behavior while travelling, while in public places, at hotels, etc.
5. Taking as home projects the making of an outfit to "be used in F. H. A. programs, pictures, etc. (each member has one alike).
Examples:
1. Red skirt or white blouse. 2. Knitting white socks or red beanie.
6. Using F. H. A. colors, flower, emblem, newspaper clippings and other materials to demonstrate art principles of balance, emphasis, contrast, etc.
Examples:
1. Chapter scrapbook. 2. Bulletin boards. 3. Yearbooks.
7. Encouraging girls interested in Home Economics as a career, to work toward qualifying for the Inez Murray award when seniors.
Examples:
1. By helping them in their selection of home, school and community projects.
8. Having F. H. A. chapter programs introduce, highlight or climax class work when suitable.
Examples:
1. Clothing Unit - head of fashion department at local store speaks on latest styles, fabrics and designs.
2. Foods Unit - have Georgia Power Company demonstration."

136
I. Evaluating an In-school Ourriculum
Since a curriculum has value (is good) in so far as it develops pupils in desirable ways and lacks value (is poor) in so far as it hinders the desirable development of pupils, a curriculum must be judged in terms of the day by day evidences of the development of the individual pupils toward the objectives set up for those pupils. If any activity results 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 judge? Those who know the pupils well and can observe evidences of changes in their behavior - their parents, their teachers, their classmates and friends, themselves.
When is an appropriate time for evaluation? Whenever there is an opportunity to collect evidences of 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 that experience, at the end of the year from the standpoint of long time goals, and after several years in terms of permanent interests, habits, and concepts.
How can a teacher proceed, then, to collect evidences of the worth of the curriculum and work toward improving it?
1. She can use a great variety of ways and devices to estimate pupils' growth toward objectives. For example, anecdotal records are helpful in evaluating attitudes, personality traits and social relations, score cards and check lists are helpful in evaluating skills. A teacher can use devices provided in textbooks and available commercially. She can make her own devices using ready-made ones as guides. She can create devices according to her own imagination. She can work with her pupils in creating devices. Some devices available commercially are listed on page 108 . A teacher-

gft&hirffrXiflfig*S"'i
137
made device is presented on page 103. Some pupil-teacher made devices will be found on pages 104-106.
2. As a teacher gains evidences of the satisfactory growth of her pupils she can find out which activities in the curriculum encouraged it, and plan to repeat them whenever suitable. As she gains evidences of undesirable pupil development she can find out which activities in the curriculum caused them and discontinue them or make plans for substituting more desirable ones "next time".
3. As the collected evidences point to pupil successes and failures the teacher can attempt to locate their causes by critically examining not only the pupil activities composing the curriculum, but also the objectives, the teaching procedures used, and the methods used day by day in "grading" pupils. One way to analyze the curriculum for locating strengths and weaknesses is to judge it in terms of the criteria listed on pages 9-13. Some devices for use in analyzing teachers' activities are available in books and in mimeographed materials. Self-evaluation devices may be made by teachers themselves; pages 138-139 present a device created by a group of teachers as a part of their work toward curriculum improvement.
It is helpful to remember that change is necessary for improve-
ment. Constant alertness to discover situations which can be improved,
the ability to analyze situations and an experimental point of view make
curriculum revision a constant joy and challenge.
Some Helpful References
This Curriculum Guide, pp. 1-35.
Hatcher & Andrews - The Teaching of Homemaking. Ch, 5 - Evaluating Achievement. Ch. 6 - Growth Records.
Spafford - A Functioning Program of Home Economics. See index for references on Evaluation.
Spafford - Fundamentals in Teaching Home Economics. Ch. XIII - Evaluating Progress in Learning.
Williamson & Lyle - Homemaking Education in the High School. See index for references on Evaluation.

138 Self-Evaluation Sheet* (For Teachers) Homemaking Program

A. Curriculum and Methods.
Questions
1. What evidence is there of effective cooperative planning with administrators, parents, teachers and pupils?
2. What evidence is there of preplanning for each group?
3. What evidences are there that the learning experiences set up for each group are consistent with the specific objectives set up "by the group and teachers? What evidences are there of the influence of home visits on the curriculum?
5. What evidence is there that adequate guidance is given in selecting and planning home projects?
6. What evidence is there that home projects are used as a means of individualized instruction?
7. What evidence is there that F. H. A. work is a part of the curriculum, not an extra activity?
8. What evidences are there of the use of the Problem Approach to learning?
9. What evidences are there of your use of the problem method in teaching?
10. What evidence is there of effective use of newer techniques in teaching; such as the Socio Drama?
11. What evidence is there of continuous evaluation of the teaching-learning situation and an analysis of Reasons for satisfactory learning Reasons for non-learning Reasons for slow learning Reasons for indifference.

Answers

Adapted from a contribution by Home Economics teachers in Savannah, Georgia.

139 Self-Evaluation Sheet (For Teachers) - Continued

B. Inter-Personal Relations
Questions
1. What evidences are there of teacher respect for individual differences in personality and ability of students?
2. What evidences are there of good pupil-teacher relationships?
3. What evidences are there of good parent-teacher relationships?
4. What evidences are there of willingness to share responsibility and talent with other teachers for the good of all?
5. What evidence is there of progress in ability to work with others as co-workers, as leaders?
C. Professional Growth.
1. What evidence is there of increasing satisfaction in teaching? Are you happy in your work? How are you working toward greater satisfaction in your teaching?
2. What evidences are there of planned in-service growth?
3. What evidence is there of efforts to raise professional standards?

Answers

CHAPTER IY
PLANNING HOMEMAKING EDUCATION FOR OUT-OP-SCHOOL CROUPS
That part of the homemaking education program which is devoted to teaching out-of-school groups should he a well-oalanced program, that is, it should offer a sufficient variety of instruction in the different phases of homemaking 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. 9 ). A progressive sequence of units offered in manyphases of homemaking over a period of time, from one to three years, is desirable; in a small community with only one teacher of homemaking to do both in-school and out-of-school teaching, three years or longer may be required to present a well balanced program.
Since the teaching of adult homemakers is a very important part of a homemaking program, and since teachers-in-training have relatively little experience in teaching adults, it is wise for a beginning teacher to do some special reading and thinking about programs for out-of-school groups before attempting to start a program in her school community. A review of the following references will be a great help:
Pollard - "Adult Education for Homemaking.11 t (John Wiley & Sons, Inc., New York, N. T.)
Williamson & Lyle - Homemaking Education for Adults. (Appleton-Century-Crofts, New York 1, N. Y.)
140

141
Some of the problems frequently confronting teachers who are
planning work with adults or wishing to reach more adults are these:
1. Toward what major objectives should I work?
2. What adults or groups of adults should I teach?
3. What shall I teach individuals?
4. What should each group he taught?
5. How can I find the adults in these groups?
6. How can I get them to come together for a class?
The following eight pages present some suggested solutions to
those problems. Many of the suggestions were assembled by a group of
experienced teachers of Homemaking in a class in adult education.
A. Toward what major objectives should we work?
We hope to develop in all homemakers and potential homemakers:
1. An increased interest in becoming more efficient as homemakers. 2. An increased appreciation of homemaking as an important
vocation. 3. An increased recognition of homemaking problems and an increased
understanding of how to solve them. 4. An increased understanding of the resources (local, state, and
national) available for use in solving home problems and how to make effective use of them.
We hope to work toward many of the school-community objectives discovered through the study of information collected on home record forms (see p. 45 ), on home visi:.:, on consultations with community leaders, etc. We hope to discover the particular needs of each adult in our classes and guide her toward suitable objectives.

142
B. Which out-of-school persons or groups should we teach?
One answer may be "those persons or groups which most need guid-
ance." The following persons and groups are typical of those facing new
and important responsibilities for the first time. They may be called
"interest groups."
a. Brides and brides-to-be. b. Expectant mothers. c. Young married couples. d. Parents of pre-school and kindergarten children. e. Parents of children in elementary schools. f. Parents of pre-adolescents. g. Parents of adolescents. h. Employed homemakers. i. Experienced homemakers wanting "new ideas" for their work*
Young men and women, 14-20, not yet married, but looking toward family life. k. School lunch managers and workers. 1. Elementary teachers who wish to include family life education in their curriculums. m. Older homemakers facing adjustments to changing family person-nel.
The above answer and the above list of interest groups were made
with the following assumptions in mind:
a. Education for each of the major responsibilities of homemaking should come at the time when or just prior to the time when the responsibility is assumed.
b. In so far as persons can be guided in solving their problems of homemaking when each problem is first met and/or when there is greatest concern about it, the learner will be keenly interested and the instruction functional.
The following cautions may be helpful when starting adult work in
a new community:
a. Beginning teachers may start by teaching individual adults as they find them on home visits and in community meetings. After a teacher has made friends in this way and after they have gained confidence in her, they will be helpful in recruiting classes for group instruction.

143
b. Inexperienced teachers may begin group instruction by teaching those groups which they feel most competent to teach. One teacher whose college education and experience have prepared her especially well in guiding pre-school children may want to start her adult work with a group of mothers of preschool children. Another teacher may be especially skillful in garment making and may wish to have her first class for persons who want to learn to sew for themselves.
c. In any one class there may be persons from several interest groups and even in a one-group class there will be a variety of interests and needs.
d. Avoid the use of "schoolish" words such as "class", "lesson", "instruction", "study". (Many persons did not enjoy their schooling.) For example, classes may be referred to as "clubs", lessons may be referred to as "meetings", and instruction may be referred to as demonstrations or discussions.
e. Many persons will welcome the idea of joining a group for sociability and instruction but few will welcome the idea of study.
f. Some persons may welcome instruction in their own homes or in the home of a neighbor but may not be willing to join an organized group or go to a meeting in a public place.
g. livery community has many out-of-school persons who need homemaking education and will welcome it if offered at convenient times and places and in palatable forms.
C. Giving instruction to individuals.
Individualized instruction may be given any where at any time.
For example: on home visits, in canning plants, on the street, in the
stores, over the telephone, etc.
The following statements are examples of individualized in-
struction. Each is a direct quotation from a quarterly report.
Gave help in making jam and jelly. Talked about insect control. Helped plan budget of time to help mother as she's working. Talked about home nursing as grandmother was real sick. Gave instructions to clean paint off windows. Helped decideowhere to place shrubbery. Helped with stitches for decorating dress. Showed how to cut bias tape.

144
Answered questions on table-setting. Taught her hov to mix paint. Showed her best way to wash sweaters. Showed her how to oil machine. Save suggestions on treating a cold. Explained egg cookery to her. Taught her how to darn. Discussed raising chickens. Showed her how to make button holes. Explained how to dye sacks. Showed her how to clean silver. Helped to rearrange kitchen to make it more convenient. Helped her plan a party. Showed her how to use the pressure cooker. Helped plan schedule for caring for baby in the home. Furnished and discussed recipe for mixing sausage. Gave instructions for rendering lard. Assisted in making a dressing table from crates. Grave instructions for house-cleaning floors, rugs, curtains, etc. Grave instructions for making bedroom slippers and scuffs. Helped lay pattern so plaids would match in suit. Taught pattern alteration.
Teaching materials may be sent home by students or through the
mail; for example, recipes for preparing certain foods or directions for
sewing or making over garments.
A teacher may keep the department open as a consultation center on
certain days at certain hours. A lending library of homemaking references
may be a part of the service.
D. Some suggestions for typical out-of-school groups.
Answers to questions 4, 5, and 6, p. 141 , concerning what groups
might be taught, how the persons in a group might be found, and how the
group members might be assembled, are suggested for five interest groups on the following five pages.

M^MBMi

145 1. Young Homemakers

a. Suggestions for finding the group.

1. Ask ministers and Sunday School teachers for names of brides0and brides-to-be.
2. Ask in-school pupils for names and addresses of brides-to-"be and brides.
3. Ask homemakers (on home visits). 4. Watch for announcements in newspapers of engagements, showers
and weddings. Copy names and addresses.
-* '
b. Suggestions for getting them to come together for a class.

1. Offer to assist one bride or bride-to-be in solving a problem

she has mentioned and ask hereto invite some friends (interested

in same problem) to meet with you.

2. Start assisting individuals with their individual problems and

then encourage them to meet together.

3. Call on potential "class members and invite them to come together

for some demonstrations and discussions.

4. Advertise a demonstration for this particular group at a

particular time and place.

5. Write form letters announcing a series of lessons and give them

to in-school pupils to deliver to specified persons.

6. Limit any one group to a community and

a. pick up the persons and take them home yourself, or

b. get members with cars to transport others to and from the

meeting. 0

**

7. Get the school bus to collect and return class members.

8. When Farm Bureau6meetshave their members bring your members to

the same or nearby place.

c. Suggested units:

Finding and Furnishing a Place to Live. Planning and Preparing Meals fora Two. Organizing Housekeeping and Home Management. Planning for the First Baby.

d. General references:

Bowman - Marriage for Moderns. Cushman - Management in Homes. Goodrich - Living, With Others. Harris, Tate, Anders - Everyday Living.

