All EVALUATION OP OBJECTIVES, METHODS, AMD MATERIALS

II FOURTH-GRADE SOCIAL STUDIES AS POUND IN

TEN COURSES OF STUDY

APPROVED:

Mfi/for Professor

Minor Professor

Director of the Department of Education

AM EVALUATION CF OBJECTIVES, METHODS, AND MATERIALS

IN FOURTH-GRADE SOCIAL STUDIES AS FOUND I I

TBII COURSEu 01'' STUDY

Tmesis

P r e s e n t e d t o She Graduate Counci l of t he

North Texas Stat® Col lege i n P a r t i a l

F u l f i l l r a e n t of the Hoquireraen ta

For t h e Degree of

MA3XER OF SCIENCE

By

179894 W i l l i e Mae C l e v e l a n d , B. S.

Bowie, Texas

Augus t , 1950

179894

N. T. S. C. LIBRARY

mBLK Oii* COH TESTS

Page

LIST W TABLES, v

Chapter INTRODUCTION

3batement of the Problem Importance of the Problem Limitat ion® of the Survey Sources of Data Plan oV Procedure

I I . KE¥IKw Or* EO^i'iKD LI Th'HA TURK Atfi) Di£ Tlsiltfe I Mis, TIDM OF CRITERIA 0." SOUNDNESS FOK Tft- FDtmi'tf-<*KiU>K SOCUL 3TBD13S i'HO'JRAMS. . . . . . . .

L i f » r a t u r e C r i t e r i a of the Fourth-Grade S o c i a l S tud ie s

/rogram The Socia l S tud ies Program i s f l e x i b l e . The S o c i a l S tudios .^ro^raa I s based on

needs , in t o r e cits, and a b i l i t i e s of the c h i l d .

The S o c i a l S tud ios Pro ?ram should f u r n i s h e x e r c i s e s i n p rob lem-so lv ing .

The probleni-eolvinsr p rov ides purpose be longing to the l e a r n e r .

Learning expe r i ences grow out of l i f e -cen te red a Ifcuatior.s arid out of the p r e s e n t environment of the p u p i l .

The program should holy the i n d i v i d u a l to meet s o c i a l s i t u a t i o n s more e f f e c t i v e l y .

The program should provide expe r i ences f o r th© ch i l d In impor tant s o c i a l and econoiaic s i t u a t i o n a .

The expe r i ences used should enable c h i l d r e n to a p p r e c i a t e as well a s unders tand the U f a about the.n.

The S o c i a l S tud i e s Program should be c o r r e l a t e d r a t h e r than depa r tmen ta l i aed i n t o s epa ra t e s u b j o c t - r a a t t e r c a t e -g o r i e s .

i i i

Chapter Pag® Tli@ experiences should be planned to furnish opportunities for the well-rounded development of all pupils*

The methods selected should teach self-reliance, sell'-control, and ooopera-tion*

Hi# Social Studies Program should be based on the maturity level of the pupil.

Each unit should provide a varie ty of approaches appealing to the whole child•

Units should be both authoritative m d challenging.

The Social Studies Program should de-velop skills and abilities.

The Social Studies Program recognises individual differences.

Experiences should be seleoted which develop the child*a aesthetic nature and increase his capacity for the proper use of leisure tine.

As a participating guide , the teacher should provide a gradual and contin-uous development of meanings mad understandings in the pupil.

I I I . AN ANALYSIS AMD EVALUATION OP TflE POUHTif-' GRADE SOCIAL STUDIES PROGRAM AS FOUND IN

THE COURSES OF STUDY OF 'MM PUBLIC SCHOOL SYSTi&S OF TEXAS* 38

The Houston Course of Study The Port Worth Course of Study The Dallas Course of Study The Waco Course of Study Hie Lubbock Course of Study

'' The Amarillo Course of Study The Wichita ft* 11a Course of Study The Beaumont Course of Study The Shaman Course of Study The Aus tin Course of Study Overview of the Ten Courses of Study

XV. SUMMARY AND CONCLUSIONS

Summary Conclusions

BIBLIOGRAPHY . . .

*78

S3"

LISf OF TABLKS

Table Page

1. An Analysis of the Extent to Which Eighteen Criteria of a Sound Social Studies Program Are Pound in the Fourth-Grade Social Studies Course of Study for the Houston Elementary Schools• . . 59

2. An Analysis of the Extent to Which Eighteen Criteria of a Sound Social Studies Program Are Found in the Fourth-Grade Social Studies Course of Study for the Fort Worth Elenontary Schools. . . . . . 43

3. An Analysis of the Extent to Which Eighteen Criteria of a Sound Social Studies Program Are Found in the Fourth-Grade Social Studies Course of Si*udy for the Dallas jSlensntary Schools, . , . . 46

4. An Analysis of the Ex'^ent to Which Eighteen Criteria of a Sound Social Studies Program Are Found in the Fourth-Grade Social studies Course of Study for the Waco Elementary Schools. 50

5. An Analysis of the Extent to Which Eighteen Criteria of a Sound Social Studies Program Are Pound in the Fourth-Grade Social Studies Course of Study for the Lubbock Elementary Schools. . . 53

6» An Analysis of the Extent to Which Eighteen Criteria of a Sound Social Studies Program Are Found in the Fourth-Grade Social Studies Course of Study for the Amarillo Elementary Schools. • • . • • . . » . . . » 56

7. An Analysis of the Extent to Which Eighteen Criteria of a Sound Social Studies Program Are Found in the Four th~Orade Social Studies Course of Study for the Wlohlta Falls Elementary School S§

Table Pag©

8. An Analysis of the Extent to Which Eighteen Criteria of a Sound Social studies' Program Are Found in the Fourth-Grade Social Studies Course of Study for the Beaumont Elementary Schools. 62

9. An Analysts of the Exsent to Which Eighteen Criteria of a Sound Social Studies Program Are Found in the Fourth-Grade Sooial Studies Course of Study for the Shernan Elementary Schools. . . . . . . . . . . . . . 68

10. An Analysis of the Extent to Ifhich Eighteen Criteria of a Sound Social Studies Program Are Found in the Fourth-Grade Social Studies Course of Study for the Austin Elementary Schools. « . . . 74

11. Umber of Courses of Study Meeting and the Extent to Which They Heet El 4iteen Criteria of an Adequate Social Studies Program . . . 76

•1

CHAPTER I

JliffiGDUCTIQM

Statement of the Problem

The purpose of this study may to® stated as follows:

(1) to examine literature and thought in ttie field of the

elementary social studies curriculum; (2) to establish cri-

teria for determining the adequacy of a Fourth-Grade Social

Studies Program; (3) to examine, analyze, and evaluate the

Fourth-Grade Social Studies Programs of ten Texas public

school systems in order to determine how effectively they

meet these criteria. The problem, in short, is incorporated

in an attempt to answer these questions: {1) What consti-

tutes a good Fourth-Grade Social Studies Program? (2) Are

the Fourth-Grade Social Studies Programs of ten "Paxas cities

sound and effective?

Importance of the Problem

3he social studies deal primarily with human relations,

with man's ability to live with his fellow man. The charge

has been made that man in M s progress upward has learned to

do axany things, but that he has not yet learned to live com-

pletely at peace and in harmony with his international

neighbor, that he has failed to solve completely th© prob-

lems of distribution of goods, of adequate mass education,

of democratic life, of the complex demands inherent or

Implicit in a democratic society.'*" That charge may be exag-

gerated, but the words of publicists, philosophers, states-

men, and others are convincing evidence that many people

feel it to oe true.

If man is to overcome social lags, part of the respon-

sibility for his progress must rest upon those who organize,

administer, and conduct the social studies curriculum, for

the social studies, as has been suggested above, deal with

human relationships, with people's living together* Yet

there has been some question of the efficacy of the social

studies program in meeting the challenges flung at it by

the demands of a complex atomic society. As the Department

of Superintendence points outs

The need for a re-examination of the social studies curriculum has been a growing conviction in the minds of the members of the Department of Super-intendence for several years.®

lelear adds that the ©valuation program sponsored by

the Texas State Department of Education has disclosed a

definite need for the improvement of the social studies in

1 D. Harold Rugg, editor, Democracy and the Curriculum.

p. vi.

2 The Social Studies Curriculum, Fourteenth Yearbook of

the Department of Superintendence, p. 5.

5

most schools* Both state and national educational leaders

feel that there is a need for the analysis of the fmo-

tioning of the social studies curriculum. This present

survey, which is an examination of the social studies pro-

gram in ten public school systems, is on© phase of that

emphatically expressed need for review and examination.

It is, therefore, important*

Limitations of the Survey

The survey is limited to the Fourth-Grade Social

Studies Programs of ten Texas public school systems. The

systems included are those ofs (1) Houston, (2) Fort

Worth, .(3) Dallas, (4) Waco, (5) Lubbock, (6) Amarillo,

(7) Wichita Falls, (8) Beaumont, (9) Sherman, and

(10) Austin. These were the available courses of study.

Sources of Data

The bases for the establishment of evaluative criteria

and principles of an adequate social studies program were

drawn from contemporary educational literature. Valuable

sources of information in the field of social studies were

obtained from the Pour teenth Yearbook of the Department of

Superintendence, entitled The Social Studies Curriculum:

%ary Katherine Melear, "An Analysis of Objectives, Methods, and Materials in Fourth Grade Social Studies as Pound in Five Courses of Study" (Unpublished Master* a thesis, Department of Education, North Texas State College, 1946), p. 1.

Democracy and fee Cur rlculur.i. edited toy Rugg; and the series

of Reports of the Commission on the Social Studies of the

American Historical Association, Ataong the more helpful

of the educators w.?re Stratemeyer, Norton, Tlegs, Stretch,

Monroe, Streitz, Beard, Horn, Caswell, I ee, DeYoung, and

Douglass.

Plan of Procedure

The plan of procedure followed in this study Involved

four steps. The most important criteria, principles, and

characteristics of the social studies as found in educa-

tional thought in the field were determined; a description

of these oharacteristies or criteria was presented; an

analysis and evaluation of the methods, objectives, and

materials of Pourth-Grade Social Studies curricula used In

ten Texas public school systems was given? and conclusions

were drawn and recommendations made developing from the

above report, analysis, and evaluation.

CHAPTER II

REVIEW OF RELATED LITERATURE AMD DETERMINATION

OF CRITERIA OP SOUHDNESS FOR THE FOURTH-GRADE

SOCIAL STUDIES PROGRAMS

LIterature

In the progressive or child-centered school social

stud lea constitute one of the moat Important phases of the

curriculum. Whether the approach Is described as the

"core area," "the unit of work," "the area of learning,n

"the human experience center," or "the persistent life

situation," the fundamental objective of the adequate

social studies program should be the development of good

and happy citizens through the effective functioning8 of

the democratic processes. The child should be taught to

live satisfactorily in a democratic society.

The criteria and characteristics, the principles aid

objectives of a sound social studies program have been

stated In many ways and in different language, for material

1

found in social studies literature is almost inexhaustible.

Some of tfliis literature will be examined! thoughts and

ideas of authorities will be revealed, and from the material

1 Melear, op. olt., p. 3.

6

thus developed, eighteen related criteria will be listed

and described. All of these principles and criteria must

touch the three basic factors to bo considered in connec-

tion with the social studies in tho school: (1) the

nature of society, (2) the role of education and the school,

and (3) the nature of the learner and the learning process.

Underlying these factors ar® the basic principles of an

effective democratic society; (1) government with the

consent of the governed; (2) us© of the government, the

natural endowments, and the technical arts for the promo-

tion of the general welfare and the creation and maintenance

of the highest possible standard of living for all th®

people} (3) the preservation of personal liberty; (4) the

preservation of the rights of lawfully acquired property;

(5) the protection of private rights against arbitrary

actions; (6) the enforcement of the law by duly constituted

officials; and (7) the assumption of full individual re-

sponsibility in the discharge of public and private obliga-

3

tlona.

