LESSON PLANS
The best teachers never reach the point where preparation for the
day’s work is unnecessary. The teacher who stimulates her pupils to
their best effort must herself be interested in the work in hand.
If nothing new in material or method is found to vary the work,
interest soon lags. The lesson often repeated is as dry and lacking
in power to interest or inspire as the proverbial sermon taken from
the barrel. Even when a teacher has taught a most successful lesson,
it is dangerous to try to repeat that exercise in precisely the same
way. The two situations will not be alike. The fact that she tries to
repeat will take the edge off the lesson for the teacher, and make it
correspondingly dull for the pupils. Young and inexperienced teachers
are often most successful because of the zest with which they attack
the problems which are new to them. The older teacher may be able
to keep a class in order and teach them something with a minimum of
preparation; but her best work will be done only when she has planned
as carefully as the novice for whom the need of preparation is so
apparent.
The subject matter which should be drawn upon for any lesson
constantly changes. No two groups of children have had exactly
the same varieties of experience; hence the need for varying the
approach, as well as the demand for differences in observations,
experiments, reading, or other methods employed to bring the data
necessary for the solution of their problem before children. Subject
matter is growing, is being made all of the time. Last year’s
discussion of the geography of Europe, of South America, of Africa,
or of Asia will not suffice for this year, because interesting and
important events have occurred in these countries during the year
intervening. For the wide-awake teacher, even that most exact of the
sciences, mathematics, represented by arithmetic in our curriculum,
will change; since the number aspect of children’s experience will
vary. If spelling means the study of words which are needed for
use in written expression, the work in spelling will vary just as
surely as the occasions for written expression vary among children.
No teacher could, if she would, repeat a series of lessons which
deal with natural phenomena. In any field, the need for preparation
becomes apparent for one who would command the material which should
be made available for children.
In the preparation of a lesson plan the first and in some respects
the most important step is to become acquainted with the subject
to be taught. There is no method of teaching which can take the
place of a thoroughgoing knowledge of the material which bears upon
the topic to be treated. The teacher who finds in the life of the
children outside of school, in school activities, in books, pictures,
magazines, in study and travel, material for her daily class work,
will make any course of study vital and interesting to children. In
such an atmosphere pupils will grow not only in knowledge, but also
in the desire to inquire and investigate and in power to satisfy
their intellectual craving.
After the teacher has in hand an abundance of interesting material,
the next step in the plan is to organize the data to be presented.
Some organization is usually found in textbooks and courses of study,
and it is possible simply to try to fit any additional material which
may have been collected to the scheme provided. The difficulty with
this ready-made organization is found in the fact that it has little
or no relation to the needs or problems of the particular group of
children to be taught. Any organization which is to be significant
to children must take account of their point of view, and attempt
to present subject matter in response to the need which they feel
for the material to be presented. This is precisely what is meant
by the difference between the logical and psychological methods of
presenting subject matter. Not that the psychological method is
illogical, rather it takes account of the child’s needs and is for
him logical beyond the most complete adult logical scheme. It may
seem logical to the adult to teach the crayfish by calling attention
to the large parts and then to the smaller parts in order, or to deal
with the structure of the skeleton, nervous and circulatory systems,
connective tissues, and the like. To an eight-year-old child, the
problems which will probably be most logical, most satisfying to
his desire for investigation, will deal with the way in which the
crayfish gets his living, how he protects himself from his enemies,
how he brings disaster by making holes in levees, and how important
he is as an article of food. In satisfying these childish problems,
much of the information which might have been imparted, had the adult
scientific order been followed, will be mastered by the pupils. Much
more will be remembered, because the information is associated with
the solution of interesting problems. It may seem logical in teaching
India to a sixth-grade class to treat of prevailing winds, surface
features, climate, vegetation, animals, mineral products, and people;
but the children whose teacher approached this subject by asking them
to try to discover why they have had such terrible famines in India
probably remember more of the geography of India to-day than those
who followed the adult logical order. In organization, then, the
starting point is to get the child’s point of view, to discover his
problems, and to organize the material to be presented with reference
to these childish aims.
Good organization demands that material presented to satisfy the
demand made by the child’s problem be grouped around few coördinate
heads.[26] Many topics of equal value in an outline generally
indicate a lack of organization, a lack of appreciation of the
relation of the various facts to be presented. For example, one might
think of a great many facts about plant growth; the seeds must be
put in the earth, the weather must be warm enough, they must have
water, they need to be hoed, the ground should be fertile, they need
air, they grow best when they have sunlight, they may have too much
moisture, in rocky ground the soil may not be deep enough, they must
not be too close together, weeds and insects must be destroyed, the
roots should not be disturbed, the choice of the seed is important,
and so on. For a group of lower-grade children there are two
problems; namely, (1) what kind of plants do we want, and (2) what
can we do to make them grow well. Under the first head would come the
plants which are suitable for our conditions of soil and climate, and
the question of seed selection. Under the second head the topics will
be moisture, sunlight, air, and cultivation, including the destroying
of insects or other pests. Each of these topics will be suggested in
answer to the problems which have been raised (what plants we want,
and how we can make them grow well) by a group of children who have
had any experience with growing plants. If any important topic is
omitted, the teacher will call for it by a question which suggests
the lack of a complete solution to the problem which is being
considered. This brings us to the next step in plan making.
A good lesson plan will include pivotal questions which will serve
to call for the data as indicated by the main topics given in the
organization of the subject matter. The problem of questioning has
been discussed at some length in a previous chapter.[27] In planning
a lesson, a question or two which will discover to the children the
problem to be solved should come first in the plan. With the problem
before the children, the function of the question is to stimulate
thought in the direction of the solution of the problem. The writer
is familiar with the objection that questions cannot be prepared
ahead of time.
It is true that the form of question may need to be varied because
of progress or the lack of it, not anticipated by the teacher, but
the question carefully prepared ahead of time will help rather than
hinder in the formulation of a question to meet the situation. It
is true, too, that not all of the questions can be prepared ahead
of time. All the more reason for careful preparation of a few
questions which will enable the teacher to prevent wandering by
children during the development of the topic. Thought-provoking
questions which guide and stimulate children in the solution of
their problems are dependent upon the aim which has been established
and upon the organization of material which it is desired to follow
in the solution of the problem. One might as well deny the need of
organizing material, as to question the value of preparing a few
pivotal questions as a part of the plan.
Lessons often fail because the ground covered during the period
cannot be retraced by the children at the end of the exercise. In a
well-organized plan the teacher will provide for summaries as each
main point is covered. In general these summaries should aim to
recall the subject matter covered from the beginning of the lesson.
It may be suggested that any good teacher summarizes her work as she
passes from point to point in her teaching, and that no artificial
reminder is necessary. The difficulty is that a good summary is not
accomplished merely by asking for a recapitulation of the material
covered. The skillful teacher puts her question which involves a
summary in such form that the pupils get a new view of the ground
already covered. In the experience of the writer, questions which
involve a summary of the work covered, with the added element of a
new view as a stimulus to further thought on the subject, are more
rare than good questions introducing new topics.
A good plan will include a list of illustrations, illustrative
material, books including references to chapter or page, maps or
charts which are to be consulted during the recitation. Teacher and
children are often disappointed because of the lack of materials
which could have been at hand had the teacher only thought about the
lesson before teaching it. In like manner, the opportunities for
motor expression, other than reciting or discussing, should be noted
in the plan. Dramatization, constructive work, graphic representation
at the seat or on the blackboard, may make the difference between
success and failure in a recitation.
A lesson which has been well planned will naturally end in the
assignment of work to be done in preparation for the next recitation.
In the discussion of any problem there must arise questions which
cannot then be answered. A good lesson is characterized not
simply by the ability of children to report progress, but quite
as much by their statement of the questions still unanswered. The
direction sometimes given to call up again the question which is
left unanswered during the recitation indicates a teacher whose
assignments provide a real stimulus for study in preparation for the
next day’s work. If it is necessary to have a live problem before
children during the recitation conducted by the teacher, obviously it
is much more necessary to make assignments which involve real issues
for children to meet.
In outline form the discussion of plan making given above would
appear as given below. This lesson on plan making may be taken as
an illustration of the type of plan a teacher should prepare for a
development lesson. In this plan, as in others, it seems wise to keep
the subject matter separate from the method of procedure.
_A plan for teaching lesson plans_: Their importance and the elements
which enter into their composition.
_Teacher’s aim_: To show the importance of plan making and to
indicate the elements which enter into the construction of a good
plan.
Preparation (which aims to get the problem before the class). How
do you prepare for your day’s work? Do you think you would do better
work if you planned your several recitations somewhat systematically?
_Pupil’s aim_: Why do I need to make plans, and what are the elements
of a good plan?
SUBJECT MATTER METHOD OF PROCEDURE
Do you ever grow tired of teaching
I. Necessity for planning. the same subject over and over
again?
_A._ Lack of interest in old Why does a sermon out of the
work. “barrel” lack in interest or power
to inspire?
_B._ Subject matter changes. Do you know a subject
_a._ Subjects grow. thoroughly to-day because you
_b._ The experiences of once studied it?
different groups of Why do different groups of children
children vary. respond differently to the
same material?
_C._ Not safe to depend upon Formulate three good questions
the inspiration of the which you might use in teaching a
moment for lesson on the oak tree to
_a._ Good questions. second-grade children.
_b._ Illustrations and Do you think you might have
illustrative material. asked better questions if you had
_c._ References to books or had time to think them over?
magazines. What picture or other illustrative
_d._ Plans for constructive material would you use in
work and the like. teaching this lesson?
