FLORIDA STATE DMVERSITP

June, 1952

A Paper m t t e d to the Gradmte C o u a ~ i l of Florida State University in partial fulfillment of the raquimwnts for the degree of Master of Saienae,

Approved: i

Professor Mrecting Paper

NONE Minor Professor

\ A - T . 0 2

-kP INTRODUCTI~. .......................... 1 chapter

L~~G..................r,.....*.. 4 I. SCCULL STUDIES, SC- AND THE IEVELOPMENT Q DEMCCRATE

Needs of Motivatn Technologlcal Mrance Technology Motivate8 CBanges in Living Technology and the Iieed far Social Control Specialisation of faborr Living Technology and the Proving Interdepndenue of Sociee Understanding the hterrehtionship of Social and Technological Heritagez A Necessity Need for Rmconstmction of Scienoe and Social Stuliea Programs in Our Changing Smiety

1t8 Effects on S o c i d

11. SCCIAL STUDIES, SC'IEESCE AND THE MEETING OF INDIVIDUAL NEE?s..*..............*.*...... 15

Technology and Enrichment of Childrenle Liven Frustration-fack of Belongingness b Cmplex World Changing Life and Greater Freedmi Children Deprived of First Hand Experiences New ana varied Interests Individual Needs and Unified Isarning

III. ANALIZING AND F33LATING THE STATE CURRICULDM QDIIIES W SOCIALSTUDIESBM)SC~E..........*....r 25

Point of View Rppases of the Frogram Unifies Concepts of Soaial Studies and Saienw

FJ. A TENTATIVE RJBOURCE UNIT ON COlSSERVATION OF I i A W R G S O U F G E S . . . . . . . . . . . . . . . . . . . . . . . . 33

Why Teach Coneemation in the Elementary School Approache6 Learnings to b f3ained ACtd.Htie8, f i O C S d u r e 8 and ElxperiOIloOS malllation Bibliography of Source i4atarial

il

53

iii

The Situation in Florida Schools

If one eraniDed the elementary school, as it operates today in

Florida, we d d probably fiad social studies and science being taught as

fwo entirely different subjects, without any regard for the i r inter-relation-

ship.

teaching these two subjects so that they closely complement each other.

experience, as an elementary teacher and through observations of the teach-

b g Practices of others, t h i s miter detects a need for l o o w a t the teach-

b g of both science and social studies in the Elementary School from the

point of view of how science has influenced social living and, in turn, how

OUT sooial l i v h g has set a d d for further technological advance rooted

in science.

Teachers need to have the time to sit down t o think through ways of

From

Purpose of this Paper

It is the purpose of t h i s paper, therefore, to show how in Florida's

Propam of Studies in the EZemenW Sehool science and social studies

are related to each other.

be so related as to ass i s t in developing those charscteristics In boy#

and girls which w i l l enable them t o adjust creatively, w i t h i n a democratic

Frenrarork, to the problems ald situations created through the interaction of

technology and social change. (1) t o

establish the social and psychological needs that underlie such a program;

(2) to examine the Program of Studies as found i n the Forlda C u r ~ c u l u m

Ekuetin Series, pnblished by the state Department of Education, relating

It t r i l l be urged that these subjects ehould

In doing this it w i l l be necessary:

2

3

to theas two areas; (3) to wrk out a series of aharts correlating work de-

scribed in certain Florida cm~ic~ lum m e t i n s ; and (4) to develop om of

these problem areas as a Resoarm U n i t .

Assumptions and Possible OutGomea

It I s assumsd that by b d l d l n g a sample Resoarce Unit teachers may

be assieted t o see waya of relating the content of the two subject areas-

acience and s m l a l studies.

thereby, to apply such a p-oceee to other similar problem Bream.

&i elementary teacher might ke better prepared,

CHAPTER I

SOCI4L STUDIES, SClENCE AND THE DEVELOFWiNT OF DMOCRATIC LIvlNG

CHAPTER I

ollr civll isation has jus t gwe through f i f t y pars of chenge that

possibly cannot be compsred d t h any other time in bistorp.

ham come i n t o edstsnce that people before 1900 would never have dreaiaad

about. Ihny of the inventions that science has given t o ua ham coma to be

a part, a very large part, of our aocial living. If we lost them torporrar,

wm vould not be able to carry on quite the same patterns of creative UYhg

and adjustment that we know Way.

Great inventions

Needs of U f e Motivate Technological Advance

In 1914, a l l steel rusted; rubber tires wore out a t three thoascud

miles; tpPes of clothing snd text i les mre much the same as thoso n8ed in

the early day8 of the Industrial Revolution; paint on aatorPobFles was in

many ways sjmilar to that Med by the builder8 of the p y r d d a ; mast goad

a p e WBN) made in Germany; the farmer wa8 largely dependent upon nitrata

fe r t i l i zer from chile and potash f m m &many; science in America B;otniwh

of its leadership from Europe.

h i m today neceasities of Ufe, and depnded, in a large mame, upon O t h e r

countries for slang of the important goado and services required.

America lacked many of the things one might

Bftsr America was cut off from these materials, a t the t ime of the

Ffr& W m l d War, the nation came to real l= the United States must develop

these t h ing on its own. Society called upon science; science i n the form

5

6

Of ~OhOOlogy began to supply largely what wa8 demanded.

spurred on; America was mll on its way to becoming a leader i n re8earch.l

ThU8, was Science

In W o r l d War I1 further denands uere placed on the MtiOn'S taoh-

nological resources.

both commercial and war planes, eame out of the researcb done during World

W a r II.

fomsr mama of transportatLon. Technolo~, of late, has developed high

speed Jet propulsion planes that an move across the country i n a matter of

a very few hours. With the ahorts,ge of metals that a w a r also brings about,

society was without many present day necessities, such a8 icebox *two;

w, a substitute in the fom of plastics has been developd t o fill thia

peed.

The planes, for example, that are in d s t e n c e today,

Society needed to get t o places much faster than vas possible by

Tecbohgy Motivates Changes in Uvhg

How little does one think, today, of walking into a house, flipping

Not on the l igh t switch, and f i d i n g the roan suddenly flooded Vith light.

too long ago this was impossible.

selves, usually dipped the caadlea; thus, the children of that day had an

important and direct part i n the process.

child could see the puddle of w a x that m a lef t ; he aould understand

l igh t went out.

the child cannot readily see that a taire m i @ be down, a transformer burned

Out, or a light bulb passed the point of usefulness.

The piwsera wed candles. They, them-

When the aandle burned out, the

t2m

Today, in the complex working of the electric parer a y a h

The electr ic l i g h t has brought about a nation of people who tend to

stay up late; they do not have to re t i r e as the sun goes dam because of a

%. B. Garrett, "Science and Tomorrowto.Citiaen," Joarnal of H3.a er Elucation, XVI(Januarg, 1945), 29.

7

la& of inmrfficient l igh t for reading, sew, or other -8. TdW, With

the use of the electr ic l ights, we are able to see entertainment a t the l m a l

d e that was not available earlier in w e n this centw.

did not have this type of enterfkiument.

friends.

hoass or dripe-in theater f o r relaxation and enjoyment.

Our grandparents

‘fhsy stapd a t hm@ or lnaitsd

Today, ue put the family in the car and go to the nearest movie

Other convincing evidenae might be aited to ahow that this is an

age of rapid change and that eaienoe is pl-g a large part in bin&%

these changes about.

Death from a u h b l l e accidents bas j u a t recently passed the one ndlllonth

mark.

employment are, in pert, due t o the intro3uction of mchines. bkny other

innediaM social poblems could be cited,

deeply rooted i n science or tsohnology. It I s t h i s ahiftlng scene that the

boy8 and g i r l s of t h i s age rmst understand if they mnld livs effectively.

The radios of only a decade ago are pow obsolets.

Malocation of old t g p a of emploment and the shift to new -6 of

of which haw their or-

mohnologg and the meed for Social Control

Advances such as those noted in the preceding paragraphs have mads

U f e easier for as; they ham helped US do thing6 that haw newr been dons

before. However, they have, without our fully raalising it, presenhd many

problem which require increasing amounts of self directton and control.

In the paat, a family usually got i ts msllr from i t a own COW op fiwn

a neighbor‘s COW.

fas ter aerv-ice aad bet* mFUr production. The production and distribution

of milk became no longer an Individual or Psmilp affair; dalries were estab-

Uahed.

o(ut we take the #JIB to find out.

But with tihe ahiftiug s w l a l life, o m the d d for

Today, it is not necessary to how where the milk co5es r”m, nor

Thas, to as- an adequats sagply of

8

s a n i t a r ; ~ milk , society finds it necessary t o put controls on ndlb: production

and distribution.

el- and that m i l k be labeled and graded.

Law have been passed requiring that the &airier, be kept

When canning of foods also began to disappear A.ols the i nd iv idu l

holpes, controls similar to those put on dairies had t o be exeroised.

gorennaent protectd the public through the Pure Food a& raYg Act aad

other legislation.

grocerp, he can be sum the foods are just as d e , perhaps safer, than thorn

foods prepared by grandma in her day.

Today, when one buys ndlL and other foods in the earner

R ~ g U l a t i O n 8 , sueh as those mentioned above, w a n t a s for C o m m d -

cable disease and regulations gowrning garbam disposal be con^^ m e m

when the reasons for them are understood, Social studies is lll~pe than the

learning of certain facts about our society.

necessary, cannot be appreciated unless one understands the underlying reasons.

mScience enlarges the uuderrtanding~ that people ham, in C- and therefore,

makes it easier for them live oooperativ*.*l

The facts, uhih importsnt and

l b e develownt of the qualit ies required for groap li- a d indiri-

dual welfare are aided by soience instruction which enahles children to look

f o r the reasons behind regulations necessary to living in our d w c r a t i a

sooiety.