The Department of Superintendence of the National Educa-

tional Association believes that criteria for the evaluation

p The Social Studies Curriculum, Fourteenth Yearbook of

the Department of Superintendence, p. 5,

3Ibid., p. 8.

of the program in relation to the above-©nunelated prin-

ciples may be listed as follows: (1) comprehensiveness and

balance, (2) vertical articulation, or progressive, contin-

uous development through the school years, (5) horizontal

articulation, or the correlation of the experiences of the

program with experiences the children have during other

school periods, (4) reality of learning situations, (5) self-

integrated learning, (6) adaptation to the maturity of the

learner, (7) adaptation to community characteristics,

(8) adaptation to individual differences, (9) flexibility,

(ID) scientific evidence of validity, and (11} contribution

to general objectives. In addition, the content of th®

course should have the characteristics of accuracy, useful-

4

ness, and learnability.

Stratemeyer and otters present a number of "common

activities of living* which provide "persistent life situa-

tions" around which'the organised instructional program of m

fee school should revolve* These persistent needs and

interests are common to all ages but become more complex as

the individual matures. Understandings, therefore, should 6

be enlarged a step at a time as situations develop,

4Ibid., pp. 12-13.

5 0, P. Stratemeyer and others, Developing a Curriculum

for Modem Living, p. 96. ~~ 6Ibid., p. 106.

8

Caswell thinks that the curriculum should include the

principles of design* continuous planning, growth, and

rounded living. A basic program of creative and recrea-

tional opportunities, provision for work interests, and the

development of techniques are other essentials of the ade-

7

qua to curriculum.

Monroe and Streits are not too concrete in their pres-

entation of the criteria of the Elementary Social Studies

Program, but the following criteria may be obtained from

their analyses* {1} control of conduct so as to insure cer-

tain types of behavior, (2) intelligent understanding of

and thinking about social problems, (5) participation in

other activities, (4) the relation of life-centered situa-

tions, (5) the stimulus of situations to which responses

are to be made or the ability to answer fact questions,

(6) the ability to answer thought questions, (7) the abil-

ity to handle technical vocabularies, and (3) the develop-8

ment of ideals and attitudes.

Stretch points out that the Education Policies Com-

mission of the National Education Association takes the

rt

Hollis L. Get swell, "Developing the Desijp of the Curriculum,* Democracy and the Curriculum, edited by D. Harold Rugg, pp. 406-434,

^Walter S. Monroe and Ruth Streitz, Directing Learn• ing in the. Elementary School, pp. 274-279.

view that all education Is involved in the social studies,

The Policies Commission identifies with the program four

area® of educational purpose: (1) th© description of the

educated person as an individual, (2) th© description of

the educated member of the foully and community group,

(3) th© description of the educated producer and consumer

or the creator and user of material wealth, and (4) th#

description of the educated citizen In his socio-economic

activities. In the area of individual development would

come the criteria of th© Inquiring raind; cultivation of

correct speech; reading, writing, number, sight, hearing,

and health behaviors; intellectual and aesthetic interests;

and character. In the area of human relationships are the

qualities and factors of respect for humanity, friendships,

cooperation, courtesy, appreciation; conservation and us©

of the home; and democracy in th® home. In the area of

economic efficiency are work habits, occupational choice,

information, efficiency, adjustment and appreciation, per-

sonal economics, consumer judgment, efficiency in buying,

and consumer protection. In the area of civic responsibil-

ity are the inculcation of habits of social justice, social

activity, social understanding, critical judgment, tolerance,

conservation, social aopllcatlons of science, world

9 Lorena B, Stretch, The Elementary School of Today,

pp. 312-338.

10

citizenship, law observation, economic literacy, political

citizenship, and devotion to democracy.

Tiegs lists a groat number of detailed and specific

characteristics and criteria dealing primarily with specific

subject matter and approach. He thinks that there should

be correlation, integration, and fusion. In selecting

materials he suggests the criteria of the development of

the ideals of democracy, intelligence, and cooperation; the

desirability and possibility of reasonable security and

abundance for all; the stimulation of curiosity; the develop-

ment of ideals and attitudes,- and the cultivation of rich,

aesthetic emotional life and appreciation,^

The Commission on the Social Studies of the American

Historical Association summarl ses the major objectives of

the social studies as:

. . . the acquisition of accurate knowledge of, and informed insight into, nan and society; that of social-service instruction is the transmission of such knowledge and insight with attendant skills and loyalties to the individuals composing society.

Morton and Norton, using the Des Moines, Iowa, Social

Studies Course as a basis, list the criteria of a good

social studies program as enabling the c h i l d toi (1) understand

10 Ernest W, Tiegs, Ihe Management of Learning in the

Elementary Schools, pp. lfjS-198.

11 Conclusions and Recomaendatione of the Coaaaiaolon.

Commission on the Social Studies, American Historical Association, p. 7,

11

M s role as an individual, (2) develop an unders tail ding

of the fact that the present is built on the foundations

of the past, (3) understand that humanity is progressing

and that the child Is part of that progress, {4} build

attitudes of tolerance, respect, sympathy, and good will

toward all races, (5) consider institutions and customs

critically, (6) understand the complex and highly organised

economic stnicture, (7) realise the essential relation-

ships between human life and activity and the natural en-

vironment, (8) combat his own prejudices, and (9) achieve 12

a reasoned faith and pride in American institutions.

Other criteria similar in principles and not differing

greatly in detail are advanced by Engelhardt and Overn,

Kelty, DeYoung, and Douglass and Grieder, Douglass and

Grieder in their recent book, American Public Education,

suggest such broad general criteria as: <1) the criteria

of need and learner's ability, including the relative

importance of the need, the number of individuals involved,

the frequency degree of satisfying the need, and the degree

of certainty of the learner'a need; and (2) the criteria

of learnability, or (a) to what extent can all or most

John K. and Margaret Alltucker Norton, Foundations of Curriculum Building, pp. 168-169.

12

of the pupils acquire the learning in question? (b) how

much time may be devoted to each item? (c) what is the

appropriate age level for the economical learning of items?

and (d) at what expense of undesirable learning may the

item be acquired?-^

Criteria of the Fourth-Grade Social Studies Program

From the considered thought of American educational

authorities, a summarization of the criteria of the Fourth-

Orade Social Studies Program evolves. That summarization,

developed by Melear, will serve as a basis for til© analysis

in the present study,^ The suramarized criteria follow:

1. The Social Studies Program is flexible.

2. The Social Studies Program is based on needs, in-

terests, and abilities of the child,

3. The Social Studies program should furnish exercises

in problem-solving.

1|, The problem-solving provides purpose belonging to

the learner,

5>. Learning experiences grow out of life-centered

situations and out of the present environment of the pupil.

6, The program should help the individual to meet

social situations more effectively.

•^Harl R, Douglass and Calvin Grieder, American Public Education, pp. 3^9-317.

^•Melear, op, clt., pp. 3-5«

13

?. The program should provide experiences for the

child in important social and economic situation®.

8. The experiences used should enable children to

appreciate as well as to understand the life about them#

9* The Social Studies Program should b© correlated

rather than departmentalized into separate subject-matter

categories.

10. ©is experiences should be planned to furnish

opportunities for the well-rounded development of all

pupils.

11. The methods selected should teach self-reliance,

self-control, and cooperation.

12. The Social Studies Program should be based on

the maturity level of the pupil.

13. Each unit should provide a variety of approaches

appealing to the whole child*

ll|.. Unit3 should be both authoritative and challenging,

15» The Social Studies Program should develop skills

and abilities.

l6. The Social Studies Program recognizes individual

differences,

17* Experiences should be selected which develop

the child's aesthetic nature and increase his capacity

for the proper use of leisure time.

lij.

18* As a participating guide, the teacher should

provide a gradual and continuous development of meanings

and understandings in the pupil.

These eighteen criteria will b© explained briefly

in the remaining pages of this chapter# The explanation

is in order because the courses of study to be analyzed

will be evaluated upon the basis of the extent to which

they meet the above eighteen criteria,

Bie Social Studies Program is flexible.—Flexibility,

the change to meet changing conditions and circumstances

or unexpected contingencies, is desirable. Materials

and methods should be adjustable to many conditions,namely,

the mental abilities of the class, the importance of the

material to be covered, and changing local and other cir-

cumstances. Materials and methods for a fourth-grade section

with no student having an intelligence quotient of less than

120, for example, might well be different from those em-

ployed for a class with an intelligence quotient of 85. Time

spent this year on the examination of the new highway which

is being built near the school wight be subordinated next

year, for example, to time spent upon the examination of

the Art Exhibit which the Art Department of the school has

on temporary exhibition.

Furthermore, the schedule should be flexible. While

it may be necessary because of administrative rules, over

is

crowding, or for other reasons to maintain within certain

limits the old formal "bell-ringing" schedule, weekly

schedules designed in larger blocks of feist® are preferable,

for they permit the teacher latitude in developing a project,

topic, or idea. Plane should develop after the child comes

to school. While there is no unanimity of opinion upon the

subject of scheduling for the intermediate grades, Mossman

believes that a well-integrated schedule should contain the

following essentials:

1* A conference time.

2# Time to acquire skills, techniques, and knowledges,

3» Time to solve problems,

TiT.e to enjoy the aesthetic.

5. Time to do creative and constructive work.

6. Unassigned time.

7. Time to play.*5

There should also b© tho proper employment of flexi-

bility in the grouping of pupils. Children should he per-

mitted to help with the preparation of the schedule, and

time should be allowed for evaluation and for future planning.

3-^Lois Coffey Mossman, Principles of Teaching and Learnim in the Elementary Sohool. pp. f7o#

16

fBie Social Studies Program Is baaed on the needs*

Interests, and abilities of the child,--Abilities, Interests,

and needs are often closely interrelated and Interwoven,

The social studies program to be used must include consid-

er&ti n of the needs of the child. Aids and materials

should be used not only because they are interesting, real,

or concrete, but because they aid in clarifying and develop-

ing a needed understanding, attitude, or skill. As Burton

points out, nA given instructional aid should be chosen to

serve a direct need of the learner, as that need appears

in the on-going series of a c t i v i t y . T o the child, a

study of the Batman or Little Abner or sorae other comic

strip character may be "interesting*1 ©nd even "real* or

"concrete,® but few educational authorities would conclude

that time spent upon the above trivialities contribute!

much to the needed understanding of or development of

needed attitudes toward our present complex economic soci-

ety.

As Lee and Lee suggest, "Learning is facilitated when

the material meets a conscious need of the learner.*' '''

16Williani H. Burton, Guidance of Learning Activities, p. 589,

17 J. Murray Lee and Dorris May Lee, The Child and His

Curriculum, p, 142,

1?

The child should recognize the purpose and thus develop

interest. Part of that interest may spring from an exist-

ing or an arranged environment# Pur the more, as Horn points

out, concrete activities are those which stimulate the pu-

pil 's interest.1^

The teacher must recognise the future needs of the

child and assist him to meet them through the solution of

problems. Materials and activities used must be within

the use-scope and ability of the pupil» Co-curricular

activities sometimes increase the desire of the student

to master these materials.

The child should be able to master the following

abilities s

1. The ability to maintain standards,

2. The ability to us© the common objective methods

of social heritage.

3. The ability to function as a wise consumer.

If. The ability to speak,

5# ®i© ability to listen,

6, The ability to read*3-9

l^Ernest Horn, Methods of Instruction in the Social Studies, p, lj.32,

3-9Course of Study for Virginia Elementary Schools, Grades 1* 11,' Virginia State Soard of &<iucation, p,

18

If the program is based on the needs, interests,

and abilities of the child, the possibilities of its suc-

cessful operation are greatly increased. If the child's

needs, abilities, and interests are not recognised, th@n

the program is faulty, for, in the ultimate analysis, the

chief objective of the orograa is the development of the

child#

The Soclal Studies Propyam should furnish exercises

in problem-aolvlng•—Much of the learning process develops

from the child's own experiences, from his reading, dis-

cussion, and environmental background. If the problem

to be solved is based on the child's own questioning, than

both the problem and the solution have inherent within

thera the potentialities of greater value for the child*

The child must be able to understand and state the problem

before he begins its solution.20 The problem should deal

with reality, encourage the use of source material, aid

independence, and encourage the processes of developing

understanding and skills

Experiences and materials should be organized so that

the child will continually confront and solve problems. He

20Melear, op. cit., pp. 10-11.