146
2. Parents Whose Children Are Starting to School.
A. Possible problems.
1. Getting the children immunized against contagious diseases. 2. Changing home routines to suit the school's routines. 3. Planning needed changes in meals. 4. Preparing a school wardrobe. 5. Getting the child ready for school (eyes, teeth, speech, etc.).. 6* Starting the child* s allowance. 7. Becoming acquainted with school rules and regulations. 8. Preparing the child for his first day at school. 9. Helping the child to like school. 10. Teaching the child to take care of his own possessions (clothes,
school supplies, money, etc.). 11. Guiding the child in forming friendships. 12. Entertaining your children's friends. 13. Teaching the child to take care of himself (dressing and
undressing, toilet care, etc.).
B. How to find the mothers to teach.
1. Contact pre-school chairman of P. T. A. and get her assistance. 2. Offer to assist with the "summer round up" sponsored by the
P. T. A. 3. Look at the school census to find names and addresses. 4. Get names of mothers from well-baby clinics (usually in cities). 5. Ask in-school pupils for names and addresses of parents of pre-
school children. 6. Go to group meetings, picnics, where children will be and get
names and addresses of their parents. 7. Ask ordinary for list of births recorded in office five or six
years earlier. 8. Ask primary Sunday School teachers for class rolls. 9. Check kindergarten roll call for pupils reaching school age. 10. Secure names from visiting teacher.
C. How to get group to meeting.
1. Have a parent-children party at school before school opens and get parents interested in forming a group.
2. A "Take Turns Club" for mothers may be organized. You can teach the mothers how to use nursery school methods at home and encourage them to take turns caring for several children at once so that each mother can get some half-days free for shopping and recreation.
3. Chapter members of P. H. A. or N. H. A. may take care of children while the mothers attend classes.

m

147

ISTP

3. Parents of Children Entering Adolescence.
A. Possible problems.
1. Increasing adolescents' allowances (how much? for what? etc.). 2. Guiding adolescent behavior at home. 3. Providing clothes for adolescents. 4. Keeping adolescents well (physically, emotionally, mentally). 5. Helping adolescents with dating problems. 6. Helping adolescents understand themselves. 7. Helping adolescents entertain their friends. 8. Understanding why adolescents behave as they do. 9. Explaining sudden body developments. 10. Giving the adolescent wholesome sex information in order to safe-
guard his happiness. 11. Guiding the selection of friends of the opposite sex. 12. Guiding boy-girl relations. 13. Providing a place for adolescent to entertain friends at home. 14. Finding ways of entertaining the adolescent and his friends in
a wholesome way. 15. Providing room in the home so that each member has privacy. 16. Finding suitable ways in which the adolescent can share family
responsibilities* 17. Letting an adolescent develop into the kind of person he was
meant to be (not like you want him to be always). 18. Disciplining an adolescent when he needs it.
B. How to find the parents to teach.
1. Contact study group chairman of P. T. A. for assistance. 2. Consult the school census for names and addresses. 3. Ask school children about parents of this age group. 4. Get list of 6th grade mothers. 5. Examine the rolls of grade school teachers for names and addresses
of pupils 11 and 12 years old. 6. Consult home record forms. 7. On home visits find out which parents have adolescent children.
C. How to get group to meet.
1. Organize a club from interested parents who have sought your advice.
2. Talk to parents of adolescents about their problems and get them interested in coming together to discuss their problems.
3. Have in-school girls encourage people they know to form a group to help better conditions in the community for pre-adolescent children.
4. Advertise a series of meetings, of which some will have outside speakers.
5. Visit the mother of each adolescent and ask her to become a member of the group when it is organized for adolescents' parents.

148
4. Mature Homemakers
A. Possible problems.
1. Preparing attractive and adequate meals at low cost. 2. Making homes more attractive. 3. Caring for and using home equipment. 4. Entertaining friends. 5. Selecting and altering ready-made garments. 6.' Selecting and/or making needed garments for members of the family. 7. Assisting in money management and investments. 8. Making kitchens more efficient and attractive. 9. Improving efficiency in home management. 10. Refinishing old furniture. 11. Making home furnishings. 12. Improving family gelations. 13. Planning a food production program for the family. 14. Canning and freezing surplus foods for out-of-season use. 15. Using home preserved foods in a variety of ways. 16. Home nursing (classes may be taught by the Red Cross nurse or the
county nurse, the homemaking teacher organizing the class and helping some with the instruction; or, a homemaking teacher may teach such classes herself). 17. Sharing homes with older persons. 18. Crafts.
B. How to find the homemakers.
1. Ask study group chairman of P. T. A. for suggestions. 2. Make a list from names given you by in-school girls. 3. Get names and addresses from school census. 4. Talk to parents at community gatherings. 5. Talk to people in canning plant. 6. Go to church suppers and enter into conversation with women. 7. Attend club meetings and P. T. A. 8. Consult your advisory group.
* C. How to get group to meet.
1. Invite the group to meet at one of the homes to watch a demonstration and take names of those interested in forming a class.
2. Advertise a special demonstration to be given by yourself or a well known person and invite the public.
3. Start assisting individuals with their problems and encourage them to meet with you.
4. Newcomers may be invited to form a club (get names from the electric and gas companies) as a nucleus for a class.
5. Form an older homemakers club to^study things the group needs. 6. Announce a series of lessons to be given on some need of the
homemakers.

~"

1!^--i^M

149
5. Out-of-school Youth
(Young women and men out of school hut not ye't married)
A* Possible problems.
* 1. Planning how to live within my income. 2. Making the most of last year's clothes. 3. Sewing made easy. 4. Planning for success on the job. 5. Planning and serving (Sunday night or company) suppers. 6. Planning to keep fit on the job. 7. Conserving food for health and wealth. 8. Planning ways to supplement my income. 9. Improving household equipment or furnishings. 10. Planning ways to entertain my friends. 11. Planning for marriage. 12. (Jetting ready to work in a summer or winter resort. K. B. Many experiences suggested for the 12th grade might be used.
B. Some ways to find out-of-school youth in a community.
1. Ask the visiting teacher to suggest names. 2. Consult school census. 3.' Study monthly reports of "drop outs" from superintendent's
office. 4. Consult pupils in school. 5. Ask for names on home visits. 6. Look for names on home record forms. 7. Find a "leader" and ask her (or him) to tell you about his out-
of-school friends.
C. How to get potential class members to come together.
1. Invite them to special recreational functions on a community night and talk to them individually. Have interesting exhibits to see.
2. Invite one of them with a special talent or skill to teach you (and others) his (her) skill.
3. A weekly recreation evening may be inaugurated for the group. Problems of small groups may be determined through informal conversations and suggestions made for clubs or study groups. (A Teen^Age Canteen can be used as a means of teaching new ways to have wholesome recreation.)
4. Invite them to come together to form a club. 5. A supper club for career women may be organized; they prepare
their evening meal and linger to discuss other problems. 6. Visit each one individually to acquaint her or him with tenta-
tive plans and ask him (her) to become a member of a group.

150 E. Locating a group to teach.

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

There are at least four ways to approach the prohlem of locating and re-

cruiting out-of-school groups to he taught - through interest groups,

through agencies concerned with family problems, through already organ-

ized groups, and through general publicity. It is well to consider

first the groups most likely to he interested and plan for these; pro-

motion of a program through interest groups is much more satisfactory in

most communities than other methods. If, however, there seem to he no

interest groups ready for instruction, an approach can he made through

an agency or through an already organized group or hy a general plan of

publicity.

1. Recruiting an "interest group". An "interest group" is a group of persons with a common interest or a series of common

interests. Thirteen such groups have heen suggested on

pages

and suggestions for recruiting some groups have

heen listed in connection with plans for those groups on

pages

2. Through agencies concerned with family -problems. In every county there is a family welfare agency which provides financial aid to persons on very low incomes; these persons need to he taught how to get the most for the little they have to spend. In some communities the Salvation Army provides clothing and house furnishings for those in need; learning to make over garments and to improvise furnishings may he needed hy this group. In some communities "baby clinics are maintained to serve those parents who cannot afford to buy the services of pediatricians; those parents may need to learn how to carry out the diets and care suggestions prescribed hy the physicians and nurses. The Health Department may know of homemakers who need instruction in housekeeping, home management, home nursing, or child care. The Red Cross may need help with its instructional program.

A teacher may consult the leaders of such agencies to see if there are groups which need instruction in homemaking. If the agency welcomes this opportunity to serve its clients, the agency itself may organize the group and help plan the instruction.

151
3. Through already organized groups. In some communities there are various groups already organized which may he used as suitable starting points for organizing classes. Organizations that may he interested in promoting study groups are the P. T. A., Missionary Societies, Bridge Clubs, Sewing Clubs, Mothers Clubs, Business Girls Clubs, B. Y. P. U., Ipworth League, Y. W. C. A., and Y. M. C. A. In other communities, some such groups may represent community factions and, therefore, are not 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, and your advisory committee, asking what organized groups, if any, exist in the community, which of these might be suitable for use in starting an out-of-school class, the names of persons to interview, and the cautions to be observed in making approaches.
If suitahle 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).
4. Through a program of publicity. If there are no suitahle groups with which to start,
a. Plan with your school administrator and your advisory committee a suitable program of publicity
(1) to acquaint the community with the various types 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 l53for suggestions for publicity.)

152
b. Interest individuals in joining a class and helping to recruit a class. This may he done in a 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 general nature of the neighborhood club which may be organized, ask if they would like to be "charter members'1, 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 talking informally with folks at the canning 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 and ask them to invite their friends 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.

sm
153
F. Publicizing plans for a class.
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 combination of methods such as those listed below. In some communities the teacher does not assume the responsibility for publicity; some key person in the community assumes this responsibility - for example, an executive of a mill, the president of the P. T. A., or the president of a woman's club. Perhaps one of the most effective ways of promoting class enrollment and increased attendance is to talk with homemakers or out-of-school youths whom the teacher has 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.
1, The following are a few more suggestions for publicity; a. Send 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. b. Write feature articles and announcements and have them printed in local newspapers. c. Have announcements made at churches and Sunday Schools. d. Have announcements made at mills, factories or department stores where a prospective group for classes may be found. e. Have slips put in pay envelopes announcing classes. f. Put appropriate posters in store windows, and other public places.

154
g. Make announcements over the local radio.
h. Make announcements at club meetings and organizations such as woman's clubs, civic clubs, missionary societies, P. T. A., etc.
2. The following points may be included in publicity:
a. The name of the unit or tentative name.
b. Time (day, hour) beginning date.
c. Place of meeting.
d. Teacher (in some instances it may be wise to withhold teacher's name).
e. Names of charter members or sponsors (in some instances this may not be wise).
f. Brief statement of what the unit will include but not in terms of individual lessons.
0. Organizing the group to be taught.
Whether your first contact with a group of potential class members
is with an interest group, with members of 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.
1. Plan the meeting carefully. This first meeting should be especially well planned because the first time people attend an adult or out-of-school youth class they make up their minds whether or not they are going to like the class. They come to this first meeting to find out what it is all about (and whether or not they want to come again);' therefore, the first meeting must make clear the nature of the series of meetings, and must increase the members' interest in attending. No exact plan can be made and followed because persons vary so widely in their interests and reactions but some preparations can be made and cautions may be observed in order to help make the first meeting a success.

155
2. Prepare and set up exhibits, posters and charts that will arouse interest and cause comments and discussions. The exhibits should "be pertinent to problems which you know these persons have; their purpose is not only to increase interest in joining a group hut to suggest problems for study. For example:
A page from a fashion magazine may show dresses with lines for different figure types. At the bottom may be written "Which style Would you choose for yourself?" p
A poster may show a living room before and after rearrangement and renovation at small cost, with the question: "What would you do with your living room to make it more attractive?"
3. Create an informal atmosphere.
a. Greet all who come in a friendly way as they enter the place of meeting. Invite them to look at the exhibit.
b. Introduce members to each other if you can; otherwise, ask those who know the others to assume responsibility for introductions.
c. Have chairs arranged in a semi-circle.
4. Guide the group in making definite plans for their program of meetings.
a. 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 may be used to stimulate those present to state what they would like to have included in the unit.
b. Guide the group in listing their goals or objectives. The teacher may say, "Since 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 objectives are suggested they may be written on the board. For example:
How to plan good and easy meals. To get new ideas for oven meals. To learn how to use green peppers in a variety
of ways. To learn a variety of ways to prepare and serve
sweet potatoes.

156
c. Be careful to begin with the major interest of that group of persons. While giving the instruction for which they have a felt need their interest can be stimulated in some unit of instruction which is of major importance for them. For example, if a group needs a unit on the guidance of adolescents but wants to have a unit in home improvement, by all means teach the unit in home improvement first; while teaching the unit in home improvement, interest can be created in the problems of adolescent behavior.
d. Set up a tentative outline for the content of the unit but not necessarily each lesson within the unit. Bach person should leave with a clear idea of what the unit is to contain. (Make it clear to the members that they will not need to buy books or study since many have this idea in connection with any meeting of which a teacher has charge.)
e. Set the time and dates for the other 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 upon the kind of work to be done. The following are some time combinations which may be used:
One two-hour lesson every week for six to eight weeks.
Six two-hour lessons in one week, one each day. Two all day meetings, 6 hours each day (Pood
Conservation). Pour or more three-hour meetings. Two two-hour lessons every week for three or four
weeks.
5. Appoint a secretary for the group and request her to get a list of the names of those who wish to enroll for the unit.
6. Proceed with the first lesson of the unit if time permits (see pp.157, 168-172).
7. Refreshments may be served either at the beginning or the end of the meeting. These may consist of a beverage and cookies or some light dessert which has been prepared by the girls in the homemaking classes. Two girls might help with serving these refreshments.

157
Cautions for the First Lesson. The first lesson may he taught
immediately following an organization meeting or it may not he taught
until several days later. If it is a part of another meeting it should
he relatively hrief. If it is a meeting hy itself it may he as long as
the group has planned for regular meetings. Like any other lesson it
should he carefully planned; see suggestions on pp. 168-172.
No matter how long or short the lesson it may he well to ohserve
these cautions:
1. Start on time and end on time. This will inspire confidence in the teacher1s efficiency.
2. Keep the room as comfortahle as possihle (control the light, heat, distractions, etc.).
3. Keep the atmosphere informal.
4. Have something for the memhers to see. There should he ample, well-organized illustrative material to motivate interest in this lesson and the lessons to follow. In some situations it may he wise to have some of the high school texts included in the exhihits and opened to especially interesting illustrations.
5. Present a short demonstration.
6. Make sure that memhers learn at least one new and important idea which they can apply at once; unless they learn something definite they may not come again. Try to include one or more suggestions for short cuts in housekeeping; this will help memhers to conclude that the lesson is practical.
7. Make sure that memhers have a good time (provide things to make them laugh). Unless they find the meeting enjoyahle they may not come again.
8. Provide something for each person to carry home.

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H. Planning the sequence of lessons (meetings) for a unit of instruction.
This refers to the planning the teacher does after tentative plans
have been made with class members. It usually follows the organization
meeting and it might follow the first lesson, depending upon circum-
stances. These suggestions may be helpful:
1. Make a tentative plan for the unit, keeping in mind the objectives set up by the group, the economic level of the members of the group, their previous training and experience in homemaking, their environmental standards of living and the availability and sources of supplies and equipment.
2. Plan so that each lesson is complete in itself yet forms a component part of the entire unit. Each lesson may grow out of the lesson which precedes it and develop interest in the lessons to follow so that any person who comes regularly will recognize the unity and continuity within the series of lessons, but each lesson should deal with one distinct minor aspect of the big problem (unit) and deal with it quite thoroughly so that any classomember 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 missing other lessons. The lessons listed in the unit plans on pp. 160, 162, 164, 166 illustrate this caution.
3. Arrange lessons in a reasonable sequence within the unit but adjust the order of lessons to members' need6 or interests.
4. Plan the major idea or ideas to be emphasized at all lessons and the special ideas to be stressed at each lesson.
5* Plan how interest may be carried over from lesson to lesson.
6. Anticipate the major teaching materials, supplies, and equipment needed for each meeting so that any not on hand may be secured before they are needed.
7. Decide on a name for the unit. The title is often a significant force in publicity; it may either attract or repel class members. Titles are more significant in initiating a program than later when the program is understood and the teacher well known. A good title:

159

Mast be simple and non-technical Should have human interest Should have catch and snap Should give a clue to the content of the unit Must he in terms that are up-to-date Must be short and clear.
* Examples of good and poor titles for units:

GOOD TITLES

POOR TITLES

First Aid to Ailing Wardrobes.
Entertaining at Dinner. Old Furniture in New Dress. Your Clothes and Your
Personality. Budgeting the Small Income. Planning and Preparing Meals
at Low Cost.