S p d a l l a a t i o n of Iaborr Its Effecta on Social Uviag

Since the fiae when life's basio necessities of food, shelter and

do- were mpared a t horns, where the children frequently helped in

Quide to Teachim Sc isnce in the Elementar3r Sc hoolsr Florida C ~ ~ ~ % e u l u m Bulletin No. 7 , p. 5. Tallahassee, Florida: S t - h Depar-nt of Mucation, 1949.

9

the i r preparation, child participation in mch act ivi t ies has been necessarily

lessened.

cowumpbion a t first hand, or to sense l i fe with i ts many 0ariati.o-

in their proper relationship.

nuEh has changed.

life i t se l f , apparently, has been decreased.

With the shifting of production frc~ the home to the distant factory and

w i t h the f'vrther obvioos dioision of labor arsd specialization of work,

Thus, children have, today, l i t t l e cbance to knou production and

with the colsing of technologiacll d - l o m t ,

The former opportunity for education to take place t h r w h

The decrease has gram apace

The family of tcday, for the most part, is not m y close to i t a

means of m v d . The father of the family wua3.ly #rkB outside of the

ham instead of on a farm as he did i n the pest. Technologleal changes,

especially during the past half century, have resulted i n w k e d changas

industrial am3 O C C U p a t i O M l pat tens , Che of the mjor shifts bas been an

actual decrease in the number of agricultural workers since 1900, dtbougb

the popuh%ion has, approximately, doubled.

1900 accounted for nearly half the entire labor force, now comprise

OnS-eighth of the nation*s workers.

p ~ e d methode of agriculture haw pea- increased the awrage outplt p%

farm worker.

eensua, has gone into j o b in the fieus of personal service and mandactaring.1

Agricultural workers, vho in

Iebor savlng, farm ~ o h i n e r y and im-

The labor force thet left the farm, as shown by the 1950

Technology and the Growing Interdependence of Soaiety

In the urban moaiety of today the ahild no longer belongs ta just a

"hue, individuals 6maJJ. family group or to a seall cloeelpknl t 00mnrmni.t;P.

10

haw moved to a larger society where each one I s Interdependent upon the

other, but a t the same tiple m y eas i ly be overlooked in the vast throng,

Children of a century ago had a better chanae to work closely with

some types of materials, things, and processes of a scientific nature.

grea6pandps was a boy, he helped chop the wood that staked the stove that

made the f i e that baked the breed that he ate. Each step made sense. On

the other hand, most children of today are sent to the corner grcmery wtxm

mother needs a loaf of bread.

to lmOV uhat was behind the QaKng of that loaf of bread ubich he vlll

p c h a a e and take hame to eat.

whan

There is no my a t a l l , therefore, for Junior

The fire that greabgrandp made heated the roau that made great-

grandpa warm.

presto, UP comes the heat From a mae of pipea and gauges.

the subject I s finished when he answers the plaintive *#@” with “Oh, it

Today, children watch daddy mope a lever on the themostat;

Daddy feels that

tunla on the svitch that autanatieally controls the furnace.” crsat-graaapa

could understand and i n same measure, control his enrlronment. Gdy through

the pushing of levers, svifches, and gadgets does the child or the adult

today emraise any measure of control.

Harris says the follovlng about great-grandpa’s day:

. . .out of school education was bound to develop a strength, molidity, and stability of aharacter and P settled security and adequacy of outlook that are out of the question now. Though life ma simple then, it vas whole. The growing child caw t o see the whole of enterprise8 in which he engaged, to feel a sense of personal aceomplishmsnt and mastery, and to aspire ta adopt a d control later on for himaelf some occu~tional or p r O f e 8 S i O d actidty.1

1PiclCens E. Harris, p e Curriculm and The C u l t u r a l chabae, P. 16. Mew Pork8 D. Appleton-Century Co., 1937.

Thus, l i f e in the United States has undergone many changes sinoe

great-grandpa's day. our life has become u r b a and industrial. The well-

being of mankind is governed by the application of scientific ga-inciples

that meet the needs of society, but mmki&'s behador as individuals aad

lllembers of society has been determined far thousands of years by science or

lack thereof.1

Understanding the Interrelationship of Social 4 Technological Heritage: A Necessity

The children of today need to miera- the interrelationship of

their cumulative mcial heritage and their heritage of technological advanae.

They need t h i s understanding if they are to participate intell igently in a

democratio soaiety.

assume that technology has made life inoreasing4 interdependent.

dependence, it may bc further assumed, places new r e spns ih i l l t y upon the

Mividual and the groupresponsibilities vhieh neither the individual noT

the group can discharge well vlthout certain fuudementalunderstandinge.

This seema a logical conolusion t o draw if one I s to

,Such Inter-

The child need not be burdened vith adult problems i n order t o be-

gin the solution of problem that he conffants a t his OM maturity level.

I n t h e study of the pioneers of hia ovn copmmaity, for example, he can 58%

the e a r 4 se t t le rs met sow of their needs by acting creatively.

attention must be given, h m r , to the r isks that them people faced and

to superstitions and misconceptions current in the early days; the child may

go away thinking that creative act ivi ty requires little vork ur planning or

courage,

Scone

l b b e r t N e i l , %ocial Implication of Saience," American J ~ ~ m a l of phseica, xvX(Februarp, 19481, lC9,

Invention is continuoudly increasing the interdepsndence of maple

and erasing barriers of nations.

becon16 a part of everyday life.

is not alone related to science.

i n every mse of group life. Science is rapidly gaining reco-ition as a

discipline on a par with other d i a c i w e e long ago recognised in academia

circlee.

Science, i n more than the gadget f-, haa

l’he scient i f ic method of probl- solving

It is a contribution of science far uae

No vocation rn a m a t i o n i s dsvoid o f some omtact w i t h the

achievement or nmthods of nudarn science. The entire world of d o h we are

a part, i t a forces, materials and never-ending changes, the daily pees ,

conservation in a l l its forrmr-indeed a l l our ccmtacta-rnm shot *on&

w i t h science.

tribution of science we t h e m cons-* in their dai ly 1ipes.l

The very people who are inclined toward minipsdag the con-

Need for Reconstmction of Science and Social Studies Frograms in ow: Changng Society

If one my spculate, judging by the trends a s evidenced in the

past feu decades, it seems reaeonable fo predict that tihe forces of science,

techaoloky and social change w i l l p h y an increasingly b p r t a n t role in the

lives Of individuals and of groups. More and more, they wiU be canfronted

w i t h problems which haw their roots in the scientific-social area.

role of science, as a basic faotor underlying many of o w present day social

problems, mekes it essential for the teacher to look well to the dguificant

WrPOses of instruction, purposes not alueys identlual with the objectims

and concerne of “pure science?, He needs to view uta particular concern

The

Igkience uucaticm in Araericm sc hool&..p. 11. For tpSix th h r h o k of the National Society for the Sudy of Education, Part I. Mited by Nelson E. Henry. Chicago: University of Chicago Rese, 1947.

the social consequences that flow from the interaction of techno lo^ srad

social change,

Elemsntary science tuenty years ago was taught l a r g e 4 a6 "nature-

at*"; its main purpose was t o sa t i s iy curiosity and give l n f m t % o n ,

social etrdies, geograw and history, were taught merely as a recital of

facts about p s o n s , places and things. with respect to the namow v iew

point of teaching science Dewey sqsr

Ths

How far is science taught in relation to its socbd consequences, actual and possible, if the resources Vfiioh science puts a t human disposal were utili%& for general democratic social melfare? I b o w that very great im- povemenb are being made, but I am afraid that suience is still taught very largeu as a separate I@ isolated subject and that there are still those incrluding scientists themselves, who would think that there vonder- ful thing "pure" science vouzd be contaminated if it were brought in to connection vith social practice. Yet w i t h - out this connection, students are certainly getting rerg Little intell igent rmdersteding of the forces tha t am rim making human society and re-g it.1

W i t h respect to the viewint of the social sttldier Dewey also states:

m t i v e conditions to resolve the present inM more easily perceived factors i e that we may realize how th. -ntal problems of procuring subsistmce, shelter, and protection have been mt; and by seeing horo them ware solved in the earlier days of the hrmran race, form soms conception of the long road vhich has had to be traoeled, and of the mccessive inventions by vhioh the race has been brought forward in culture. We do not need to go into disputes regarding the econodo intelprstation of history to realias that the Wustrial his- of man- kind gives insight into two important phases of socia l life i n a my which no other phase of histary opn posdblj do. It pesente us w i t h knowledge of the eucoessive invention6 by which theoretical science has been applied to the control of nature in the interests of security and posper- i ty of social life. of social pogress.2

. . .For one of the chief reasons for going ta mre

It thus reveals the successive oaase

A commonly accepted point of view in elementary education is the bs-

l ief that the purpose of the elementary school i s not to produce historians,

geographers or scientists, but well-adjusted children, equippea w i t h the

techniques for selecting and solving problems and for incorporating their re-

nults i n constructive, democratic livj.ng.

to control the natural element, technological and social environment, and tn

be able to understand the printiples of his democratic society.

control the natural elements and understand the principles of democracy

through a study of the changing process of society and the technological

advances which h v e bronght about these changes.

Ths child must bs able increasinglp

The child Can

Both the social studies and the science programs of our schools,

for the most part, need reconstruction i n order t o meet the social needs

that conflront the ehild of today.

l i e s in the failare of social thought and moral ef for t to grapple adequately

w i t h these new conditions and possibilities.

soh001 himself t o the fac t that he i r living In a rapidly changing world

and the only permanent thing is change. Re m u s t be able to adjust t o the

present and the future.

Perhaps the most significant lag Of a l l

The cit izen of tawrrou must

CHAPPER I1

In the teahnological society of today, as described in Chapter I, the

child ha8 a greatar need for W e r s ~ n d i u g certain aspects of h i s conetantlg

changlng world.

mny psychological needs.

are brought out through examples of situations the child finds in his

pesant day world.