21Course of Study for Virginia Elementary Schools. Grades I-VII, Virginia State Board of Education, p. 15>.

19

must be able to think and evaluate. The mechanical proc-

esses of memorizing textbook material do not serve as the

final answer to the eomp3© te development of til® well-rounded

citizen.

The problem-aol vinn; has purpose belonging to the

learner,—Problem-solving, as was suggested above, has value,

but that value is decreased greatly if the problem Is

unreal and has little real purpose, for reality and purpose 22

are corollaries of need and interest. Burton defines

purpose as: . . . a consciously selected goal. It is selected with knowledge of the possibility of fulfilling it, and with toiowledge of the probable consequences of failure. Postponement of overt action until Judgment of possibilities and consequences is mad© is necessary to transform an impulse into a pur-pose. 23

Purpose must develop, with the teacher*s assistance,

through the individuality of the pupil. Such purposeful

activity in the solution of individual, local, or world

problems develops intellectual curiosity, interests, and

group work. Guidance in purpose should direct it into

channels that are good. As Caswell and Campbell suggest,

2^Melear, op. clt«, p. 12.

23 Burton, op. clt., p. 101.

20

the purpose should require behavior compatible with the

aims of education, have a plan of action based on paat

experiences, encourage pupil-belief in its value, arise

from stimuli of the kind which the student will meet in

out-of-sch:>ol experiences, be commensurate with the reason-

able ability of the pupil, and require behavior on an as-

cending level*

Learning experiences g,»ow out of life-*situations and

out of the present environment of the chl^d.—Methods of

approach to the oaterials included in the social studies

program vary, but for the Fourth Grade, the program might

well begin with the pupil's immediate environment before

considering the people's present and past of other and

distant lands* The community is, therefore, the locale

of the initial approach. The immediate home, the neighbor-

hood, and the whole community may be considered in suc-

cessive ranges of Interest and approach.

The child in the Fourth Grade is ready to examine

his own home community, the ideal workshop for immediate f

social relations. School and home communities can furnish

valuable first-hand, life-centered experiences. The Texas

Course of Study for 1936 suggests five phases in the conception

L. Caswell and Doaks Campbell, Curriculum Develop* ment, p. 200.

21

of the social studies: (1) the individual learner,

(2) group functions# {3) the performance of functions In

such areas of processes such as thinking, and {$) the or-

ganization of processes involving the utilization of data

and subject matter Into the area of significant ideas.25

The proF.ram should help the individual to meet

social situations more effectively,—The development of

understandings, attitudes, and techniques should help

In the development of social consciousness. Social con-

sciousness involves the understanding of social, political,

industrial, economic, and recreational enterprises. An

excellent location for the study of such life-areas is

the pupil's own community. In detailopment of the ability

to meet social demands and to deal with social experiences,

the child should study methods of raising the standard

of living and of governing himself both in and out of

school. He should be able, as Lee and Lee point out, to

function in the following social situations t

1» As a member of the various groups of which he

is or will be a part.

2. As a competent aid in solving problems which arise %

in his group»

C, Matthews, Tentative Course of Study for Years One Through Six, p. ll{lj.#

22

3, As the possessor of attitudes which will permit a

careful consideration of these problems.

4. As one who can locate and utilize materials which 26

will bear upon the solution of these problems.

Teachers in recent years have begun to realize the impor-

tance of making opportunities of social experiences for the

pupil. Democratic procedure, informality of classroom arrange-

ment, producer-consumer relationships, and other social and

economic opportunities should be presented for consideration

and development by the pupil.

The program should provide experiences In laportant

social and economic situations*-- Ihe economic area baaed

upon the productive agents, land, labor, and tools; creating

and satisfying material wants; the various aspects of invest-

ment, production, and consumption; and other phases which help

to compose the intricate pattern involved in making a living—

or the science of economics—should be presented in the social

studies program. Among the objectives of economic efficiency

which should be inculcated, according to Lee and Lee, are work,

occupational information, occupational choice, occupational

efficiency, occupational ad justraent, occupational appreciation,

personal economics, consumer Judgment, efficiency in buying,

27 and consumer protection.

26 Lee and Lee, op. clt., p. 273.

27Ibid., p. 11.

23

Through the classroom the child should be brought

into contact with the economic and social demands of daily

existence. The Fourth-Grade Social Studies Program should

include numerous economic and social learning situations

and opportunities.

The experiences used should onable children to

appreciate as well as understand the life about them.--

As Melear points out, "an appreciation for life means

that the individual has a liking for life itself, while

an understanding of life is a general concept. It

is possible to understand life without appreciating it.

It may be possible to appreciate life without understand-

ing it« In the social studies, both appreciation and under-

standing should be developed.

The desire to live an orderly and decent life nay

be encouraged through the inculcation of the proper values.

A well-rounded life demands, among other qualities, appre-

ciation of neighbors, races, cultures, and life patterns.^9

Among the appreciations to be cultivated are those of

regard for the property rights of others, tolerance of

the beliefs of others, appreciation of aesthetic and

28Melear, op. clt., p. 18,

2<?Ibid.. p. 19.

24

cultural quali tie a, and a spirit of willing cooperation

in all social relations.

The intellectual rather than the appreciative values

were stressed in the schools of the past. Today the emphasis

Is shifting to the qualities of underssanding and enjoyment.

Through the assumption of civic responsibilities and other

obligations, the student may find in the social studies pro-

gram an answer to his need for appreciation and understanding,

As lelear sayss

If the pupil is to be prepared for life in a society baaed on democratic ideals, the curriculum must afford more materials that will make it possible for the pupil tg appreciate as well a» evaluate life about him#30

The Social Studies Program should be correlated I|>iiiti«i iiiii«iwi»i<iw¥w|ww»i»!i>iw|i ,wiiii»»wii (iwiiiiji'»iflw»wii*i*»iwi''ii ii»iipi,.i 1 (11 iiiiiii>w<»i'!iii»<.i>iiiwiii»i III mum wnwi. i i aii <iiwwiiii<i)i.l'.i|i>i»iiiiiii'«i!ii)uiiii>ii»ii<iii;i*i)>»i»>i«Miiii

rather than departmentalized into separate aubject-aatter

categories.--The traditional school separates the social

sciences into subject-matter compartments such as history,

economics* political science, sociology, and the like.

While there may remain some necessity for such cataloguing

at the advanced levels, the modern trend in the elementary

grades is to avoid such separation. The curriculum

should therefore b© correlated. Social studies should

be fused so that the problem of the whole child may be

attacked. ®he social studies program may be adjusted to

30 Melear, op. clt.. p. 19,

25

the social needs and environment of the community. Areas

of common learning can be altered when the need arises.

Objectives properly shoulddefcermine the content of the

social studies program. 4s Melear says* "In seeking

teach an underatanding and appreciation of life* intensi-

fied study of a few things is more important than limited

SI information about ©-verything.*

Tho battle between the traditionalists and the modern-

ists is still being waged. The arguments between the

advocates of organisation on the basis of subject matter

and those who advocate division on the basis of function

still continue* Ihich is the correct viewpoint is a matter

of opinion." .Xxi'the social sciences* however, there seems

to be more basis for fusion than in almost any other cor®

area. Economics* history* and politioal science, for

example* are interrelated and correlated by the very nature

of their subject matter. They interplay each upon the other

to the extent that it is almost impossible to determine

where one leaves off and the other begins. It is therefore

difficult to separate them effectively* Hence* in the

social studies* the correlated units or series of units

should contribute to the development of the whole child,

providing him with a succession of experiences, and con-

taining continuity and logical sequence.

^Htelear, op. clt.* p. 20,

26

The exper i ences should be planned to furnish

opportunities f o r t h e w e l l - r o u n d e d development o f a l l

pupils,— In o rder t o provide wel l - rounded development f o r

a l l the p u p i l s , the s o c i a l s t u d i e s cur r i cu lum must provide

l e v e l s of learning; to meet the needs of a l l of the pupi l s*

The e f f e c t i v e t e a c h e r can mot iva te l e a r n i n g t o such an extent

t h a t the va r ious l e v e l s w i l l combine In the same genera l

f i e l d of a c t i v i t y . ' For i n s t a n c e , the l e a s t capable of the

pupils can work out a series of s i m p l e facts about the subject

under discussion, and can, perhaps, furnish drawings o r

e x a m p l e s of handcraft about the phases of the work in which

they have become m o s t interested. Another group can p r e -

p a r e reoorts based on individual r e a d i n g s and reflecting

their particular interests. These r e p o r t s c a n t a k e the

form of a program as the cu lmina t ing f e a t u r e of the

study, or can be grouped to form a class booklet. The

most creative of the children c a n contribute simple o r i g i n a l

music or plays or stories involving the work of the unit.

Thus all of the children can be furnished with ample I n -

c e n t i v e and opportunity for well-rounded development within

the boundary of the particular work at hand. F a c t o r s of

I n t e r e s t and skill are of definite and fundamental importance

in pupil development of special phases of the problem, and

individual exploration and development should at a l l times

be encouraged.

27

The methods selected should teach 33If-reliance, salf-

eontrol,and cooperation.--The desirable attitudes of self-

reliance, self-control, and cooperation should be fostered by

the materials and methods of the social studies program, Con-

crete experiences arising from direct contact with life- situ-

ations, Horn thinks, are of value in developing the above

desirable attitudes and qualities. Among such sources of con-

crete experience are problems, exercises, models, museums,

excursions, and participation in community e n t e r p r i s e s * 3 2

Self-reliance among Fourth-Grade pupils may be developed

through such elementary exercises as sending the child on

errands, allowing him to supervise equipment, or letting

him care for M s own money. Cooperation way be encouraged

in many ways. Team projects, class elections, class excur-

sions, working together in harmony, and other such oppor-

tunities for cooperation should be included in the program

of the social studies. Self-control can be encouraged through

having the child wait his turn in work or play, share his

playground space or equipment, avoid irritation when opposed,

and loarn to be a good loser. Self-reliance, self-control,

and cooperation are acquired also through stressing the

qualities of tolerance, courtesy, kindliness, helpfulness,

sensitivity to the feelings of others and through the develop-

ment of independent thinking and financial independence,

32Horn, o£, clt.. p. 393.

28

The Social Studies Program should be based, on the

maturity level'of the pupil.—At certain physical or mental

age levels, children are able to assume certain responsi-

bilities -not possible for them earlier or too simple to

contribute to the learning process later. This level of

ability may be termed the stage of maturation# Maturation,

the process of developing physically, mentally, and socially,

is a basic conditioner for learning*

The rat© of maturation or growth varies with the in-

dividual. a wide range of maturation in one class-group

makes for a poor learning situation, because the teacher

tries to fit the learning process to the maturation average

of the group. If the range Is discrepant, the immature

will find the program incomprehensible and the precocious

will find the program boresome. The answer to the problem

is the approach to the individual child, or, as Lee and

Lee suggest, "to start where the child is, and then build

from there."33

The maturation level can be increased—in fact, it

should be increased—through the teacher1s ability, person-

ality, and training, the security status of the child, the

attitude of the parents, the socio-economic background, and

other factors.

33Lee and Lee, op. cit.. p, li|4*

20

Each unit should provide a variety of approaches

appealing to the whole child.--Tim units employed In the

Fourth-Grade Social Studies Progr* ra may be enriched by a

variety of activi ties* Die cussing, cone tructing, experi-

menting, visiting, observing, talking, l i s t e n i n g , dramatis-

ing, seeing, planning, singing, and other activities may

be employed by the skillful curriculum builder and the

trained teacher for the definite purpose of enriching and

expa nding the pupil*a experiences, p e r s o n a l i t y , and devel-

opment. A c t i v i t i e s help to overcome the h a n d i c a p of

individual differences, increase s t u d e n t participation,

develop a b i l i t i e s , and inspire achievement. The teacher

who c o n f i n e s her program to textbook material only is not

p r e s e n t i n g a varied and complete program.

Unite should be authoritative and challenging.—Uni t a

presented should have the merit of soundness and truth.

Distorted, erroneous concepts are barriers to clear think-

ing and t o the development of proper social attitudes.