Do you think the children would
gain by drawing a picture of the
oak near by?
When do you think you will
have had enough experience in
teaching to be able to get along
without making plans?
II. The elements in a good plan. (The questions in this part of
the plan will be few. I should
_A._ A thoroughgoing knowledge expect questions, suggestions,
of the subject matter. and discussions on the part of the
class. I should probably use the
_B._ The organization of blackboard to show the organization
material depends upon of subject matter as given under
the problem to be subject matter.)
solved by the children,
hence the necessity What would you do first, if I
for discovering a asked you to teach a lesson on
problem to the pupils habit formation?
which can be satisfied
by the subject What will determine the
matter to be presented. organization of the material which
you are to present?
_a._ Problems essential to
thinking.
_b._ Logical _vs._ the
psychological organization
of material.
_c._ Organization involves
sequence and the subordination
of less important points.
McMurry, _How to Study_, Chapter III.
_C._ Pivotal questions.
_a._ Thought-provoking One cannot prepare all of the
questions prepared in questions to be asked in advance.
advance in order to What is the function of those
guide the children in questions which should be placed
the development of in the plan?
the topic as well as
to stimulate them to
their best thinking.
_D._ Provision for summaries. When children have been interested
_a._ A summary enables throughout the lesson,
children to keep sequence why are they sometimes unable to
and gives new solve for themselves the problem
point of view. which has been discussed?
_E._ Illustrative material, and What aids does a teacher need
references noted on to use in teaching a lesson other
the plan. than the textbook and her own
_a._ Materials prepared plan?
ahead of time.
_b._ References to maps,
charts, books indicated
definitely to save time
and conserve interest.
_F._ Provision for assignments.
_a._ A good lesson makes What do you do with questions
provision for definite which are not answered during the
progress and makes recitation?
clear the questions
yet unsolved.
_b._ Children need definite How do you prepare children to
problems more when work at their seats, or at home?
working by themselves
at home than when with
the teacher.
Show class plans found in Is plan making worth the time
McMurry, _Method of the Recitation_, and energy which it requires?
pp. 329-339; Third Yearbook,
National Society for the Scientific
Study of Education, pp. 60-64;
syllabus on _Theory and Practice of
Teaching_, pp. 14-18.
A PLAN FOR TEACHING THE TOPIC OF IRRIGATION[28]
_Teacher’s aim_: To arouse or increase the interest of children in
the development of the western part of the United States, and to
acquaint them with the problems of irrigation.
What effect would a long drought in this part of our country have
upon the price of fruits and vegetables? What would happen if the
drought were to be continuous? There are arid regions in the United
States. Can they be made to raise good crops?
_Pupil’s aim_: Can the arid regions of the United States be made to
raise good crops? What effect would that have on the other parts of
the country?
SUBJECT MATTER METHOD OF PROCEDURE
I. Arid regions of the United In what parts of the United
States. States are the arid regions
located?
_A._ Continuous drought. Look at your rainfall maps.
_B._ Size of area. See maps. Name the states included.
_C._ Description of region. Compare the population of the
plateau states with a like area
Dodge, _Adv. Geog._, pp. 44. Tarr in the Mississippi Valley, or on
and McMurry, second book, p. 120. the Atlantic coast.
II. Why should we desire to reclaim Is it significant to the country
arid lands? as a whole that these regions
remain unproductive?
_A._ Increase in population
with consequent increased
demands for food at home and
abroad.
_B._ Capital seeks a good What would be the effects
investment. produced in case these large
tracts of land could be brought
III. How arid regions are made under cultivation?
productive.
_A._ Conditions necessary for In order that plants in the garden
plant growth. or crops in the field may grow,
what conditions are necessary?
_a._ Fertile soil.
_b._ Heat and light.
_c._ Moisture.
_B._ The effect of drought When the lawns or gardens in
overcome. our part of the country grow too
_a._ In limited areas—by dry, how are they kept growing?
sprinkling. What means must be employed to
provide water in very large areas?
_b._ In extensive areas—by Are these means used in the
irrigation. Plateau and Pacific states? (Class
consult the references named.)
Tarr and McMurry, p. 120.
Dodge, _Adv. Geog._, p. 166.
King, _Adv. Geog._, pp. 141-146.
_C._ Sources of water supply. Where can the water be obtained
for irrigating purposes in these
_a._ Rivers. dry areas?
_b._ Mountain streams fed
by rain, snow, or glaciers. (Conversation. Assignment to
_c._ Artesian wells. books in use by all of the class.
_d._ Lakes. Assign article in _Review of
Reviews_, 31:701-704, to a pupil
as a special topic.)
Tarr and McMurry, pp. 129-133.
Dodge, _Adv. Geog._, p. 172.
King, _Adv. Geog._, p. 142.
_Review of Reviews_, 31:701-704.
_D._ The process of irrigation. How can the supply of water
which falls during the rainy
_a._ Water storage, reservoirs, season be kept for use during
dams. the dry season?
_b._ Ditches or canals. (Assignment of special topics
_c._ Surface irrigation. relating to particular subjects.)
_d._ Subirrigation.
How is the water in the reservoirs
See geographies quoted under _C_, or rivers distributed to the
above. fields when it is needed?
_Popular Science Monthly_, (Illustrate by an outdoor lesson;
67:648-686. or if the nature of the country is
not suited to illustrate the
process, use the sand table and
construct a system of irrigation
showing reservoir, main canals, and
the distributing ditches. Assign
subirrigation as a special topic.)
_E._ The reclamation service. How does the United States
_a._ The nature of its work. government aid in reclaiming the
_b._ The territory affected. waste lands of the West?
(See the _World’s Work_, Dec., 1907.)
_F._ How the government gets What disposition does the
its money back. government make of the reclaimed
_a._ Sale of land in tracts lands?
not exceeding 160
acres to an individual.
_b._ Payment in ten equal
annual installments.
Ref. the _Cosmopolitan_, 37:715-722.
The _World’s Work_, Dec., 1907.
_G._ The effects of irrigation. Would it pay a man to buy a
forty-acre tract in the irrigated
_a._ Upon agriculture. region? What crops could he
produce? Value of crops?
(Estimated.) Where there are
(See geographies quoted above; prosperous farming communities,
also the _Cosmopolitan_, 37:718-722; what other industries are
the _World’s Work_, Dec., 1907.) possible? Are they found in the
irrigated districts? With
agriculture, fruit growing, and
_b._ Upon secondary industries other industries made possible
and profitable, what effect is
_c._ Upon population in produced upon immigration to
the areas irrigated. the Western states? What problems
did we set out to solve in
(King, _Adv. Geog._, pp. 152-154; these lessons on irrigation?
also other geographies quoted What is the answer to each?
above; the _World’s Work_, Dec.,
1907.)
Further topics for class study:—
1. Value of forests to systems of
irrigation.
2. Our relations to the irrigated
regions.
3. Advisability of introducing
irrigation in the Eastern states.
4. Irrigation in Egypt.
5. Irrigation in India.
Individual assignments:—
1. Economy of water in irrigation.
2. Fruit growing on irrigated
land.
3. Advantages and disadvantages
of farming in the East and
in the West.
4. Relative value to a state of
gold mining and of farming.
5. Relation of irrigation in the
West to the people of Europe.
6. To the people of the Eastern
states.
The plan given above for the topic “irrigation” is typical of many
plans which the teacher should make. It indicates the development
of the whole topic, which will need the time of several recitations
for its complete development. The topics given at the end of the
plan for class study and for individual assignment show that the
teacher had thought over the problems which might arise as the
subject was taught, and that she was ready to make such assignments
as the situation demanded from day to day. If such a list of possible
assignments has been prepared before the topic is taught, the chances
are that the ground will be much more thoroughly covered than would
be the case if the teacher trusted to her ability to select an
interesting problem at the end of each day’s work. Lesson plans
should, as a rule, cover a complete unit of work or topic. One plan
will commonly include inductive development work in the derivation of
principles, drill work to fix these generalizations or to give skill
in their application, and at times deductive work in the use of the
principles derived to explain new situations. A complete plan for
teaching percentage in arithmetic would include all of the elements
mentioned. A lesson for appreciation or a recitation lesson may
often be followed by drill work. When the topic lesson plan has been
prepared, the teacher will need to consider from day to day the best
method of proceeding with the subject. She may wish to vary somewhat
the approach or order of development.
A PLAN FOR A DRILL LESSON
The work indicated here can be done in one period. The plan is given
as an illustration of the principles involved in good drill work. It
is especially necessary, in planning for lessons of this type, to be
ready to vary the exercises in order to maintain the interest and
attention of the class. Repetition with attention is what counts for
habit formation. The children have been playing a game in which the
score secured by throwing a bean bag in squares, numbered from one
to ten, has been multiplied by two and later by three. The class has
been divided into sides, and the competition has been keen. They want
to make larger scores, and, therefore, have a compelling motive for
studying the next table.
_Teacher’s aim_: To teach multiplication by four. If we are to make
larger scores, what table must we learn next? How many think they can
learn half of the table of fours to-day? If you learn it, we will
play our game for ten minutes.
_Pupil’s aim_: To learn the multiplication table of fours.
SUBJECT MATTER METHOD
4 × 4 = 16 Teacher writes the table on the
blackboard, as indicated under
4 × 2 = 8 subject matter.
4 × 6 = 24 How many are sure they know
the first two? Look at me and
4 × 3 = 12 answer as I ask the results.