'fhe social world that the child faces todag brings a h t

In the following discussion some of these needs

Technology and Jlbrichment of Children's Lives

Technological and social changes bave effected the individual life of

the child i n both a positive and negative way. For examfle, children of tc=

dag have a greater number of advantage8 than children of pastdecades; they

have acquaintances with a vide variety of things aFB people; t h y firid thsir

interests bent i n a larger number of directions.

greater because the contacts and act ivi t ies of l ife are m o m numerow.

A l l of these thing8 have helped t o malce a f u l l e r and richer l ife for €&I.

The possibilities are

But also we fird a negative aspect in the change ocrmring i n tbe

The child's knowledge is more Child's p8ycholOgiUal-~Wial enrtronment.

artificial and, therefore, lese conducive to honesty and directness of

character. For the e i ~ ~ ~ p l e genuinese of character that resulted frcun oppor-

t d t Y for completeness of control over the methods and conditions of one's

active conoerns, there has been substituted a vider but more superficial intel-

17

lectual acquaintance with a variety of things in which the child cannot actively

participate. ~e knows l ess and l e s s about more and more.1

F'rustration-Lack of Belongingness

Behngingneee and getting a feeling of being able to faoe rea l i ty

w i t h calm and assurance are equally important and, to an extent, interdepen-

dent. It is a necessary foundation on uhich t o build a large portion of a

Bhi ld1s personality and more or leas direct ly his maccess i n school and in

life.

8ucCeed; that he ha6 friends; that there is a vholenese and meaning to his

envlronmsnt BO that he can predict fairly well what is going to happen; how

h i s reactions are going to be received; and that there is a t least one person

on whom he can depend t o the last ditch.

backgrormd or enviroment of people and m n t s that he can c m t on, and a

reasonable €iSSUF(LnCe that he is going t o be f a i r l y well received and C o g p e -

tent in it.

To be secure, a cbild must f ee l that he has a reasonable chance to

In other words, he needs a stable

I n times past the child was wanted, and he sum came to real ise it.

He came t o have a sense of belonging.

child's preseme and active participation in things f& an important in-

gredient in the success of the family.

garment made atep by step f r o m the sheep's back ta the Piniehed garment, bet

he owld actually help in the process. He could learn significant responsi-

b i l i t y and experience i n shared ef for t i n the process. Tdag., the child 18

not 80 sure that he i s welcome in 8 world where signs reading @No Admittateen,

"Minors Not bllowsd@, or high board fences greet him a t every turn, where the

rea l wrk of t h e world is being done.

In pioneer times, for example, the

The child could not only see the

The simple chores of t h e older daYs

l m r i a , OP. cit., p. 47.

la

are coneplwoady absent. When the vacuum cleaner or radio falls, a fechaiaian

is maw a t hand to repair i$ thua is the ent i re family unit relieved of

any nsed of p a c t i c s l lmwladga or tacbnical ability.

n ~ c t s d uith useful achievement or pride i n domestic ar t are greatJy reducd.

Hams, ccumunities, and sohoola oftan fail to provide for rmah lack.

Satisfaotiow can-

In OW highly industral id civilization of today, it is to be

expeat4 that most people UFU spslad most of their working hours closely

associated ulth other people.

ness.

can be a positive or negatim contributor t o others i n the group. Many ef

ti10 f'ruatrationa now sxperienced by worker. are the remlt of pet* annoy-

ances that should not exist.

when they are in school, as well a s after they leave it.

tOde6~ and understandings are jut as iaportant as my others taught i n the

schools of the pest or present. Through participating in situations involv-

h g cooperative plannhg, execution, and evaluation the indiridaal can l ema

to work better in a well adjusted group. This is immensely important for

every child, but particularly i 6 it the school'r reaponslbility to provide

such opportuuity for those ohildren vho la& it in their out-of-school con-

tacts.

For this, they should be in a state of readi-

In s close relationship, such as exists i n plants and offices, om

olrr children need to learn to partioipats w e l l *

Snah drills, attf-

alr cOq3Lex world

It is perfectly that our society aupports mchools because of

fhe belief that they make a d i rec t contribution to the perpetustion and

creative iaprwement of our democratic my of life.

tribution bas been made w i t h varying degrees of effectiveness.

inareasingly complsx society that is being bui l t up

In the pest, fh ie con-

With the

science and tachnol-

ogy, it becoaes evident that the p r o m of the school nust bear mort) d l m c t l y

on the problems of o m % h a if a significant contribution to their solution

i a to be made. No longer is mere l i b r a c y adequate8 no longer w i l l mwrfl-

c i a l aait stW of Indi~ns and -0s suffice. If YB are to nave cur m i l

and w e onr coal and oil and foreats wisely, if we are to extend individual

r ights gunranteed by demoaracy to minority groups, if we are to protect our

gaps-nt from subersive acts, if VI, are to have m adequate diet , if M a m

to protect life on our highmys, if we are to meet and aolm effectively tha

multitde of problew &ah our country faces, the curriuulum nast be so

organized as to provide opportuuity and motiration for proper consideration.

Society cannot rely upan -re chance to achieve th is important end.

The a h is not intended t o suggeat that the great aceid problears

of our times should be imposed 011 children without regard fo their maturity

and interests and needs.

uhich is meanlngl aad valaable arises fron the f e l t needs of the learner.

The very foundation principles of learuing ahodd not be overlooked. But it

d-a not follow, a s 1)0188 woold assum, that teachers and the school envlron-

ment cannot and should not influence the f e l t needs of children, for they

i n m t a b l y do exert tremendous influence i n prodding situational mtivation.

In fact, one of the imprtant responsibilitiea of guiding children is to em

structare the situation that they can corn to hov, feel and accept challenges.

It i a a psychological principle that experience

It rrhodld be further recognimd that the needs of children relata

rather directly ta boder swbl needs and problems. The abtld's problem

of getting t o school safely i o related to the broader social problem of pro-

t e c t i n g l i f e 011 our highvapR The child's choice of food in the cafeteria

i s related to the broader problem of providing an adequate diet. Iack of

p l a y p d facilities for the child is related to the social provision of

20

recreational facilities. It is a l a 0 rather oMolrs that problem and needs

of broad social significmnce are net unrelated to the problem and needs of

children, aa i a sometlaerr bplied.

blem and needs, both of w h i e h have been koaght about by science and *Oh-

nology, becam fu3tiotdl.y related i n the broader

~0cia.l. probleaa and needs and child PO-

ma*-.

C h a n g i n g Life sad Cirsater Freedom

Our children of today do not ham the chorea and work to do i n the

h- as their grandmrents had. This lmvsa them, as well as the adulk, a

greater amount of l e i a m t-. To compenglte for the differerne in rn

living today, as compared with yesterday, children need help and @dance in

developing the ability t o UBB wisely their m v won freedan.

prrpOSO6 of the aecrcondarg school is to develop vocational and aYOCatiOUd

interests of the childt bth of them can w e l l be begun QP the substructure

for them laid in the elenrentary mhool.

social studies the child explore8 many areas of work and many hobbiea. An

awemeas o f t h e many kinds of vorkers and their contribution8 to society OM

be developed. Soas of these interests v i l l he representad p a e n t l y as hobbiea;

latsr these inhIW6tS or hobbies may actually lead to vocational p u r 6 u i t O .

The habit of qwstioning and of turnlug rmrioaity into action mey well lead

the child into oonatantly new end ever-broading experienaes.

O m of the prim

Thrcugh the study of science and

ChFldren Deprived of Firrt Raad Experiences

Frola modern psychological principles, OIUI may conclude MU, the child

needs many direct, first-hand experiences.

Riffem, the child often fa- to enjoy a *lu.sh en-omntn. It was usually

trUe, i n the day8 of an agmrian wciea.ty, that the child*a first-haxl expsri-

ences w i t h his envir-nt e ~ b l e d him to be ready for his learning experiences

But i n the presentday s w h l

in the school. Today, the child, all too often, does not get these experiences.

Consequently, it is the responsibility of the school to build a readiness or

acquaintance w i t h many phases of Me. *(hu part is to guide our pupils BO

that they become ever better se l fd i rec t ing i n facing lifetr ~ o b l = s . * 1

In the pad, the school was largely a supplementary educative agency.

Tba fauttly, chnreh, am3 community life were the really i m p o r t a n t agencies in

the l i f e of the chFld of great-grandpals day. The chi ld did not have the

opportuuity to attend school wrfr many pas; even then, the length of the

school term included a very few months.

with certain chores and duties, thereby gaining a wide variety of experience

in their activities. Hoveper, as cited in Chapter I, science and b c h n o l o ~

ha-, in a large meamme, changed this pattern. Rightly or urongly, the

school haa had to accept many of the duties that other agencies have relin-

quished or fail& to perform.

to build his readiness, %he school finds it necessary to earry on a great

aaount of purposeful activity.

thoughtm living; it m u s t become as MU the essence of intell igent learPing.ri2

"he boys and gir ls helped i n the hllas

In order to give the child that which he needs

@pllrposeful act ivi ty is the very essence of

New and Varied Interests

m y states that interest ham various meanings bat the root idea is

*. . .that of being engaged, engroamd, or entirely taken up with some

aotivity because of i t a reaognised worth.fl3 I n our present day aociety the

children haw a large range of interest5 due to their inabili ty to know a they rant to know about their environment. The interests of a class can be

22

of a fleeting sort. These #fleeting interests# can be tabu a t face talne

without due regard for deepening necessary if they are t o be used for more

than short range teaching.

fleeting or superficial i nh res t s ; but superficial interests can lead to

further interests that may prove significant as w s l l as appro-* to the

child and the group. The taacher can acomplish this by a&- qWStfWe.