Symbolical and fan tastlc cone true ti one rang* from the futile

to the harmful in that they prevent the students from

arriving at the truth. The Wash ing ton cherry-tree story,

the representation of all Latin-Americans in the Texas

War for Independence as fiends, and the failure to present

the Indian viewpoint in the struggle between the colonial a

and Indians are cases In point*

30

Challenging activities such as the constraction of

log cabins, working models of loons, the formation of actual

ovcrnments with student officials, and similar activities

are preferable to distorted and fanciful nonsense. The

activities must be so real as to be vital, so challenging

aa to inspire interest and desire to know and to follow

th© truth.

The program should develop 'skills and abilities* —

Skill, as Burton defines it, is "facility in the performance

of any - iven resoona©# Ability Is the power bo plan,

direct, execute, give, or do. Skills and abilities may

be either nental or motor or both*

The development of skills and abilities results from

meaningful situations, from understanding of purpose, and

from practice. Skills are more effectively taught if they

are not isolated. Therefore, the program should relate

the skills to be taught to the persistent life-situation

and to the unit of study. The teacher must plan for the

development of pupil skill and ability. The teacher should

be acquainted with the individual levels of growth and the

abilities and knowledge of the child. She must be ready

to grasp opportunities as they arise and nust know that

individual differences will result in different time and

space Intervals necessary to master these skills.

3^-Burton, op. clt., p. 33*

31

Skills to be developed in the social studies program

are varied, They are outlined by Beard as follows;

1, Skill in methods of obtaining access to informa-

tion#

a. Use of libraries and institutions.

b. Use of encyclopedias, handbooks, documents,

sources, authorities, and statistical col-

lections.

2, Skill in using primary sources--the sifting,

discovery, and datermination of authentic evidence.

3, Skill in observation and description of contem-

porary occurrences in the school and community,

!(-. Skill in handling information.

a. In the analysis and breakdown of large masses

into manageable units.

b. In synthesis—combining elements, drawing

inference and conclusions, and comparing with

previous conclusions and inferences--logical

and systematic organization.

c. Map and chart-making and graphic presentation,

5* Skill in memorizing results of st dy--with conscious-

ness of applications to new situations by exact

reference and analogy.

32

6. Skill In scientific method—inquiring spirit,

patience, exactness* weighing evidence, tentative 35

and precise conclusions.

Si® Social Studies Program should recognize individual

differences.—In any group of children individual differences

exist. There are differences In native abilities, physical

and mental degrees of maturity, health, and socio-economic

background. Sufficient provision and allowance for these

differences should be made In the social studies program.

Especially Is this true at the intermediate level. Social

studies may take care of individual differences through dif-

ferent approaches and especially through the us© of various

forms of activity where the child can use his Initiative and

leadership in the fields in which he does have ability.

Exceptional children and other groups which vary to

a great degree may be classified and, If budgetary and

other provisions permit, grouped. But whether or not such

classification occurs, the teacher will still be confronted

with some individual differences. She must, therefore*

avoid recourse of textbook approach alone, a method which

presents material for the average and ignores the advanced,

the abnormal, and the subnormal. The program must be for the

slow thinker and the fast thinker as well as for the child

who is average. Therefore, using social maturity as a basis, *ZtZ

"•"'Charles 4. Beard, The Nature of the Social Sciences, p. 227.

35

the program should provide for reorganization and regrouping

or for a number of varied approaches within the group which

take into account individual differences.

Experiences should be selected which develop the

child's aesthetic nature and increase his capacity for the

proper use of leisure time.--With the present trend toward

vocational training, there is a tendency to forget that

complete education envisions the well-rounded individual.

Appreciation of the aesthetics, the beauty of art, music,

literature, and drama, and the proper use of leisure time

are essential phases of the complete educational process.

Though attention is given to these phases In other subjects

of the curriculum, they also have a definite place in the

social studies program.

The expression of the aesthetic impulses develops an

expanding personality. The aesthetic Impulses also pro-

vide an excellent opportunity for the wise employment of

leisure time. The ability to be familiar with and pre-

date musical compositions and composers, to select and

use desirable reading aaterials, to express Self through

music, painting, writing, dramatization, and poetry, and

the cultivation of other aesthetic abilities should not be

confined to the specific instructional classes in those

subjects. These experiences should be made a part of the

complete school program including the social studies program,

3k

As a participating• ,iuide the teacher should provide

a gradual and continuous development of meanings and

understandings In the puoll,—» Concepts develop with

associations or meanings. As a starting point for' con-

ceptual development, the teacher should ce:;;ln with known

concepts, lew meanings develop with new learnings which

are extensions of previous, or fixed learnings. Therefor©,

the conceptual expansion of meanings must be continuous,

a fact which poses difficult problems for the teacher and

for the social studies program.

The Increased widening of concepts la a process of

integration and Interrelation, The growth of meanings in

one situation often la 'connected with or based upon mean-

ings in another set of circumstances, as Melear suggests:

Blinking depends on one's ideas,* behavior Is guided by insight and understanding; ideals and atti-tudes are supported through intelligence. The teacher cannot give meanings to the pupil, but she must stim-ulate the pupil so that he is able to construct the meanings for himself.37

The teacher, using the methods and materials of the

social science program, serves as a guide to lead pupils

into experiential and problem and persistent life sit-

uations. Through her leadership, the child Is assisted

In the development of a well-rounded personality equipped

for efficient, satisfactory, happy, and complete living.

3&Melear, op. cit., p. 39

37Ibld.. p. I+O.

CHAPTER III

AN ANALYSIS AND EVALUATION OF THE FOURTH-GRADE

SOCIAL STUDIES PROGRAM AS FOUND II THE

COURSES OF STUDY OP TEN PUBLIC SCHOOL

SYSTEMS OF TEXAS

The social studies program should be so constructed

and used as to meet certain criteria of soundness developed

in educational literature. Ttio eighteen criteria of an

adequate social studies program were listed in Chapter II

as the criteria of: (1) flexibility, (2) needs, (3) problem-

solving, (4) purpose, (5) present environment, (6) social

situations, (7) interest in social and economic problems,

(0) aopre elation and understanding of life, (9) correlated

experiences, (10) well-rounded development, (11} self-

reliance, self-control, and cooperation, (12) maturity

level, (13) variety of experience, (14) authenticity,

(IS) skills and ability, (16) individual differences,

(17) aesthetic nature, and (18) guidance in meanings and

understandings. Bieae criteria are used in analyzing and

evaluating ten Texas Fourth-Grade Social Studies courses

of atudy--those of Houston, Fort Worth, Dallas, Waco,

Lubbock, Amarillo, Wichita Palls, Beaumont, Sherman, and

Austin. Each of these courses of study is analyzed on

35

36

the basis of the above e ighteen criteria, and the analysis

is summarized in tabular form, The tables show to what

extent each course of study meets the various criteria.

Hie terras "much use,® * l i t t l e use,n and "no use11 are era-

ployed to show the extent to which ttie characteristics of

a sound social studies program are employed and the cri-

teria ar© met.

The Houston Course of Study

The Elementary Social Studies Course of Houston is

constructed around four controlling themes: (1) Inter-

dependence, the Basis of Living Today, (2) Man's Increas-

ing Gontrol over Nature, (3) Man's Dependence upon* his

Physical Environment, and (4) Man's Tendency to Move from

Place to Place In Search of Better Living Conditions. The

first and fourth of these themes—-interdependence and man's

tendency to move from place to place—are not developed in

the Fourth Grade. Man's increasing control over nature

as a taoans of bettering M s standard of living and his

ability to adapt his mode of living to his physical en-

vironment do receive treatment.

Units developed as compiled and prepared by Lucille

G. Dickinson with zho aid of the Faculty Committees of the

Elementary School Teachers and Principals are two: {1} for

the Low Fourth Grade "Gold Lands and Hot Lands" and (2) for

37

the High Fourth Grade "Highlands and Lowlands."*' The wilts

contain suggested teaching procedures, suggested organiza-

tion of the units, the scope of the curriculum, th© presen-

tation of the unit, "Cold Lands and Hot Lands," and th©

presentation of th© unit, "Highlands and Lowlands."

The basic objective is the teaching of democracy.

Specific objectives Include the development of the abili-

ties to: (1) think straight, (2) cooperate with others,

(3) use numbers and other essential skills, (4) study effec-

tively, (5) master factual information, (6) use a lively

curiosity, (7) assume personal responsibility in the

school, home, and community, (8) appreciate aesthetics,

(9) develop a strong, healthy body and right attitudes

2 toward work and play, and (10) promote worthy ideals.

Specifically, Low Fourth-Grade pupils are Introduced

to regions which are hot as contrasted to cold regions,

while High Fourth-Grade pupils compare mountainous and

lowlands regions. Activities designed to correlate these

units with a wide variety of other activities--science,

literature, art, music, history, and geography--are em-

ployed. Oral and written reports, discussion, drawing,

Lucille G» Dickinson, Cold Lands and Hot Lands and Highlanda and Lowland a, Curriculum Bulletin 44cB16, Houston Independent School District, 1944-1945.

2Ibid., p. 1.

38

construction, and observation baaed on first-hand experi-

ence are used. Phases of citizenship, character training,

geography and history learnings, science, arithmetic, read-

ing and literature, language, vocabulary, spelling, hand-

writing, music, art, physical education, health, safety, 3

and fire prevention are covered. The program is not arbi-

trary, but flexible. The Houston program is we11-planned. It has elicited

4

national attention and seme textbook analysis. The extent

and degree to which it meets the criteria of a sound social

studies program are summarized in Table 1*

From Table 1, it is seen that the Houston Program

raeeta sixteen of the eighteen criteria well* The criteria

of maturation and recognition of individual differences

receive sorae attention but are not emphasized as are other

criteria. In individual applications of material and

methodology, teachers may, however, meet the criteria of

maturation and individual differences. In its emphasis

on democracy, the use of rich experiential concepts, and a

well-rounded, correlated program, the Houston Program is

excellent.

3Ibid., pj. 11-70.

4 Norton and Morton, op. cit., pp. 196-199.

39

TABLE 1

AN ANALYSIS OF 'BUS EXTENT TO WHICH THii EIGHTEEN CRITERIA OF A SOUND SOCIAL STUDIES PROGRAM ARE FOUND IN THE FOURTH-

GRADE SOCIAL STUDIES COURSE OF STUDY FOR THE HOUSTON ELEMENTARY SCHOOLS

E v i d e n c e aa Pound i n t h e Course of S tudy

C r i t e r i o n I n c h Us©

L i t t l e Us®

Mo

Us© .

1.. X # • • • • '•

2. Heeds, i n t e r e s t s , a b i l i t i e s . . , . X • 0 0 • * #

3. X • • • • • •

4. Purpose b e l o n g i n g t o l e a r n e r . . . X * * • * » •

5. P r e s e n t environment and community X * * m * t *

6* X • * • * • •

7 . E x p e r i e n c e s I n s o c i a l and economic X * < • • * #

' 8. A p p r e c i a t i o n and u n d e r s t a n d i n g of l i f e . . . .] X « + • 0 « •

9. C o r r e l a t i o n of s u b j e c t m a t t e r . . . X « 0 # • * #

10, X * • • • « •

11. S e l f - r e l i a n c e , s e l f - c o n t r o l , and c o o p e r a t i o n X # # • # * •

12. X # * #

13. X * • # • * *

14. A u t h e n t i c and c h a l l e n g i n g . . . . . X • • « * # *

15. X * » * ¥ # #

16. X * # *

17. X • • * * • #

IB. Guidance i n mean ings and x • * » * ft •

40

The F o r t Worth Course of Study

In Fort Worth, a l s o , the jfilonwntarjr S o c i a l Studies Pro-

gram I s organized i n t o a continuous s e r i e s of u n i t s , each

of which contributes to an understanding of some aspect of

the theme about which the program i s organised, the thenraa

s imi lar to the themes of the Houston Program Inc ludes

(1) Interdependence, s t r e s s i n g the f a c t that increased con-

tro l over nature has resul ted in increased human r e l a t i o n s ;

(2) Control over Nature, or the f a c t that ever - increas ing

knowledge of the physical world has made i t p o s s i b l e for

man to move from savagery to the s tages of the present i n -

d u s t r i a l c i v i l i z a t i o n ; (3) Adaptation, or the n e c e s s i t y of

man's changing to meet the requirements of subsis tence and

the pressure of competition; (4) Population, or the tendency

of man t o move from place to place in search of a b e t t e r l i v -

ing; and (5) Democracy, or an e f f e c t i v e understanding of 8

democracy as a way of l i v i n g , th inking , and governing*

Unlike the Houston system these themes are carried through

the f i r s t seven grades.