Clothing Renovation.
Dinners. Furniture Reconditioning. Dressmaking.
Money Management. Meal Planning and Preparation.

These titles have been used with success by some teachers:
"Making Old Clothes Look New." "Stretching the Food Dollar." "Filling the Pantry Shelf." "Ups and Downs of the Teen Age." "Eelping Youngsters to Crow Up." "Short Cuts in Housekeeping." "Managing the Children." "Getting the Children Ready for School."
N. B. Sample unit plans will be found on pp. 160-167.

160
I. Sample Plans for Adult Units
1. Making Children's Clothes
(A unit for mothers (or grandmothers) of pre-school children)
SUGGESTED OBJECTIVES:
1. To develop abilities in judging patterns and fabrics for children's clothes in terms of children's needs (self-help garments) as well as mother's convenience.
2. To develop basic skills in sewing. 3. To help to balance the budget in families where the mother has time
to sew, but where money is scarce. 4. To provide "at home" employment for some mothers and some grand-
mothers. 5. To stimulate an acquaintance with and a desire to read books and
bulletins dealing with many problems of child development.
SUGGESTIONS FOR FINDING AND INTERESTING THE GROUP TO BE TAUGHT:
1. Ask high school pupils for names and addresses of their relatives and neighbors with pre-school children.
2. Get names and addresses of parents whose children attend the church nurseries on Sunday.
3. Have exhibit of children's clothes at P. T. A. 4. Ask P. T. A. members for names of pre-school children in their
families or those of their neighbors. 5. Get names and addresses of parents of pre-school children from
homemaking alumni. 6. Get names and addresses from nurseries and kindergartens in com-
muni ty. 7. Make home visits to these people and let them know about the class. 8. Encourage former students who have gained this help in regular
classes to tell their friends about adult classes. 9. Watch the stork column in the local newspaper and keep records for
future reference.
SUGGESTED SEQUENCE OF LESSONS: 6 classes, 2 hours each.
1. Discuss child care in general with emphasis on clothing. Show exhibit of clothes and suggest numbers of suitable patterns, also suitable materials. Call attention to references on child care and offer to lend them to class members between meetings.
2. Study patterns and layouts with emphasis on interpreting a guide sheet and pattern. Demonstrate cutting out garments and supervise pattern laying.
3. Demonstrate transferring markings from pattern to pieces of garment and study meanings of same. Demonstrate getting garment ready for fitting on child. Teach group how to fit when they get home.

161
Making Children's Clothes - Continued
4. Supervise continued work on garments, teaching general principles and processes as needs arise.
5. Supervise finishing garment. 6. Bring children and have style show of garments. Plan next of
classes in child care series. May have party for children.
TEACHING AIDS:
"Dresses Designed for Little Girls" - U. S. D. A. Leaflet No. 255. "Child's Self-help Overall" - leaflet No. 251, Superintendent of
Documents, Washington 25, D. C. 5 cents. "Fabrics and Designs for Children's Clothes" - V. S. D. A. Bulletin
No. 1778 (one copy free). Charts in 40^ set of Clothing Selection Charts from the Bureau of Home
Economics, U. S. D. A. No. 6 - "Little Girls' Dresses." No. 7 - "Little Boys' Suits." No. 8 - "Winter Play Suits." No. 9 - "Sun Suits."
"Clothing for Children," "by Thompson & Rea, 1949. $5.00. John Wiley & Sons, 440 Fourth Ave., New York 16, N. Y.
"Your Child from One to Six," Children's Bureau, U. S. Department of Labor, Washington, D. C.
"Home Play and Play Equipment," Children's Bureau. "Good Food Habits for Children," U. S. D. A.Bulletin No. 42. "Food the Children's Bookshelf," U. S. Department of Labor. "Are You Training Your Child to he Happy?" U. S. Department of Labor,
Bulletin No. 202. "Growth and Development of the Young Child," Hand, Sweeney & Vincent. "Child Care and Training," Faegre & Anderson. "Sex Education for Parents," Swift. "Children Can Help Themselves," Lerrigo, Marion 0. $2.75. Macmillan
Company. "Step by Step in Sex Education," Swift. Published by Macmillan Co.

162
2. Improving the Recreational Facilities for Our Teen-Age Boys and Girls
(A unit for mothers and fathers of high school pupils)

SUGGESTED OBJECTIVES;

1 An increased concern for the recreational needs of teen-age hoys and girls.
2. An understanding of the inadequacies existing in the community for wholesome recreation.
3. An understanding of some ways parents may help in solving teen-age recreational problems.
4. Increased knowledge of some types of planned recreation desirable for teen-age boys and girls - at school, at home, in the community.

SUGGESTIONS FOR FINDING AND INTERESTING THE GROUP TO BE TAUGHT:

1. Run a series of articles in the local paper to discuss teen-age problems and point out the need for recreational facilities.
2. Discuss recreational needs and possibilities in the community with parents on home visits.
3. Discuss with high school students the need for improved recreational facilities and ask them to suggest what they need.
4. Get group participation in planning. 5. Announce plans for first meeting over radio as a news item in the
community. 6. Use carefully chosen and well displayed posters to announce first
meeting.

SUGGESTED SEQUENCE OF LESSONS:

Lesson 1.
Lesson 2.
Lesson 3.
Lesson 4.
Lesson 5. Lesson 6. Lesson 7.

Organization - See suggestions for first lesson given on following page. Symposium (parents, pupils and trained personnel) on - What are social and recreational needs of our teen-agers? Panel of parents, pupils and youth leaders to discuss - What can parents do to help teen-age persons with these problems? Plan a variety of recreation to be made available to the teen-age group and get committees appointed. Plan a party for teen-agers. Give the party for the group. Have committees report recreational facilities provided for teen-agers.

163
Improving Recreational Facilities - Continued
TEACHER'S REFERENCE MATERIALS:
"Family Recreation," Iowa State College, Ames, Iowa. "Community Handbook for Recreation," Progressive Farmer. "Practical Problems," High school text. "Do Adolescents Need Parents?" by Katharine W. Taylor. D. Appleton-
Century Company. "Family Life Institute Magazine." "Parents' Magazine."
SUGGESTIONS FOR FIRST LESSON:
1. Put up exhibit of pamphlets on teen-age problems for their examination as they enter and later reference.
2. Create a comfortable, friendly atmosphere; greet each person, call attention to materials, etc.
3. Explain purpose of meetings and something of possible procedure to the group. Encourage them to make suggestions and choices based on what you have explained. Keep all procedure very informal.
4. If organization is desired, it could be carried on at this point.
5. Give a short break in the meeting; this might be a very good time to look at bulletin boards and other material which they have been unable to examine thoroughly as they came in.
6. Use film, "Are You Popular?" as a basis for getting suggestions of recreational needs from the group.
7. If time permits, include all present in a group game of interest to adolescents.

164
3. Sex Education for Parents
(A unit for parents and some out-of-school youth)
A. SUGGESTED OBJECTIVES:
To develop more wholesome attitudes toward sex education in our communi ty. 2. To acquire a speaking knowledge of true facts with an understanding of their relation to God's vast plan. 3. To learn to approach our youth's problems. 4. To learn to promote emotional health in adolescents. 5. To face and to learn how to help solve our adolescents' problems. 6. To teach our youth to look ahead to marriage with sound minds and "bodies and carrying sound principles combined with high ideals. 7. To teach ourselves to overcome ignorance with scientific facts and understanding.
B. SUGGESTIONS FOR FINDING AND INTERESTING THE GROUP TO BE TAUGHT:
General ohserrations 1. What pictures have they had in town, in school? 2. What speakers have the civic groups brought to your town?
Articles introducing subject in local paper. Home visitations. P. T. A. - Vocational project together - may use suggestion box at
P. T. A. Special questionnaire worked out for P. T. A. group to find specific
interestTeaching of physical and emotional health in relation to family
living in classes. Pupil-teacher planning. Pupil-parent discussions on family problems in classes.
0. SUGGESTED SEQUENCE OF LESSONS:
1. Parental preparation for training the child. 2. Answering questions children ask or do not ask. 3. Preparing the child for adolescence (local physician). 4. Emotional health in adolescence. 5. Some problems in adolescence.
D. SUGGESTIONS FOR THE FIRST LESSON:
Lesson I - After organization. Have teaching materials for parents to actually see. Have library (temporary) from which parents can check books. Have
list of books from county and school libraries that may be availto them. This creates interest and promotes questions and conversation among group.

165

Sex Education for Parents - Continued

N. B.

For the second lesson - a registered nurse was in class and she assisted in teaching the correct pronunciation of scientific names of reproductive organs and explained the use of, each part of the organ.

E. REFERENCES:

American Institute of Family Relations, 5287 Sunset Blvd., Los

Angeles 27, California

"Sex Education for Parents" - Six lessons prepared "by Hoy

Dickerson.

Pamphlet No , 204 - "Why Aren't Boys Told These Things?" (sex

education), 10^.

H

II 205 - "Tour Son at Seventeen," (sex education),

10^.

H

n 206 - "Why Are Fathers Failures?" J/ty.

n

n 207 - "If Your Daughter Pets," 10^.

n

it 208 - "They Call Them Crushes," 10#.

n

it 211 - "Social Life for High School Boys and

Girls," Hty.

216 - "Home Makers: a test for mothers, a test

for fathers," by Dr. George W. Crane, 5^.

"Sex Education Facts and Attitudes," Child Study Association of

America, 221 W. 57th Street, New York. 35<.

"Sex Education for the Adolescent," The Association for Family

Living, 209 S. State Street, Suite 1426, Chicago, 111. 15rf.

Life Adjustment Booklets, especially "Understanding Yourself," "Dating Days," "Crowing Up Socially," "How to Live With Parents,1

"Understand Sex," 60^ each. Address Science Eesearch

Associates, 228 S. Wabash Ave., Chicago 4, 111.

Books by authorities ordered from state library.

Various child care books. Example: "Child Care and Training."

Birth Atlas - Prenatal Clinic, New York.

F. HELPERS: Doctor, Nurse, Minister, out-of-town speaker.

0. FILMS:

"Human Growth," (available from the State Health Department).

166
4. Home Management
(A -unit for homemakers of any age)
A. SUGGESTED OBJECTIVES:
1. To make homemakers more conscious of the 'benefits of a well managed and coordinated home.
2. To help homemakers identify and find ways to solve satisfactorily those everyday problems of personal and home living which make up home management.
B. SUGGESTIONS FOR FINDING AND INTERESTING THE GROUP TO BE TAUGHT:
1. Write-ups in local newspapers. 2. Contacting parent-teacher and club groups. 3. Placing posters in shop windows. 4. Watching newspapers for weddings and engagement announcements. 5. Local radio announcements. 6. Personal contacts - letter writing, personal visits and phone
calls. 7. Schedule class for time most convenient to the homemaker.
a. Mothers of school children meet in the morning. b. Working mothers meet in the evening after supper. c. Mill working mothers, after a shift or "before going on a
shift.
C. SUGGESTED SEQUENCE OF LESSONS:*
1. The importance of the homemaker and her role as a profession. 2. Budgeting time and energy - work simplification. 3. General house care and special cleaning methods. 4. Ways to manage the family laundry. 5. Providing family recreation. 6. Managing household employees. 7. Managing family income. 8. Marketing for the family1s food. 9. Shopping for other family needs (consumer "buying). 10. Buying, care, and use of functional household equipment,
Under certain circumstances each of these lessons might "become an entire unit.

167
Home Management - Continued
D. GENERAL REFERENCES:
Cushman, Management in Homes. Macmillan Company, 1945. Hurst, Marion, The 1-2-3 of Homemaking. Jordan & Willet - Managing Personal Finances. Nickell & Dorsey - Management in Family Living. John Wiley & Sons,
1950. America1 s Housekeeping Book, published by Chas. Scribner Sons. Bulletins of Home Safety from National Safety Council. Reports of Consumer's Union. Marked lists of bulletins available from the Bureau of Home
Economics and Human Nutrition.
E. SOME TEACHING AIDS:
Demonstrations emphasizing motion saving such as "Ironing a Man's Shirt in 4 Minutes."
Demonstrations dramatizing work simplification through the wise placing of equipment and supplies. See Cornell bulletin by Heiner and McCullough, on Functional Kitchen Storage.Cornell University Agricultural Experiment Station Bulletin 846.
Sample expense accounts to analyze and sample family budgets to see and discuss. (A Baloptican can be used to project such materials on a screen.)
Sample menus for a week with market order to match. Dramatization of family council. Exhibits of good and poor buys (various types of household equip-
ment). Exhibits of government bulletins pertinent to the problems expressed
by the class members. Examples of schedules and directions for household employees. Appropriate films - see list available from State Department of
Education and State Department of Health.

168
J. Planning each lesson (meeting).
Assuming that each lesson will deal with one minor problem in-
herent in the major problem which is the unit, the teacher needs to
1. Carefully review the objectives, teaching points and major questions already planned for this lesson and revise them or not as needed.
2. Carefully word the basic suggestions and principles to be taught during the lesson, plan when each can be emphasized, when and how each can be reviewed and repeated and how to get class members to remember them.
3. Plan major questions which may be used to develop the teaching points (major ideas). Try to anticipate questions that may be asked and decide how to cope with the situations or answer the questions.
4. Decide tentatively which teaching procedures may be used most effectively at this meeting, to accomplish the particular purposes for that lesson and to make for a desirable variety of procedures from lesson to lesson. (See the procedures listed on page 170 and chapters VII and Till in "Homemaking Education for Adults" by Williamson and Lyle.
5. Plan a variety of activities for use in clarifying the problem and giving guidance in its solution. Plan ways to encourage participation in reporting 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. Plan ways to secure participation on the part of each class member which may result in a sense of accomplishment on the part of each person present. -An exchange of ideas may be encouraged when the solution of a problem depends upon initiative and resourcefulness rather than upon scientific information; for example - preparing canned beef in a variety of appetizing ways. Plan a way or several possible ways to summarize the lesson, to encourage home practices based on the lesson, and to close the lesson.
6. Provide an opportunity for members to share their ideas with others; for example, each can answer roll call with some household hint.