This definitely does not man that one should approve a prreado-democratic

proaedure-tkait of the teacher suggesting or attsmpting to d e the atbjeot,

problem, or topic.

ahould be .elected in relation t o the childs experiences, parers, and needs

that he encounters in an on-going true-to-life situation.

should be developed in such a manner that the child is able t o a p p r e c h b

its relationship to things already significant to h h

t o coMciouaness of the beariws of the new lPaterialp&lch constitutes the

reality, so often perverted both by Pried and foe, in 'making things

The curriculum should not im baaed V h O W

Quite to the contrary, the aubject, problm, or tofit

The problm

"It is the bfinelqg

h't8P38tin$r.*1

Functional learning i a that which relates most d i r e a t 4 to life

situations which challenge interest, In classroom teaching, teachers iawt

develop w i t h children learning situations that challenge interest and that

are significant and purposeful.

interest in his leisure tiae and be motivabd to creab2 Interest coma

f rcm the interaction of the indiridual in rdat ionship t o the situation in-

cluding the teacher, The teacher, mbof-school erperiences and persona^

felt needs are du a part of the situation.

It is hoped that ths child w i l l plvsue this

Interest probably never swing8

23

vholly from the individual nor wholly from without; but irom individuals and

thinga and situations taken in relationship.

raising questions, the teacher needs to inject herself as an active partici-

Pant. of the significant ideas.

There are occasiona when, b~

BY working together they can expand the concern and broaden the attack

Individual Needs and Unified Learning

"Integration refers to a condition in which an organism can ac t with

unity and w i t h the mutually helpful support of all i t s parts in the aehieve-

merit of a purposs..l Integration is a term that has been wed for only about

a decade in curriculum planning. Muoh has been written about the "integrated

curriculum".

than the putting together of related subject matter.

sense, however, intsgration refers to a process taking place in the crmotional,

intellectual, and social experience of the child.

Such a term nay be and often is concerned w i t h nothing more

In ita psphological

Integrative experiences are important, aince children do not learn

or retain facta in isolationj rather, they learn best, understand more and

are willing to ac t directly in direct proportion to the degree of meaning

developed.

be developed a common understanding and co-operative procedure among the

If integrative learning is to take place there must, of neceesity,

various teachers of a school.

children and parents learning sittuitions conducive to building meaningM

relationehips.

end in i tself .

Perhaps so; but bcause YB have labeled the new petterns with fancy new

They m e t plan w i t h ea& other and w i t h

Subjeet matter becomes, therefore, a means and not juat am

Is it necessary t o break d m subject barriers to do thia?

1H. L. Casvell and A. W. F o ~ , Education i n the Elemntam SEh 001, p. 230. New Pork: American Book GO., 1950(2d edition).

names does not guarantee that the school is achieving in pupils l ives truly

integrative experienoes. This subject matter should not be si5ply cemented

together whether it makes 8enm or not.

matter for the sake of integration may lead the teachers of a faculty exactly

nowbere.

dividual needs of children,& who can relate the content of one subject area

after another to problem solving situations created by the children are the

ones who w i l l fhrthsr integrative experiences in the long mu.

The paeudehtegration of subject

Teachers who have a hovledge and a comprehensiw grasp of the in-

Sometimes the first step t o w unified learning is a very specifie

to *intagraten two aubjects, that is, to look a t each bdy of know-

ledge and t o determine &ere it jmpinges upon the other.

(ma l ls pseudo-integration) of science and geography, when each is thought of

as a dieoreta aubject, is l ikely to prove rather superficial.

Thu “integrationn

Ths fields of the social and natural sciences-bistory, civics, geog-

raphy and science-assume the i r true rolea, not as separate areas with opposed

purposes and. values but as interacting contributors t o the solving of problems-

personal and social. The adnuthe of science ehoald not be the sole interest

of the indiddual or purpose for acience teaching. Related to the flelda or

mb-fielda of the social studies, it is possible tu util ise the content of

both to develop a oitixemy that vill haw an understanding and appreciation

Of the interrelationship of technologp ant2 social needs in the course of

leading our daily human lives.

Of education than t o k i n g out the interpm between it and 0 t h ~ areas of

Nothing is more necessary in soience as a part

learning. 1

11. L. Kandel, nScienoe i n General Education,n p h o o l and So ciet& 31 19471, 326.

ANALEXNG BND F Z U T I N G TIE STATE CURRICULUM GUIDES IN SOCIAL STUDIES AND S C m

ANALEZING AND RELATING TIIE STATE CURRICllLuM GumES IN SOCIAL STUDIES Bw, SCIENCE

Point of View

State Curriculum Bulletins No.5. 71 and 302 do not recownd th.

teaahing of histom, science, geography and civics aa individual subjects.

The bulletins look a t the two prograuu as interrelated; auah a point Of view

is in keeping with individual social-needs o u t l b d in Chapters I and 11 Of

this paper. For example, one finds the fcllowing discussione:

Science plays a tremendous part in present dey 1i-S

The limits of its possible oantributions to human welfare a d the advancement of civ5lieation are no t yet i n sight. The control of its great forces i n meeting human needa is a fundamental social problem. g school curriculum that did not provlde for this important aspect of life would indeed be inadequate and incomplete. Science in the elemen- school does not Purport to develop white-coated elementary workers or research scientists, nor t o overwhelm children w i t h complex social problems far removed f r o m Children's capaaity t o take action. Science fer the elemen- C h i l d is i n h i s everyday living. wanted to, either in questions about his bmdiats e d r o m e n t or in the need for a way of problem solving and working with others. The function of science in the elementarg. school is to make the world more infell igible t o the child and to equip him with a way of thinking and a method Of problem solving.3

He cannot escap it, even if he

1A Guide to Teachinn Science in th e Elementary Sch 001. Or). cit, - 2social. Studies in the Elementary Se hoolr ,_ Florida Curr icuLum

Bulletin 2%. 79. T s L h h a a b ~ ~ ~ , ~;nr:&i: s ; ~ % P Ldepartment of Education, 1942 (Tentative Copy).

P. 4. 34 Guide t o Teachina Science i n the Elementary 5eh 001, OP. cit.,

26

27

2.

I n solving problem, the pupils of elementary school a@ are not particularly concerned with subjects, 9-. The teacher using the integrative approach has an opportunity to guide pupil learning so that many rich relatimahipa will be di6- covered and developed. more thaqa superficial putting together of content fra several subjecte.

Social stwdiee, therefore, mnat involve

sensitivity. To acquire increasing nuder- standing and control over self a d over relations o f self to other people.

Purpose0 of the Program

The purposes of education tha t are found in the two bal le t inu play

read differently, but essentially they are consistent.

ln Bulletin No. 7 stateax

teaching science is growth in desirable social behavior.*2 In Bulletin NO. 30

YB PM that science should be used t o enrich the m k of the s o d a 1 #t&ie6a3

The opening 8tatemnt

"In the broadeat sense the ultimata purpose O f

The follouing comparisons can be made of the purposes of the tW0

3. To gain increaeing control over the skills meessay far participation i n a democracy.

1.

2.

~cience5

To help children develop social attitude8 and appreciations needed in a democracy, such as growth in social behavior and dllingness to assume their place in present and futurs society.

To help children develop concepts, principles, and generalizations vhich u i l l be of value to them i n understanding and soloing their problem.

1- i a l Studies in the Elementary hOOl4, OD. C i t . , P. 3.

Lrb:l*, pp. 6-7.

2p Guide t o Teachina Sc ience in the Elementam Sc hml, _OD. C i t e , p. 1. 3-1 Studies i n the F,',~%v&~~h?I, OP. cit., p . 6.

5 F 5 i 6 e t o Teachine: Sc ience in the Elementem Sc hool, 01). cit., PP. 1-4.

28

b. To gain increasing control 3. To help children cultivate scientific attitudes, such as c r i t i ca l mindnesa, w i l l - ingneas to seek and act up- on reliable evidence, in- tellectual honesty.

over the process of reflec- t ive thinking and the scientific method.

5. To poduce and enjoy the products of creative effort.

4. To help children explore new avenues of internet which will lead to the satisfaction of discovery.

those skill8 and techniques necessary t o gain further informtion, such as read- ing content with understad- ing, making observations of events, and performing various science ac t id t i a s .

5. To help children acquire

6. To perform ame usefhl 6. To help children acquire work and t o see the relationship of thim work t o democratic living.

or dewlop a scientifia method of work, including m h elements as intell igent planning, c a r e m observa- tion, and the drawing of warrented conclusions.

Unified Concepts of Sooial Studiea and Science

The -st disaueeion has shown how the purposes of science 8nd ths

soc ia l studies are related, as found in the state curriculum bulletins.

consideration of the relatedness of learning leads t o the conclusion that

i n s h c t i c m may be said to have three phases or unya of organhation:

integrated, d i rec t and individual.

has been applied t o related experiences of thim kind. Following are out-

l ines of SOBLB unified concepts taken A.csl the state curriculum bulletins1

s h e how science and social studies concepts may be taught as related

A

Large nnit teaching is another term vhich

material.

the two bulletins, but the amplification 3.6 that of the anther.

The laataria1 fouad h the two columns, in part, is suggested i n

29

Bocial Studieq Qcience

C. Knowledge of how plants and animals grow and how they are cared for Relationship of growing things to soi l , sunlight and veather

D. Beginning mierstandings

(producte c0-n loca i4 ) of sources of food supply

I. PsptsandbliIPBJLs I. a n t s lud&bElS A. Articles of individual A. Man has domesticated

B. Recognition of simple names B. Plants a& aniaals live ownership(pets , garden) mny plants aad arlilB9ls.

for comwn plants and animals (local) earth.

almost everywhere on the

Animals live a l l around ua. &~Ilaals have different ways of movLng about. Plants cannot mve about as moat anintala do.

air, water, warmth, d food. rmimal.8 ea t different

me Bult gives mall, plants, and animala heat and light. Different plants grm i n different *spes of soil. Water i s found a h s t mrywhere.

planb.

c. I h i n g t h i n g s n d

foods.