Don’t answer unless you are sure.
4 × 5 = 20
Now let us take the first three.
Proceed as before.
I’ll erase the first three. Look
at them carefully. Now write
them on your tablets.
4 × 4 = 4 × 2 = 4 × 6 =
Don’t write the answers unless
you are sure you are right.
Let four or five children read
their answers.
Margaret may ask for answers.
She drills on the first three
combinations.
The other two are easy to
remember,—four times three we
know; it is the same as three
times four, and four times five
are twenty we can all remember.
Look carefully; I am going to
erase them.
Drill by teacher on last two
combinations.
All combinations put on board
again and read and written by
children.
Robert tries to discover whether
there is any girl who has forgotten
any part of the table.
Katharine tries to catch the
boys.
All write at the dictation of the
teacher, supplying the products.
The game is then played. When
any one makes a mistake in
recording his score on the
blackboard, his side is penalized
the amount of his mistake.
Possibly all the plans the experienced teacher needs for the lesson
outlined above are a few notes concerning the variations to be
introduced from time to time in the drill. She must plan, however,
to put zest into the lesson by means of the variety which she
introduces, and she must, if she is to get the best work, provide
some motive which will make the drill work seem worth while to the
children.
A LESSON ESSENTIALLY DEDUCTIVE
A part of a larger topic plan on taxation. The children have begun
the study of taxation by inquiring how policemen, street cleaners,
firemen, and other city employees are paid; how money is secured to
run the schools, to provide water, and the like.
_Teacher’s aim_: To teach how to determine the amount of taxes to be
paid when the assessed value of the property and the rate of taxation
are known.
George, did you find out the assessed valuation of your father’s
house and lot?
Henry, did you find the rate on real estate?
_Pupil’s aim_: Let us try to find out how much tax George’s father
must pay on his house and lot.
SUBJECT MATTER METHOD OF PROCEDURE
A knowledge of percentage is If you want to find six per cent
assumed. of $3500, how do you proceed?
To find the percentage we If George’s father pays $1.80 on
multiply the base by the rate. each hundred dollars, how can you
tell how much he must pay on
House is worth $3500. Rate of thirty-five hundred dollars?
taxation is $1.80 on the hundred
dollars.
$1.80 on one hundred dollars Do you discover in this example
35 times $1.80 would be the anything like the problems in
------ amount due on thirty-five which you find a certain per cent
900 hundred. of a given sum?
540
------
$63.00
Find .018 (1-8/10 per cent) of
Taxation is simply an application $3500. If you multiply the
of percentage. assessed value by the rate, will
you get the amount of the tax?
Why must you point off two
places?
Do you think you can find the
amount of the tax to be paid on
any house and lot in the city, if
I tell you how much the assessed
value of the house is?
Houses worth $4,250 Is the rate of taxation the same
$18,400 on all houses?
$1,260
$1,500 Teacher gives problems to the
$7,500 whole class and has each explained
$800 in turn on the board.
$12,000
For to-morrow you may solve
How much tax must each pay? the following problems (written on
the board):—
ASSESSED RATE OF
VALUE TAXATION
$4,200 $2.20
$16,750 $1.35
$425,000 $1.90
$1,000 $0.78
$56,000 $1.64
$400 $2.18
PLAN FOR A SERIES OF TOPICS IN HISTORY—SIXTH GRADE
A plan covering the work for several weeks given in the form of a
topical outline with suggestions as to methods of treatment. This
general plan would need to be supplemented by definite additional
preparation from day to day. This plan was prepared by Miss Lida Lee
Tall, supervisor of grammar grades, Baltimore County, Maryland.
_Aim_: To teach the colonization of Maryland and show its development
as a part of England’s colonial empire in the New World.
_Topical Outline (for the Teacher)_
I. Conditions in Europe at the time of the settlement of Maryland.
II. Conditions in the New World.
III. Life of George Calvert.
_a._ In England.
_b._ In the New World.
IV. The settlement of Maryland.
V. The development of Maryland.
_Textbooks_
Any good history of England, as Walker’s, Gardiner’s, or Andrews’.
Warren. Stories from English History.
Harding. Stories of the English.
Mowry. First Steps in the History of England.
Browne. Maryland: the History of a Palatinate.
Cheyney. European Background of American History.
Cheyney. A Short History of England.
Hall. Lords Baltimore and the Maryland Palatinate.
Gambrill. Leading Events of Maryland History (class text).
Coman and Kendall. History of England.
TOPIC I: CONDITIONS IN EUROPE IN THE SEVENTEENTH CENTURY
SUBJECT MATTER METHOD OF PROCEDURE
1. Monarch. King James. Much of the work can be developed
from assigned readings for
2. Incidents of the reign that will which the pupils must be held
help interpret the life of responsible. Where textbooks are
the times: not available the teacher, or a
pupil who reads well, may read to
{Religious the class. Of course, the
Controversies {Political assignment must be very definite.
{Commercial. For example:
{ vain _a._ As you read see if you can
{ arrogant tell from incidents in the
{ weak story the kind of man King
3. Character of { amiable James must have been.
the King { loved peace at You must argue for what
{ all costs you think about him.
{ ambitious
{ approved _b._ England was interested
{ learning particularly in Spain,
Holland, France, and the New
{ Sir Walter World. As you read find out
{ Raleigh why this was so.
{ Sir Robert
{ Cecil Half the class may be given the
4. Men of Eng- { George Calvert first assignment, the other half
land { Cromwell the second.
{ Guy Fawkes
{ Robert Carr When at the close of the study
{ Francis Bacon period, the teacher calls for the
work, it will be through her
sequence of questions that the
5. Reason for England’s interest subject matter will be organized
in other countries: according to the outline under
“Subject Matter.” If the
_a._ Trade. discussions are lively and
argumentative, the spirit of the
_b._ Spain’s success in seventeenth century will be felt
colonization in the New and the life of the time pictured.
World. Pictures of castles, London
streets, Ireland, the continent,
_c._ Spain’s usurpation of sea vessels, etc., will help to
Holland. make impressions more vivid.
Topic 6 makes a good summary
_d._ Increase in woolen and can be conducted in a way to
manufacture in England. make the work most attractive to
the pupils.
6. Topics of the day at the English
court:
_a._ Spanish king and his power.
_b._ Spanish resources.
_c._ New World.
_d._ Religion.
_e._ England’s { Stock companies.
trading { Proprietary
companies { privileges.
TOPIC II: CONDITIONS IN THE NEW WORLD
SUBJECT MATTER METHOD OF PROCEDURE
1. Spanish America. Assign readings from available
2. French America. textbooks.
3. English and Dutch America. A further assignment which
correlates with geography is the
following: Draw a map of the
world; show Old World; show New
World; color the part of the New
World that belonged to Spain, to
France. Also draw a map of
Europe; show the Catholic
countries, show the Protestant
countries.
As the teacher develops the
lesson from the class, by means
of thought-provoking questions,
she can make an outline on the
board, the class helping; then
this outline may be copied by the
pupils in notebooks used for
history lessons only. These
outlines should serve as
summaries and also as reviews
as the lessons continue.
TOPIC III: LIFE OF GEORGE CALVERT
SUBJECT MATTER METHOD OF PROCEDURE
1. George Calvert in England at 1. Assigned reading for class:
this time. Gambrill, pp. 3-6.
_a. Early life:_ Teacher may fill in with details
from Browne’s _Maryland_, or
Born in Yorkshire (locate). Hall’s _Lords Baltimore and the
Palatinate_. Much of this, however,
Educated at Oxford (picture may be developed. By this time the
of school). class will have been put into a
mental attitude, both historically
Traveled on the Continent and geographically, to answer
(map showing university problems very intelligently.
towns).
_b. Later life:_
Important position in England.
Interests in the New Assignment for map work:
World: Trade: religion.
A map of England—locate
Yorkshire, Oxford, London.
2. George Calvert. In the New A map of Europe showing
World: George Calvert’s travels on the
Continent.
_a. Newfoundland._
Management. 2. (_a_) Draw a map of the New
{Climate World showing Newfoundland
Difficulties {Soil and other settlements of
encountered {The that time.
{ French
Disappointment and Why was Newfoundland bought?
departure.
_b. In Virginia_ (_b_) Why in Virginia and not
Reception unwelcome because Plymouth?
of religion, character
troubles, business 3. Textbook assignment.
relations.
Result.
3. His return to England.
New charter from Charles I.
Death of George Calvert.
TOPIC IV: THE SETTLEMENT OF MARYLAND
SUBJECT MATTER METHOD OF PROCEDURE
1. Cecilius Calvert—To carry 1. Assigned reading: Gambrill,
out his father’s plan of pp. 6-8.
making a settlement in
the New World. As has been indicated, where no
problem development is possible,
_a_. Conditions of the new use textbooks or the teacher’s
charter. (Gambrill, pp. 6-8.) wealth of details to fill in the
connecting links. The texts should
be read just when the need for the
(_a_) Rights and duties of information arises: for instance,
the proprietor. when it is necessary to know the
conditions of the charter granted
(_b_) Rights and duties of to Cecilius Calvert, the books
the colonists. should be opened, the page found,
the page or paragraph read silently
Kind of man necessary to by the class, and the information
rule the colony wisely. then given.
_b._ Preparation for the trip: If the previous situations have
been vividly presented, then the
{Hostility of problem of the difficulties of
{the old London getting such a trip under way that
{Co. confronted Cecilius Calvert should
Difficulties {Objections to be eagerly discussed by the class.