169
7. Arrange the planned activities in suitable sequence - for effective teaching and to maintain high interest.
Plan a time "budget indicating an approximate time for each activity.
Provide a short period of recreation if the. class period is of two hours duration; this may consist of games, songs, exchange of household hints, studying posters, exhibits, etc.
8. Plan the introduction (approach) to the lesson - what you will say to start the lesson.
If general announcements are to he made it may he wise to make them first.
Eefer to the last lesson, summarizing it very hriefly, asking for volunteers to tell how they have used the instruction received, encouraging the asking of questions ahout anything not well understood, inviting contributions of new ideas gained since the last meeting, etc.
Call attention to the lesson for the day, announcing the problem to be considered and the general plan of work. Invite class members to suggest changes and additions to suit their needs and interests.
9. Collect and organize needed teaching materials -
Bulletins, mimeographed materials, pictures, charts, articles, supplies, equipment needed for carrying on the activities planned, for emphasizing the basic ideas, and for stimulating home 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 time to give them out.
N. B. Observe the same cautions as those listed for the first meeting. See p. 157.

170
K. Maintaining and increasing interest from meeting to meeting.
1. Start and close every meeting on time. If members are late getting home one time they may not want to come the next time.
2. Have an interesting exhibit at each meeting. This will he something to which the members will look forward.
3. Vary the teaching methods from meeting to meeting. Some methods are:
a* Lecture-demonstration.
b. Illustrated lecture, for example:
Observation of an experiment performed by the teacher to contrast the difference between traditional methods (especially those commonly used in that community) of solving a problem and a scientifically acceptable method of procedure. For example, preventing the curdling of tomato soup with and without soda.
c. Discussion (panel or symposium) by better-informed persons.
d. Directed observation and discussion of audio-visual aids (movies, film strips, etc.).
e. Supervision of practice (as in re-finishing furniture).
f. Group discussion of controversial issues, led by the teacher.
g. SociOfdrama.
4. Avoid wasting time during the meeting. Loss of time may be prevented by:
a. the teacher1 s being master of the subject matter she is teaching and the skills she is demonstrating,
b. the teacher1 s having made thorough plans and a good time schedule and having the latter where she can compare it with a watch or clock at suitable opportunities,
c. the teacher's having assembled all needed supplies, and arranged them conveniently before the lesson starts,

nwi^Bim
171
d. the teacher's tactfully controlling the class discussion so that unfortunate digressions are avoided or terminated,
e. the teacher1s having someone designated as an assistant to go on emergency errands and assist with demonstrations.
5. Have a "special feature" whenever suitable.
a. Observe a coming holiday with some special activity in the class.
b. lave an interesting outside speaker to talk for fifteen or twenty minutes during some lesson; for instance, a decorator may talk on fabrics for slip covers.
6. In a two hour lesson allow a ten or fifteen minute "break" for a social time or other relaxation.
7. Publicize the class between meetings.
a. One member of the class, designated as a secretary, may get in touch with absent members either by telephone, postal card, or personal call and tell them what they have missed, urging them to be present next time.
b. Pictures of the class and some news concerning the class may be published in the newspaper.
c. Exhibits of members1 work, well labeled, may be exhibited in some appropriate place.
L. Suggestions for the last lesson in a unit.
1. Have a real lesson including new instruction. This lesson should be especially well planned so that it will be particularly interesting for the group; this will tend to create interest for another unit.
2. Summarize the unit at this meeting. This will give members a feeling of accomplishment.

172
3. In various ways have group evaluate completed unit according to objectives set up by them at the beginning of unit.
a. Ask each person to tell one thing that she has learned that has particularly helped her.
b. Ask members to give suggestions for improvement of the unit when taught again.
4. If possible, have an exhibit of things made during this unit such as the modeling of garments made or exhibits of slip covers, home made first aid cabinet, home made toys for children, furniture for children made from boxes, etc.
5. If another unit is to follow this one, plans for it may be made at this last meeting.
6. Members may suggest problems that they would like included in other units.
Helpful References
Spafford - A Functioning Program of Home Economics. Ch. XIII - Home-Life Education for Adults.
Spafford - Fundamentals in Teaching Home Economics. Ch. XXI - Home Economics and Adult Education.
Williamson & Lyle - Homemaking, Education for Adults. Ch. V-XI.
Williamson & Lyle - Homemaking Education in the High School. Ch. XVI - Adult Education in Homemaking and the Day School Teacher. Ch. XVII - Adult Homemaking Education; Objectives and Methods.

173
M. Evaluating Out-of-school Work
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 regularly? 2. Did the members continue to come and bring some new recruits as the
class progressed? 3. Did the enrollment 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 obtained what
they wanted from the class? 7. Did the members express confidence in the teacher by asking for
individual conferences 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 reach the persons who needed it? 11. Were there requests for additional classes? 12. Was there greater interest in the in-school home economics program as a result of this class?
Later Evidences
1. Were there any observable desirable changes in the home conditions of the class members?
2. What evidences of desirable changed behavior were reported by the families of the class members?
3. What home practices were changed as a result of the instruction? 4. What home projects were undertaken as a result of this instruction? 5. Did class members, on chance meetings with the teacher, refer to
class meetings and inquire about future classes? 6. What evidences of class value, if any, were expressed in comments
made by people in the community such as grocers, merchants, teachers, ministers, welfare workers and others?

174
More References on Homemaking Education for Adults
Hatcher & Andrews - The Teaching of Homemaking. pp. 337-358.
Spafford - Fundamentals in Teaching Home Economics. Ch. XXI - Home Economics and Adult Education.
Spafford - A Functioning Program of Home Economics. Ch. IV - Building a Dynamic Program of Education.
Williamson & Lyle - Homemaking Education for Adults. Ch. V - Understanding Adults. Ch. VI - Finding Needs and Interests of Adults. Ch. VII & 711I - Methods Useful for Group Work With Adults. Ch. IX - Methods Useful in Beaching Individuals. Ch. X - Program Planning. Ch. XI - Promotion of Home Economics for Adults. Ch. XII - Evaluation. Ch. XIII - A Talk to Would-Be Leaders of Adults.

.
CHAPTER 7
TEACHING MATERIALS
A. What teaching materials are needed?
In spite of the wealth of information and illustrations in the forty-one Home Economics state adopted textbooks, teachers need supplementary materials such as:
a. bulletins and articles and films to supplement textbook information and to "bring information up-to-date,
b. pictures and stories and "things" and films to clarify and illustrate and emphasize basic ideas found in or out of texts,
c. pictures and articles and films to stimulate pupils' interest, d. pictures and materials for pupils' use in practicing skills, in
practicing Judging, and in test taking, e. stories and novels depicting family problems - to supplement
textbook ideas for fast readers and especially interested pupils, f. statistical data concerning family life, g. books and pamphlets written for elementary pupils - to engage
the attention of slow readers and slow thinkers.
B. How and where can teaching materials be secured?
a. Clip some. Many pictures and articles can be clipped from current magazines and newspapers, labeled and filed.
b. Ask for some. Many state and government bulletins "can be had for the asking." Each issue of the Journal of Home Economics suggests worthwhile references of this kind. A list of Home Economics bulletins can be secured from the Superintendent of Documents, Washington, D. C.
175

176

c. Borrow.

Some exhibits can be borrowed from the Spool Cotton Company, Youngstown Kitchens by^Mullins, from the Consumer Education Division of Sears, 0Roebuck and Company, and from other sources. (Announcements appear in professional periodicals.)

d. Rent some. Many films can be secured free from Georgia State Department of Education and others can be rented from other sources. (Watch professional periodicals for descriptions.)

e. Make some. Many illustrative materials can be made by the teacher and/or pupils - posters, for example, folders showing steps in sewing processes, etc.

f. Buy some.

Part of the maintenance allowance can be used for purchasing worthwhile teaching materials - for example, food models, duplicate patterns, folders showing steps in sewing processes, children's toys, samples of typical house furnishings, etc.

g. Accept some. Some materials from some commercial concerns are educationally worthwhile, many others have no place in a school room since they obviously advertise a special product. Some others can be useful teaching aids with the advertising statements cut off.

h. Request suggestions for some. For example, elementary teachers, English teachers and librarians can suggest books for pupils with special needs.

The following addresses are useful in securing lists of some

available materials.

Sloan Foundation booklets and books. Write to "Project in Applied Economics," College of Education, University of Florida, Gainesville, Florida, for list and prices.

Craft - teaching supplies. Write to Mrs. Lucille McGehee, State Office Building, Atlanta, Georgia.

Plays (Hope Economics). Write to
a. Gillum Book Co., 4801 Independence Ave., Kansas City, Missouri, b. American Home Economics Association, 700 Victor Bldg.,
Washington, D. C. c. Lakeside Publishing Company, 468 Fourth Ave., New York. d. National Recreation Association, 315 Fourth Ave., New York.

177

211ms. Some sources are: a. The catalogue published by the Georgia State.Department of Education, State Office Building, Atlanta, Georgia. b. The Homemaking Education Bulletin entitled "Suggestions for Using Films in Teaching Homemaking Education."
Division of Motion Pictures, U. S. Department of the Interior, Washington, D. C. d. Motion Picture Division, Children's Bureau, U. S. Department of Labor, Washington, D. C.
Motion Picture Division, Bureau of Home Economics, U. S. Department of Agriculture, Washington, D. C. f. Library of Congress, Washington 5, D. C. Send for list of "New Films and Film Strips."
g. Y. M. C. A. Motion Picture Bureau, 347 Madison Ave., Hew York City. (This bureau is said to have the finest library of free films in America.)
h. Welfare Division, Metropolitan Life Insurance Co., New York City. i. McGraw-Hill Book Company, Text-Film Dept., New York 18, N. Y.

For film strips consult catalogues or lists from:

a. Audio Visual Association, Box 243, Bronxville, N. Y.

b. Bureau of Educational Services, The Byron G. Moon Co., Inc.,

401 Broadway, New York 13, N. Y.

c. Coronet Films, Coronet Building, Chicago 1, Illinois.

d. Household Finance Corporation, Palmolive Building, Chicago, 111.

e. Modern Talking Picture Service, 247 Spring St., S. W., Atlanta 3,

Ga.

'

f. McGraw-Hill Book Co., 330 West 42nd St., New York 18, N. Y.

g. National Safety Council, 20 North Wacker Drive, Chicago 6, 111.

h. Visual Audio Aids, Congressional Christian Churches, c/o Pilgrim

' Press, Boston, Mass.

i. What's New in Home Economics School Service, 919 North Michigan

Avenue, Chicago 11, 111.

For bulletins and charts: a. American Institute of Family Relations, 5287 Sunset Blvd., Los Angeles 27, California. b. American Medical Association, 535 N. Dearborn St., Chicago, 111. c. American Social Hygiene Association, 1790 Broadway, New York. d. Bureau of Home Economics and Human Nutrition, U. S. Department of Agriculture, Washington, D. C. e. Child Study Association of America, 221 W. 57th St., N. Y. C. Jf. Children's Bureau, U. S. Department of Labor, Washington, D. C. g. Georgia Department of Public Health, Atlanta, Ga. h. Georgia Agricultural Extension Service, Athens, Ga. i. Georgia State Experiment Stations at Tifton and Experiment. j. National Consumer-Retailer Council, Inc., 8 West 40th Street, New York 18, N. Y. k. National Safety Council, 20 N. Wacker Drive, Chicago 6, 111. 1. National Dairy Council, 111 N. Canal St., Chicago 6, 111. m. National Recreation Association, 315 Fourth Ave., New York City.

178 C. How can a teacher find the materials she has when she needs them?

Many teachers possess good teaching materials hut can1t find some

of them when needed or forgets some which are available. Careful label-

ing and systematic filing can make all materials easy to find and easy

to put hack in place. The system of organization used for labeling the

files and labeling the materials to be filed must be the same. One

system which has proven helpful to many teachers is presented on p. 179.

Pictures, articles and very thin bulletins can be placed in folders and the folders filed in a metal filing case. Each picture,

article or thin bulletin placed in a folder should be labeled exactly as the folder is labeled so that it can be quickly returned to its folder.
Bulletins and "things" (fabrics, patterns, food models, samples of house furnishings, etc.) can be placed in file boxes, each bulletin labeled exactly as the file box in which it belongs is labeled.

Wood End Pile

Music or Magazine Pile

Posters and charts which are too large to file in folders or boxes may be filed in portfolios made of chip board and notebook rings. The portfolios can carry the same labels as folders and boxes.

179 Suggested Organization for Tiling Teaching Materials

Child Care and Guidance

Home Nursing

C. & G. Supervising Meal Time

H. N. Reporting and recording

C. & G. Selecting Clothing

symptoms

C. & G-. Supervising Health

H. N. Caring for room and fur-

Activities

nishings

C. & G. Supervising Play

H. N. Caring for patient

C. & G. Selecting and Making

H. N. Feeding the sick

Toys for Children

H. N. Selecting contents of home

C. & G. Helping with Children's

medicine cabinet

Parties

H. N. Preventing and controlling

disease

Clothing

H. N. Providing First Aid

Cl. Planning and assembling

seasonal wardrobes

Personal Development

Cl. Buying ready made garments

P. D. Improving personal appear-

Cl. Keeping clothes in order

ance

Cl. Constructing garments

P. D. Improving personal traits

Cl. Renovating clothing

P. D. Practicing good manners

P. D. Improving health

Poods and Nutrition

P. D. Correcting postureo o

P. & N. Planning meals and

P. D. Contributing to family in-

selecting food

come

P. & N. Producing food F. & N. Conserving food

o
Personal & Family Relationships

P. & N. Buying food

P. & P. R. Improving boy and girl

P. & N. Preparing meals

relationships

P. & N. Serving meals

P. & F. R. Improving family re-

P. & K. Storing food

lationships

P. & N. Planning foods for special occasions

P. & F. R. Improving home and community relationships

P. & F. R. Planning for marriage

Home Improvement

P. & F. R. Planning for future

H. I. Arranging home furnishings

family

H. I. Improving home and

furnishings

Recreation and Entertaining

H. I. Selecting home furnishings R. & E. Using leisure time

H. I. Making the home safe

R. & E. Planning fun for the

H. I. Beautifying home grounds H. I. Selecting a home

family R. & E. Planning entertainment R. & E. Planning food

Home Management H. M. Managing money

R. & E. Planning and making decorations

H. M. Managing time

H. M. Doing the laundry

H. M. Keeping the house clean

H. M. Controlling pests

180
D. Using teaching materials.
Teaching materials related to any one unit should he examined by a teacher as she pre-plans that unit. She will thus he reminded of the materials available and become aware of any which may need to be provided before the unit begins. At this time she may wish to post those materials which are useful for creating interest in the coming unit, and sort the others according to the problems with which they will be used.
Effective timing in the use of any material is important. Just as interest-arousing materials need to be put out before the unit begins, (and taken down as soon as the unit is well started) so every other material should be made available when needed and put away as soon as it is no longer needed.
In many instances pupils need to be taught how to use reference materials. Teachers need to demonstrate their use and supervise their use.
Further suggestions concerning teaching materials will be found in:
Hatcher & Andrews - The Teaching of Homemaking. Ch. 14 - Teaching Aids.
Spafford - Fundamentals of Teaching Home Economics. Ch. XVI - Teaching Materials.