D. Man prepares food frw E d M b and

I. The Fireman

A. The fSremm protects mi from disastroua fire.:

1. hones 2. empty l o t s 3. buildings 4. forests

B. The fireman uses water a s one mea- of putting out fires.

C. The firemn receivem calla from the community (comer call box).

A. uhat is f i r e 7 Effects of =ea

B. Water may be found i n more than one form. water evaporates into the air. Water is essential to life.

C. Magneb and some of their uses

social Stulies

D. The fireaan teaches us how to prevent fires.

G R A E 111

I. Securing Healthful Food

A. F!reparation of food in the early pioneer homer

1. canning 2. drylW 3. salt ing 4. =uw

B. The preparation of healthful food in today's society Preparation of food in large industries brought aboutoontrols called the Pare Food and Drug Act.

C. Florida18 orange industry has grown to provide uork for hundreds of people.

I. Conservation of Flor ida 's Resources

A. Forests and Wild Life

D. F i r e sa re startedby carelessness. Fires can be prevented. Fires can be put t o uany goad usee:

1. heating 2. cooking 3. povsr

I. SecuringHealthfnlFood

A. Boiling of food a t high temperaturea for canning The sun's heat dr ies and preserves food. The sun is our greatert source of heat.

B. Bacteria g r o w in poorly preserve3 food. Invention of tools aBd lachines has combined forms of matter and kinds of enere to make uurk easier. Canning foods under high pressure (presmrre cooker) Use of ice for pre- serPLng Pasturizing Freezing

good for mmge groves Canning of orange juice in liquid and concen- trated form

C. Sandy s o i l of Florida

I. Conservation of Florida's Resources

A. Forests and Wild Life 1. Foresta help provide food 1. Plaoe of forest8 in

a d recreation for nun. nature

31

GRQDE m(contt)

2. Man eleared forests for homes and farms.

3. Lorre o f forests affecte o w daily living. Outting of forests reduces vild life.

4 National and state Wrka

B. Sol la ry i Water 1. Continuous planting

of money crops have ldA& OW! 80fl8.

2. Abandonment of used f a m

3. Man seea need for aavlng of soils.

Man uses water to irrigate arid or waterless lads.

4.

2. Damage c a m by

3. Forests are the misuse of foreetta

homes of masy a-ls and birds.

4. Scientific way6 of conserving our forests

B. Soil and Water 1. Wrong type8 of

p l d n g and wrong ways of wtw have caused erosion and reduction of so i l fe r t i l i ty .

2. Further erosion by wind and water

3. Scientific way8 of plowing and rotation of crops

4. Bui ld ing of dams for irr igation and prevention of floods.

I. Weather I. Weather

A. Changes in weather affect A. Weather and climate are the w a y we l iver 1. Need for proper shelter Seasonal changes affect 2. Need for proper clothing ~lan, plants and animals.

necessary for storage of foods and food sourcea, auah as storing food for use durlng hurricanes.

c. Some change8 are helpfal C. Destroy crops and other and others are harmfw. to l ife. (such changes as floods

constantly changing.

B. Changes in weather make B. Refrigeration

plant life and eminda

hurrieanea, f ros t , hai l ,

Effects a l l forma of travel

droapht)

32

&cia1 Studies

D. Man has learned to measure and predict all tspea of weather.

*ience

D. Neesure of temperat-, direction, and speed o? vind Man has made instnanents for exploring the air a t high al t i t tdes . Measurement of air pressnre Use of instntmenta of c d c a t i o n t o ass i s t in tmklng h o r n weather and climatic conditions.

GRBDEVI

I. Electricity I. Electricity

A. Man has uti l ised water parer and e lec t r ic i ty t o work far him.

A. l t lectricity lrmy be prodwed by haX-tSe5aad water pouer. An electric current i s necessary t o produce an electro- magnet(te1aphone). Electr ic i tp may be used to produce heat and Ught(heater8, stoves, l ights, d e s ) . Etlectricity helm UB send measages(te1e- granur, telegraph). Man has made suitable electr ic c i rcui ts for haw end industrg. Man has increasing uses for electricity.

XI. Healthful Liolng 11. Healthful Y d n g

A. mblic se&ces have helped improve our comrmmity.

A. Man CBn VabF (areation and m t r a t i o n ) . Man bas learned to pre- vent and C O f J t r O l certstn diseases. Man aids health by eat- ing the proper kinds and w m t s of foods.

A TENTATIVE KESOuIlcE UNIT ON CONSFRvbTION OF NATURAL RFSOURCES

A TENTATIVE FESOURCE UNIT ON CONSERVATIOH OF NATURBL RESOURCES

In the previous chapter, several parsllel studies were outl ined

briefly to show the relationships of concepts of science t o the concepts of

social studies in a number of situations.

planation of the suggested study i n grade four, relative to conservation Of

natural resources in the s ta te of Florida, w i l l be developed.

un i t is designed to f i t into the fourth grade program of studies bnt maY be

modified t o f i t into problems developed by children a t other grade levels.

In t h i s chapter, a further ex-

'phis resource

Wny Teach Conservation in the Elementary School

h e cannot teach a l l the facts about conservation in the elementary

school.

ships which are involved in a l l problems of conservation.

some impression, for instance, of the magnitude of the forces and the low t h e involved i n btxtlding up good s o i l and how easily it is destroyed. He

should gain some impression of hov our natural resources have come te be and

the place of these resources i n social welfare.

But he can give some glimpse of the basic principles of interrelation-

Children should gain

Along w i t h this, the Idea of the responsibility of each individual in

a social program of consemation ahould be e part of the curriculrmr.

in a democracy should have stme knowledge of the basic principles of the

balance of nature, the interrelationship of physical forces with living th ings

inclwlhg man.

Citiaene

The teacher should visualize, with a deep social consciouQ)Bss,

34

35

tJm Imporfanee of the bs ic scientific conceptions and of the elements of

the Beientifie method instead of beooming l o s t in the s m a l l content,

"Conservation my be likened unto a t ree with its roots struak dmp into

the facta of science a d its branches reaching np into the reelm of ths

s0aial."l

Approaches

In the fourth grade the child studies his s ta te and how it affech

his everplay living.

h r g e s t , the lumbering LndustrJr.

indaetry and its al l ied industries, which employee many people, the state of

Florida would be vithout a great asset.

might arise.

proteat our forests from fire?

l i f e if a l l the t rees wre cut doun?

%e study of industries leads him to one of Florida's

He can eoon see that vifhout this great

Sane of the follovlng qussti-

What would happan if a l l the forests wre burned? How do VB

Wmt would happen t o our forests and wild

With these questions either brought up by the class or presented

by the teacher the concept of conservation would come abont not onls for

forests but for a l l our natural resoumesa ,mil., water, and wild life.

It is important for children t o real ise how much we depend on the

earth's store house for our everyday existence,

emphasize this is to make a list, for a period of two or tbree days, of tho

things plpils do, auch as:

deliver newspapers, help repair a garage door, help prepare dinner, buy

groceries, play baseball, listen to the radio. After they have listed &inch

One interesting way to

ea t breakfast, come to school, work in the @en,

I W a r d P. Beard, !Jbachbw Consemtion: 3. Guide t o Natural Resources Education, p. 58. Washington: The American Forestry Association, 194%

act ivi t iegpupi ls may list for each one of them the things they used (1) that

C a m e from the earth; (2) that grew i n the soil; (3) that came from animals,

whose existence depends on plant.; (4) that needs water to grov.

such an act ivi ty as this, pupils be- to see how thoroughly we depend on our

natural resources.

Through

Learnings to be Gained

Direct learningg

I. Place of forests in nature

A. Root systems of forests hold water. B.. Root systama of forests holds soil in place. C. Leaves decay, mulch and so i l develop. D. Water seeps out slowly to s t r e w . E. Provides homes for insecte~, birds and other wild l i f e F. Provides recreation for man

11. Misuse of our forests

A. Settling of pioneers 1. cut forests for homes 2. cleared f ie lds for farms

B. Damages caused by mi- l. 2. water evaporated 3. 4.

5. 6. 7.

C. Thew missuses affect our dally lives 1.

2. 3.

mulch blom a m y as it dried out

exposed soil dried and blew away heavy reins carried s o i l away f r a mphntsd and misplanted fields streams overflav and flood surrounding land decreasing amount o f f e r t i l i t y of so11 insects and b M s having no forests t o l ive in, turn to the planted f ie lds for food

floods destroy crops and livestock causing a shortage a t the corner grocer insects reduce food supply by deStMying crops amount of water reduced by ruuning off and not being absorbed in the ground, therefore causing the land to reduce its production of crops reduction of amount of forests also reduces materials gained from them: a. lumber b. -pulp c. naval stores d. recreation

4.

37

111. Enemies of the forests

A. W 1, Merciless cutting of tress fo r a quick profit

8. rem left, drys and oauses fires b. k i l l s off ui ld l i f e and lov plants C. destruction of protecting oorerin$ for lnaleh and s o u

started by man or lightning burns a l l the f e r t i l i t y out of soil(relate t o &des' f i rea) takes years to replace a burned forest

over two hundred thousand kinds attack forest tree8 omtrolled by allowing birds f u l l development in ths forests

B. Fires 1. 2. 3.

C. Insects 1. 2.

D. pun& and disease 1. destroys many trees y e a r 4 2. controlled by cutting down and bpnzing infected trees

IV. The practice of forestry

A. Forestry is farming B. Selection of mtum t r e e s for cutting C. Relaoval of all refuse D. Planting of apall t rees in place of those cut d m

V. The government and conservation

A. National forests B. State forests C. Game r e m D. Citigana Conservation Corpo(1933-19W) E. Forest rangers and lookout h r e

VI. The place of soils i n nature

A. Many kinds of so i l s B. Soil f r o m rocks and decayed leaves C. Long time for soil fornation D. Top soil m a t valuable, about7 inches i n depth E. Without m i l man cannot exL&

1. necessarp for plants, which animals a d man d e w for food, direct ly or indirectly

VII. Misuss of our soils

A. Plowing against the contour of the land 1. plants do not hold the vabr in the grouud 2. water m a doun the furrows carrying valuable top eoil Planting of one crop i n the same f ie lds pear after (exsniple, cotton, corn and totecco in the south) 1. reduces f e r t i l i t y of s o i l

B.