The Fort Worth Course of Study was revised in the Cur-

r iculum Conference of tEh® U n i v e r s i t y of Texas, Summer, 1941, 6

National Youth Administration Committee of Forty.

JNorton and Norton, op. c i t . , pp. 195-196. A S o c l a l S tud ies . Jk Tentative Course of Study for tfee

Fourth Grade, Curriculum B u l l e t i n Number 304, Fort Worth Public Schools , Port Worth, Texas, 1941.

41

The Course of Study Includes guiding principles for

curriculum construction in Fort forth, points of view,

basic principles, general nature of the courses, division

of activities, suggestions upon teaching materials and

principles, and evaluation, A maaber of suggested units

are advanced for Grade Four. Among them are the following:

1. How Port Worth. Started and How It Became What It

Is Today.

2. How Agriculture Enriches Our Lives,

5. How Trade Enriches Our Lives.

4. A Study of Life in Holland and Switzerland.

5. How We Get Our Clothing.

6. How Travel Acquaints a Man with M s own Country,

7. (optional) How America Tries to Educate All Its

People,"^

Hie general objectives of the course includes (1) the

development of spiritual and social attitudes and apprecia-

tions within th© learner, (2) growth in geographical, histor-

ical, and civic understandings, {3) growth in mathematics,

language arts, health, fine arts, and other subject areas,

and (4) provision for th© functional us© of developing abll-8

Itles.

7Ibid.

8ibld., p. 2.

42

The Course of Study provides for problem units with

flexible time Halts, consideration of individual differ-

ences, attention to the needs, skills, attitudes, and abil-

ities of pupils, an understanding of major themes, and the

development of reasoning activities. Democracy, self-

adjustment, cumulative acquisition of subject matter,

habits, skills and emotional attitudes needed for solving

problems, tool techniques, appreciations,.enriched expe-

riences, activities cooperative and independent, and th©

growth of responsible, constructive freedom are included.

Like the Houston Program, the Port Worth Course of

9

Study has received national attention. 'Hie degree and ex-

tent to which it meets the eighteen criteria is found sum-

marized in Table 2.

It is noted from Table 3 that the Fort Worth Program

meets seventeen of the eighteen criteria satisfactorily.

While the procedure eslls for the use of authentic and

challenging units, and while fee units themselves are authen-

tic and challenging, the lack of unity and correlation among

units—for example the abrupt transition from such units as

'How Port Worth Started and How It Became What It la Today"

to *How Agriculture Enriches Our Lives"—does not enhance the

value of the Program. Except for this one criticism, the

Port Worth Course of Study is outstanding.

%orton and Norton, oj>. clt., pp. 195-199.

43

TABLE 2

AN ANALYSIS OF THE EXTENT TO WHICH THK EIGHTEEN CRITERIA OF A SOUND SOCIAL STUDIE., PROGRAM ARE POUND Hi THIS FOURTH-

GRADE SOCIAL STUDIES COURSE 0/ STUDY FOR THE FORT WORTH EL&MENTARY SCHOOLS

Criterion Evidence as Found In the Course of Study Muoh Li ttle Use : Use

Mo Us®

1.

2.

3.

4.

5.

6.

7.

8.

Flexibility. . . . . .

Meeds, interasts, abilities. • . .

Problem-solving. . .

Purpose belonging to learner . . «

Present environment and community life

Social situations. » * • •

Experiences In social and economic problems.

Appreciation and understanding of l i f e . . . . . . . . . . . . . . .

9. Correlation of subject matter. . .

10. Well-rounded development . . . . .

11. Self-reliance, self-control, and cooperation

12.

13.

14.

15.

16.

17.

18.

Maturity level . . . . .

Variety of approaches. .

Authentic and challenging

Skills end abilities

Individual differences

Aesthetic nature . . .

• * •

• • * «

Guidance in meanings and understandings. . . . . • • •

X

X

X

X

X

X

X

X

X

X

X » # •

X

X

X

X

* # *

f * #

44

The Dallas COUPS© of Study

The method of preparing the Dallas Course of Study was

not given. The general theme used In the Fourth Grade is

"The development of modern ways of living In our country

and comparing needs of th© modem home with needs of the

p i o n e e r . T h e general unit was on transportation, con-

sidering land, water, and air travel. Specific units were

suggested ass (1) Hie Farm and Farm Products, (2) Food,

(3) Clothing, (4) Homes, (5) City, and (6) Transportation,

Th© teacher's problem was listed as developing an under-

standing of the farmer and his importance to the community.

Pictures; oral reports; shopping trips; stories; films;

visiting a farm; drawing pictures; writing letters to farm

children; learning songs about the farm; making charts;

churning butter; learning about food, animals, clothing, and

houses together with cooperation and traveling were included

as part of th© learning experiences.

Desired outcomes include an understanding of people who

work together in order to live, developing appreciation of the

amount of work 'necessary so that we may eat and of the inter-

dependence of city and country people, and 'developing th®

10 -Course of Study, Fourth Grade, Social Studies Supple*

ment, Dallas Independent* School District, Dallas, Texas, September, 1947,

1XIbid.. pp. 1-2,

45

12

ability to follow instructions. In the unit on transpor-

tation, the teacher's objoctives av,e listed as increased

knowledge of the means of travel arid the work of transpor-

tation employees# Ideas of the number of workers Involved

and some of the interrelationships which exist among them;

unders anding of how the present has grown from the past;

understanding of man's increasing control over nature; de-

velopment of keener observation; knowledge of reference

sources; growth in vocabulary and Ideas; growth of interest

in books and reading and ability to interpret pictures and

other visual aids; development of greater confidence, poise,

and fluency in speech and discussion; growth in quantitative

and number concepts; growth in ability to work and play with

others, both as a follower and as a leaders and correlation 15

with reading, language, arithmetic, music, and art.

While there does not seem to be a great amount of contin-

uity among some of the units suggested, the ex sent to

which the Dallas Program for the Fourth-Orade Social- Studies

meets the criteria of a sound program is summarised in

Table 3.

12 Ibid.

13Ibid.. pp. 3-6.

46

TABLE 3

AN ANALYSIS OF 1UB EXTENT TO WHICH TH\ EIGHTEEN CRITERIA OP A SOUND SOCIAL STUDIES PROGRAM ARE FOUND IK THE FOURTH-

GRADE SOCIAL STUDIES COURSE OF STUDY FOR THE DALLAS ELEMENTARY SCHOOLS

Criterion Evidence as Found In the Course of Study Much Use

'Little Use

No Use

1.

2 .

3.

4 •

5.

6.

7.

Flexibility. . .

Needs, interests, abilities. . . ,

Problem-solving

Purpose belonging to learner » . ,

Present environment and community life.

Social situations. ,

9.

10.

11.

12.

Experiences in social and economic p r o b l e m s . . . . . . . . . . . . .

Appreciation and understanding of life. . . . . . •

Correlation of subject matter. . .

Well-rounded development

Self-reliance, self-control, and cooperation . . .

Maturity level » . , ,

Variety of approaches, 13.

14. Authentic and challenging.

15.

16.

17.

18.

« • • +

Skills and abilities .

Individual differences

Aesthetic nature . . .

Guidance in meanings and understandings, . . . .

X

X

X

X

X

X

X

X

X

X

X

X

X

* • •

X

X

X

X

* t #

47

From Table 3 It may toe seen that the Dallas Program

emphasizes to a pronounced degree some phases* perhaps

even more so than other programs. It does not, however,

stress meeting the criteria of correlation of subject

matter and of Individual differences. The Dallas Course

of Study could, possibly, make a greater effort toward meet-

ing these criteria.

The Waco Course of Study

The Waco Program, developed under the direction of

Bertha M, Brandon with the assistance of Henry J. Otto of

The University of Texas and the summer workshop asiistance

of H. V. Williams of Baylor University, was a two-year

project released for incorporation into the Waco curriculum

in 1949, It is, therefore, among the most recent of the

courses of study examined. The course of study la priraar-14

ily philosophical. Its sequential accompaniment, Sequence

of Units in Social Education, is in the process of prepara-

tion.

The program is intended to relate the work of the

school more closely to persistent life situations which

children face in home, school, and community. That rela-

tionship is intended to give practice in the habits, skills,

14Social Educati.on in Elementary Schools, Curriculum Bulletin No, 1, Waco, Texas, Waco Public Schools, September, 1949.

48

and attitudes essential for good human relationships in all

activitiesof living through life-like situations requiring

15

the use of proper tools of knowledge*

The Waco Program has as objectives: (1) self-

realization, (2) human relationships, (3) economic effi-

ciency, and (4) civic responsibility. Common activities

include: (1) protecting and conserving resources--human

and non-human; (2) providing a horn® and living in the fam-

ily; (5) producing,, distributing, and consuming goods and

services—food, clothing, and shelter, (4) transporting

goods, services, and people, (5) communicating ideas and

feelings, (6) providing recreation, (7) expressing and

satisfying aesthetic and religious impuleas, (8) provid-16

ing education, and (9) organizing and governing*

The areas of content include: (1) interpersonal and

tntergroup relationships, (2) home and family life e duca-

tion, (3) community-centered educational activities, (4) con-

servation of human and non-human resources, and (5) geography, 17

history, civics, science, music, and art. The avenues of

15 Irby B, Carruth, "Porewood," Social Education in

Elementary Schools, Curriculum Bulletin No. 1, Waco, Texas, Waco Public Schools, September, 1949, p. ii.

16 Social Education in Elementary Schools. Curriculum

Bulletin No. 1, Waco, Texas, Waco Public Schools, Seotember, 1949, p. 9.

17Ibid.

40

school activities include: (1) physical education, (2) pupil

participation in school and classroom management, (3) the

lmchroom as a laboratory, (4) dramatic and auditorium ex-

periences, (5) co-curricular activities, and (6) instructional

18

units in social education#

The objectives, areas of content, and avenues of school

activity are developed in detail in the program. Specific

units of the program are in a companion volume yet to be re-

leased, The degree and extent to which the philosophy of the

Waco Program meets th© criteria of a sound social studies

course of study Is svaamarized in Table 4.

The Waco Program, a recent development prepared demo-

cratically by all the Waco Elementary School teachers with

the assistance and under the supervision of experts, incor-

porates an attempt to meet all the criteria of a sound pro-

gram, Since the Waco Program haa developed all the concepts

of successfully meeting the criteria, it® future functioning

may be observed with interest#

The Lubbock Course of Study

The Lubbook Course of Study, another recently prepared pro-

gram, was developed by the Lubbock Elementary School teachers

19 under the direction of Ishmael Hill, Assistant Superintendent.

18Ibld.

19 A Guide for Teachers in Planning the Learning Experi-

ences for the Intermediate Level, Lubbock Public Schools, Lubbock, Texas, July 8, 1949.

50

TABLE 4

AN ANALYSIS OP THE EXTENT TO WHICH THr; EIGHTEEN CRITERIA OP A SOUND SOCIAL STUDIES PROGRAM ARE POUND IN THE FOURTH-

GRADE SOCIAL STUDIES COURSE OF STUDY FOR THE WACO ELEMENTARY SCHOOLS

Evidence as Pound In

Criterion Much Us®

Little Use

Mo Use

Flexibility X # « # * # *

2. Heeds, interests, abilities. . * . X «* * * * «• #

3. X * * * * « #

4. Purpose belonging to learner . . . X • « » * » #

5. Present environmentt and community life . . . . X m # # # « ft

6. X • * • * ft *

7, Experiences in social and economic X « • • • ft ft

8. Appreciation and understanding of X • § » • * *

9. Correlation of subject matter. . . X * # # ft ft #

10. X • « # • ft ft

11, Self-reliance, self-control, and cooperation . X I • • * ft • #

12. X j » «• * * ft ft

13. X * • * • • •

14, X , # * * ft ft #

15. Skills and abilities > X * • » • ft ft

16. X « • • * ft «

17. X * * • • ft ft

18. Guidance in meanings and X * + • • • «

51

The Social Studies Division of the Course of Study has

for its purpose the development of an understanding of human

relationships, living conditions, arid individual and group

responsibilities, the acquisition of wholesome attitudes and

abilities through problem-solving and cooperative activities, 20

and the understanding of rights and responsibilities.