APPENDIXES

I. TEACHER-PUPIL PLANNING IN CURRICULUM BUILDING

When a teacher plans with her pupils the resulting plans are apt

to work out better and he more interesting to pupils than if they are

just teacher-made. When pupils really participate in planning and when

their participation is wisely guided they may develop several very

desirable mental skills. Following are some suggestions for the use of

this procedure.

A. What may teachers and pupils plan cooperatively?

1. Goals for the curriculum - over-all goals, class goals, unit goals.

2. Major experiences through which the goals may he approached.

a* Class units. b. Home experiences. c. School and community projects. d. P. H. A. activities or N. H. A. activities.

3. Activities and resources useful in solving problems.
0
4. Ways to evaluate progress toward goals.
n
B. Why take the time for teacher-pupil planning?

1. Participation of all in planning, with decisions based on the intelligent understanding of all, is a characteristic of democratic practice.

2. Teacher-pupil planning provides opportunities for the development of self-direction, cooperation, creative thinking.

3. The process itself is valuable as a means of teaching

pupils how to plan and how to develop critical judgment.

Each is a mental skill which can be learned only through

supervised practice.

^

181

182
4. Prom many minds come many suggestions concerning conditions and. facts to be considered in making decisions and many reactions to proposals. Even if a teacher could anticipate all the conditions mentioned "by pupils, the pupils1 participation in listing them increases their interest in and sense of responsibility for the decision and clarifies their understanding of the plans.
C. How can a teacher guide teacher-pupil planning?
1. Invite pupils to assist in planning.
2. Ask questions which encourage pupils to make suggestions. (Usually list suggestions on the board for reference.)
3. Ask questions which will encourage pupils to suggest criteria for use in making plans or choices and guide them in seeking further criteria (from persons and references) when criteria are needed.
4. Ask questions which will force pupils to consider possibilities which they have not yet recognized (possible plans, possible facts, possible criteria, possible references, possible resources, possible limitations).
5. Contribute needed ideas which pupils cannot find for themselves.
6. Ask questions which force pupils to thoughtfully evaluate all suggested plans and discard those not meeting the criteria.
D. What cautions need to be observed by the teacher in teacherpupil planning?
1. Limit' pupils1 participation in planning and choice making to those problems or situations with which they are capable of dealing successfully. At first the problems should be simple and planning periods short; as pupils gain skill in planning, problems may become more difficult and planning periods longer.
2. Pre-plan carefully. Have in mind not only several possible plans or choices, and the advantages and disadvantages of each, but also ways to stimulate and guide pupils to discover various possibilities and criticize them.

imMss^&Bsmisse^^7^m\ie,%

183

3. Don't over-plan. "In contrast to the danger of not planning carefully enough, there is also a real danger in overplanning in daily procedures as well as for the unit, especially for discussion lessons and project work. If the teacher plans in too much detail she may he able to see only her own ideas and plans in the discussion and she may hinder the very activity she is'planning to
promote.

4. Have faith in pupils' ability to plan and have patience while pupils collect all the information needed to make "good" plans. If both teacher and pupils have available the same data and both do clear straight thinking, they are bound to come out with the same or similar conclusions.

5. Recognize pupils' level of ability to plan and your own level of ability to guide pupil participation in planning; as abilities increase they can move gradually from teacher dictation toward pupil self-direction. Some of the steps in that progress may be those indicated here.

Acquiesence to teacher dictation - Teacher plans and

commands what to do. when, how, where, etc.

b. Teacher announces plans, explains them, and invites

pupils to criticize them and suggest changes.

c. Teacher suggests two possible plans, seeks pupils'

cooperation in pointing out advantages and disadvant-

ages. Pupils cooperate with the teacher in deciding

which is -preferable.

d. Teacher suggests one plan, urges pupils to suggest

another, guides evaluation of both.

e. Pupils suggest plans and with teacher's help point

out advantages and disadvantages of each.

f. Self direction - Pupils make decisions and plans

without teacher guidance.

_____

6. Make constant use of criteria and self-evaluation. See that good methods of evaluation are developed and used, otherwise a "pupil-dictated" curriculum may result and students may develop poor judgment or make choices with-
out adequate thinking.

7. In dealing with overly enthusiastic high school students it may be necessary to begin with step 4 above, in order not to dampen their enthusiasm. In that case it is necessary to spend even more time than usual in evaluating or weighing advantages and disadvantages of sug-
gestions made.

184
8. If some pupils make no suggestions and some make too many, build up the self-confidence of the former by calling on them for easy contributions (such as repeating suggestions so far made) and praising them for anything well done, and subdue the latter by using them as "class recorders."*
9. Avoid wasting time. Do not encourage pupils to participate in planning: a. when some of the information needed in making the plan is inappropriate for pupil knowledge; for example, some decisions concerning classroom management need to be teacher-made when they involve the use of information revealed on a socio-gram, b. when the pupil development apt to result would not be worth the time required, c. when pupil boredom or discouragement may result from too long or too complicated discussion, d. when decisions to be made are of little or no concern to pupils.
Many helpful suggestions for guiding the participation of pupils in curriculum building will be found in:
Hatcher & Andrews - The Teaching of Homemaking. Ch. 2 - Fundamental Aspects of Goal Seeking Procedure.
Williamson & Lyle - Homemaking Education in the High School. Ch. XIII.
Giles - Teacher-Pupil Planning, especially ch. V-X.
*A "class recorder" may be someone who listens and takes notes for the group, one who writes on the blackboard, or one who keeps a chart of the number of times each pupil participates in the discussion.

185 II. MOTHERS PARTICIPATE IN CURRICULUM PLANNING*

The two homemaking teachers in Tifton High School gave this description of the procedure which they followed in teacher-pupil-parent planning in curriculum building.

"On the first day of school we "began our usual pre-planning with

pupils. Together we discussed the units which had "been taught last year.

We reminded them that last year we as girls and teachers had planned as

"best we could according to interests and needs. We said then, 'You

girls know pretty well by now what your interests are but don't you be-

lieve since your mothers know you so well and are also experienced home-

makers, that they could help us list your needs?' 'Yes,' most of them o
agreed. 'How many of you think you could bring your mothers with you to

class tomorrow so we could plan together?' we then asked. Several

raised their hands.

Mothers Attend Class

"It was decided that we would combine our classes in order to

have as many mothers as possible together. When the twelve mothers

came in the next morning we had a list of last year's units on the board.

As an introduction we pointed out major problems which had been included

in each unit last year. We stressed the fact that the reason for having

the units listed was not to control their suggestions but to act as a

starter for the discussion. After looking over the list, one mother

said, 'I'm glad to see that you are stressing the section on Family

Living. I am naturally interested in the girl who is beginning to date

and I think that will help her in solving her problems.' Other typical

*Excerpts from an article by Inez Wallace published in the November, 1949, issue of the Georgia Education Journal and presented here by permission of the executive secretary of the G. E. A.

186
remarks and suggestions were, 'I am glad yon are including instruction in home care of the sick;1 'Could you help girls plan recreation which could he carried on at home? They always think they have to go some place;' 'My daughter is doing baby sitting. I wish you could help her take advantage of this opportunity to learn something about care and training of children.' There were some other preliminary remarks of this type. Then we "began to list suggestions from the girls and mothers as to the problems which might be included in each unit. For example, 'Be sure to include how to buy wisely along with your study of selection and construction of clothing.'
Family Living Unit "There was much interest and discussion on the Family Living Unit. One mother made this comment, 'Don't you think if we came to some agreement on some of these problems on dates we would all be better off? For instance, if the mothers, daughters and teachers could agree on where to go on dates, it would help.' Girls asked how many dates should we have a week when we are going to school. Another girl asked, 'What about special occasions? Two or three might happen in the same week, like a ball game and Future Homemaker social. I just wouldn't want to miss either one.1 "As these questions were asked and comments made, the person writing on the board listed each one with appropriate comments such as, 'Ve have some new books which will deal with this problem,' and 'Let's list these questions so we will be sure to include them in our study and discussion when we work on this unit.' Other questions were added such as: whom to date? what time to get home? what about the first year of dating - shouldn't girls be required to date in groups rather than

187
alone right at first? There were many others which I cannot remember hut this will give you an idea of how the girls and mothers really got down to business that morning.
Suggested Units "When we were all through we had the whole blackboard covered with questions and ideas to be used in these units. One mother said to me, "I just can't help thinking how different this is from the Home Economics I had. Then it was just cooking and sewing without much relation to the way in which we were really living at home.' She also indicated that she would like to come back and sit in with us when we got to the unit on Family Living. The next day we continued to work with the girls and the following is their tentative list of learning experiences for the second year Homemaking class: "Improving the looks of our sewing room - 3-4 weeks
"Improving Ourselves - 3-4 weeks "Making a garment - 6-8 weeks "Caring for the sick - 3-4 weeks "Solving some problems of family living - 4-6 weeks "Planning, preparing and serving three meals a day - 8-10 weeks "Caring for the children we know best - 3-4 weeks. "We believe that homemaking instruction will be more functional this year because of this cooperative effort . . . ."

188
III. THE PROBLEM APPROACH*
A. What is. meant by "the -problem approach"T It means guiding pupils into life experiences in which they will encounter real problems to be solved and then guiding them in the solution of those problems so that they will learn not only the subject matter needed to solve the problems but also how to solve every-day problems intelligently through the thoughtful use of adequate and reliable data instead of by guessing or tradition, or propaganda. A life experience used in a curriculum is called an "experience unit" and is that kind of a unit of class work which is a pupil-purposed experience and which usually lasts several weeks. In such a unit the major pupil purpose is the unifying element, pupil attention is focused on the accomplishment of a specific task and the pupils acquire knowledge and skills as means to ends - all the knowledge and skills they need to intelligently solve the problems they meet in the experience and only that subject matter which is needed.
Experience units and the problem approach are very different from subject units and the subject approach. An experience unit starts with a pupil's interest and real problems to be solved, accumulates subject matter of all kinds when and as needed, and ends with generalizations (basic principles) drawn by the pupil from his experience with the problems of the unit. A subject unit starts (and often ends) with the attempted memorization of facts and principles; it sometimes includes the application of the facts and principles to teacher-made or authormade "problems", which are not real pupil problems but teacher-made assignments.
Adapted from an article written by Miss Elizabeth Todd and published by D. C. Heath in "The Adviser", Vol. 1, No. 2, Spring 1948.

189
Some examples of experience units which present real problems to
he solved are the following:
Making Ourselves More Attractive to Others. Planning Ways to Have Pan on Dates. Helping to Keep the Members of Our Families Well and Happy. Planning How to Get the Most Satisfaction Out of Our
Allowances. Improving the Safety of Our Homes. Planning and Preparing Adequate Meals for Two on a Minimum
Budget. Planning Our Spring and Summer Wardrobes. Planning Our Junior-Senior Banquet.
Problems in each experience unit grow out of the experience itself
and are recognized by the pupil? (not assigned by the teacher). For
example, in a unit on "Planning Ways to Have Pun on Dates," the following
problems might emerge:
1. What kinds of fun are possible in our homes and in this community?
2. Which of these kinds are appropriate for us? 3. Planning and practicing the new games and stunts discovered. 4. Making plans for future dates.
Problems arising in the carrying out of experience units require
for their solution the steps so well explained in chapter VII of
Williamson and Lyle's "Homemaking Education in the High School." Subject
matter in experience units is secured from a variety of sources includ-
ing persons in the school and community as well as books and bulletins.
Activities in experience units include not only supervised study
and class discussions but interviews with persons and contacts with
agencies which are community resources for solving problems of home
living. Por example, in a unit on Helping to Keep the Members of Our
Families Well, one problem might be "What free services can we get to
help us keep well or get well?" and in solving the problem pupils would
need to discover the presence or absence in the3r communities of various

190
agencies and find out from them what services they offer and how to
make use of them; the search for this information might require field
trips, personal interviews, special speakers, etc.
The planning of the work to he done in an experience unit is done
through the cooperation of pupils and teacher. They work together in
analyzing the conditions under which problems must he solved, in sug-
gesting steps to take in solving problems, in suggesting resources
available for help in solving problems, in evaluating suggestions made
from all sources in making and carrying out plans, and in evaluating
the experience when completed.
B Why is the -problem apTiroach educationally valuable?
1. Instruction can be focused on the interests of pupils in a particular group, based on the needs of those particular pupils, and make suitable use of the resources available to that group in that community.
2. The problem approach encourages reflective thinking rather than memorization as pupils seek subject matter from a variety of sources and organize it in terms of a specific use.
3. This approach provides a setting for teaching the meaning of democracy in action as pupils work together on common or related enterprises and as they are guided to consider the welfare of others in using resources and making plans of action.
4. Learning grows out of experience. Each pupil can be encouraged to draw generalizations from his experience his own conclusions expressed in his own words. These are much more valuable to him than generalizations of others (authors or teachers) which he just memorizes.
5. Subject matter and pupil activities are unified within experiences of real concern to pupils, thus providing for pupil interest and the learning of subject matter in a functional setting. For example, if pupils are at work on "Planning Our Spring Wardrobes" the problems involved will require the selection and organization of subject matter from several areas of information such as Appropriate Dress, Clothing Inventory, Color, Consumer Buying, Textiles, Current Styles, Revision of Garments

191
on Hand, etc. Pupils welcome supervised study rather than resist it when they have an immediate need for information.
6. The problem approach develops judgment abilities as pupils hunt for suitable information and have to select and discard it in terms of the conditions of the problems on which they are working.
7. Self-direction and self-evaluation are encouraged, and as pupils participate in making plans and decisions, they grow in their feeling of responsibility for independent thinking within group action.
8. Pupil interest is high and learning is apt to he permanent.
9. Pupils express themselves creatively and meaningfully. Self-expression through work becomes fun.
10. Teaching is fun, not drudgery.
To successfully use the prohlem approach a teacher needs to
enjoy doing creative thinking, to he imaginative and resourceful, to he
well acquainted with the needs and interests of her pupils, to he well
acquainted with the teaching materials available in and to her school
and to know the persons and agencies which may be useful community
resources for problem solution.
Helpful References
Lancelot, W. H. - Permanent Learning.
Williamson & Lyle - Homemaking Education in the High School. Ch. VI - Guiding Pupil Development: Basic Principles. Ch. VII - Guiding Pupil Development: Problem-Solving Procedures.

