The educational screen (c1922-c1956])

The square dance at a rural community meeting. country, in early days, were thankful. With others it developed during a study of "Life in Early America" when a comparison was made between that period and "Life in Our Own Community;" again, in Civics, the study began with the fall election and its relationship to the local community; and in still another school, the pupils became interested in where their own families came from and why they happened to settle in this par- ticular region. Soon the study included other families in the district, and when it was finally concluded the children and members of the community presented a ])rograni of stories, songs, and folk dances, and ex- hibited many results of their study in the form of cov- ered wagons and airplanes, friezes, word lists, .soap and candles which they had made, patchwork ([uilts whose patterns they had studied, etc. In almost all cases, the "perpendicular unit" of study was employed—that is, all the children in the school participated in and contributed to the study, each ac- cording to his own ability and achievement level. It was found to include every subject matter field in the curriculum, and of course required much additional and advanced preparation on the part of the teachers themselves. Preceding the study each teacher made a very extensive survey of the resources of McDonough County. Since teachers and pupils were always finding new and more interesting things to do and find out, the study developed into a "continuing unit." In some of the schools, the study was Iiegim in the school year. 1940-1941, continued through last year, and at the close of school in May, 1942, the teacher and pupils were planning ahead for their community work next year. In others, an abbreviated study of each part resulted in a correlated picture of the entire field, and led di- rectly into a study of "Our Latin .Xmerican Countries" this last year. In every case, many audio-visual aids were used to supplement the textbook and factual material obtained. Such helps as pictures, graphs, charts, maps, excur- sions, old books and newspapers, bulletin board ma- terials, letters to and from former residents and teach- ers, exhibits of old tools, furniture, dishes, quilts, weav- ing, etc., were common in all the schools to a varying degree, and phonographs, radios, and silent and sound The Educational Screen motion pictures were used whenever and wherever such equipment and materials were available. The following material is oflfered with a three-fold purpose in view. First, in Column I is presented the outline pre- pared by Miss Stenson and included in the aforementioned article. This was used as a guide by the rural teachers in Mc- Donough County for their Community Studies, and each carried out as many of the suggested activities as seemed prac- tical and possible in her individual situa- tion. In Column II are listed those films (Group 1) which were available in the county for use wherever the school had electricity, and also suggestions for additional Audio- Visual Aids which may be used in connection with the films, and other suggested activities. Column II Group 2 offers a bibliography of aids suitable for use in correlating the activities of the local community with those of the stage, the nation, or the world. It is im- portant to remember in connection with this material that many schools which had no electricity two years ago, now find it quite possible to use projectors and other audio-visual aids, due to the Rural Electrification Project which has reached a large number of our schools. Hence it is hoped that these suggestions may be of use to tho.se who are planning such a study, and also to those desiring to continue the work which they have already begun. We Study Our Community Outline of Activities I—Community History A —Historical Develop- ment traced through study of 1—County Histories 2—Atlases 3—Interviews with old- er residents 4—Maps showing loca- tion of homes of early settlers 5—Old pictures, deeds, land grants, etc. 6—U. S. map showing routes traveled by present inhabitants 7—Stories of early set- tlers and their homes 8—Dramatizations B—History of the school pictured by 1—Pictures of original building, present building, 'and any changes that may have occurred in the interim. 2—Reports, records, and minutes of the early schools. Suggested Additional Audio-Visual Aids Group 1. (Color film on U.S. Travel) This Amazing America (Y M C A) (Color film on Construction) The Making of American Homes (Crane Co.) Group 2. (Films) First Americans (Films of Commerce),Co/o- nial Children (Erpi), Mohawk Valley ( E a s t m an ), Boone Trail (Eastman), Kentucky Pioneers (Erpi), Flathoat Pioneers (Erpi). (Broadcasts from liomes of great literary figures of Amer- ica) American Pilgrimage, by Ted Malone. (An opaque projector can be used to present these for study by pupils, or for Community or P T .•X meetings)