{the charter There can be map work—England:
{by Claiborne. locate Gravesend, Isle of Wight;
also make the flag of England
under which the expedition sailed.
Getting {The _Ark_. (The flag of 1608 was the united
ready at {The _Dove_, flag of England and Scotland,
Gravesend {Nov., 1633. the flag of St. George and St.
Andrew combined. Lord Baltimore’s
{Men bound to own banner can be made
{service (probably and colored, though it was not
{Protestants), known to have been used until the
{300. battle of Severn; it was adopted
Men for the {Freemen (probably as the state flag in 1904.)
expedition {Catholics), 20;
{priests, 2. 2. The voyage can be treated as
{Members of the a recall of the knowledge
{Calvert family. gained from the
celebration of a holiday
like Maryland Day in
a previous grade, or an
Stop at the Isle of Wight. outline map may be
drawn and pupils may trace
Off for the voyage. the route if they can.
2. The voyage.
(More map work can follow to
_a._ The stop at the Barbadoes. indicate the stop at the Barbadoes,
the route up the Atlantic to Old
(It is necessary that Point Comfort, another stop, and
the class understand on to Blackiston Island.)
something of England’s
colonial territory _a._ Why was a stop at the
at the time: Barbadoes planned?
England colonized
Barbadoes in 1625, _b._ Why was a stop at Point
after it had been Comfort planned?
depopulated by the
Spanish. The island
had, therefore, been
under English control 3, 4, 5, 6. From the landing on
for eight years. Blackiston Island to the
It was possible that end of this topic the
the _Ark_ and the method followed should
_Dove_ carried mail be: developing questions,
for the Barbadoes. with the use of a
The colonists textbook which should
stopped for three be read either before the
weeks, in that time lesson or after the
repairing the vessels, development in order to
securing negro verify conclusions made;
slaves, and buying but this must be left to
supplies, among the judgment of the
which was seed corn teacher and her own
for the Maryland individual plan for dealing
settlement.) with the subject.
Assigned reading: Gambrill,
_b._ The stop at Point pp. 17-19.
Comfort.—Letters from
Cecilius Calvert and 7. For the life in the colonies,
the king were to be reading periods may be
delivered with great occupied with readings
respect, by the hands from any good book that
of a messenger who gives a graphic account
was conformable of the times, such as
to the Church of England, Alice Morse Earle’s
to Sir John _Home Life in the Colonies_.
Harvie, the governor If the sand table
of the Virginias. is used, the children
should consult these
3. The landing on Blackiston’s books. Another way to
Island, March 25, vary the procedure, if
1634. Why not a there are books enough,
suitable place for a is to assign readings and
permanent settlement? let the pupils bring to
the class accounts of the
4. The visit to the Pascataway details of the life in the
Indians. The sale colonies that seemed
of the Yaocomaco most interesting to them
Village. The advantages individually.
of such an
arrangement with In the Affairs of Interest
native Indians. it will be necessary for the
teacher to tell about the
5. The settlement on St. George’s conditions in England.
Creek, afterward known as Mowry, Guerber, or
St. Mary’s Creek. The Warren may have all
settlement was named the information necessary
Augusta Carolina. for this purpose,
but Cheyney’s _European_
6. The favorable conditions of _Background of American_
the settlement. _History_ should be
studied by the teacher.
_a._ Spring of the year. The European background
can be very
_b._ Houses of the Indians (log) simply drawn.
could be occupied
temporarily by the The Kent Island affair may
settlers while deciding be read before being discussed,
upon sites for building. but there is good
problem work there, and
the better plan would be
_c._ Aid of friendly Indians: to read the text last.
_Text:_ Gambrill, pp. 21-25,
1. Routes through the country. 99-111.
2. Protection. _References:_
Tudor Jenks, _When America_
3. Education—corn _was New_. Chap. IV, “Maryland
planting, harvesting, and the Dutch.” Chap. V, “New
clipping tobacco, World Living.” Chap. IX, “What
hunting game, fishing, the Colonists Knew and Thought.”
climate.
4. Land was already
cleared and cultivated.
_d._ Condition of plantation
grants:
Wm. H. Browne, _Maryland, The_
A man with five persons—2000 _History of a Palatinate_.
acres.
Alice Morse Earle, _Home Life in
A man with less than five—100 Colonial Days_.
acres for self;
100 acres for wife; The chapters on Virginia
100 acres for each plantation life will serve
child under sixteen to show the life in Maryland
years; 100 acres for colony also. The
each servant; 100 material is as follows:
acres for each laborer. Light, Kitchen, Fireside,
Serving Meals, Food of
_e._ Physical features of country Forest and Sea, Indian
for tobacco industry: Corn, Meat and Drink,
Flax Culture, Wool Culture
Tide water. and Spinning, Girls’
Occupation, Dress of the
Estuaries—wharves for Colonists, Jack-knife Industries,
each plantation. Travel, Transportation
and Taverns, Colonial
7. Life in the colony: Neighborliness,
Sunday, Oldtime Flower
_a._ Plantation—extent, Gardens.
sheds for drying tobacco,
slave quarters,
barns, rolling roads,
chapel, house.
_b._ Food—wild turkey,
venison, oysters,
hominy, corn pone.
_c._ Amusements—hunting,
dancing, singing by
slaves.
_d._ Travel—boats, horse.
_e._ Affairs of interest—Virginia
news.
Claiborne’s trading post in
the Chesapeake.
Relations with the Indians.
English politics (Charles I,
Cromwell, and Parliament.)
Military arrangements in
the settlement.
Currency for trading.
Need for an assembly to
settle matters in a legal way.
_f._ First Assembly—1635.
Matters taken up—Boundaries,
Military protection,
Claiborne trouble,
Framing laws to be sent
to Cecilius Calvert, the
proprietor in England.
_g._ Sending back these laws;
also letters, and products,
as well as the two
Indian arrows required
by the king.
An interesting account of
the arrival and departure
of the trading ships
can be given. They
came from November to
January, and the captains
were entertained
at the different plantations.
They brought
new settlers, indentured
servants, more slaves,
letters from England,
news of the world.
_h._ Trouble in the colony. _h._ Textbook assignment:
Gambrill, pp. 27-30, 34-47.
Claiborne on Kent Island.
Virginia’s hostility.
Troubles with the Indians—
Susquehannoughs and
Pocomokes.
Civil War in England.
TOPIC V: DEVELOPMENT OF THE COUNTRY AND REPRESENTATIVE GOVERNMENT
SUBJECT MATTER METHOD OF PROCEDURE
1. Assemblies— 1. Discuss the organization of
the several assemblies.
First Assembly in 1635.
Explain hundreds.
Second Assembly in 1638.
Why three years later Textbook: Gambrill, pp. 14-19;
than first? penal laws; prisons, 21-23;
judicial courts, 63-68.
What was its organization?
Freemen, governor, and
Council. Importance.
Third Assembly in 1659.
Representatives from the hundreds
making a House of Burgesses,
governor, and Council.
2. The Claiborne affair and its
settlement.
3. The effect of the Civil War 2, 3, 4, 5, 6, 7, 8. Textbook
in England upon the colonies: Assignments: To be given by
teacher.
_a._ Colonies in general:
1. Increase or decrease in
population according
to the sentiments of
the colonists regarding
the questions in England.
2. Strife in colonies.
Councils called on to
decide for or against
king or Parliament.
3. Effect on commerce.
_b._ Upon Maryland in particular:
1. Increase in Catholic
population.
2. Caused strife and dissension.
3. Return of Leonard Calvert
to England for advice; Giles
Brent left governor _pro tem._
4. Invasion of Ingle.
5. Ingle and Claiborne.
6. Leonard Calvert’s return
from England.
7. Leonard Calvert’s refuge
in Virginia.
8. Return of Calvert and
restoration of the
colony under his government.
9. Death of Leonard Calvert,
June 9, 1647.
Thomas Greene made
governor _pro tem._ by
Leonard Calvert on
his deathbed.
4. The appointing of a new governor
by the proprietor and
the reorganization of
the government: Factor
in this—Civil War;
the Protestants in
power in England.
1. William Stone appointed
governor.
Effect—he chose
Protestants for his
Council, from those
brought into Maryland
from Virginia.
They made a settlement
on Severn River.
5. Trouble with the Puritans
resulting in the battle
of the Severn.
6. Reconcilement with Virginia.
7. Change in organization of
government—Upper House.
Lower House.
Due to growth of colony;
freemen; indentured
slaves who became freemen.
8. Removal of the capital to 8. For “Life in Annapolis” see
Annapolis. Churchill’s _Richard Carvel_:
Chapter on “Christmas at
Carvel Hall.” This should
be read to the class.
Note.—Here the development of the Maryland colony may be closed
because of the political difficulties which are entirely beyond the
experience of the sixth-year child. The French and Indian Wars might
be studied; also the opening up of western Maryland by the coming of
the Germans; but the main point has been accomplished. The children
have worked their way through the study by living in the conditions
of the colony and solving Leonard Calvert’s problems for him. To work
such a plan out in detail, to give just enough to whet the appetite
of the child and then make him think for himself, to have him live as
a colonist of the times, interested particularly in the details of
government that concern the colonists as a united body until finally
a “two house” legislature is demanded because of the growth in
population, area occupied, and interests represented, is a task for
the skill of the teacher, and is worth while.
LIDA LEE TALL,
Baltimore County Schools.