192

IV. HOME VISITING

A. Why? The purposes of home visits are to provide opportunities for

a teacher

1. To become acquainted with family members and to establishe a ' cooperative relationship.

2. To gain a knowledge of the physical, intellectual and emotional environments in which pupils live.
t
"V
3. To gain an understanding of the needs and problems of the pupils and of their families.
4 To gain parents1 ideas of what they want their children to learn.

5. To help select and plan intelligently such home projects as will help improve the pupil's home and family life.

6. To secure the cooperation of family members in pupils' home projects.

7. To supervise home projects.

B. How? How can home visits be introduced and scheduled?

1. When an opportunity presents itself to a teacher at a P. T. A. meeting or elsewhere, she can briefly explain her interest in teacher-pupil-parent-planning and say that she hopes to consult each parent about the homemaking program as soon as she can find time to visit them.

2. By telling all pupils in all classes that the teacher is eager to get acquainted with parents and to talk with them about pupils' home work in home economics.

3. By requesting pupils to ask their parents to let the teacher know, through them, when it will be convenient to have her call.

4. By the teacher's announcing every Monday which afternoons that

week she plans to go home visiting and asking for guidance as to

which homes to visit that week. She may say such things as:

"Mary, I've not yet called on your parents. Will they be at

home early Tuesday evening? (If so) Will you ask them if I

may come then and let me know tomorrow?" or "Who needs help with

her home project this week?

Which afternoon will suit

your mother for me to visit you?" or "Which one of you lives

near Betty Jane (in another class)? I'd like to stop at your

house on the way back from Betty Jane's."

193
C. WhenT Home visits can "be made at any time convenient to the
teacher and the parent 1. Immediately after school on school days.
2. larly evenings (in some localities, especially where.mothers work outside their homes).
3. Saturday-afternoon, etc. The frequency of home visits may vary from school to school
and from year to year. Some leaders believe that four hours a week
may be all the time that can be spared for home visiting. The
number of visits which can be made in that time may vary from one to
eight, depending on the distance pupils live from school, the
distance apart, the purpose of each visit, etc. D. How many? The number of home visits to be made in a year depends on
1. The number of pupils enrolled in day-school classes; where classes are small (less than 50), each home may be visited at least once a year and some homes more often.
2. The number of different types of homes and families represented by the pupils; at least one of each type should be visited early in. the year, and as many as possible later.
3. The number of adults enrolled in out-of-school classes and the number of homemakers being given individual instruction.
4. The density of population; more homes may be visited when they are close together than when they are far apart.
5. Transportation facilities; more visits can be made with a car than without a car.
6. The number of years a teacher has been working in a community; a teacher who has lived in a small community for many years may know many families well and need to make relatively few home visits.
I. Records. Information secured on home visits may be recorded on
printed forms entitled "Teacher's Record of Home Visits" and pupils'
progress with home projects may be recorded on printed forms

194
entitled "Progress Records of Home Projects."* See pages 207 and 208,
Similar notes may "be made on Plank paper.
I. Sqgfiegtiqnfi and cautions.
1* A home visit must not be "forced". A friendly atmosphere must he established and sincerity must he evident to gain the confidence and accomplish the purposes of the visit.
2. Be satisfied with information that is offered through conversation and without visible "prying". Several visits over a period of time are often necessary to gain the proper insight into home situations.
3* Be alert to discover information which cannot be collected in any other way, and to impart information needed by certain parents, for example:
a. How do various members of the family get along together? Are the family relationships good and wholesome? Are there evidences of special problems in this area?
b. What are the attitudes of the mother and the father toward the problems, needs and interest of the pupil?
c. Can or do parents visit the school and show an interest in the school's program? Do the parents understand the school program, what the school is trying to do, and how the curriculum is planned?
d. What are the responsibilities and duties of the pupils in their homes? How well are these assumed? Are they too great or too small?
e. What is the educational status of the older members of the family?
f. Are there members of the family with physical or mental defects?
g. What are the possibilities of making home improvements?
4. Become informed concerning community affairs so that you can talk with parents about their interests.
5. Be sincere in reporting to parents their children* s success in school.
6. If you see that your hostess is uncomfortable or hurried, make your visit short.
These forms are provided with other home record forms.

195
G. Importance of home visiting. One teacher says: "I am sure that we will all agree that our work is much more
effective and meaningful when we have full and accurate information about our pupils, their homes and problems, and that much of this information must he gained first hand by home visits and conferences with the pupil. It seems to me that we help pupils to identify their individual, and personal prohlems and to plan toward the solution of these problems only when we have the confidence of the pupils and a sympathetic understanding of their home conditions, family relationships, financial status, and social status.
"It seems to me, also, that the potential accomplishments of the pupil cannot he fully understood and evaluated unless we know all the factors and influences that hear on the pupil's "behavior. It seems also that this, like our teaching, must be a continuous matter, for conditions and influences will change.H
Suggested References
Hatcher & Andrews - The Teaching of Homemaking. pp. 277-279.
Spafford, Ivol - Fundamentals in Teaching Home Economics. See Index for page references.
Williamson & Lyle - Homemaking Education in the High School, pp. 125-129.

196
TEACHER'S RECORD OF HOME VISITS
Pupil's Name
1. Date of first home visit
2. Impressions of home and family. (An account of a home visit might include a record of things which would give a picture of the social and economic background of the pupil. For example: kind of house, conveniences, luxuries, education of parents, social and religious interests of parents, civic leadership, attitude toward training of children, type of discipline used, attitude toward school, etc., or any special observations or incidents pertinent to understanding the home.)

3. Is pupil's mother sympathetic toward the home economics program? 4. What is her attitude toward home projects and home practices?

Note:

If impossible to visit a home use this space to record information obtained through conversation with parents, other members of
the family, or neighbors which give an insight into the home conditions of the girl.

197 1. Date of second home visit 2. Account of visit. (Record all evidence of the functioning of home
economics in the home, such as improvement in yard and grounds or house "by the students, statements of parents as to cooperation in home, etc.)
The Grirl and Her Problems 1. Record girl's particular problems,
2. List suggestions made for solving problems.

198
T. HOMJi PBOJXCTS (Some teachers' questions and answers)
A. Just what Is a home project? It is a pupil's recognized problem of home living which the
pupil is trying to solve or planning to solve. It may he a very personal problem different from anyone else's or it may be the last problem in a class unit of the improvement-type (where the pupil carries out at home the plans she makes in school (see p. 119). B. Should home projects be required?
Tes, just as supervised study, class discussion, laboratory - o
work, and home practices are required - as an integral part of the total program. They should be required in the sense that the teacher stimulates pupils to want to do them, but not in the sense of their being extra work assigned to pupils. C. How many home projects should each pupil do?
The number suited to her, many or few depending on the scope of the projects chosen and the time she can comfortably give to home project work. Let us assume that each pupil will always have a project underway, starting a new one as soon as the last one is finished. D. When can home projects be planned? 1. When the program is planned at the beginning of the year (see
p. 82). 2. When a pupil recognizes a home problem of her own and gives her
teacher an opportunity to guide her in solving it. 3. During units of the improvement type (see p. 209). 4. Between units.

199
5. Near the close of the school year when planning summer activities.
6. During the summer (when the teacher is available for guidance or when the plan made can be evaluated when school begins and carried out later).
2. How can pupils be guided in their selection and planning of projects?
1. Through personal conferences in and out of classes.
2. A teacher can accumulate a list of the personal problems of each pupil as she studies the information on her home record forms, as she talks to her privately and as she visits her home; this list can be used if and when needed as a source of suggestions for projects.
Si
3. Possible projects can be listed during teacher-pupil planning of each learning experience and as each unit is reviewed.
4. Pupils can be encouraged to set up criteria for selecting projects such as the following questions.
a. Is it needed? Do I need it for my own development? Will it be of value to my family?
b. Am I interested in doing this?
c. Would I learn something I need to know by working on this project?
d. Can I manage people and resources needed to be successful with this project?
5. If the problem approach is used in the classroom pupils will know how to state problems, to analyze problems and to plan ways to solve problems. Since a project plan is just another problem plan they should have little difficulty in using the classroom procedure in dealing with a home problem. Since the problem method has to be learned, it is well to postpone project planning until pupils have learned to use the method in class work.
6. Encourage pupils to set "dead lines" for themselves as to when projects will be finished and reports will be due. They need the by-product in learning time management.
P. How can projects be guided (supervised)?
Supervision of home projects includes guidance in the selection
of projects, guidance in planning projects, guidance in executing
plans, and guidance in evaluation of projects.

200
The nature and scope of a project Bay determine when and where It may he supervised, how much time may he allowed for its completion, the length of time "between progress reports and the need for home visitation. For example, if one pupil is at work trying to develop a personality trait several months may he required, progress reports may he weeks apart and parents may he interviewed by telephone or away from home, hut if a pupil is responsible for the nursing of a family member, she may need a brief conference with the teacher almost every day and one or more home visits may need to be made.
Eegardless of the type of project, however, supervision usually requires conferences with individual pupils concerning their plans and their progress, class time for pupils' use in planning projects and making progress reports, and a system of record keeping for pupils and teacher.
A teacher who has a conference period set aside in her schedule, and whose pupils' schedules permit them to interview her at that period, is fortunate. In an individual conference a teacher can guide a pupil in making her plan; with more experienced pupils, plans may be made before a conference and checked during the conference. Pupils whose schedules prevent their use of the conference period may consult the teacher before school, at recess periods, during the lunch period and at other odd times.
Since class time may be used for home project supervision, some teachers encourage pupils to devote one period a week or several days between units to home project work. The class time is used by pupils for conferring with the teacher as well as reporting progress on home projects, revising plans, and using reference materials not available at home.

201

G> What records and reports should he madeT A pupil's record may Include a^plan of work; a diary or some

other form of progress record, an evaluation of success, and state-

ments of conclusions and generalisations drawn from the experience.

The form of a report may he a theme, an outline, questions and

answers, a poem, etc., etc. Pupils may help suggest all possible

types and hare some choice in selecting the type best suited to

their needs and interests. An English teacher may be able to sug-

gest a variety of(forms for use. Giring a well organized report (oral or written) of work done

is a valuable part of the learning process and pupils should be

encouraged to have that experience frequently. Many pupil s^ may not

mind writing reports if they have a purpose for writing them (to use

as themes in an English class, to enter as feature articles for the

school paper, etc.) and if they participate in planning the

organization to be used. When the writing of a formal report gives

a pupil a distaste for project work she may present her report orally. Encourage pupils, when reporting results, to place emphasis on "what T learned that is of value to me and my family" and "the changes I would make if doing it again." Invite mothers to visit

classes on aays when home projects are reported.

Teachers find it convenient to keep brief records of their

pupils' progress with their projects; a form similar to that on

page

may be sufficient. Between conferences the record sheets

may be kept in pupils' individual folders or in a special "Home

Project Interviews" folder.

202

A classroom record of projects completed In various areas assists in guiding each pupil into projects in several areas and serves as a device for motivating some pupils to carry on home projects. The record may he kept in the form of a poster. As soon as a pupil has completed and reported a project she may record the date of its completion opposite her name and under the area in which her project may he classified. For example:

Home Projects in Various Areas

i

1

i i


1

I

t 1! : i!

1

\

', . 1



*

i



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J! wi tuo

;

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Adams, Helen

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Anderson, Ruth ;

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:11[25



9- ! 15 !

:10:15




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H. How can home projects "be evaluated? A pupil may evaluate her project in terns of her purposes for
undertaking it while a teacher may evaluate the same project in terms of its educational value to the pupil. For example, if a pupil needs to nurse a member of her family who is ill and takes that as a home project, she may evaluate her project in terms of its value in helping her to carry her responsibility more easily and more happily; her teacher, however, may evaluate the pupil's

203
experience in terms of growth in responsibility, increased know-
ledge of nursing procedures, and improvement of family relations.
If the project has improved the pupil's home life "by both sets of
standards, it has "been successful. When criteria for judging pro-
jects are set up carefully when a project is planned they may serve
as a "basis for evaluation - for the pupil, the parent, and the
teacher.
Teacher-pupil evaluation may be made during home visits or
individual conferences, using an evaluation device set up by the
teacher and the pupil before beginning the project.
I. How can interest in home projects be stimulated and maintained?
1. Assume that home practices and home projects are the "home work" for home economics classes.
2. Postpone encouraging home projects until pupils realize the value of home practices, take pride in them and receive recognition for them. In the first term of Home Economics I, home work may be limited to home practices.
3. Encourage each pupil to undertake a home project only when she is faced with a home problem with which she needs guidance and about which she is sufficiently concerned to want guidance. Discover what home problems pupils have by informal chats during the conference period and scraps of time during the s.chool day, as well as on home visits and by studying home record forms.
4. As pupils complete significant projects, provide opportunities for them to report them orally in the Home Economics classes, as oral themes in English classes, as parts of chapel programs, in articles for the school or county paper, etc. If a pupil has made something which can be brought to school she can be asked to show it to the class and tell its story. If something has been improved which was photographed "before and after" the pictures may be posted on a bulletin board with appropriate labels.
5. Encourage projects by praise and publicity, not by requiring a certain number or using them in "grading".

204
6. Use many experience units of the planning and improvement types (see examples listed on page 209) so that the last problem of "carrying out the plan" will need to "be done at home. This makes "home work" a natural part of class work, and adds interest to each.
7. Display projects as they are completed, if possible. Example; "blouse - hung on "bulletin "board with student's name.
8. Have student who has done a good job give her class an oral report; this encourages those who haven't started to do so.
9. Have regular times for written and oral reports to "be given in class.
10. Make available to students interesting illustrative materials and references.
11. Provide some time for a student to report her accomplishments to the class or other interested groups.
12. Discourage a student's attempting any project that is too difficult for her to complete with success in a reasonable length of time.
13. Create a feeling of accomplishment - that something useful and worthwhile is "being done and that steady progress is "being made. Publish stories and pictures of projects in local papers.
14. Display on "bulletin hoard pictures and newspaper articles of outstanding projects.
15. Compliment or call attention to outstanding project during class periods.
16. Tell group ofd suggestions that are made in our professional magazines and other magazines. Arrange for students who show particular interest in a suggestion to discuss it further during conference period.
17. "Talk" home projects at every opportunity, in class, on home visits, informal meetings at school, etc.
18. Have pictures and interesting stories ahout projects in a scrap hook. It may he used in the homemaking department and on home visits to new students.
19. Use the indirect approach. You'll actually have girls doing projects before they realize it.
20. Have "project days" during class periods. Have oral reports and display of projects. Allow time for questions.