General objectives of the social studies are listed ass

(1) To provide tfa© student with experiences in the social studies program that will give him an oppor-tunity to grow increasingly independent#

(2) To provide for the development of the best social and spiritual attitudes within the learner#

(3) To provide opportunities for the student to make functional use of M s developing abilities,

(4) To orovide the student with experiences that will develop a readiness for, and incidental growth In, health, language, arts, fine arts, and other subject areas through social studies,

(5) To provide the student with a fuller under-standing of present-day situations, appreciate the influence of geographic factors in life, realise th© Interdependence of man, and understand th® relation of other countries to the United States***

Hi® Fourth-Grade units listed are: (1) The Earth as a

Globe, {2) Seasons in the United States, (3) Across the

United States on the Lincoln Highway, (4) The Land of the

Eskimos, (5) Amazon Valley, (6) Congo River ¥alley,

(7) Journey from the Congo to the Nile, (8) Egypt, the

Gift of the Nile, (9) Mediterranean Cruise, (10) Th®

90

Ibid., p. 122,

21Ibid.

52

Playground of Europe, (11) The Dutch--Their Fight with the

Sea, (12) Norway, (13) China, and (14) Australia,

The Course of Study provides for approaches, develop-

mental activities, and culminating activities. These ac-

tivities provide for integration with other core areas—the

language arts, the fine arts, and arithmetic. Definite

schedule times are allotted for the completion of each unit.

A summary of the extent to which the Course of Study meets

the eighteen enunciated criteria is found in Table 5. Prom

Table 5 it will be seen that the Lubbock Program makes much

use of fifteen of the criteria, but comparatively little

use of such criteria as flexibility, the maturity level, and

individual differences. It is, on the whole, however, a

well-balanced and effective program.

The Anarlllo Course of Study

The Amarillo Course of Study was prepared in workshops

under the direction of Annie L* McDonald, Supervisor of 22

Elementary Grades, through cooperative teacher-participation.

In the overview of the program it is stated that in the

fourth-year level the pupil's interests extend beyond his

iwaediate environment to include other lands and people.

Therefore, he dioiild be given a growing understanding and

go Intermediate Level, A Correlated Course of Study

in Language Arts and Social""Studios, Curriculum Bulletin No. 120, Amarillo Public Schools, Amarillo, Texas, 1948.

53

TABLE 5

AN ANALYSIS OP THE EXTENT TO WHICH ffiE EIGHTEEN CRITERIA OF A SOUND SOCIAL STUDIES PROGRAM ARE POUND II THE FOURTH-

GRADE SOCIAL STUDIES COURSE OF STUDY FOR THE LUBBOCK ELEMENTARY SCHOOLS

Evidence as the Course

Found in of Study

Criterion ' Much Us®

Little Us®

ifo Use

1. Flexibility. . . . . . . . . . . J # « *

Jpifa * * *

2. Meeds, interests, abilities. . . . X * * « • * *

3, X » # • * • •

4. Purpose belonging to learner . . . X • • • # # #

5.

6.

Present environment and community life Social situations.

X X # # »

* * *

• • •

7. Experiences in social and economic X • » * * * •

8. Appreciation and understanding of l i t 0 # • * • • # * # * • * * « « - • X • » • * * *

9. Correlation of subject matter, . . X • • * • * •

10. Well-rounded development . . . . . X * * » • * •

11. Self-reliance, aelf-control, and cooperation . . . . . . . . . . . X

* t # • # #

12. • « •

X * * *

13. Variety of approaches. . . . . . . X • • # * * *

14. Authentic and challenging. . . . < X • * • f • •

15. Skills and abilities . . . . . . . X * * # • § ft

16. Individual differences » « # X * » •

17. Aesthetic nature . . . . . . . . . X • • • » # *

18. Guidance in meanings and understanding®. X

• • • « * *

54

appreciation of them, their distribution, culture, and prob-

lems . Teaching methods are flexible; the procedures may

be adjusted to the maturity and achievement level of the

class, the ©reativeness of &© teacher, special community

operations, and significant current happenings. Activities

should be challenging and interesting and directed toward

the development of significant understanding and proper

attitudes; cooperative thinking} mastery of facts; mental,

emotional, and physical development; the use of varied ac-23

tivities; and correlation with other materials#

©10 theme of the fourth-year work in the social studies

is "lays of Living in Many Lands*," Bier® are six units?

(1) Orientation Unit, Our Home Land, (2) Hot let and Hot

Dry lianas, (3) Mediterranean Lands, (4) Gold Lands, (5) High-

lands and Lowlands, and (6) Coastal Lands* The Course of

Study states that "these units in dealing with real people

on a real earth should make the children1s activities alive,

rich, and colorful,®24 The leading objectives of the pro-

gram are: (1) to enlarge the geographical units of the

program, (2) to build up the conception of the earth as a

globe, (3) to enable the pupils to interpret pictures,

maps, charts, and written materials, (4) to connect human

03 Ibid., p. 21.

24 Ibid., p. 2.

55

needs with environmental factors, (5) to develop an appre-

ciation for striking and beautiful scenes, (6) to create

a sympathetic understanding for all people, and (7) to

recognize the importance of the United States in a world

society,25

A n-umber of skills are stressed throughout the spe-

cific units, among them understanding; reading; oral

expression; the use of maps, globes, and charts; and the

ability to work harmoniously. Attitudes include the under-

standing of relationahips; sympathetic interpretation of

different living conditions; appreciation of Uie contri-

butions of others; appreciation of such qualities as

physical fitness, ingenuity, keenness of senses, hospital-

ity, and reverence; and cooperation and resourcefulness in

the use of new materials. Activities include the use of

maps and charts, illustrated talks upon imaginary journeys,

talks by people who have seen foreign countries, picture

making, films, stories, plays, the serving of food from

countries studied, and many other activities, the program

26

is also correlated with the other core areas. A summary

of the extent to which the Amarillo Course of Study meets

the eighteen criteria is found in Table 6.

25

Ibid., pp. 1-2,

26Ibid., pp, 3-68.

56

TABLE 6

AN ANALYSIS OP 1KB EXTENT TO WHICH THE EIGHTEEN CRITERIA OF A SOUND SOCIAL STUDIES PROGRAM ABE POUND IN THE FOURTH-

GRADE SOCIAL STUDIES COURSE OP STUDY FOR THE AMARILLO ELEMENTARY SCHOOLS

Criterion

Evidence as Found in the Course of Study

"Much Use

Little Us®

lo Use

l.

2m

3.

4.

8.

6. *?.

8.

9.

10.

11.

12.

13.

14.

15#

16.

17.

18 •

Flexibility

Heeds, interests, abilities# . , .

Problem-solving.

Purpose belonging to learner . . .

Present environment and community life * . . . . « . » » . . « • « «

Social situations. . .

Experiences in social and economic problems» • « • • • • • • » » • .

Appreciation and understanding of lif e.

Correlation of subject matter* . •

Well-rounded development . . . . .

Self-reliance, self-control, and cooperation . • •

Maturity level

Variety of approaches. . . . . . .

Authentic and challenging* • . . .

Skills and abilities . . . . . . .

Individual differences

Aesthetic nature

Guidance in meanings and understandings. . . . . . . .

X

X

X

Y

X

X

X t

X X

X X

X

X

X

X

X

X

57

The Araarillo Program is well-rounded. Those who

prepared the Course of Study have taken Into consideration

and apparently have attempted to meet all eighteen of the

tests of a sound social studies program, Biere is a dif-

ference between a program on paper and a program in actual

operation, but the Amarillo Program presents much evidence

of careful consideration and appreciation of the needs of

the childi

The Wichita Palls Course of Study

The Wichita Falls Course of Study prepared in 1947 by

a committee of seven teachers with Ethel Parker as chair-

man is a brief presentation. The entire Course of Study

for the Fourth Grade is outlined in less than three type-

script pages. The Course of Study covers six, six-weeks*

periods and adjures teachers to "write in your own . . ,

references, grade objectives , . • and activities**^

The Course of Study is outlined into the divisions:

Grade Objectives for the First Six Weeks, Content, Activ-

ities, Textbooks, and New References. The grade objectives

for the first six weeks are listed &si

(1) to gain an understanding of our global earth, that flat; maps presented are parts of the global world.

p*7 Course of Study in Social Studies, Grades 4, 5, 6,

7, Wichita Palls Public Schools, Wichita Falls, $Sxa"s, "~ September, 1947.

58

(2) To recognize all land and wa&er forms: geographic terms.

(3) To gain first-hand knowledge of a cross-section of our country.

(4) To continue observance of health and safety habits.28

Activities are divided into drills and appreciations#

Tinder "Drills" are listed such activities as the use of

globes and maps; learning directions; planning a trip on

maps; keeping a list of cities', industries, and scenic

regions; collecting pictures; and observing safety rules.

Under "Appreciations" are listed? the scenic beauty of

our country, the country's natural resources and how man

has mad© us© of them, historic places, and safety and

traffic signs.®®

The remainder of the Course of Study gives a bare, (

skeletal outline of content with twenty-two topics listed.

Among the topics are: The Seasons, You Can't Catch Me,

Safety First for the Teeth, Protect the Byes from Harm,

Safety for Other Gateways, The Enemies of Safety, and

Hurrah for Vacation,

The above discussion constitutes an almost complete

and verbatim report upon the entire Course of Study. The

degree to which the Course of Study meets the criteria is

found in Table 7.

29Ibld., p. 1. 29Ibld.

59

TABLE 1

AM ANALYSIS OF THE EXTENT TO WHICH THE EIGHTEEN CRITERIA OF A SOUND SOCIAL STUDIES PROGRAM ARK POUND IN THE FOURTH-

GRADE SOCIAL STUDIES COURSE OP STUDY FOR K B WICHITA PALLS ELEMENTARY SCHOOLS

C r i t e r i o n Ev idence a s Found i n

t h e Course of S tudy Much

Use Little

Us© No Us©

1 .

2.

3.

4.

5.

6.

7.

8.

9.

10 ,

11.

12*

13.

14.

15.

16.

17.

18,

Flexibility. . ,

Needs, interests, abilities. . • ,

P r o b l e m - s o l v i n g . •

Purpose b e l o n g i n g t o learner . . ,

P r e s e n t e n v i r o n m e n t and ccraatai i ty l i f e . # # # » # # # * # # • •

S o c i a l 81tuations• « . . . * . *

E x p e r i e n c e s i n s o c i a l and economic p r o b l e m s . . . . . . .

A p p r e c i a t i o n and -understanding of l i f e . .

C o r r e l a t i o n of subject m a t t e r . . .

f e l l - r o u n d e d deve lopment . . • . •

S e l f - r e l i a n c e , s e l f - c o n t r o l , and c o o p e r a t i o n . »

M a t u r i t y l e v e l

V a r i e t y of a p p r o a c h e s . • .

Authentic and challenging.

Skills and a b i l i t i e s

Individual differences

Aesthetic nature . . . .

• # • * • •

Guidance i n mean ings and understandings. . . . .

X

X

X

X

X

X

60

From Table 7, it may be seen that the Wichita Palls

Program raay be judged, upon, the evidence presented in the

Course of Study, aa leaving a great amount of the curricu-

lum content planning, approach, methods, and techniques to

the individual teacher. The outline presented Is skeletal,

and many of the characteristics of a sound program are not

mentioned. Prom the Course of Study it may be presumed

that little effort is mad® to meet most of the criteria

listed. The program is flexible, but the other seventeen

criteria are used little or not at all. It must be con-

sidered, however, that in the actual practice of teaching,

the Instructors upon their own initiative may meet many of

these criteria. The Course of Study does not, however,

make concrete suggestions to that effect.