2. crop yield reduced 3. overworked f ie lds abandoned for greener pastures, leaving

the f ie lds t o further erosion by uind and water

VIII. Soil Conservation

A.

B. Scientific contributions t o conservation

The work of the Departaent of Agricalture, both national and State

1. contourplowhlg 2. rotation of crops 3. returning f e r t i l i t y to soils

a. planting of Iegumes(clovers, beans, etc.) b. putting ni t ra tes back into the so i l C. use of cranmercial f e r t i l i ze r s

IX. Control of insects

A.

B. C.

Careful soil cultivation turns insects' egg8 out of soil t0 be exposed fo and killed by the auuls rays Crop rotation deceives some insects Soience contribution of poison aprays and dust8 1. spraying done by machinery helps protects Florida's oran@

groves 2. dusting truck gardens by airplanes

X. Place of water in nature

A. Necessary t o a l l living things: plants, animals and man

XI. Misum of water

A.

E.

Draining of swampa is causing sa l twa te r seepage into the vells of erne of our East Coast c i t i e s Pollution of streams by factories and city sewerages

XII. Conservation of water

A. Building of dams for conservation 1. savlng of water 2. 3.

4. dams prevent flooding 5. the TVA project

use of irrigation t o restore arid areas to productivity dams i n Florida a t bke Okeechobee a d on the Chattahoochee River

Wirec t learninas

I. Reading - parposefully and for e n j o m n t

11. Writing - meaningfully, legibly

III. Use o f library - location of materials, indexea, table of contmnts

39

IV. evel loping information into good form for presentation

V. Speaking - clearly, easily

VI. Spelling - purposefully, accurateQ

V I I . Listening - to pick out impartant material

VIII. Arithmetic - purposefully, meaningful

Activities, Rotedares and Erperiences

Write l e t t e r s t o conservation agencies, requesting information about conservation practices in the state.

Imite a forest ranger to talk t o the class about forestry and fire prevention.

If a ranger cannot come, a earaU group slay be able to do the intarview and report to the elass.

p 6 x P e r h e n t with different kinds of aoilg. Obtain three f lowerpb; f i l l one with sad, one with loam, a d one with c-. P b l t two or thrse different kinds of seed i n each, such as corn, beans, radirahea. each pot under exactly the BEIW oonditions as the others, giving each the sem quantity of rater. sprout first. Do not aaapxre unlike seeds. seem to dry quiekest and. in which one the plants seem to grow best.

1.

2.

3.

4.

Keep

Have children notice the pot in which the seeds Note i n which pot the soil

5. poeh ov differencea in the slme of the m r t i c l e s i n CW. loem and Baadg soils. If a microscow is available. d a c e some mains O f each Md Of - soif. on a glass slide-without a cover glass, using the low-parsr objective. Note which kinds of so i l s have the large sand particles. is not available, use a band lano.

6, yo shw tha t soi l s contain air. water over it until the water entirely covers the soil. bubbles of air which arise from the soil.

If a dcroscops

mace some soil ln a bottle and POW H O ~ the

7. Bow %E water stored ts the t o -- s o i l chimneys arid hold it w i t h a rubber band. of E-, one With mnd, and the third with garden soil. pans a d pour i n about an inch of water. Notice a t what ra te the water r i s e s i n each t u b . The demonstration Can be made t o mean more by wighing the tubes before and af te r plltting them into the pen of water to see how much eaoh sample of so i l V r l l hold.

Take a walk through the woods and discover a s many different kinds Of insects and fungi as you possibly cnn. sketches of them, noting how numerow eaoh kind i n and where each is

Stretch two layera of cloth over the end of each of thrae lamp FIU one chbney almost full

Place them i n Keep the water a t this level.

8. Take snapshots of them or make

found growing. Report to class.

9. 30 ahow the presence of nodules of n i t row-f ix ine ba cter ia on a leaaee. Bring t o class a clover or been plant. that the nodules nmy be seen. large and has been grovLnp for sometime. smash some of these nodules and look for bacteria in then under a microscope.

W i n d erasion. ray in which the d is being driftad owr the bad by the wind.

11. Hater carries awav moil and rocks,- Take a w a l k eoon after a hard rain. Notiae how the rain has washed away s o i l and rooks and is Oarrging W w i t h it.

Commriniz the effects of wter running over bare so i 1endPlan ted soil, Build two boxes with boards from packing boxes. Have both boxes vith a slanting aurface covered with garden soil. plant the other with sod grass. each surface. and aolor of the water in the jars. s o i l i n the box than does the bare soil.

Wash the so i l off the roots SO

In an advance group they msg Select for t h i s purpose a plant which i s

10. Farhaps p u l ive near the aoast where p u can o b s e m the

12.

Leave one surface bare and F’our a measured amount of water mer

Catch the ruu off water i n tvo jars. Notice the ammk Planted soil holds more uater and

13. stream erosion. V i s i t a stream and notice how ths mving water is tr~n8- Porting aoil. Soil is being deposited in new places.

l.4. P e l d trips. be valuable. as one large t r i p or divided into several short trips.

Sometime durjng the unit a field t r i p or f ie ld t r i p s tronld Following are some sugpstions for trips that be made

Observe how the highway departawnt has taken steps t o stop eroeion of the road side, especially where there ere steep grades. Obseme f ie lds that a m i d l e and try t o deoide whether the bd. ie not being used because the soil is p r , because it has been depleted or for eome other reason(couuty agricultural agent w i l l help here). Obaem how a t m a w cut through the la&; look a t the banks of the. stream; examine the water to see whether it is m & Q or clear. Observe the difference in erosion betueen pasture f ie lds and bare fields. Go i n t o a woods and dig down t o see hov the floor of the mods CaLl aborb water more readily than hard ground can. hold the s o i l together and how the leaves decay to ntake a soil. Look for a place-eifher a forest or a road side-that has ream* hen burned mer. plants arad animals. pare it w i t h a near-by place t$at has not been burned. Observe the effects of ineecta on the Leaves of t rees a d on other Pegatation. V i s i t a farm where consemtion practices are in operation. find out how much the conservation ac t iv i t ies have cost, how they wre acoonplfshed, and why the farmer decided t o invest in theas, Find out who helped the fermer with his conservation practices. Make and put out a campfire.

Notice how the roots

W a l k mer the burned area and eee w h a t has happened t o I n order t o see what damage has been done, cas-

Tr7 to

15.

j.

k.

1.

pl.

Look for places that provide god shelter for birds and see whether there are birds there. Find places where young t rees are cwing up, errd try to decide how they came to grow them. Planfed? From seeds? V i s i t a sawmill to see how trees are selected, cut, and triarmed fOr use and to watch them being sawed. V i s i t a national or s ta te forest in your area. Notice natural resource features that make the site palttable for recreation. Notice types of conservation being done by the forest rangers.

Qtartine a school forest.- There me 8 large number of school forests Most of them are operated Q hfgh-SchOOl pUPil8,

but there are situations in which elementary-school pupils cen take an active part in assisting with reforestation of a t r ac t of land. There are in the vicinity of many elementary schools amall t racts O f u n C d t i V e t 0 d hukl that should be planted with trees became the land is unsuitable for other we. area of such ld. trees, along with directions for planting them. of the land is very cooperative i n pasing a small sum t o have the treea planted, furnishes the tools, and ass i s t s ui th supervision of the vak . Individual pupils can mark the t rees they plant and for several years thereafter observe them to see how they are growing. I n some case8 a record can be kept of the number of the t rees planted and par pupils can m&e records of w h a t happened to some of the trees that died. This emphasizes the importance of planting more t rees in a givan eBce than could possibly l ive when flill-grovn. seeds and plant them t o watch them grow. The small t rees laay be trans- planted and cared for.

the United States.

OPten arrangements m y be made t o plant yOUUg t rees on E 6 d . l The state conservation d e p a r b n t Win furnish the

I n lnany cases the owner

ye- to

Pupils may collect tree

Wlua t ion

The teacher's interest in anp testing p r a m is t o i m ~ o v e incrtruction.

The tradit ional examination to determine a grade for the report card is incon-

sequential in cornparimon to effective instruction i n training ci t isens to

perform in accordance with our damocratio sooiety.

with the principles of conservation).

(In this mse in accordance

The student ahauld be acqminted w i t h the standards used In evaluation

and be expected to apply them to his am conduct and that of his w u p . In

other vords, standards of action should be the aim of teachlng conservation.

The student also should be able to recognize degrees of achieremsnt

tha t in one situation practice *F say be the most justif iable a t the time

but the practice @Yap a degree better, should be expected i n the frrfare and

that eventuallypraotice “zap the best fhat is knoun, I s t o be attained.

Epaluatlon must start with and accompany instruction. Student

att i tudes should be determined a t the start of a conservation unit as vell

as a t the end. Progress must continuously be measured w i t h respect to

objectires.

Follovlng I s an outline of evaluation techniques that could be

folloved xith this or any other unit.

I. Evalneting the unit

A. B.

Examination of goals throughout the u n i t Student analysis of writtsn and oral work 1. atti tudes 2. interests 3. appreciations 4. thinking 5. participation Teacher evaluation of the unit 1. 2.