A LESSON IN NATURE STUDY INVOLVING A REAL PROBLEM
This lesson was planned and taught very successfully in the third
grade by Miss Roxana A. Steele of the Speyer School, Teachers
College, Columbia University.
_Teacher’s aims_:—
1. To teach pupils why and how to transplant.
2. To prepare for the transplanting of the salvia plants in our
school garden.
_Pupil’s aims_:
1. To be able to select good plants for transplanting.
2. To know how to transplant in order to plant salvia plants without
help.
SUBJECT MATTER METHOD OF PROCEDURE
Box of young salvia plants for What are we planning to do with
observation and comparison with our salvia plants when they are a
cabbage and tomato plants. little larger?
(Salvia plants to be transplanted Why didn’t we plant the salvia
into garden later.) seeds in the garden?
_Advantages of transplanting_: What are some of the advantages
Plants get an early start. of transplanting? disadvantages?
Opportunity for good arrangement.
_Disadvantages_:
Extra work.
Extra care.
How many children feel that
they know just the best way to
transfer a plant? (Pupils’ Aim.)
Do you think we can afford to
practice with the salvia plants
when we have so few? Who can
suggest a good way to learn to
transplant?
Cabbage and tomato plants discarded Let us look at those cabbage
by Teachers College gardener. and tomato plants which I have
brought from Teachers College
I. Choice of Plants. and see what we think about them.
Very small plants: These are from the box from
Do not root well. which plants were selected by the
Are slow in getting started. gardener last week.
Large plants: I shall divide the plants into
Stalks too long and weak. small, large, and medium-sized.
Bend very easily. Tell which you think are best for
If used, need to be planted transplanting and why.
deep.
Roots have not had room Why would you not select the
enough in hotbed. very small ones? the very large
ones?
Medium-sized, strong plants:
Best for planting. When a gardener has not enough
Good roots. fine, straight plants, can you
Good stalk. think of a way of planting by
Green leaves. which he might use a crooked
plant?
Crooked plants.
Can be straightened by the sun.
Now that we know _what kind_ of
a plant to select, can you think
of something else we must learn
before we are ready to transplant
our salvia plants?
(Statement of Pupils’ Aim.)
II. Manner of Planting. Can you think of some things
Preparation of hole. which might help a very young
Water at roots. plant to get a good start?
Planted deep enough for Has any child ever seen a farmer
branching of first leaves to plant cabbage or tomato plants?
be but an inch or two above Tell us exactly how he did it
ground. and why.
Earth pressed firmly around
plant.
Practice planting of cabbage Several children who can select
and tomato plants in a box a good plant may plant them in
of earth. this box of earth. The class will
Trowel. decide whether they are good
Choice of plant. gardeners.
Water.
Account of what is being done. Each child will have an
opportunity to plant a salvia
Summary. plant in the garden. Can you tell
How to select a plant for which plants will be most liable
transplanting. to grow well?
How to plant it.
A LESSON PLAN IN GEOGRAPHY WHICH IS PREDOMINANTLY DEDUCTIVE
The study of maps forms the basis for inferences which are later
verified by referring to the text. This plan was written by Miss Mary
F. Kirchwey of the Horace Mann School, Teachers College, Columbia
University. This lesson was most successfully taught to sixth-grade
pupils in the Horace Mann School.
_Teacher’s aim_: To teach the geography of India and to give practice
in the application of principles of geography known by the pupils.
_Children’s aim_: Why do they have such terrible famines in India?
SUBJECT MATTER METHOD OF PROCEDURE
What is a famine?
Sufficient conversation to
impress upon the children the
suffering attendant upon famine.
Failure of crops—dense population What are some of the conditions
directly dependent upon agriculture that bring about a famine?
for a living—lack of sufficient
means of transportation.
We have abundant rainfall— Have you ever heard of famines
temperature favorable to crops— in our country? Why not?
great land area in proportion to
our population.
In Egypt—even as far back as In what part of the world have
in the days of Joseph (Bible)—also you heard of famines?
in recent years.
Nile’s overflow less abundant What were some of the causes
than usual—dense population. of famine in Egypt?
The Indus Valley in India is
one of the regions that is subject
to terrible famines. Let us see if
we can find the reason for it.
Location and approximate extent Point out the Indus on the map.
of the Indus Valley. Where does it rise? Where empty?
Draw your pointer along the
length of the valley—across it.
In what latitude is it?
Between latitudes 23° and 30° N. What temperature conditions
the temperature is warm. must prevail there? What part of
North America is in about the
Florida is in about the same same latitude? What do you know
latitude, but the extremes of about the temperature of Florida?
temperature are not so great owing Do you think that the Indus
to the water mass that surrounds it Valley has about the same
and tempers both heat and cold. temperature? Look carefully at
the location of both places—
Florida and the Indus Valley.
Can you see any reason for
thinking that temperature is not
the same? How are the summer and
winter temperatures of Florida
affected by the waters about it?
How are the summer and winter
temperatures of the Indus Valley
affected by the land mass about it?
Isothermal maps for January Find out whether your conclusions
and July verify the class are right.
conclusions.
JAN. JULY.
Indus Valley, 40°-60° 90°
Florida 50°-60° 80°
Is the temperature of Florida
favorable or unfavorable to crops?
Is a temperature somewhat
hotter in summer and colder in
winter unfavorable to crops?
Is there anything, then, in the
temperature of the Indus Valley
that explains their famines?
Rainfall. We must evidently look for
some other cause for the famines.
Upon what other climatic
conditions do crops depend?
Indus Valley is in the trade wind In what wind belt does the
belt. Indus Valley lie?
North of the equator the trades From what general direction
blow from the northeast. do the trades blow in the northern
hemisphere?
The air over the land becomes Let us see if there is ever any
heated and expands. The cooler exception to this rule. How does
air from the water blows in. the temperature of the land
compare with the temperature of
the water in summer? What effect
has this upon the air over the
land? What naturally follows?
From a general southerly direction. From what direction, then, do
the winds blow in India?
Arrows on map show that the
winds come from the southwest. Turn to the map of the winds
and find the exact direction.
These winds are called the
_Southwest Monsoons._
From the northeast in winter. Tell again from what direction
the winds of India come.
From the southwest in summer.
There can be practically no What, then, do you conclude as
rainfall in the Indus Valley in to the rainfall of the Indus Valley
winter because the winds blow over in winter? Is there apt to be more
the great land mass of eastern and or less rainfall in summer? Why?
south-central Asia before reaching Look at the map very carefully
the Indus and have lost their and see if it is likely that even
moisture. the summer winds bring much
rainfall. Is the rainfall equally
There is more rainfall in summer light all through the valley? Where
because the winds from the southwest is it apt to be heaviest? Why?
come directly from the
ocean. The valley lies so low,
however, that the winds sweep
over the southern part of it without
having much of their moisture
condensed. There is little
condensation until they near the
highlands on the north.
Refer to rainfall maps which Prove that your conclusions
show well-watered regions in the are correct.
upper valley—desert in the lower.
Generally favorable in the upper Would you then say that the
valley—unfavorable in the lower. rainfall is favorable or
unfavorable for agriculture?
Does this mean, necessarily,
that agriculture cannot be carried
on in the lower valley?
The Nile Valley—Egypt. What other river valley have
you studied that is noted for its
agriculture in spite of a very
light rainfall?
The annual overflow of the What makes agriculture possible
river. in the Nile Valley?
The heavy precipitation in the To what is the overflow of the
mountainous districts that feed its Nile due?
tributaries.
Indus has many tributaries that Is there anything in the location
rise in the Himalayas. In the of the Indus that makes it
summer, when the snows on the likely that it, too, overflows?
mountains melt, these tributaries
carry to the main stream such a
quantity of water that an inundation
results.
Overflow is less and a What is the result if the
correspondingly smaller area rainfall is less abundant than
productive. usual?
Character of the soil. Upon what beside temperature
and rainfall does the
productiveness of a region depend?
River valleys in general have a Can you come to any conclusion
rich soil. A river that overflows in regard to the soil of the Indus
leaves a deposit of rich mud that Valley?
makes its banks very fertile.
Favorable—warm climate, rich State again the conditions in
soil, overflow of the river. the valley that are favorable to
agriculture. Those that are
Unfavorable—scanty rainfall. unfavorable.
Crops grow so rapidly and easily What has been the effect of
when rains do not fail, that vast these physical conditions upon
numbers of the people engage in the occupations of the people?
farming. It is almost purely an
agricultural region.
It has attracted vast numbers of What has been their effect upon
people. the density of population?
Principal products—millet, What crops would you expect
rice, cotton, sugar cane, wheat, to find in the Indus Valley?
tea. Consult your textbooks and see
what else is grown there.
Practically all needed for home Do you think that much is
consumption. exported? Why, then, do they have
such terrible famines in India?
More railroads might be built Can you suggest anything that
in order that food products could might be done to lessen the danger
be carried readily from one section of famine?
to another.
Better methods of irrigation Consult your textbooks and see
might be employed. what steps have already been taken
in this direction.
More variety of occupation
might be introduced, so that fewer
people would be directly dependent
upon agriculture for a living.
A LESSON FOR APPRECIATION
A lesson for appreciation which includes creative and interpretative
work. The interpretation of the song in the dance, or dramatic game.
This lesson was planned and taught to a group of second-grade
children by Miss Eleanor Wright of the Speyer School, Teachers
College, Columbia University.
