See and hear : the journal on audio-visual learning (1945)

R\ investigation into how various groups work together—in the family, the community, the nation, the world, students can further observe various kinds of intcrgroup activity. Suggested units of study utilizing films: working together, communi- ties, national welfare, international cooperation, and the family. Now let us examine a suggested unit. ".Science and Medicine," which illustrates the objectives and mate- rials of "The Universality of Man's Common Concerns and Values." 1. Objectives: Opportunities for pro- viding students with an understand- ing of group interaction exist in almost every subject field. In devel- oping the unit on Science and Medi- cine, the teacher and the students, should work together: " a. to realize their dependence on others b. to recognize that the development of civilization has made this depend- ence on others such that often those others are not members of their own group c. to see the part played by such intergroup barriers as sex, race, reli- gion, income, caste d. to develop a receptive attitude to worthwhile contributions, whatever their source e. to understand and strive to re- move resistance to free intergroup activities. 2. Introductory Activities: Different types of visual and auditory mate- rials can be used to advantage to motivate the study. The teacher and the students working together can: a. plan and present exhibits of im- portant scientific or medical experi- ments, displayed with biographical sketches b. arrange bulletin board displays showing racial or religious groups in a community working together for their common good c. check radio programs for reference to contributions made by racial and religious groups. 3. Issues for Discussion: Through class discussion, major issues will be recognized: a. Have race, sex, and religions held back the progress of science? b. Are nations justified in refusing interchange of information; for ex- ample, on the subject of the atomic bomb? c. What right have "vested interests" to resist change? How can such re- sistance be overcome? d. Why do people resist new ideas? 4. Films to Use: After the class has discussed some of the basic problems of the unit, films can be introduced. Those listed below are only a lew of the 16 mm sound type that arc avail- able. Your nearest film library should be contacted for rental of these films. Available Film Units Angel of Mercy. (10 min.) Teaching Film Custodians, Inc., 25 W. 43rd St., New York 18, N. Y. • Clara Barton's founding of the American Red Gross, including the obstacles she en- countered in trying to nurse the wounded on the battlefields of the Civil War. Cloud in the Sky. (18 min.) National Tu- berculosis Association, 1790 Broadway, New York 19, N. Y. • Shows the necessity of early diagnosis and precautions in the treatment and de- tection of tuberculosis. Golden Glory. (10 min.) Standard Brands, Inc., 595 Madison .Avenue, New York City. • The story of a man's search for a new kind of wheat. Let My People Live. (15 min.) National Tuberculosis Association. • Dramatic story which points out the dangers of neglecting tuberculosis. Romance of Radium. (10 min.) Teaching Film Custodians, Inc. • Madame Curie's discovery of radium. Story of Dr. Carver. (10 rain.) Teaching Film Custodians, Inc. • The story of a Negro slave-boy who re- ceived an education and became a scientist. That Mothers Might Live. (10 rain.) Teach- ing Film Custodians, Inc. • The story of Doctor Semmelwiss's fight against childbed fever, and his discovery that by cleanliness mothers might live. Triumph Without Drums. (10 min.) Teach- ing Film Custodians, Inc. • Dr. Harvey W. Wiley's struggle for the passage of the Pure Food and Drug Act. 5. Follow-up Activities: These ac- tivities certainly should include the discussion of specific information in- cluded in the film. The need for government controls, the high pur- pose and social contribution-of Dr. Wiley, and the necessity of man co- operating with man in his mutual best interest through regulation, through research, and through edu- cation,—all are pertinent topics for discussion. Many related, final ac- tivities may grow out of the seeing of such a film as Triumph Without Drums. Such activities might well include collecting further informa- tion on Dr. Wiley, search for other evidences of work for social advance- ment done by persons whose identity often remains obscure and unrecog- nized. This is but one specimen unit. For those teachers who are interested in examining other suggested units of work in this area of intergroup rela- tionships, the suggestion is made that they communicate directly with the office of the Los Angeles County Schools in order to secure the com- plete bulletin entitled, Film Units for the Study of Intergroup Relation- ships. See other source listings elsewhere in this issue for additional program materials. Can a science teacher afford to omit the discussion of intergroup problems from science education? Can any teacher afford to overlook these oppor- tunities? Audio and visual materials help interpret these problems. FEBRUARY 19 4 7