205
21. In a chapel program,0' show articles made and report on other projects.
22. Use bulletin hoard to show ideas for projects.
J. How can I get an uninterested mother's interest and cooperation?
1* Establish rapport with pupils and mothers by making visits to their homes and discussing the purpose and value of project work. Girls will then be ready to discuss their problems with the teacher.
2. Visit the mother. Find her interest, compliment her and gain her confidence. Compliment daughter's strong points and possibilities for growth.
K. Please suggest some home projects.
1. Reorganizing my closet to take better care of my clothes.
2. Reorganizing my dresser drawers.
3. Creating a suitable study center at home.
4. Arranging a suitable place for my little sister to hang her clothes.
5. Arranging storage space for my little borther1s toys.
6. Re-hanging poorly hung pictures at home.
7. Planning and helping to equip an outdoor living room.
8. Rearranging our kitchen equipment according to the HeinerMcCullough suggestions.
9. Doing household mending.
10. Guiding my family in re-assigning responsibilities for the various family members.
11. Improving the lighting in our living room.
12. Re-finishing a piece of home furniture.
13. Painting a piece of lawn furniture. 14. Planning and making a pair of glass curtains for a window at
home.
15. Planning and making a pair of draperies for a window at home.

206
16. Planning and doing the weekly cleaning at home for several Saturdays.
17. Organizing and conducting a family council.
18. Setting up record forms for keeping our family accounts and keeping the accounts for a month.
19. Cleaning and polishing the furniture in our dining room.
20. Taking care of my little "brother (or sister) while mother spends the day at
21. Guiding little "brother (or sitter) to form a new habit.
22. Making a garment for a "brother or sister.
23. Finding safety hazards at boas and helping the family correct them.
24. Supervising the care of the lawn for a season.
25. Rearranging the furniture at home that needs rearranging.
26. Planning and supervising a celebration of father's (mother's, "brother's, etc.) birthday.
27. Planning and carrying out some Saturday night home parties for my family.
28. Planning and preparing our family meals for one or more weekends.
29. Planning a week's menus for our family, "buying the groceries, and keeping a record of food costs.
30. Preparing different raw salads for our suppers.
31. Planning for and setting the table for family meals.
32. Washing and ironing my own clothes.
33. Putting my clothes in order for Fall and Winter wear.
34. Putting my clothes in order for Spring and Summer wear.
35. Planning and purchasing the new ready-made clothes I need this season.
36. Making a garment at home by the same pattern used in class but with a change in "view", or color, or kind of material. (When a pupil has already used a pattern in class she has a feeling of security, and will be more interested in it.)

PROGRESS RECORD OF HOME PROJECTS
Name First Project Date Started Report of Progress

Report of Progress

Date

Date Completed
Second Project Date Started Report of Progress

Date

Report of Progress

Date

Date Completed

207
\

208
Third Project Date Started Report of Progress

Eeport of Progress

Date

Date Date Completed Pupil's estimate of value of home project:

Mother's estimate of daughter's home project program as expressed on supervisory visit:

Teacher's opinion of student's home project program:

209

VI. A SAMPLE UNIT SCHEDULE

A Basic Unit Schedule for An Improvement-type Experience

A. It is assumed that the following unit schedule can he used as a

"basis for planning any schedule for an experience unit of the im-

provement type. Some units of the improvement type are:

Making Ourselves More Attractive.

Planning Our Spring Wardrohes.

Bringing My Old Clothes Up-to-date.

Making Our Home Grounds More Attractive.

Helping to Take Care of Children at Home.

Improving the Convenience and Beauty of the Home Economics Department.

B. It is also assumed that in an improvement-type unit the following

problems may emerge:

1. Deciding what is desirable and undesirable about

- -.*

2. Which of the undesirable characteristics can I improve or

correct?

3. Making plans for improvements to be made (steps to follow, work

schedule, materials needed, skills needed, etc.).

4. Carrying out the plans (including the learning of new skills).

5. Evaluating the work done and planning future work of similar

type.

Whatever is to be improved (a person, a dress, a wardrobe, a room, a child care situation, a management situation, etc.).

210
C. Suggested Schedule (Letter in upper corner of each rectangle refers to the problem under solution that day. See previous page for list of problems.)

wzs : MONDAY ! TUESDAY ! WEDNESDAY ! THURSDAY : FRIDAY

A

A

A

A

!Teacher- !Teacher- [Pupils list :Read refer- [Complete list

:pupil plann- pupil plann- :all the

ences to [of criteria and

ing of the ing for the [character- [discover [illustrations

:unit.

[first pro- istics with !further

[needed.

'blem. (Con- [which they [character-

[ditions, tare

istics. Co-

steps to [familiar. : operate in

:

[follow,

[illustrating

needed in-

[some of the

jformation,

:character-

resources,

istics.

1

:etc.)

:

B

B

B :

B & C:

C

Observe

< Practice Evaluate own [Report de- [Pupils observe

[teacher use , using

i * . Make [cisions to .teacher demon-

list of

criteria in list of im- [class. Co- 's trate making a

[criteria in j judging

provements [operate in [plan of work.

[judging a another * . [which need planning for [Each pupil will

. * observ- j

;to be made. [next steps. [start her plan

[able or

j

[Plan with

:of work.

[known by all

[his family

which im-

:

:

provements

!

[he will make

2 j

<

i now.

0]

C:

C & D:

C& D

D

Continue < Continue ; Teacher- Some observe Some practice

making plans; making plans; pupil plann- teacher

i skills observed

of work.

; of work.


< ing of

! demonstra- in demonstra-

i i

demonstra-

tion No. 1.

tion No. 1.

:

i

i tions needed Others con- : Others observe

:

i

i i

and

other

i tinue to

|!teacher demon-

:

i i

twork to be [plan or

stration No. 2.

:

!

[done. Revise [study.

[Others carry

!

!

.plans.

[out approved

tolans.

211

C. Suggested Schedule - Continued

:

WKS: MONDAY

TUESDAY

WEDNESDAY : THURSDAY

FRIDAY

D :

D:

D:

D:

:Some observe: Some prac- :Some observe:Some plan or: Some practice

:teacher

:tice skills :demonstra- :study or

skills observed

:demonstra- :observed in :tion No. 5. :practice

in No. 6. Others

:tion No. 3. :No. 3.0thers:Some prac- :skills ob- continue to

:Others prac-:ohserve

:tice skills served in carry out plans.

:tice skills :demonstra- :ohserved in :No. 5.Others

:ohserved in :tion No. 4. :No. 4.Others:ohserve

:No. 2.Others:Others carry:carry out '.teacher

:carry out :out plans. :plans.

:plans.

:

s

demonstration No. 6. :Others carry

tout plans

JLI
:Pupils continue to gain needed skills and carry out

E

tplans if class projects are not completed. If or Each pupil will

;when projects are completed pupils can procede with prepare a check

:the schedule indicated for the last week.

list for use in

evaluating his

:

own projects and

t

use it with the

:

:

_5_L

:

X:

:Evaluation :Review.

:of work done:

:in entire :

tunit.

S

:Test. :

help of his family and friends.
:Report of Work on home :test results projects. :and re;teaching.

212

VII. A SAMPLE ROUTINE DUTY CHART

Routine Duties During An Improvement-Type Unit

(Assuming a six weeks period and twenty pupils)

(Numbers in columns refer to students 1 to 20)

Act as hostess

Weeks 3 t4
11

Get out and put away references and supplies
Assist in getting out and putting away references and supplies
Check roll and make out absence report Adjust shades and ventilation Care for plants and flowers Dust window sills and Erase hoard at close of class Straighten hook case

20 18 16 14 12
12 10 8 6 4 2 15 13 11 9 7 5 7 5 3 1 19 17
5 3 1 19 17 15 8 6 4 2 20 18 17 15 13 : 11 9 7 18 16 14 12 10 8

Straighten chairs and tables at close of class

13 11 9 : 7

Assist in putting chairs and tables in order

14 12 10

Straighten cabinets

10 8 6

Inspect pencil sharpener and empty when

needed

9 7 5

See that magazine rack is in order

6 4 2

Empty waste baskets

3 1 19

Shake cocoa mats

1 19 17

Remove any visible litter from floor

4 2 20

Supervise housekeeping activities of other -pupils

: 16 ; 14 : 12

8 64 4 : 2 20
3 1 19 20 18 16 17 15 13 15 13 : 11 18 16 t 14
10 8 : 6

213

VIII. REFERENCES FOR USE IN CLASSES FOR BOYS (See p. 74 for suggested units)

Suggested textbooks'and references suitable for homemaking classes for boys -

Allen & Briggs - If You Please.

Black, Kathleen, Manners for Moderns. Allyn and Bacon, 1946.

Bliss, Walton B., Personality and School. Allyn and Bacon.

Burnham, Jones & Redford, Boys Will he Men. Lippincott Co., 1942.

Clark, Edwin, Petting. Wise or Otherwise (pamphlet). Association Press, New York.

Geisel, Personal Problems and Morale.

Groves, Skinner & Swenson, The Family and Its Relationships.

Harris, Tate & Anders, Everyday Living.

Moore & Leahy, You and Your Family (pamphlet).

\\

Reid, Lillian N., Personality and Etiquette. D. C. Heath Co., 1940,

Scharmer, Fay Mack, Boys Guide to Living. Allyn & Bacon, 1940.

214
IX. GLOSSARY (Terms used by teachers of Homemaking Education)
Activities - those experiences in which the pupils participate for the purpose of solving their problems. Adolescence - the period of growth between childhood and maturity during which time the individual exhibits certain characteristic types of behavior in facing relative common problems. Adolescent - a person who is in the stage of development of growth between childhood and maturity. Advisory committee - a group of professional and lay persons selected to consult with the homemaking teacher and principal with respect to the program of homemaking education. Attitude - a state of mind at a particular time involving emotion such as a desire, a conviction, an interest or a belief. Core curriculum - "a basic course required of all students to which two consecutive periods a day are devoted. The course is organized around broad themes or problems which take their character from needs common to all students and so by their nature cut across traditional subject matter lines." (Thayer, Zachery & Zotinsky) Correlate - to so relate instruction in two or more areas or subjects that a pupil understands their relationships and thereby gains an enriched understanding of each. Criteria - the standards used in judging; the bases used for comparison. Curriculum in homemaking education - the sum total of the school, home and community experiences in which pupils participate under the guidance of the homemaking teacher.

215
Deliberation - the rehearsal in imagination of all possible outcomes of each possible decision. Education, general - "The primary concern of general education is individual growth and development in the direction of enriching life in a democratic society." (Spafford) Education for Home and Family Living - "that part of a total education which equips individuals for effective membership in the family so that each contributes to home and community life according to his capacity." ("Vocational Education in the Years Ahead," Federal Security Agency, U. S. Office of Education.) Education. Vocational Homemaking - "that part of education for home and family living which is centered on home activities and relationships and which enables the individual to assume the responsibilities of homemaking." ("Vocational Education in the Years Ahead," Federal Security Agency, U. S. Office of Education.) Evaluating pupil's progress - comparing the attainment of an individual
(the outcomes of his instruction) with the objectives set up for his development. Evaluation - the process of estimating the value (worth) of anything, particularly estimating the value of a learning experience or program of work, judging the worthwhileness of a pupil's progress and accomplishment in terms of their value to him and to society, and determining whether progress is being made in desired directions. Exchange units - units used when a teacher exchanges classes with another teacher.

216
Experience curriculum - a curriculum based on pupils' fundamental needs and organized in terms of their worthwhile purposes, the focus of attention at any one time "being on one or more of the pupil problems growing out of the experience. (Subject matter is included as required for the intelligent mirsuit of the activities needed to solve the problems many kinds of subject matter from different sources.) generalization - "a statement of fact or belief which is true in a variety of situations (a generalization may be stated as cause and effect, a summary of related facts or a statement of value)." (Iowa State curriculum) "A generalization is an intellectual package in which is wrapped up together the upshot of a body of evidence. It is a shorthand to the discussion of truths." (Tead - College Teaching and College Learning - pp. 32-33). Guidance - "showing the way," teaching someone how to find his way to his goal; anticipating his confusions and difficulties, and influencing him so that he can clarify his confusions and overcome his difficulties as he meets them. Guidance means sometimes leading (going on ahead of) the learner, sometimes working beside him, and sometimes remaining in the background just watching but keeping ready to lead if necessary. Home practice - a pupil's repetition at home of a technique learned in school for the purpose of gaining increased skill. Home project - a pupil's solution of a personal problem involving some management of his home conditions and the gaining of new understandings; the problem is one growing out of his life at home and his solution of it is guided by the teacher of homemaking education, some of the guidance being given at school and some being given in the pupil's home.

217
Home record forms - questionnaires created for the purpose of gathering information concerning the living conditions, the habits of home living and the interests of persons enrolled for instruction in homemaking. Home visiting - the making of calls "by the teacher of homemaking education (l) on the parents of pupils enrolled in her in-school classes, (2) on members and potential members of her out-of-school classes, (3) on pupils from both groups who are carrying on home projects for which they need guidance. The purpose of such visiting is to discover the home problems of the learners and to guide them in intelligently solving home problems. Individual differences - those unique combinations of characteristics, capacities, attitudes, habits and abilities which make each individual different from every other individual. Individual -problems - may be interpreted as problems growing out. of common group experiences which have direct bearing on the individual pupil's personal living or home responsibilities, 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, and so controlled that suitable adaptations are made for the individual differences of each learner in the group. Individualized instruction - instruction designed to guide the individual pupil in recognizing and meeting her real needs in her present daily living. Interest (concern, felt need) - voluntary attention, often caused by curiosity and usually accompanied by a desire to act.

218
Joint -program - a program of instruction planned and carried out "by the cooperative efforts of a teacher of homemaking education and a teacher of agricultural education. Learning - learning is "reaction to experience" which results in some change in understanding, attitutde, appreciation, ideal, skill or habit. Learning activity - any activity which results in learning. Lesson - that portion of a learning experience which is accomplished within 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 he intelligently done, the probable order of activities, etc. Maintenance allowance - "The maintenance allowance is a fund which is provided hy a county or local school hoard to he used for paying the operating expenses of a homemaking department, while providing real money for pupils' use in practicing the budgeting and spending of money." Multi-pie texts - those texts which are provided hy the state for the use of pupils in the public schools of Georgia. They are "multiple" in that several different hooks are provided for each area of study. Needs, "basic - food, clothing, shelter; feelings of security, adequacy, belonging, achievement or success; independence; recognition or status; love and. affection. Needs, developmental - those needs which arise in individuals as they mature, especially those needs which, if met, will assist the individual to become well-adjusted but which if not met will stunt development and cause maladjustments.