The lesson was based upon the little German folk song which follows:—
[Music:
Das Steckenpferd
1. Hopp, hopp, hopp! Pferd-chen, lauf’ Ga-lopp,
2. Tipp, tipp, tapp! Wirf mich ja nicht ab!
ü-ber Stock, und ü-ber Stei-ne,
sonst be-kommst du Peit-schen hie-be!
a-ber brich mir nicht die Bei-ne!
Pferd-chen, thu’ mir’s ja zu lie-be;
im-mer im Ga-lopp! hopp, hopp, hopp, hopp, hopp!
wirf mich ja nicht ab! tipp-ti, tapp-ti, tapp! ]
_Teacher’s aims_:—
1. To have the children make a dance which will be suitable to the
music of _Das Steckenpferd_.
2. To help the children to appreciate this form of
self-expression,—expression by means of the whole body.
_Pupils’ aim_:—
To make a little “folk dance” which they will present at the May
Festival for the entertainment of parents and friends.
SUBJECT MATTER METHOD OF PROCEDURE
I. _A._ Getting the problem before I. _A._ 1. Do you remember,
the children. children, that I promised
you a great surprise this
1. The surprise. morning? Well, this is it.
2. Reason for doing this work. 2. One day, not long ago,
Miss S., Miss T., and I
were talking over our
program for the May
Festival, and we decided
that the little people did
not have enough to do.
The first-grade children
are to play a little story,
and our two grades, you
know, are to sing _The
Little Princess_—so we
thought that the second
grade ought to have
a little part of its own.
Now what do you think
it is to be? I am going
to tell you.
3. Nature of the problem. 3. We are going to make
our own little dance to
the music of _Das Pferdchen_.
Don’t you think
that will be very interesting?
_B._ 1. Set the standard for 1. When we made the
judging the value tunes for our songs last
of the work done: winter, what did the
that is, to have music always have to tell?
the dance tell the
same story as the music. Just so, as we make
our dance to-day, it must
tell the same story as the
folk song.
2. Consider some other 2. Let us sing one of our
familiar melodies, little songs that we have
and show, in physical known for a long time,
expression, and see if we can tell,
what they tell. in a dance, how that
makes us feel.
_a. Soldier Song._ Different children
(Bentley Song Primer.) may here give different,
individual interpretations.
Encourage much
freedom.
_b. Bye-Low._ I am thinking of another
(Bentley Song Primer.) tune that is quite
different from this one.
You may sing it with
me if you like.
Virginia may show us
how that song makes
her feel: what she wishes
to do when she hears it.
_c. Old Black Joe._ (Handle these two
songs in a manner similar
_d. Robin Hood and Little_ to that used for the
_John._ other two.)
_C._ Choose those pupils to I am going to choose
interpret a song to whom James to dance this, for
it seems to appeal most. he knows so much about
soldiers.
1. _Soldier Song_—boys.
2. _Bye-Low_—girls. Whom do you think
3. _Robin Hood_—partners. could best show us how
_Bye-Low_ “goes”? Yes,
I believe the girls can.
Henry may choose a
little boy and girl to
show us how this tune
(_Robin Hood_) seems to go.
II. _A._ _Das Pferdchen._ II. _A._ Our little song,
_Das Pferdchen_, is very
different from all these.
Let us sing it together,
to “_la_.”
1. Kind of song—gay. 1. What kind of song
do you think it is?
How does it make you feel?
2. Things a little horse 2. This song is about
would do. a little horse. Now what
can a little horse do?
_a._ Gallop.
_b._ Jump.
_c._ Trot.
_d._ Paw the earth.
_e._ Stamp.
_f._ Step very high.
_g._ Carry his head
proudly.
_h._ Prance.
3. Find any or all of these 3. Now we shall sing our
movements in the song. song again, and this
time you must listen
very carefully so that
you can tell what _this_
little horse does.
4. Analysis of stanzas. 4. Is this stanza alike
First stanza—3 parts. throughout, or are there
different parts to it?
_a._ Jumping. You may raise your
hands when we come to
_b._ Galloping. the end of each part.
Name each part.
_c._ Jumping lightly.
5. Interpretation of each 5. You may show us how
part by several that first part makes you
different children. feel, Leland.
Irving may show us
his way of doing it.
6. Criticism.
_a._ Suggestions and You have seen these
constructive criticism two boys work; have you
of work done. any suggestion to give?
_b._ Judgment of the Which piece of work do you
class as to the relative consider more appropriate?
values of work. Why?
_c._ Selection made for Are you willing to accept
permanent dance. this for your finished
dance?
7. _a._ Analysis of second Now we have gotten the
stanza—3 movements. movements for our first
stanza, we shall see if
the second stanza is very
like it.
How many movements
did you hear in it?
_b._ Contrast the general _b._ Is the general spirit
spirit of first and of the second stanza just like
second stanzas. that of the first? Compare?
8. Encourage timid pupils Will you not show us,
to put forth effort. Josephine, how that little
Have a very weak horse seems to go, in
one work with one this second stanza.
who is strong in
this line. Now William is a very
strong horse, so we shall
put you with him and
make a fine “team.”
III. _A._ 1. Review the whole dance. III. _A._ 1. Since we have
gotten all our dance, in parts,
maybe you would like to
see some one dance it all
the way through.
Who will be strong
enough to do this without
any help?
We liked that very much.
2. Give the incentive to 2. But I wonder if you
work upon this feel ready to give this at
until it is a very the May Festival, just
finished product. as it is?
Why not?
What will be necessary,
then, before we can
feel satisfied with it?
3. Provide for a way of 3. Now we know how our
getting on and off dance is to go after we
the floor, when the have gotten out on the
dance is given. floor, but we have not
said how we shall get to
and from our places.
Don’t you think this
is very important?
4. Assignment. 4. I am going to ask you
to be ready to answer
this question on Monday:
What will be the most
suitable and pleasing
way in which to get before
our audience; and also,
back to our places after
our dance has been given.
A LESSON IN ARITHMETIC BASED ON A REAL PROBLEM WHICH WAS INTERESTING
TO CHILDREN
Such a lesson gives little opportunity for practice in arithmetical
computation, but gives the very best possible motive for the drill
work which is to follow. This lesson was planned and taught in
the third grade of the Speyer School, Teachers College, Columbia
University, by Miss Roxana A. Steele.
_Teacher’s aims:_ To have children appreciate the practical value of
itemized bills.
To make children conscious of their need for the multiplication table
of six.
_Pupil’s aim:_ To find the cost of the basket of food to be given to
a poor family on Thanksgiving Day.
SUBJECT MATTER METHOD OF PROCEDURE
Thanksgiving baskets are sent How many children know about
annually to the needy families of the Thanksgiving baskets which
the neighborhood. are sent from the Speyer School?
Voluntary offerings of money, You may tell the rest of the
groceries, help in preparing and class how this work is planned
distributing. for.
An offer to pay for a Thanksgiving Miss S. was telling me yesterday
basket if the value were that a gentleman offered to pay
estimated. for one of the baskets, but she
did not know the value of one. She
said that she knew the different
articles which are put into the
basket, but did not know the value
of each. I thought Grade III could
find the cost for her. Would you
like to try to do it?
(Pupils’ Aim.)
List of things for the Thanksgiving Miss S. gave me a list of the
basket: things which are to go into the
basket.
1 squash.
2 cans of vegetables. As I put the list on the board
3 qt. of potatoes. try to think of the price of each
2 qt. of apples. article.
6 lb. of beef.
1 qt. of cranberries. We will choose the average price
1 lb. of sugar. because our goods will be average
1 lb. of nuts. goods.
Market list prices:
Small squash 12¢
Large squash 18¢
Canned vegetables 10¢
Potatoes per qt. 8¢
Apples per qt. 12¢
Cranberries per qt. 12¢
Sugar per lb. 6¢
Nuts mixed per lb. 18¢
Small squash 12¢ How many are ready to tell the
Large squash 18¢ price of squash? How can you
------- find the medium price? You may
2 ) 30¢ record the squash. Who can fill
------- in the second line and explain
Medium squash 15¢ it? Class be ready to criticize.
6 lb. of beef at 16¢ = $.96 Same method with the other
items except item about meat.
How can we find the cost of 6
lb. of beef at 16¢ a pound?
$.16 Teacher do the multiplying,
.16 showing the practical value of
.16 $.16 a lb. the knowledge of the 6 table.
.16 × 6 Which is the better way and why?
.16 ----
.16 $.96 for 6 lb. Is there any question before
---- finding the value of the basket
$.96 as a whole?
_Suggestions._ Who can give helpful suggestions
to make sure that the answer is
Numbers in straight columns. correct?
Add up and down.
Give proper name to answer.
Board addition. Checking of results at board by
pupil whose work is incorrect.
Papers for Miss S. and the These three children may choose
gentleman. the two best papers and tell why
they select them.
Neat.
Correct.
Good writing.
Cost of Thanksgiving basket, What have we found out in
$2.15. to-day’s lesson?
Need of 6 table. What do you think we ought
to do in the arithmetic lesson
to-morrow?
(Problem to carry over.)
Aim for next lesson to be
expressed by pupils.
We cannot always follow in every detail the plan which we make for a
lesson. It is interesting in this connection to read Miss Steele’s
accurate account of what actually happened when the lesson, as
planned above, was taught. The description which follows appeared in
the _Atlantic Educational Journal_ for November, 1910.
A PRACTICAL LESSON IN ARITHMETIC
BY ROXANA A. STEELE, SPEYER SCHOOL, TEACHERS COLLEGE, COLUMBIA
UNIVERSITY
_Pupil’s aim:_ To find the cost of a Thanksgiving dinner.