C. objectives a d desired learning accomplished observation of class problems and successes

11. hralueting the progress of the student

A. Forpldl procedures 1. paper and pencil tests

a. true and false b. multiple choice c. mastohing

B. Infwmdl procedures 1. observations by the taacher 2. records of aelf-agpaisal 3. student’s work

a. projects undertaken b. questions c. reading d. group work

Bibllagraphy of S u r c e Materials

Teacher References

Beard, Ward P. Teaching Consemation: A Gulde in Natural ResOurCeS Fducation. Uashingtonr The American Forestry Association, 1948. Fp. ll&.

Blough, G. 0. and Huggett, A. J. Methods and A ctivities in =ementam Qah 004 9ience. Nsw Pork: The Press, 1951. Pp. viii f 3M.

Brinaer, Ayere. Our U s e of the . NUW Pork: Harger and Bethera, 1939.

Chegnay, E. G. and Schanta-Hanaen, T. This is Cur Land: The Story of Con-

PP- xiv f: 303.

servation in the United States. Saint Paul, Minnesohr The Webb Rtblishing Co., 1946@d e&). Pp. xi1 f: 345.

1940. Pp. x + 551. Craig, Gerald S. Science for the JS.lementary-$ehool Teaahex..--,GLnn and Co.,

Croxton, W. C. @ience in the Elementary 9e hool. New Pork: MGratrfIill Book Co., fnc., 1937. Pp. di 454.

-berg, E. K Conservation of Renevabla Resource&-. dppleton, Wisconsin: C. C. Nelson Publishing Co., 1961(3rd ed.).

Mv5aion of Conservation and Natural Resources, 1940.

Pp. iX + 235. Fink, Ollie E. The Teacher Looks at Consemtion. Col~bus, W o : The Ohio

Pp. 64.

Gabrielaon, Ira A. Y i l d l i f e RsrPpeg. New Pork: The MacMlllan Co., 1943.

Greham, Edward A. The Laad a nd Wlldlife. New Pork: The Oxford University Presa, 1947. PP. x i i i f 232.

Guy, Harold S. (ea.). Conservation of Natural Reaouroea. New Pork: John Wiley and Sons, fnc., 1950. Pp. x i i f: 552.

Henderson, Juniua. The Prneticol Value of Birdg. Neu Pork: The MacMillan C0-9 1934. Pp. 342.

m g , Clifford J. te Conservation of Resourceq...National Resoureas Connittee. Washington: U. S. Government Printing Office, 1939. Pp. x + l l6 .

-Unci, A. E. and Uhitaker, J. R. Our Natural Resourcea and their Conservation. Rev Pork: John Wiley and Sons, Inc., 1939(2d ed.). Fp. xiv f 647.

b a t o n , Ralph C. Teaahina Social StUdiSS in the Elementary sc hool. New Pork: Rimhart and Co., Inc., 1950. Pp. xidv 337.

Taylor, U. P., Handley, C. O., and Pearaon, A. M. Land U i ld l i fe R~EOIWC~E of the &uq. Industry. xichmond, Virginia: The Diets Freas, Inc. , 1949. Pp. x + 97. Instruction for Eduoationalddvisers and Inetructors in CCC CMW. Washington: U. S. Government Printing Office, 1935. Pp. 95.

U. 9. Office of Education. Soil Conservation: Outlines of Instruction for Educational Advisers and Instructors in CCC Campa. Washingfon: U. S. Government Printing Office, 1935. Fp. 191.

%nograph 4 of the Southern Association of Sciences aad

U. S. Office of Education. Fonservation of Natural Resources:. Outlines of

Vance, Rupert B. , u. Em loring the south. chapel K i l l , llorfh CaroJlina: The Univeralty of N o r t h Carolina Press, 1949. PP. X f 4%

Wells, Harrington. Elementam Scienae Eduoation i n mrican ptlblic Sahoola. New JIork: McGrawHill Book Go., Inc., 1951. Pp. ix 333.

Fhild Reference@

Atwater, Montgomery M. &pk Winton-SPoke&aser. New York: Randm House,

Baer, Marian F. wod ora's Box: The Story of Conaemtion. New Pork: Farrar

Inc., 1947. Pp. 210.

and Rinehart, Inc., 1939. Pp. 292.

Series), Book IV. Iodianapolie: The Bobbs-MerriU CO~Pany, 1939. Baker, C. B. and Baker, E. D. The Earth We Urn On: The CUrr~OulUIU BeaderS

337-373.

Continentq. New Pork: Silver Burdett Co., 19&. Pp. 94-99.

Greene and Co., 1942. Pp. xv + 107.

Barrow, H. E., Parker, E. P., Sorenssn, C. U. Man In Hie World:

Eannett, H. H. and Pryor, W. C. This Lana We Defed. Chicago: Lon-s,

e &er ica

Bri tan i ea Junior. Chicago: Encyclopedia B r i W c a , IM., 1949. 15 Val.

Bruem, Martha B. sour Forests. Philadelpbiat J. B. LipphCott CO., 1945. Pp. x + 159.

Buckley, Horace Mann, et. al. pp. 34.76; Book V, On Land a nd w e , pp. 33-89. Book Company, 1939.

f i e Road to SafeQr Book IV, b o d the Year, New York: Meriaan

ConiPtonls Pictured Encsclouedia and Fa ct Index,-.Chicagot F. E. Coupton and Co., 1951. 15 VOL.

C d g , G. S. and Daniel, E. SaiaDoe ThFowh the Year . BoetDnr G i n n and Go., 194& Pp. 2ll-221.

Craig, G. S. and H i l l , K. E. Our World of Science: Book IB, orina in science, pp. 269-303; Book V, Worldng w i t h Science, pp. 356365. Ginn a& Coupmy, 1946.

Boston:

C d g , 0. 5. a d Hprrloy, E. D. Pathuws in Soiencer Book XP, The Earth a ~ d Jsving Thinak PP* 239-253. BoStoQt G l n n and Conrpany, 1932.

C u r t i s , Wary I. Eonaemtion in dmericq. Chicago: mna and Cantahan, 1947. Pp. i x f U8.

Encmlouedia &e rioana.. New Yorkt Encyclopedia Americana Cwp., 1949. 30 VO~.

45

m a i m , George W., Mal. j3ccientific IA-: Book N, The H o v and whrr C l u b , pp. 225-235; Book V, How and rJhs Diacoverier, pp. 229-233, 284-299. Syracuse, New Pork:

her, Jose*. Men and 'Treeq. New Pork: Harcourt, Brace and Co., 1939.

The L. W. Singer Co., 1947.

PP. x + us. Graham, E. H. d VanDerML, U. R. lJFldlife for America: The story of Wild-

l i f e Conservation. New Pork: Mord University Press, 1949. PP. lm. Holbrook, Stewart H. Talltimber. New Pork: The MacMiUan Co., 19W. PP.

i* 179.

Kjelgad, Jim. poreat Patrol. -Eu C l a i r e , Wisconain: E. M. Hale and Co., 1961. Pp. 293.

Box, Warren, et. al. 'fhe Wonder World of Science: --Book IV, PP. 183-fi3; Book V, pp. 2ll-245. New York: Charles Scribaer'a Sms, 1946.

McDonald, Angus. Qld McDonald Had a Farm. .. Boaton: Houghton EUfflin CO.,

1942. Pp. 278.

ts Growth ._ Chicago: Fol le t t Meyer, J. G. and Homer, 0. S. ne New World and I

Msyers, J. Walter. Ten Lessons i n F o m a e . Tallahassee, Florida: State

Muir, John. plr Na tional Parka. Boaton: Hoaghton Mifflin Co., 1929. Pp. 382.

Publishing CO., 19W. Pp. 396395.

Foreater, Florida Board of Forestry and Parka, 1947. PP. 86.

D - d Y OUT Iann ._ Washington: National Wildllie Federation, Inc.

Palmer, E. kurence. Conservation. Cornell Rural School Leaflet, Vol. 29, No. 3. of Agriculture, 1936. Pp. 32.

No. 4. tare, Lbpar.tment of R u r a l Education, 1936.

Co., 1943. Pp. 36.

Ithaca, Beu Pork: Cornell University, New Pork State C O U e L P

hlmer, E. Laurence. save the soil. cornell m a l soh001 Leaflet, Vol. 29, Itbaca, Neu Pork: Cornell University, State Collee of b g r i O U l -

fsrker, Bertha M. go&: h a i o Eduaation Seriea. Chicago: Rar, Peterson ard

Parker, Bertha M. m: Basic Education Series. Chicago: Rov, Peteraon

Pp. 32.

and Co., 1944. Pp. 36.

Scheeffer, C. H. and Schaeffer, Ifre. C. H. Junior Pores- Notebook. Columbia, South Carolinat South Carolina State Commission of Fmestry, 1947. Pp. 104.

Sears, h u l B. Deserts on the March, orm man, Okhhom; University of

9011 Consemation service.

Okhhonm Press, 1940. Pp. 231.

Washimgbnr U. S. Government ?'rLnting offioe, 1936. Pp. 20.

S o i l Conservaldon Service. Tan Billion Li t t l e Dam. . Weshingtonr U. 9.

Our Soil-Ita Wastam. I t a Presemation.

p%wm!mient Printing Office. 4. 17.

pil. Water and Man:- Social Science Series. Chicago: Mw, Peterson and Go., 19W. 4. 47.

T i p p e t t , James S. Boston:

Our Bnimal Bookr: Book V I , Paths to Conservation,.. pp. 299. D. C. Heath and Co., 1937.

VanDeraal, W. R. and Graham, E. H. The Land Renewed: The story of Soil Conservation. New Korkr Oxfard University Press, 1946. PP. 109.

Tallahassee, Florida: Rose Printing Co., 19&5. 4. V f 160. Wood, M. B. and Graham, B. H. Florida Through the Yeany:-c Laaa of the Sun.

Wld Book Enamlopadig. Chicagoz Field Ehterprisas, Inc., 1950. 18 Wl.