The Beaumont Course of Study

The Beaumont Course of Study was prepared in 1947 and

was edited by Minnie ioore and Annie Marie DuPerier. The

Fourth-Grade material was prepared by fourteen teachers

50

with Helen Watkins as Coordinator.

The Beaumont Course of Study meets none of the cri-

teria listed for a sound social studies program because the

Beaumont Course of Study makes no provision for the social

SO Grade Emphases. ftcademic Subjects. Elementary

Series, Beaumont City School Curriculum*, Beaumont, Texas, May, 1947.

61

studies in any of the first five grades. The subjects con-

tents for the Fourth Grade are Reading, Arithmetic, and

Science only. While some of these subjects in their ap-I

proaches touch lightly upon some of the criteria of the

social studies, nowhere is the tern "Social Studies*1 men-

tioned, A careful study of the Reading and Selene® units

reveals occasional mention of possible social studies in

supplementary readers and a few geographical terras in

Fourth-Grade vocabulary drills, No other reference is

made to the social studies» In view of the present emphasis

upon the importance of human relationships, the omission

of the social studies from the elementary curriculum is

inexplicable. An analysis of the degree to which the

Beaumont Program meets the eighteen criteria of a sound

ascial studies program as revealed in fable 8 will, of

course, show that the Beaumont Program meets these criteria

not at all.

The Sherman Course of Study

Hie Sherman Course of Study vies with the Waco and

Austin courses in recent inauguration, since It was put

into effect in September, 1949. The Course of Study was

compiled by Mabel Iclfanus, Sherman Co-ordinator of Ele-

mentary Education, and was based on suggestions and mate-

rials adopted and developed through faculty groups of

82

TABLE 8

AH ANALYSIS OP THE EXTENT TO WHICH THE EIGHTEEN CRITERIA OP A SOUND SOCIAL STUDIES PROGRAM ABE POUND I I THE FOURTH-

GRADE SOCIAL STUDIES COURSE OF STUDY FOE THE BEAUMONT ELEMT&HY SCHOOLS

Cri ter ion Evidence as Found in

the Course of Study Cri ter ion Such

Use Li t t l e

Us© » o " Us®.

* * # X

2. Needs, i n t e r e s t s , a b i l i t i e s . , . . • # » # * * X

3 . Problem-solv ing , • . • . • » » * • • X

4» Purpose b e l o n g i n g to l e a r n e r , . , # * * # * * X

5* Present environment and conanunity • • * X m % m X

7 . E x p e r i e n c e s i n s o c i a l and economic p r o b l e m s * . * * . . . . . . . . • • • • • mm X

8 . Appreciat ion and u n d e r s t a n d i n g of X

9 . Corre la t ion of s u b j e c t mat ter . . » # • # * • # X

10. Well-rounded development . . • . . * * * # * • X

11. S e l f - r e l i a n c e , s e l f - c o n t r o l , and • • • • * » X

12. M a t u r i t y l e v e l • « • • # • X

13. Variety of a p p r o a c h e s . . . . . . . * # * # * # X

14. Authent ic and c h a l l e n g i n g . . . . . * • • * # * X

# » # X

16. Indiv idual d i f f e r e n c e s . . . . . . # # • » » • X

1*7. A e s t h e t i c n a t u r e . . . . . . . . * • • * # • * X

18. Guidance i n meanings and u n d e r s t a n d i n g s . . . . . . . . . . # * • * # # X

63

31 teacherr? and principals of the Elementary Schools# The

Sher:nan Course of Study defines the social studies as

"that body of instructional materials which increases

32

one's knowledge of how people live and work," They in-

clude the entire needs. Interests, and experiences of

children for present and future living. The Course of

Study adds that "if we believe that education is living,

that education is a process of changing behavior for the

purpose of better living for each individual, then the social studies provide the heart of a modern school pro-

« 3 3

gram.

In the social studies, the Sherman curriculum builders

believe that a wide rang© of experience must b© provided to

insure growth in knowledge, skills, habits, and attitudes.

Such experiences include "observing, dismissing, handling

materials, experimenting, exploring, constructing, planning,

reading, and organizing inside and outside the school-

54

room." Therefore, the role of the social studies in the

elementary school is to provide for the orientation of the

young child with his world. The social studies should

^Guide for Instruction in Social Studies, Years On® Through Seven, Curriculum Bulletin, Sherman Public Schools, Sherman, Texas, September, 1949*

<52Ibid., p. 1, 33Ibid.

34Ibld.

64

provide a number of socializing experiences, among them:

(X) experiences which help the child to understand the

common problems of group life, food, shelter, clothing,

protection, recreation, transportation, coramunications,

occupations, and other material needs; (2) experiences

wh ich help the child to understand and appreciate coopera-

tion and interdependence of people; (3) experiences provid-

ing comparisons and contrasts with peoples of distant lands?

{4) experiences which will help the child to understand how

the present grew frost the past; and (5) experiences which

foster the cu l t i va t ion of right habits, attitudes, skills,

and civic ideals*3®

The primary emphasis of the Sherman Program in the

fourth year is upon the comparison and contrast of our

ways of getting food, clothing, and shelter with the ways

of other peoples* Current eventsi special days; the

processes of living, conserving and consuming; the appre-

ciation of the aesthetic; continuous growth* and integra-

tion and adaptation to different ability levels are suggested.

The four steps toward integration are listed as? (1) iden-

tifying basic concepts, (2) f indlng related processes,

(3) designating an area, and (4) selecting appropriate

5 5 l b i d ., pp. 1-2,

65

material to bring concept, process, and area together in a 36

functional pattern#

The theme for the Fourth Grade is "Differing Communi-

ties." The processes involved are; producing, distribut-

ing, consuming; communicating, transporting; protecting

(governing); achieving health, physical and mental; recre-

ating; experiencing and expressing the beautiful and the 37

useful; and learning and conserving,

Using the theme "Living in Different Communities

Around the World," the specific units suggested with the

tentative time to be devoted to each listed in parentheses,

are as followsj

1. How climate and surface affect our life in Sher-

man and in other cities in the United States (6 weeks)*

2. How people live in hot lands md'cold lands.

Congo - Amazon - Arabia - Sahara - JJile ?alley - Polar

Regions - Norway (10 weeks).

3. Ghristeaas around the world (2 weeks),

4. How people live in highland® and lowlands,

Switzerland - Italy - Norway (8 weeks),

5. How people live on a sea coast, Mediterranean

Lands - Norway (8 weeks).

^6Ibld., pp. 4-5.

»7ibid.

66

6. How climate and surface affect; living in the Far

East. China - Japan - Living in the Island Continent, *Zfk

Australia.

A number of suggested problems are advanced. Specimen

examples are: How does living in Sherman differ from liv-

ing in other cities in the United States? low much change

in climate can you expect when you travel the Lincoln High-

way? How do mountains influence the way people live? Why

has the Par East not developed industrially and economically 39

as has the United States?

Hie Sherman Course of Study also suggests a number of •

plans for unit organization, cautioning always that the

program is suggestive rather than obligatory, that the

ideas advanced may be used, modified, or ignored, and that

the teacher-learning situation requires that any process or

material must be the teacher's own boforo it can be of 40

use.

Procedures suggested include the stimulation and guid-

ing of interests using such sources as books, conversation,

discussion, excursions, exhibits, films, newspapers, pic-

tures, stories, and others. Pupil-teacher planning includes

38Ibld.. p. 19*

39Ibid., pp. 19-20,

40 Ibid., p. 24.

87

pupil suggestion of problems, formulation of aims, and ad-

vancing such activities as reading, writing, observing,

reporting, talking, listening, collecting, planning, play-

ing, dramatizing, illustrating, singing, and others. Facts

should be obtained from many sources such as interviews,

libraries!, publications, maps, globe;-, charts, films, com-

munity agencies, industries, and others. All subjects—

arithmetic, fin© arts, language, reading, science, and

others—should be correlated with she social studies. There

should be a culmination of all activities and a continual

41 evaluation.

Suggeatlons art given for developing the major and 42

minor problems of a unit and planning and executing a unit.

The extent to which the Sherman Course of Study attempts

to meet the eighteen criteria of a sound program is sum-

marised in Table 9.

As may be seen from Table 9, the Sherman Program for

the Fourth-Grade Social Studies makes an attempt to meet

all eighteen criteria. Hi© Sherman Progra i is a well-

written, well-conceived, we11-organ!zed course of study.

It is in accordance with modern educational thought#

41Ibid., p. 25.

42Xbid., pp. 26-32.

68

mBLB 9

AN ANALYSIS OF THE EXT NT TO WHICH THE EIGHTEEN CRITERIA OP A SOUND SOCIAL STUDIES PROGRAM ARE POUND II THE FOURTH-

GRADE SOCIAL STUDIES COURSE OK STUDY FOR THE SHERKA1 ELEMENTARY SCHOOLS

Criterion

Evidence as Pound In the Course of Study

If ix eh Use

Littlq Us©

Mo Us©

1.

2.

5.

4.

5.

6.

7.

8.

9.

10.

11,

12.

13.

14.

15.

16.

17.

18.

Flexibility, . . . . . . .

Meads, interests, abilities. , • .

Problem-solving.

Purpose belonging to learner • ,

Present environment and community life. • « « • • • * « • , Social situations. . . . .

* • *

Experiences in social and economi problems.

Appreciation and understanding of life. . . . . . . . .

Correlation of subject matter

Well-rounded development . < # # # • *

Self-reliance, self-control, and cooperation . . . . . . . . . .

Maturity level . . . .

Variety of approaches

Authentic and challenging, . . »

Skills and abilities .

Individual differences

Aesthetic nature . . .

« * • *

<P • » •

Guidance in meanings and understandings,

X

X

A

X X

> • * * • -• •

X

X

X

X If A*

X

X

X

X

X

X

09

The Austin, Course of Study

The Austin September, 1949, Iteaohin^ Guide for the

3oolal Studies represents the third revision of the cur-

45

rlculum for the social studios since 104?. The material

In the bulletin, prepared under the direction of Lee

Wilborn, was the result of the combined efforts of Austin

Elementarv School teachers and staff raembers* for three

year® workshops an fee bullatin were held* In 1948-1949

& tonth school cionth was devoted con^le tely to in-aervico

training for the entire instructional staff. During June

of 1943, 425 teach--re %*ork«d for th;-ee weeks in workshops

on th© present bulletin. The gro ip had as consultants

II• J. Otto of th® University of Texas and T. 0, stygley,

foraer Director of Curriculum and Instruction of the 44

Austin Public Schools# The bulletin, therefore, repre-

sents a long period oC careful concerted effort by a great

number of people employ inn; both theoretical and practical

approaches under th® direction of competent and expert

leadership, While, the bulletin la listed for Grade Plve,

It gives full attention to the social studies on all of

the first six grade levels. The row J or contents, of th®

A Teaching guide for Social Studies--Science, Orada P'Tve, Curriculum Bulletin No, &9I6-5, Austin Public Schoolsp Austin, , 1949«

44Ibid., po. il-111.

70

bulletin include consideration of the tentative philosophy

of the Austin Public Schools, the purpose end scope of the

Social Studies--Science Curriculum, the sequence of the

experience units, the curriculum in action, and illustra-

tive teaching units.

The philosophy of the Aus tin Public Schools may be

summarized as a belief that!

The function, of education in a democratic society is to provide an environment in which an Individual may develop an understanding of our democratic philosophy and take his place in society as an effec-tive member of a group.45

Bie philosophy is based on belief in community participa-

tion, the existence of individual differences, cooperative

planning, problem-solving, integration, continuity, and

46

growth. Goals of the Elementary School Social Studies

include the provision of a curriculum which will richly

meet: (1) the present needs of the children for the de-

velopment of intellectual and constructive talents, the

promotion of physical and emotional well-being, and the

provision for and atrengthening of spiritual, moral, and

aesthetic life; (2) the social needs of children for appre-

ciation of self as a member of a group, concern for the

welfare of others, and understanding of and contribution

4^Ibld., p. 1.