_Teacher’s aim:_ To make children conscious of their needs in
arithmetic.
Last fall Grade Three had been studying the wholesale market in
industrial work. The wholesale market was compared with the retail
market, prices contrasted, etc., and much language and arithmetic
work was based upon this work.
A few days before Thanksgiving a gentleman stepped into the school
office and offered to pay for one of the Thanksgiving baskets which
the school sends out to poor families in the neighborhood. No one
seemed to know the exact value of one of the baskets, so Grade
Three was asked to make the estimate.
This could have been done by an adult in a few minutes, but it
would have been done no more accurately than the children were able
to do it after having made a careful study of market lists. The
exercise also furnished an excellent child’s aim for the arithmetic
lesson. The class felt its responsibility and was anxious to do
good work.
The list of things generally put into one of the baskets was given
to the class. The children decided upon the _average_ price of
each item. This called for an appreciation of the word _average_.
The work was done orally with class discussion. For instance, when
the price of a squash was asked, one child said “twelve cents,”
another, “eighteen cents,” etc. The class finally agreed that a
medium-sized squash would cost about fifteen cents.
Small squash 12¢
Large squash 18¢
----
2 ) 30¢
----
15¢
The child who recorded the price of the squash on the board wrote
fifteen cents—$.15. Before the lesson was over, several children
had a little trouble in writing cents without dimes ($.06), keeping
the money columns straight, using the dollar mark and decimal
point, etc. With suggestions from other members of the class, the
list was complete.
In the item “6 lb. of beef @ 16¢” the class found that it was
necessary to multiply by six. As they had never had the six table,
I did not expect them to be able to do it, but it chanced that one
boy knew his six table and did the work readily.
Marion Thalman. Nov. 23, 1909.
The Cost of a Thanksgiving Dinner
1 squash $.15
2 cans of vegetables @ 10¢ .20
3 qt. of potatoes @ 8¢ .24
6 lb. of beef @ 16¢ .96
2 qt. of apples @ 12¢ .24
1 qt. cranberries .12
1 lb. sugar .06
1 lb. nuts .18
----
$2.15
When the price of each item had been decided upon, the children
found the total cost at their seats, and their results were
compared.
The lesson closed with the question, “What did you find out in
to-day’s lesson?” The answers were: “The cost of a Thanksgiving
basket”; “That Russell is the only child who knows his six table”;
“That we need to write dollars and cents so that we won’t make
mistakes.”
At the beginning of the arithmetic lesson the following day, when
the class was asked, “What do we need to do to-day?” there was a
division of opinion as to whether the drill on dollars and cents
or learning of the six table should come first. The decision was
in favor of the drill on writing money, and the six table was
presented later in the same period.
The result of the lesson on the cost of the dinner was sent to the
principal. The class received a note of thanks for the help which
it had rendered. The children were proud of their accomplishment
and anxious to work out more real problems.
A LESSON FOR APPRECIATION
_Teacher’s aim:_ To help children to enjoy Stevenson’s _Bed in
Summer_.
Did any child in the room ever have to go to bed before it was
dark? Did you ever get up in the morning before daylight? Stevenson
remembered how he used to feel when he had to go to bed before dark,
and wrote a story about it. Would you like to hear the story?
_Children’s aim:_ To enjoy Stevenson’s story about going to bed
before dark.
SUBJECT MATTER METHOD OF PROCEDURE
BED IN SUMMER I want you to tell me all you
can about the place where
“In winter I get up at night Stevenson lived, when I am through
And dress by yellow candle light; reading the story.
In summer quite the other way,
I have to go to bed by day. Read the poem.
“I have to go to bed and see Who will describe the place
The birds still hopping on the tree, where he lived?
And hear the grown-up people’s feet
Still going past me in the street. Were there other children who
lived near by?
“And does it not seem hard to you,
When all the sky is clear and blue, Were there any trees near the
And I should like so much to play, house?
To have to go to bed by day?”
I’ll read the poem again and you
will see how many reasons
Stevenson had for not wanting
to go to bed by day.
Read the poem again twice.
Why does he tell you that he has
to get up at night in the winter?
When do the birds go to bed?
Do the grown-up people go to
bed when children do?
How was he able to see the birds
in the trees? Do you think he
ever got out of bed?
Do you think all the children in
the street had to go to bed as
early as Stevenson? Let me read
the last stanza and see whether
you can tell.
Recall the Mother Goose Rhyme:
“Girls and boys come out to play,
The moon doth shine as bright
as day;
Leave your supper and leave
your sleep,
And come with your playfellows
into the street.”
How did Stevenson know the other
children were in the street?
Read the last stanza.
I’ll read the whole story again,
and then ask some one to tell me
Stevenson’s story about going to
bed in summer.
Read the poem, calling attention
to the different scenes: (1) The
boy that gets up by night and
dresses by yellow candle-light.
(2) In summer quite the other way,
he has to go to bed by day—he
has to go to bed and see the birds
still hopping on the tree and hear
the grown-up people’s feet still
going past him in the street. (3)
The little boy lying in bed who
feels very much abused.
And does it not seem hard to you,
etc.? Let us see all of the
pictures again. Read in same way
again. Who will tell the story?
I am going to write it on the
board, so that we can tell the
story as Stevenson did.
After the treatment indicated above, memorization will be very easily
accomplished. The preliminary study for appreciation will make the
poem mean more to the children than it could have meant had the
teacher simply read it to the children two or three times and then
asked them to memorize it.
In a study lesson, the plans will vary from a single exercise in
finding the principal thought in a paragraph to a development
lesson, not dissimilar as to plan to other lessons of the same type.
The recitation lesson may be a development lesson, inductive or
deductive, or a drill lesson. The plans would therefore be similar to
those given above.
In conclusion, it may be suggested that any teacher who feels that
it is impossible to plan all of her work will gain greatly if she
will plan carefully for a single subject. As facility is gained in
plan making, it will be possible to write plans for two or three or
for more subjects. A topic plan should result in definiteness in the
work of both teacher and pupils. Good plans give the teacher more
freedom in conducting her work, and enable her to tell definitely the
progress which the class has made. Plans are necessary in teaching.
No one has a right to pretend to teach without previous thought
concerning the subject to be taught, and the method to be employed in
giving children command of this material.
FOR COLLATERAL READING
W. W. Charters, _Methods of Teaching_, Chapter XIX.
C. A. and F. M. McMurry, _The Method of the Recitation_, Chapter
XIV.
_Exercises._
The plans which follow were offered to teachers as suggestions
rather than as outlines of subject matter or of procedure to be
followed absolutely. Reorganize these plans so as to show subject
matter and method separately. Add to the subject matter or method
wherever necessary. If you think best, change the organization of
material, the statement of aim, the references to books, and the
like. Do not change the topic. As a result of your work you should
be ready to present a plan for which you are willing to stand.
LITERATURE—THIRD GRADE
ATALANTA’S RACE
NOTE.—The story of Atalanta’s Race furnishes material for several
lessons. The following outline embraces the whole set of lessons.
Aim:—
To teach the story of Atalanta’s Race.
I. Division into parts.
1. Atalanta.
2. Hippomenes.
3. The Race.
II. Outlining of each part.
1. Atalanta.
_a._ Her home.
_b._ Swiftness of foot.
_c._ Beauty and grace. Desire of youths to win her.
_d._ Her determination.
2. Hippomenes.
_a._ Who he was.
_b._ His decision.
_c._ His resort to strategy.
3. The Race.
_a._ Atalanta’s self-confidence.
_b._ The first apple; the result.
_c._ The second apple; the result.
_d._ The third apple; the result.
Preparation:—
Tell me of a game in which one child outruns another.
Tell me of a story in which two animals played a game like this
race of Atalanta. (Hare and Tortoise.)
Let us play a game in which two boys run a race.
Let us play the Hare and the Tortoise.
Which is the faster runner, the hare or the tortoise?
How, then, did the tortoise win the race?
Presentation:—
Let the teacher tell the story of the Hare and the Tortoise.
Find in the Atalanta story the person who takes the place of the
hare, and the one who takes the place of the tortoise.
By showing the picture in the book, have the children solve the
problem.
Did Atalanta expect to win the race? Why not?
How did this make her act?
Did the hare expect to lose the race? Why not?
The teacher may tell the story of the girl going to market with a
basket of eggs on her head. She was so sure of getting sale for
her eggs that she set to dreaming of the pretty things she would
buy with the money she was to get for the eggs. She would buy, she
thought, a bright new dress and a new hat; and then how mean and
shabby she could make the other girls look; and how she could walk
past them all, tossing her head in pride! Forgetting that she was
still only on her way to market, she then gave her head a proud
little toss; and—what do you think happened?
Let the children give the story of the Hare and the Tortoise in
their own words.
What is likely to happen to any one of us who is too sure of
winning?
What will we say, then, of any one who is too sure of anything?
It has been said, “Count not your chickens before they are
hatched.” What does this mean?
ARITHMETIC—FIFTH GRADE
Aim:—
To teach division of decimals.
The following is assumed as class knowledge upon which the process
should be based.
1. Ability to read and write decimals.
2. Vivid knowledge of the relations of one hundred to ten, ten to
one unit, one unit to one tenth, one tenth to one hundredth, etc.
3. Knowledge of the process of division of whole numbers.
4. The principle: multiplying or dividing both dividend and
divisor by the same number does not change the quotient.
