B OUTLINE OF COURSE Discussion of public library facilities, with visits for observation. Organization of library material in Dewey classification system. Subdivisions where commonly used; e. g. Card catalog. Value of information on given card; e. g., date, edition, illustrator, contents, etc. Use of reference books: (Review). Atlas. World Almanac. Year Book. Michigan Manual. New reference books: Statesman's Year Book. Reading: Discussion of public library facilities, with visits for observation. Discussion of public library facilities, with visits for observation. Literature and civics reference books. Collection of literature, e. g., Warner library. 1 hr. Discussion of museum, with visits of inspection, arranged for out of school time with special attention to exhibits of painting, sculpture. musical instruments, etc. Grade Time OUTLINE OF COURSE XII XII A 2 hrs. 3 hrs. 2 hrs. 2 hrs. Government publications. City. Federal. With special application to civics. Review of library instruction of grades 9 and 10. Problems on books included. Problems on use of library. Project: Selection of a library of reference books, for home use. Reading: Discussion of public library facilities, with visits for observation. Special features of reference material needed by particular school; e. g., commercial indexes and trade catalogs at Cass Technical School. Review of library instruction of grades 11 and 12. Problems on books included. Problems on use of library. Project: Bibliography of reading to be done after graduation. Reading: Discussion of public library facilities, with visits for observation. A. NATURE II. STIMULATION If the above stimulation or a situation of similar nature, involving the sending of money by mail, is not present when it is desired to initiate the project, a brief discussion with another teacher about a situation involving the use of a check book in the presence of the children, will act as a stimulus and the work may then be carried on as suggested above. Stimulation is drawn from a related subject—namely, English, in which class the children are ordering the Current Events Magazine (Chicago, Ill.). Various ways of sending money are discussed, the teacher offering the use of her check book. The correct manner of writing the check immediately presents a problem which should be referred to the arithmetic department. Suggestive associations by way of stimulation may be given through the work in spelling by the addition of words drawn from the situation, as check, money-order, draft, etc. Further stimulation is now given through the posting of a collection of various types of checks, drafts, bank forms, etc. *All rights reserved, B. RESULT The result of this type of stimulation is the formation on the part of the members of the group of a definite desire to act, expressing itself in the natural interest of initiative play with the request-"May we have a play bank and make out checks to one another ?" III. PLANNING Up to this point the teacher will be largely in the foreground acting as the agent initiating the project. Knowing that the purpose of the planning step is to produce thinking, the teacher's position at this time is that of guide in directing the planning of the self-requested activity carried on by the group who are now the active agents. In planning the bank the first question to present itself is "What steps do we need to take to begin the banking work?" A. Construction of the bank. C. Officers-teller, etc. Many other suggestions will undoubtedly be made. All should be considered, and from them the class may formulate a more or less tentative plan. Let us take the above suggestions and follow through the steps they in turn present. A. Construction. 1. The co-operation of an upper grade having woodwork in man ual training must be secured. 2. The boys of the grade must meet outside and build the necessary framework for the bank. B. Necessary capital. 1. "If we give every member of the class a $25 capital in cardboard money, how can we guarantee that the members will not make similar money?" This question leads to a study of the mint (geography), the various kinds of money and their beginning (this phase may be used as a basis for composition work). 2. If our banking business is to grow we need to have a means of earning money to add to our capital, and a situation which will give occasion to borrow money from the bank." At this point the instructor's purpose becomes one of directing and guiding the child desires in answer to the question"What ways can we earn money?"—so that they will correlate with her own purpose in building the play store which is to serve as the stepping stone to the bank. Before the work in the store begins actively, several items present themselves for consideration. 1. Each member of the group to receive a capital of $5 (cardboard money made by the class) to begin business with. 2. Members of the group to be privileged to bring packages from home at any time to sell to the store or members of the group. (This affords an opportunity for the use of the personal account introducing the debit and credit phases.) 5. Inventory. Study of the business and personal account (to be kept by the manager and customers respectively). 6. Unit task based upon ability to handle the four fundamentals in written and oral phases. (See 2 above.) Up to this point in the execution, the classroom activity will be primarily in the form of a body of individuals participating as a group in the accomplishment of a common end or purpose. At the various steps calling for a knowledge of new arithmetical content we see the group depart from the direct store activity to study the common problem of difficulty. (Text used as a reference.) Now the activity may well take the form of from three to six smaller group activities, and thus provide greater opportunity for self-direction, self-control, and coöpera |