--iiTnri nf r iff-11M MI s I
219
Needs, educational - the differences "between a pupil's present conditions (his attitudes, understandings, habits, abilities, health, living conditions, purposes, etc.) and those conditions which are personally and socially desirable for him and attainable "by him through education. Needs. Felt - the differences "between a pupil's present conditions and those conditions which he wishes for himself. New Mghth grade - an eighth grade with a new and very different program which has resulted from the schools transition from an eleven to a twelve-grade program. Objectives (aims, purposes, desired outcomes) - educational goals toward which educational agencies guide learners. Out-of-school groups - all out-of-school persons over 14 years of age, whether they dropped out of school or have been graduated from school. Phases of homemaking (areas of homemaking instruction) - aspects of home life or bodies of information concerning home life which are commonly used as bases for the study of problems of home living such as clothing,
food, housing, and child development. Philosophy pX education - HA system of beliefs or principles for guidance in determining values in life and education. Formulated in a series of statements, it should afford direction, provide guiding principles, and become a stimulating basis for improvement of the entire educational program." (Spear) Program of learning experiences (tentative program of work) - a planned sequence of experience units for a class for a school year, including a tentative time allottment for each experience. Program of work - an organized plan of action for an individual, a class, a department or a school.

220
Problems - those minor problems Within an experience unit which pupils may recognize but cannot intelligently solve without guidance. To a pupil they are difficulties which must be overcome, decisions to be made, plans to be made, etc., as he progresses toward the accomplishment of his purposes. To a teacher they are opportunities for teaching pupils how to use suitable facts and resources in solving problems of every day living. Problem ap-proach - that approach to learning which comes through problemsto-be-solved rather than subject matter to be memorized. Sociogram - a device which reveals natural groupings of persons and indicates personal relationships in a group. Subject matter - information needed by students for solving their problems, such as characteristics, criteria, facts, principles, rules, cautions, etc. Summary sheets - printed forms prepared for teachers' use in compiling and recording the information presented on the home record forms for a particular class or group. Teaching - the stimulating and guiding of learning. Teaching materials - books, bulletins, charts, films, illustrations, pictures, equipment, records, supplies, etc., used by teachers when guiding pupils in gaining new attitudes, understandings and abilities. Teacher-pupil planning - cooperative planning done- by a teacher and a group of his pupils in which pupils (l) are encouraged to suggest plans of action, (2) are provided with further suggestions from the teacher (if and as needed), (3) are guided in evaluating all suggestions and incorporating those selected into an educationally worthwhile plan of action.

221

Thinking - creative or reflective (Dewey) - "Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to

which it tends." Twelve Grade Program - The program of education which was provided for

in Georgia "by the General Assembly in its session of 1947, when permissive legislation was passed, authorizing the expenditure of public

funds for the support of twelve years of education. Understanding - "a full comprehension of the implications of a situation; insight into relationships usually involving cause and effect; the result of interpreting and organizing the meanings of different aspects of

a situation."

Unit of instruction - a series of pupil activities (in-school and out-

of-school) organized in terms of a pupil purpose or major problem.

M

Unit schedule (block plan) - a tentative allocation of major activities,

planned for a unit of instruction, to the days and weeks set aside for

that unit. Values (the guides men live by) - the appreciation, beliefs, standards,

policies, aspects of character, etc., which control behavior.

222

INDEX

Activities

Chapter work

for shortened periods, 118 Adolescents

integral part of school program, 131

characteristics of all, 66

combines experiences and

characteristics of middle, 68

objectives, 131

characteristics of older, 69

Characteristics

characteristics of young, 67 needs of every, 42 Adult class

desirable in program of homemaking education, 9
ways to achieve desirable

cautions for first lesson, 157 locating a group to teach, 150

characteristics of program,16 Charts

organizing a group, 154

school lunch program with other

planning sequence of lessons,158

areas of instruction, 30

sample unit plans for, 160-167 Allocation of objectives to units

suggested emphases for a threeyear program, 60

for 10th grade, 76 for 12th grade, 78

ten phases of subject matter in five units, 14, 15

Allowance, maintenance

Children's clothes, making

desirable in a program, 18

(unit plan), 160

educational purpose, 18 Assigning

Combining objectives and exoeriences

objectives to groups, 54

in chapter activities, 131

in projects, 82

Beliefs, about

in units, 76

characteristics desirable in

Conference period, desirable in a

a homemaking program, 9

program, 17

goals for homemaking

Cooperation

education, 7

homemaking teachers and

homemaking education, 1

elementary teachers, 22, 27

homemaking education and the

in school lunch program, 28

school lunch program, 28

Correlation

homemaking teachers and

homemaking and elementary

elementary teachers, 22

programs, 23

homemaking teacher in the total

homemaking and other high school

high school program, 18

departments, 21

philosophy of education, 1

school lunch and other

ways to achieve desirable

programs, 29

characteristics, 16 Boys, course for, 73

school lunch and other programs, (chart), 30

interests of, 67-69

Curriculum

objectives for, 73 units for, 74 why teach, 73

evaluating in-school, 136 evaluating out-of-school, 173 determining objectives for, 36

planning in-school, 63

Caring for individual differences, 115

planning out-of-school, 140

Cautions to observe

Daily conference period

in setting up programs, 85 in first meeting of adult

desirable in a program, 17 purpose of, 17

class, 157

223

Devices, evaluation ready-made, 108 teacher-made, 103 teacher-pupil made, 104-106 for recording home practices,
107

Evaluation devices for homemaking program, 138 for teachers, 138 ready-made, 108 teacher-made, 103, 138 teacher-pupil made, 104-106
Evaluation sheets for

Elementary teachers, cooperation with homemaking teacher, 22
Emphases, relative, for a program

food laboratory, 105 personal evaluation, 104 work habits,clothing classes,106

chart showing, 60

for different groups, 59 Example
program planning, 87

Facts from home record forms, 46-48
used in planning objectives,

teacher-pupil planning, 87

43-49

Exchanging classes, with other high Form for recording

school teachers, 20

data about an individual, 44

Exhibits, to motivate home pro-

home practices, 107

jects, 84

home projects, 202

Experiences

program of units, 86

combining with objectives, 75

pupils' progress, 103

of interest to "boys, 74

Future Homemakers of America

of interest to girls', 70

if you have no chapter, 124

suggested for adults, 145-148

if you wish to organize a chap-

suggested for hoys, 74

ter of F. H. A., 125

suggested for 8th grade girls

integral part of school program,

and hoys, 72

131-136

suggested for 9th grade girls,70 planning for a chapter, 121

suggested for 10th grade girls,

purposes of organization, 121

70

to improve chapter, 123

suggested for 11th grade girls,

70

Giving instruction to individuals

suggested for 12th grade girls

in-school, 115, 119

and hoys, 71

out-of-school, 143

Experience units

Goals

cut acrobs subject matter lines, for nupils in a democracy, 1

14, 15

general, for homemaking

deciding what to use for

education, 7, 8

in-school groups, 63

group, how determined, 37

out-of-school groups,

over-all, how determined, 36

for adults, 145

references on, 36

for hoys, 74

Goals, specific

for hoys and girls, 71, 72

for boys classes, 73

for girls, 70 planning each (in-school), 90

for Homemaking I, 56 for Homemaking II, 57

planning each (out-of-school),

for Homemaking III, 58

158

for Homemaking IV, 78-81

Evaluating an in-school curriculum, 136

Group instruction, stating objectives

an out-of-school curriculum,173

for, 40

means of, in terms of objectives needs, how to discover, 37

47

224

Groups, different chart showing emphasis for, 60 in-school, 54 out-of-school, 54 relative emphasis for, 59
Guiding pupils in planning individual experiences, 119 in solving a problem, 109
Home conditions, discovering, 38 Home experiences, desirable in a
program, 17 Homemakers, mature
how to get group to meet, 148 how to find, 148 probable problems, 148 Homemakers, young finding the group, 144 getting them together, 145 suggested units, 145 Homemaking education and school lunch program, 28 beliefs about, 1 characteristics desirable in
program, 9 cooperation with elementary-
teachers, 22 correlation with other depart-
ments, 21 for all high school groups, 20 philosophy, 1 purpose, 1, 2 Homemaking teacher and elementary teachers, 22 and school lunch, 28 in total high school program, 18 Homemaking I experiences suggested for, 70 objectives suggested for, 56 Homemaking II experiences suggested for, 70 objectives suggested for, 57 Homemaking III experiences suggested for, 70 objectives suggested for, 58 Home management (unit plan), 166 Home practices, form for recording, 107 Home projects example of planning at first of
year, 82 list of suggested, 205 supervision of, 198-206

Home record forms, facts from samples of, 48, 50 used in listing objectives, 45
Home visiting, desirable in a program, 17
Home work, for homemaking education, 17
Individual differences, caring for, 115
Individual experiences, guiding pupils in planning, 119
Individualized instruction, stating objectives for, 41
Individuals form for recording data about,44 out-of-school, teaching, 143
Interest groups, for out-of-school work, 142
Interest in adult classes, 170 Interests
how to discover, 63 of all adolescents, 66 of middle adolescents, 68 of older adolescents, 69 of young adolescents, 67 types of, 63
Lesson planning each (in-school), 113 planning, for adults, 168
Lunch, school (See school lunch)
Maintenance allowance budgeting (problem plan), 110-112 desirable in a program, 18 educational purpose, 18
Materials, teaching (see teaching materials)
Meetings (adult classes) planning each, 168
Needs discovering needs of a particular group, 37 of every adolescent, 42 references on, 37, 38, 62
New Homemakers of America if you have no chapter, 124 if you wish to organize a chapter, 128 planning for a chapter, 121 purposes of organization, 122 to improve chapter, 123

225

Nutrition education through a school Plan

lunch program, 32

sample oroblem plans, 110,100,

101

Objectives

sample unit plans, 93-101

allocated to experiences (10th

Planning

grade), 76

chapter of P. H. A. or N. H. A.,

allocated to experiences (12th

121

grade), 78

homemaking education for

assigning to groups to he

in-school groups, 63

taught, 54

homemaking education for out-

combining with experiences,82,75

of-school groups, 140

derived from facts on home

how to guide pupils in problem

record forms, 45

solving, 109

for particular communities, 36

individual experiences, 119

for out-of-school work, 141

lessons (in-school), 113

for school lunch program, 28

lessons (adults), 168

references on, 41, 62

programs for in-school grouns,63

stating, for group instruction,

programs for out-of-school

40

groups, 140

stating for individual in

teacher-pupil, 181

struction, 41

units, in-school, 90

suggested for boys, 73

units, out-of-school, 158

suggested for Homemaking I, 56

unit schedule, 102

suggested for Homemaking II, 57 Planning with pupils, program of

suggested for Homemaking III, 58

work, 64

suggested for Homemaking IV,78-81 Pre-planning

Out-of-school group (see adult

program of work, 63

class)

Problem^approach, desirable in a

Out-of-school groups

program, 16

assumptions, 142

Problems, how to guide pupils in

cautions when starting work, 142

solving, 109

evaluating work with, 173

Problem plans, samples, 100, 110

finding, suggestions for, 144-149 Program, in-school

interest groups, 142

cautions to observe in planning,

objectives for homemaking edu-

85

cation, 141

chapter work a part of, 131

planning homemaking education

form for use in planning, 86

for, 140

home project, example of

suggestions for teaching, 144-149

planning, 84

which groups to teach, 142

suggestions for 12th grade,71,78

Out-of-school work, evaluating, 173

suggestions for 11th grade,58,70

Out-of-school youth

suggestions for 10th grade,57,70

how to get together, 149

suggestions for 9th grade,56,70

possible problems, 149

suggestions for 8th grade, 72

ways to find, 149

suggestions for boys, 73

Program of homemaking education

Parents, suggestions for teaching,

chapter work,integral part of,131

146-147

characteristics desirable in, 9

Parliamentary procedure, references

community, 11

on, 130

comprehensive, 9

Periods, shortened, activities for,

continuous, 9

118

flexible, 11

Philosophy, of homemaking education,

functional, 10

1

226

individualized, 12

Sample

planned according to age group, 10 devices for.recording pupils'

Program, planning

progress, 103

a true story of, 8?

form for program of units, 86

comDining experiences and ob-

form for recording home

jectives, 75

practices, 107

experiences for girls, 70

problem plans, 100, 101, 110

experiences for 12th grade, 71

rough plan made with pupils, 93

for in-school groups, 63

unit plans, 93, 94, 96, 99

Program, Three-Year

unit schedule, 210

objectives suggested for, 56-58 Schedule of unit activities

units suggested for, 70

planning, 102

Publicity

sample, 209

plans for an out-of-school

School lunch program

class, 155

and homemaking education, 28

program of, for adult work, 151

and nutrition education, 32

Pupil progress

elementary pupils in, 25

aspects of development, 5

homemaking teacher in, 27

Pupils

objectives for, 28

home conditions, how to dis-

school lunch manager reports, 35

cover, 38

Sex education for parents (unit

needs, how to discover, 38

plan), 164

Shortened periods, suggested

Records of pupils' progress

activities for, 118

aspects of development, 6, 7

Subject matter, ten phases of in 5

form for recording, 103

units, 14, 15

Recreational facilities, improving

in a comprehensive program, 9

(unit plan), 162

Re-cruiting

Teacher-pupil-parent planning

interest groups, 150

desirable in a program, 16

out-of-school groups, 150

example of, 185

through agencies, 150

Teacher-pupil planning

through organized groups, 151

a program of work, 64

through publicity, 151

how to encourage, 181

References, suggested on

in a desirable program, 16

cooperation of homemaking and

Teaching materials

elementary teachers, 27

how they can be filed, 178

evaluating curricula, 137

how they can be secured, 175

homemaking education in a

organization suggested, 179

community-school program, 22

using them, 180

lesson planning, 114

what materials are needed, 175

needs, 37, 38, 62

Three-year program

objectives, 41, 62

objectives suggested for, 56-58

parliamentary procedure, 130

units suggested for, 70

olanning individual experiences, Traits, personal, needed in demo-

120

cratic home, 1

teaching adults, 172, 174

Twelfth-grade program, 78-81

unit planning, 92

Relative emphasis

Unit plans, samples (for adults)

for different groups, 59

home management, 166

chart showing, 60

improving recreational facili-

Re-planning program of work, 65

ties for boys and girls, 162

227

making children's clothes, 160 sex education for parents, 164 Unit plans, samples (for in-school groups) getting along with my family, 96 helping to care for the children
we know "best, 99 improving the safety of our
homes, 94

Units deciding what units to use in in-school program, 63 in out-of-school program, 154 for different groups, 70-74 for young homemakers, 145 planning each (in-s,chool), 90 pre-planning, 63
Unit schedule planning, 102 sample, 210

i,

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