We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
?lude the principal streets and avenues, service itations, prominent homes, traffic signs, fire staions, the post office, grocery stores, barber shops, nail boxes, open fields and lots and other "landnarks" in the community.
Along with discussions of these sites (not all it one time), directions and relationships would 36 observed and discussed in the classroom as ivell as in the field."
Colors are learned and used by the children, rhe many structures they see will have color (Bobby's home, the fire station, the stop sign, etc.). These colors will be used as the map is constructed and may help the children to remember the location of certain landmarks.
In the spring of the school year, after many trips and discussions, the class should be ready to begin a map construction project. This social studies unit should be introduced as interestingly as any other unit. If the group is not yet ready for the project, the teacher should postpone the unit until a more suitable time.
Rather than waiting for the children to become ready, the teacher will be evaluating the class, plus his or her own techniques and weaknesses. Using the results of the evaluation the teacher would strive effectively to assist the children in gaining a deeper understanding of their schoolhome community.
The children would need to realize that because of the size of the real community it would be impossible to bring it into the classroom. The teacher might have the children name other objects which would be too large to bring into the classroom. The class would discuss symbols by which the objects could be shown in the school room. Photographs, models or drawings of these objects are brought to the schools to represent the real object. The teacher would explain that a map is a drawing or model of the area which it represents.
"We will make our map look as much like our community as we can," is the idea to have the students accept, desire and discuss.
During the discussions the group would be integrating the language arts and social living program into the map unit. Art abilities and small muscle skills would be required to construct the buildings of construction paper. Making signs, lettering streets, addressing homes, drawing pedestrian crosswalks, etc., will require skills which are being developed by these youngsters. Safety rules and habits may very easily fit into this unit. The proper way to cross a street, the shortest, safest way home from school, to the store, etc., may be practiced on the map and discussed in the class and out on the streets. Teaching boys and girls to observe is very important at any age level and is often neglected during the educational experiences of the children. The teacher would be expected to continue to teach good work habits and study habits while initiating this unit.
The next step, in this method of teaching map construction and reading, consists of setting aside a section of the classroom as the map corner. ( An area approximately 9 x 12 feet on the floor may work very well). Some first grades have a linoleinn play area in their classroom. If such is the case, the reverse side of the floor covering ( to
When this class arrived at a study of llie southwestern regions of our country, they wanted to construct their own sand table desert, complete with small desert plants contributed by the local florist.
mp
K
PR-"
J 1
1 II ■ ^
Ktr»l 5+otwm > Put Dr<n Mation A
• •'rvr
\
A
^^^'T^^
J
I^»^^_
.... And fifth graders build their own 3-1) tal)Ie map to present a true-to-scale (almost) presentation of their community. The teacher is careful to confine his activities to that of passive overseer, answering questions as desired. Note the wall map used as guide.
Educational Screen and Audiovisual Guide — September, 1960
487