Younger, Frank B. Our Plant and biml Neiahbore: Consemtion. Appleton, Wisconsin: C. C. Neleon Publiahing Co., 1929. Pp. 225.

@verrvpent and Non-Governmental Am ncieq. government and non-governmental agencies that publish material on conservation valuable to the school. of charge, by urit ing to these agencies.

The following is a list of

Material may be secured a t a nominal cost or

I. Federal Agencies

D e m n t of Agriculture, Washington, D. C. Forest Service(U. 9. Forest Service, Regional Office, Southern Region, Glenn Building, Atlanta, @Or@)

Soil Consenation Servlce Extension Service BuPBau of Entomology and Plant Quarentin9 Bureau of Plant Industry-soils and Agricultaral Enbgineeriw

Department of Interior, Washington, D. C. Office of Lend Utilization Bureau of land Management Geological Survey Bureau of R e o h t i o n National Park Service Fish and Wildlife SemLce

Federal Power Commission, Washington, D. C.

b7

11. Sta te of Florlda Agencies

State Forester, Board of Fmestsy, 121 Capitol -ding, Tallahassee State Extendon Forester, University of Florida, Gainesvllle Florida Park Service, P. 0. Box 1200, Tallahassee Came and Fresh Watsr Fish Commission, Tallahaeeee State Conaervationist, s o i l Consemation Service, Smith Building 120 So. Pleasant St., Tallahassee State Geologist, B o a r d of Conservation, Tallahassee

111. Non-Gwernnwntal Agencies and Organlaations

American Forestry Association, Washington, D. C. American Forest Products Iadustries, Inc., Washingtm, D. C. American Tree Association, Washington, D. C. American Nature Association, Washington, D. C. American Wildlife Foundation, Washington, D. C. EXucational Conservation Soaiety, Woodaide, Long Island, Nev Pork Izaak Walton League of America, Chicago, Illinois National Association of Audubon Societies, Nev York, N. Pa National Parhe Association, Washington, D. C. National Wildlife Federation, Washington, D. C. Wilderness Society, Washington, D. C.

Viaual Ai& . sound films that m y be necured from many sources on a rental lmais. be purchased from Castle Filma, 135 S. LaSalle Street, Chicago, Ill..

!&e followlag is a list of U. 9. Department of Agriculture 16 rmk msy

A Heritam We Gaerd .. 30 mlnutes. Traces the early exploitation of wildlife for hides a d Skin8, graaual westuard movement o f t r a p p r s and aet t lers , and thoughtless exploitation of the land. in te r re le t ion of wildlife and s o i l coneemation.

Shone the

Blessings of Gram, 20 minutes. Shows range managenent in the wwstsrn n a t i o n a l forests ; protection of grazing laeds f r o m we-; and the resultant improwmnts t o the conununity.

Food and Soil.. 10 lsinutes, color. emphasis upon the relationship between food and productive Soil.

Forests Forever. 26 mlnutes, color. Showa how t o stop destructive

Highlights of soil conservation vith

forest cutting pec t ices , restore and maintain a graving stcck of healthy trees, and thus safeguard hturs forests.

Grassland. 10 minutes. Discusses the problem of soil conservafion on

€iarveat for Tomorrow. Shovs the basic need for so i l con-

the gradrig lands of the arid Southwest.

servation and the use of r o i l building practices i n the Northeast- states.

27 minutes.

Home on the Ran&% .- 11 minutes. shovs the western range country, the ca t t le and sheep, and the men who make up the mal West.

I .

In Common Cause. 19 minutes. Shows what soil conservation district . have accomplished, and how they are formed and operat&

ds Vaterg. 9 minutes. Story of land abuse in the Southvest. Shove

depleted the vegetation leaving the l a d barren and subject to floods and erosion. Stresses need for so i l consemation.

America's w i l d animals and birds

wconditions when the &te man came and how over-grasing and f-g

palm of the W i l d . 28 minutes, color. Fa our national forests. population and the available food supply.

Stresses the relationship between wildlife

pcreat ioa. 33 minutes. A vacation t r i p through some of the national forests which, in addition to the i r scenic and recreational value, serve a s storehouses for -tar, a IWMS of preventing floods and a source of lumber supply.

SBve the 9011. ll minutes. shows various wags of c o ~ e r v i n g soil fe r t i l - i ty , including terracing and cowr-cropping to prevent erosion; crop rotation; use of manures and commercial fer t i l izers .

shows how the winter snowfall i n the western mountains is measured as a basis f o r predicting next ~lllomar'~ water supply.

n e Forest Raw r. Gives a caposite picture of the fores t ranger a t work: him, an3 some of the benefits that Americans receive fl-a his activities.

p e Golden Secret. discovery of the way t o conserve the golden s o i l that grows the golden grain, and of h i s reward Boa the king.

@ow Harvest. 25 minutes, color.

32,mtnutes. reveals the ideals of public service that laoavate

7 minutes, color. %Us a fa i ry a t m y of P boy's

The River. 32 minutes. A dramatic documentary f i l m of the ~ 8 s i s s i p p i River-what it has done and w h a t man has done to it. indictatent of our pac t i ces of the past and what we should do in the future if we are to avoid so i l and lumber losses and the disastrow effecta of floods.

A petsuasim

Thereti More Than T irdber in Tree&.- 33 minutes, color. Throagh the 8 h r Y of an old lumberjack. the film shows the effects of uncontrollad forest cutting &ctices and the need for conservation.

Covers the importance of our forests, the aims and achievements of the U. 9. Forest Service, and the lasthcds of forest management.

Treee to T a m the y- .- 12 minutes. shown the planting of f ie ld wind- breakers and shelterbelts i n the prairie state in order to reclabi land ruined by wind and drought.

Y d a b i n ~ Herde.. 3.4 minutes. A grandfather tells his grandchildren how bison, elk, and other game animals, once plentiful, have been almost exterminated and w h a t is being done to restore and protect them.

p e e of Wfe. 19 minutes.

19

Wim La& Urn Pays. 19 minutes. Macusaee the principles of soil con- servation and control with sequences shewing recovery of gullied W, checking erosion and return of land to timber or pastun where euihble.

Cata loca of Eilucational Filme a d Piaturea

Educators Guide to Free e and. J. W. Diffon. r i o z & . k o n s i n r Educators Progress Servioe, 1951 (3rd d.). Pp. 151.

Cmpiled & edited by P. A. Horrcheiner

Edmafional Film Guide. Compiled by Frederic A. Krahn. N e v York: The E. W.

F i h t r i P Guide. Compiled by Frederia A. Krahn. New Pork: The H. W. W i k m

Florida State University Educationel Material Catalog. Tallahassee, Florida:

Wilson, Co., 1951 edition.

Co., 1950 edition. Fp. iv # 268.

Audio-Vim1 Service, School of Library Training and Service, Florida State University, 1951. Fp. 28.

Pp. vlii # 794.

I

Miller, Bruce. Burces of Free and bexuenaive piottuws for the C l a s ~ ~ ~ a b Ontario, California: Bruce Miller, 1950. Pp. 32.

Selected Edaeation Motion Pictures;-. A Descriptive Encyclopdia. tiasbington: American Council on Education, 1942. Pp. viii # 372.

CHAPfERV

It haa been the purpose of t h i s paper tu present a- social a d

pwhological issass and moblama which characteris8 elemen- education in

the interrelationship of only the a p c i f i o a b j e c t matter f ie lds of science

aad mwial atndies. Within these fields there i m a l o t mora t h a t O(UI be done

as well aa vork of this tare i n the other a b j e c t matter fields, Ihpbasis

has of necessity been p l a d more on the shortages than on aehfewmentr in

SlemSntary education in thew two fields, This haa b e n done deliberately

became it is a t them points where p r o b l w and iaaues ariw that further

progreas w i l l be made.

Expriencea in aocia l o M i e s and acienoe provide sitastiona in which

learning takes place. The aeleetion and direction of experiences are the

determining factors in the ex-t,ant to which learning actually takes phoe.

A miacellaneow collection of unrelated experienoss w i l l r a d t in relatiwly

l i t t l e pupil growth. A care- planned aeries of experiences frm the

child's daily l ife leading tovard the formulation of an understanding or a

geaerallaation will prow much more effective in the learniag of moat pupils,

for example, the aeries of act ivi t ies selected t o develop an d e r a h r d b g

am ahoun in the material of Chapter Iv of t h i a papar.

This writer, therefore, concludes that experiences in aocial ata8iea

and wience on the elementary level ahodd result in:

52

1,

2. 3.

4.

5.

6.

7. 8. 9.

Understanding that science can change man's natural enviranmsnt, his wcial emiromsant, and his i n b l l a c t a a l life. Understanding that society d d s progress ia the f le ld of scienco. Broadening and developing c8rtain roientiflc and social C O n c S P t s

Understanding that the increasing amount of mpecialisation and division of processes has increased the interdependence among individuals, conrmunities, and nations, and i a resulting in an increase of cooperative action. Understanding Ulat the machine age reduces the direct persod relationship between producer and consumer and t h w tends to increase our dependence upon forins of social control. Understanding that the growing recognition of individual differences is resulting in greater differentiation of the p r O v i S i O M made available t o people i n a demacracy, Developing the scientific method aa a way of thinkinn, Increasing the mber and depth of interest#. Understaading that the development of social cleavages, bth horizontal and vertical, is deepening the strains and bsnsions in American life.

and g s n e d s a t i o n s .

Fxpriences are the means by which the aims are atteined. W when

them aims are con tbwm~ly utilized as cr i te r ia for the selection and @dance

of experience will their re&aption be posiibh.

tho B(UDB materiels; one class might progress l i t t le toward realization of the

a b , whereas the. other gained much. The m c d teacher wed the materidla

and experiences as a mans to develop defYnitely formulated aims, not as an

end in themselves.

Tvo claams could have

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