Preparation:—
1. Division by an integer.
_a._ Find the value of 1 acre of land if 15 acres cost $77115.
$ 5141
-------
15 ) $ 77115
75
---
21
15
---
61
60
---
15
15
_b._ Find the value of 1 acre of land if 15 acres cost $771.15.
$51.41
-------
15 ) $771.15
75
---
21
15
----
6.1
6.0
----
.15
.15
Compare the steps in (_b_) with the corresponding steps in (_a_). The
pupil will experience no difficulty in telling the unit that each
quotient figure represents, for he knows that dividing any number
into parts does not change its unit.
Presentation:—
_a._ 12 is contained in 36 how many times?
12 ) 36
--
3
_b._ Multiply both dividend and divisor in (_a_) by 2.
24 is contained in 72 how many times?
24 ) 72
--
3
_c._ Multiply both dividend and divisor in (_a_) by 10.
120 is contained in 360 how many times?
120 ) 360
---
3
Compare the quotients. Recall the principle: Multiplying both
dividend and divisor by the same number does not change the quotient.
_d._ .2 is contained in 2.4 how many times?
Multiplying both numbers by 10, to what is the divisor
changed? To a whole number.
2 is contained in 24 how many times?
2 ) 24
--
12
_e._ .22 is contained in 2.42 how many times?
Change .22 to a whole number, by multiplying both the
numbers by 100.
22 is contained in 242 how many times?
11
---
22 ) 242
22
---
22
22
_f._ .005 is contained in .125 how many times?
By what shall both numbers be multiplied so that .005 may
become the whole number 5?
5 is contained in 125 how many times?
5 ) 125
---
25
_g._ 2.88 is contained in 3.456 how many times?
By what shall both numbers be multiplied so that 2.88
may become the whole number 288?
288 is contained in 345.6 how many times?
1.2
-----
288 ) 345.6
288
----
57.6
57.6
Many such examples will enable the pupils to formulate the
generalization: “To divide a decimal by a decimal, multiply the
dividend and divisor by the power of ten that will change the divisor
to an integer, then divide as in simple division.”
NATURE STUDY—FIFTH GRADE
DETAILED PLAN FOR A SERIES OF LESSONS
Topic:—
The horse.
Materials:—
The horse seen on the street; drinking fountains; horsemanship
observed; harness; shoes; protection; different kinds of vehicles;
printed matter issued by the Society for the Prevention of Cruelty
to Animals and by the Department of Agriculture.
Aim:—
To train the children to meet sympathetically and intelligently
their responsibilities to the horse.
Preparation:—
Years of interest in horses; directed observation of other periods.
Presentation:—
1. Stories of horses known to the children—those owned by their
parents, fire horses, horses of the mounted police, showing their
faithfulness, intelligence, strength, training, treatment.
In the city of Baltimore the old fire horse is practically
pensioned when unfit for further service. This is one way in which
right-minded people acknowledge their obligations to horses, by
providing for their comfort in their old age.
Have stories like the _Pacing Mustang_ read to the class; allow the
children to take the storybooks home, and encourage them to bring
to the class other stories about horses. Encourage the children
to read brief histories of the great breeds of horses—the Norman
horses, Clydesdales, etc.—horses that hold the world’s records for
speed.
2. Observations to identify horses that show normal blood, and
discover their fitness of blood and temperament for the work they
are doing.
Are they strong enough for the work they are required to do?
Are they disturbed by passing street cars? If so, how do they show
it?
What is the effect upon them of the confusion of other city noises?
Notice that while some horses are evidently distressed by the
confusion of city life, others love it and become homesick when
sold for use in the country.
Blanketing:—
Call attention to the manner in which large firms so carefully
blanket their horses.
Why should a horse be blanketed when he is standing?
Shoeing:—
Notice the cause of slipping, stumbling, and falling on icy or
wet pavements, and therefore the necessity for rough shoes, rubber
shoes, etc.
If possible, bring into the class a specimen of a patent horseshoe;
the shoe and shield of a cart horse.
Harness:—
Is the horse easy in harness?
What sort of a checkrein would you use? Why?
Why is the back pad used with the two-wheel cart?
What are the effects of an ill-fitting harness?
What do you think of the law which in some places punishes a man
whose horses show galls?
Horsemanship:—
Have the children report critical situations which have happened
within their observation and how they were met by drivers; their
observation of the affection shown by a horse toward his master.
General Condition of Horses:—
Discuss the effect of grooming upon the horse’s coat.
Why should the horse be fed regularly?
Why should ground food be given to an old horse whose teeth are
poor?
Discuss the necessity of allowing the horse freedom in traveling.
Temporary lameness is frequently due to a stone in the foot; how
may it be removed?
What should be done for a horse that is seriously lame?
3. The economic value of such knowledge as the foregoing:—
Horses are stiffened by standing unblanketed in the wind or cold.
Foundering is caused by watering a horse when he is over-heated.
A properly fitted harness and a comfortable checkrein, if any is
used, save the strength of the horse.
The selection of a horse whose strength and temperament fit him for
his work adds to his value and usefulness.
Skillful drivers, especially those who like their teams, can secure
a great amount of work from them and yet save much of their energy.
It frequently happens that after a day’s work one man will bring in
a team comparatively fresh, while under a different driver the same
team will be worried into exhaustion.
4. Knowledge of the work of the Society for the Prevention of
Cruelty to Animals:—
The work of this society demands judgment based on a fuller
knowledge of conditions and causes than most children of their ages
possess. Its work, therefore, is not intended for children, but
they should know what help they may give the society, and be taught
to use it.
5. Knowledge of the city law for protecting horses.
Seat Work:—
Sketches of horses’ hoofs showing how a stone may cause lameness.
Sketches of different kinds of shoes.
Sketches of different kinds of checkreins: the overdraw check and
its effect; side check and its effect.
Different head and ear postures of horses indicative of their
conditions and feelings.
Getting records of observations into shape to present to class.
Have each member of the class imagine himself to be his favorite
horse,—a fire horse; mounted policeman’s horse; a United Railway
repair wagon horse; a hospital ambulance horse; an express-wagon
horse; a carriage horse; a broken-down carriage horse, etc.,—and
write a story of his part in a fire, a serious accident, or some
other situation.
Give related language work.
GEOGRAPHY—FIFTH GRADE
DETAILED PLAN FOR A SERIES OF LESSONS
Topic:—
Pittsburg as a trade center.
Materials:—
Pictures, maps, sand table, specimens of iron ore, coal, coke,
limestone, reference books, railroad folders.
Aim:—
To show how natural advantages have determined the location
and growth of Pittsburg; to show the direction and extent of
manufacturing and commerce in Pittsburg.
Preparation:—
1. Study of coal mine, iron mine, blast furnace.
2. Relation of iron mines to coal mines.
3. Location of Pittsburg—
(_a_) in coal region.
(_b_) at junction of rivers which form the Ohio River.
Presentation:—
(Following closely McMurry’s _Special Method in Geography_.)
1. Advantages of Pittsburg for iron and steel manufacturing.
Illustrate with sand map.
(_a_) Coal region—rivers bring coal to Pittsburg.
(_b_) Iron region near.
Much iron ore brought from Lake Superior region via Great Lakes,
by railroad from Lake Erie.
In manufacture of steel more coal is used than iron ore; it pays
to bring iron ore to coal.
(_c_) Manufactured products—steel rails, armor plate, pig iron.
(_d_) Rank of Pittsburg in regard to manufacture of iron and
steel. Pittsburg makes 10 per cent of all iron and steel goods
made in the United States.
2. Neighboring manufacturing towns.
(_a_) Names—Allegheny, Carnegie, Homestead, Braddock, etc.
(_b_) How do their manufactures compare with those of Pittsburg
in kind? in quantity? in value?
3. Coke ovens.
Uses of coke.
Kind of coal used; where obtained.
Amount of it put into each oven.
Length of burning.
By-products.
Drawing out and cooling.
Extent of ovens.
Effect on landscape.
4. Blast furnaces.
5. Other manufactures.
(_a_) Oil refining.
Where oil comes from.
How it is pumped, carried, stored.
Value of pipe lines.
How is oil brought to Baltimore?
Effect of oil tanks on landscape.
Processes of refining.
Dangers.
Uses.
By-products.
(_b_) Glass making.
Kinds of glass made.
Materials used.
Where found.
6. Transportation by water. Illustrate with sand map.
(_a_) Need for means of transportation: of raw material to
Pittsburg; of manufactured products from Pittsburg.
(_b_) Rivers.
The Allegheny and Monongahela bring raw materials to Pittsburg.
The Ohio carries raw materials and manufactured products away
from Pittsburg.
No tracks or roadbed to be laid for river,—river always ready;
Ohio deep enough for large barges; swiftness of current due to
nature of slopes.
Coal and iron carried by river as far as New Orleans.
7. Railroad center.
(_a_) Sections of country not reached by waterways. How products
are transported to those parts?
(_b_) Need of railroads for people who travel to and from
Pittsburg.
(_c_) Chief directions in which railroads lead from Pittsburg.
What roads lead from Baltimore to Pittsburg? From New York to
Pittsburg?
(_d_) What supplies are brought by railroad besides those needed
in manufacturing?
8. Aspects of the city of Pittsburg:—
Wealth—opportunities for getting, for spending.
Education—what special class of schools likely to develop.
Smoke and dirt—due to nature of manufactures.
Seat Work:—
Illustrative drawings.
Maps showing coal and iron regions, course of rivers.
Related language work.
Reference reading.