46Ibld., pp. 1-3.

71

to democratic group living; and {3} the environmental needs

of the children in terms of adaptation to and adjustment

of the physical environment, appreciation of and participa-

tion in economic, political, and social structure and

forced, and acquaintance with and maximum use of technolog-

ical resources.

Austin teachers in preparing their bulletin express

the belief that "common activities of living* provide

"persistent life situations" around which revolve the or-

ganised instructional program of the school. These common

activities of living include conserving and utilizing human

and non-human resources, living in the home, producing

goods and services, distributing goods and services, con-

serving goods and services, communicating Ideas, transport-$

ing goods and people, performing responsibilities of

citizenship, expressing and satisfying spiritual and

aesthetic impulses, providing an education, and dealing 47

with natural enviromental factors and forces.

For the Fourth-Grade level, fifteen specific units

of work are suggested to meet the above-listed "persistent

life situations»M The titles of the units are indicative

of the contents. They include: (1) Living Out of Doors,

47Ibid., pp. 6-9,

72

(2) Relics Remind Us, (3) Green Things Growing, {4} Plant

Helpers, (5) Prom the Top of the World to the Sea,

(6) Friends or Enemies--a unit on Insect life, (7) Bird-

notes, (8) The Round-Up--a unit on ranching, (9) What

makes a Home? (10) Keeping Up with the lews, (11) Getting

Around, In and About, To and Proa, Austin, (12) Fun for the

Family, (13) The Earth1s Neighbors, (14) Electricity Works 4,a

for Us, and (18) The Air About Us. In addition to

sequence by grade levels, the Austin Program also presents

sequential consideration of units by age levels, ages six

49 to twelve.

The "Why," the "$hat,* and the "When" of the scope

and sequence of the Austin Program are presented in the

first three chapters of the bulletin. The fourth chap ter

discusses the "How" or the "curriculum, in action.w This

chapter suggests "Things to be remembered." Among these

are the fact that the or do r of the bulletin does not have

to be followed, that the order, however, may assist in

continuity, breadth, and variety, that teachers should

exercise freedom of choice in selection and presentat ion

of units, that the idea of sequence by ag© levels is based

on the Maturation concept, that the "common activities of

48Ibid., op. 33-40.

49 Ibid., pp. 59-92.

73

living" become social processes, and that "units of

experience11 do not comprise the total seep® of the curric-

ulum or determine completely competent, developing expe-

50

riences.

Hie Austin guide lists a number of characteristics

of good teaching, among them the contention that good teach-

ing fosters security and satisfaction, promotes cooperative

learning, develops self-direct!on, fosters creativity,

helps pupils to develop values, provides opportunity for

social action, and helps pupils to evaluate learning. The

program alao lists a number of suggested teaching proce-

dures, most of which can be found in recent texts on ele-51

nentary school methodology.

The Austin Program also presents a number of illustra-

tive teaching units, These units include purpose, analysis

of contents, problems and developmental activities, integra-

tion within the unit, teaching aids and supplies, and bibli-

ography. A summary of the extent to which the Austin

Fourth-Grade Social Studies Program meets the eighteen cri-

teria of an adequate program is found in Table 10.

Table 10 indicates that the Austin Program meets all

eighteen of th© criteria of an adequate social science

50Ibid., pp. 93-95.

51Ibld.t pp. 94-111,

74

TABLE 10

AM ANALYSIS OF THE EXTENT TO WHICH THE EIGHTEEN CRITERIA OF A SOUND SOCIAL STUDIES PROGRAM ARB FOUND IN THE POURTH-

GRADK SOCIAL STUDIES COURSE 0,' STUDY FOR THE AUSTIN KLEMEN TARY SCHOOLS

Criterion ' Mucfi' Use

Little Us©

No Use

1 . P l e x i b i l i t y . . . * • » * « * . « < X # # • • » •

2 . Needs, interests, abilities. . . , X • • •

3 . X • • • * * ft

4 . Purpose belonging to learner • . , X • * # * » t

5 . Present environment and coiamunitj X • * • 4 « *

6 . Social situations. . » # . . • » < X • • * # « •

7 . Experiences in social and economi* ( X « « « • * *

8« Aopreciation and understanding of life X • * • • • «

9. Correlation of subject matter. . , X • • # • » *

1 0 . X * • • • • *

1 1 . Self-reliance, self-control, and X * • » • •• •

1 2 . X * • • # # *

1 3 . X • « * • * *

1 4 . Authentic and challenging. « . . X * # * * » #

1 5 . Skills and abilities . . . . . . X • • • # * *

1 6 . X * * • * • •

1 7 . X # * * • • »

1 8 . Guidance in meanings and X • • # * # #

"Evidence as Found in

75

program. The Austin Program upon which much time and

thought has been spent is excellently prepared arid pre-

sented, While not so concise or so well-worded as the

Sherman Course of Study, it is, nevertheless, in scop© and

content perhaps the most thorou rji and complete of all the

courses examined.

Overview of til© fen Courses of Study

In this chapter the Fourth-Grade Social Studies Pro-

grams of tan Texas public school systems have been analyzed

in an attempt to determine to what extent they meet Mi®

eighteen criteria of an adequate'social studies program.

A summary of the entire ten courses of study is found in

Table 11.

Table 11 shows that the majority of the courses of

study examined meet the criteria of an adequate program

well. That majority appears even greater when it is

considered that the Beaumont Curriculum does not include

the social studies and, therefore, makes no use of any of

the criteria* Excluding the Beaumont Curriculum, four-

teen of the eighteen criteria are met well by eight of the

nine schools. Another two criteria are rm t by §even of

the schools. An additional criterion is met by six of the

nine schools. Only on© criterion, consideration of indi-

vidual differences, is met by only five of fee schools.

Four of the schools—Waco, Amarillo, She man, and Austin--make

76

TABLE 11

MJMBER OF COURSES OP STUDY MEETING AMD THE E X M T TO WHICH THEY MKET KIGHTEBH CRIIBSRIA OS AM ADEQUATE

SOCIAL STUDIES PROGRAM

lumber of Number of l u m b e r of S c h o o l s S c h o o l s S c h o o l s

C r i t e r i a Making Making Making Much Use L i t t l e Us® So TJs©

1 . F l e x i b i l i t y 8 1 1 2 . Needs , i n t e r e s t s ,

a b x l i t i c s • • » « i # 8 1 1 3 , P r o b l e m - s o l v i n g . . . . 8 0 2 4 . Purpose b e l o n g i n g t o

l e a r n e r 8 : 1 1 5 . P r e s e n t environment

and community l i f e , . 8 : 1 1 6 . S o c i a l s i t u a t i o n s . . . 8 | 0 2 7 . I n t e r e s t i n s o c i a l

and economic p r o b l e m s . . . . . . . 8 0 2

0 . A p p r e c i a t i o n and unders tanding of l i f e . . . . . . . * . 0 0 2

9 . C o r r e l a t i o n of s u b j e c t m a t t e r , . . . . . . . 7 1 2

1 0 . Well*roimded d e v e l o p -ment 8 0 2

11 . S e l f - r e l i a n c e , self-c o n t r o l , and c o o p e r a t i o n . . . . . 8 0 2

1 2 . M a t u r i t y l e v e l . . . » 6 2 2 1 3 . V a r i e t y of

e x p e r i e n c e s . . . . . 8 1 1 14 . A u t h e n t i c and

c h a l l e n g i n g 7 1 2 1 5 . S k i l l s and a b i l i t i e s . 8 0 2 1 6 . I n d i v i d u a l

d i f f e r e n c e s 5 3 2 1 7 . A e s t h e t i c n a t u r e . . „ 8 0 2 1 8 . Guidance i n mean ings

and u n d e r s t a n d i n g s . . 8 0 2

77

much use of all eighteen of the criteria. Fort Worth uses

all but on© of the criteria, the Houston Program all but

two, Dallas all but two, and Lubbock all but three of the

criteria. Wichita Falls makes much use of only on# of

the criteria, flexibility, while Beaumont, as has been

noted, ignorea them all. The criteria which receive least

attention in order of frequency are the criteria of indi-

vidual differences and the maturity level. On the whole,

however, the Texas Social Studies Program in © ight of the

ten reporta examined meets the testa of a good program in

praiseworthy fashion.

CHAPTER IV

SUMMARY AND CONCLUSIONS

Summary

In this study of Fourth-Grade Social Studies Programs,

the programs of ten Texas public school systema —Houston,

Port Worth, Dallas, Waco, Lubbock, Amarillo, Wichita Palls,

Beaumont, Sherman, and Austin—have bean surveyed.

In the first chapter, the problem was stated asj

(1) the examination of literature and thought in the field

of the elementary social studies curricula, (2) the estab-

lishment of criteria to determine the adequacy of Fourth-

Grade Social Studies Programs, and (3) the examination,

analysis of, and report upon the programs of ten Texas

public schools in order to determine how effectively they

meet the established criteria. The importance of the prob-

lem was suggested as arising from the need of a re-exam-

ination of the social studies to determine how well they

were answering the problems of human relationships. The

limitations of the problem, sources of data, and plan of

procedure were also given#

In the second chapter, literature in the field was

reviewed in order to establish certain criteria of soundness.

Particularly useful were the Fourteenth Yearbook of the

78

79

Departs nt of 6uportntondono®* gfie 3oo.lftX .Studies aiad tfop

&££&£H&&; SgvalSBi^ « S H S t e i J S £2E K2£8££ M v j ^ b y

&tr&tee«>y»r and others; jDoa^oyaoy ana tha CurrloultJa* edited

by luge; l a Slfiseiifears. jfohool. by Monro© and

3troltzj Ha© Elewentarr School of Today s y Lorona 3* 3tretoh;

£2* Ibmum 2l M m M m M Mm, Mmls. *y ?i«8*

Foiagidafcloja® of jforrlgtslwi Building by Korton and .lorton} and

Aa»rican Public Education by Dow la a a and Grled#r»

From t he above a u t h o r i t i e s , e i g h t e e n c r i t e r i a o f sound-

ness by which tb® social studio# pm&mm oould be judged

wore doveXoped, These c r i t o r l a incXudadi 11} f X c x i b i l i t y ,

(2) needs* i n t e r e o t e , and & b i l i t i o s , (3) problen»ftolvlnQ#

(k) « purpose belonging t o tho tmrmr, 15 • p re sen t env i ron*

tnont ftad or>munifcy X i f % {61 sociaX s i t u a t i o n s , (?) s o c i a l

arid oconoalc problems* P ) a p p r e c i a t i o n and u n d s r s t u n d l n c

of l i f e ; (9) c o r r o l a t i o . of s u b j e c t m t t e r # (10) wo11-rounded

rtewXopfrsent* ( X X ) s e l f - r o X l s n e e , s e l f - c o n t r o l , and coope ra -

t i o n , (123 satyr ,Uy Xavel , CX3) var i e ty o f e x p e r i e n c e s *

C34) au fc lumt la l ty and c h a l l e n g e , s k i l l s and a b i X i t l t s ,

l it)} i n d i v i d u a l d l f f o r o n o o s , (X?} a e s t h e t i c n u t u r o , and

IXS) r«aida nee l a s*»anlngss and u n d e r s t a n d i n g s *

In the third chapter, the ?oia*th*0rade Social Studies

f r o w n s of ten Tejeas public school systems wore e»mln»d.

The philosophy, objectima$ rrothods of approach, and coat-eat

of each program wore • ivorj where the <?o*ors* of study provided

ao

such In fo rma t ion , A f t e r s u m a r i z i n g the c o n t e n t s of the

course of s tudy , tho ^rograa was eva lua ted a s to whether i t

made rauch, l i t t l e , o . r no use of t h e e l ^ t e e n c r i t e r i a enun-

c i a t e d above. I t was found t h a t one of the t e n a y s t e a s

d id not i n c o r p o r a t e the s o c i a l s t u d i e s i n t o the Fourth-Grade

Curriculum, t h a t ano the r system met only on© of Si© c r i t e r i a

t o any e x t e n t , but «hat the o the r e i g h t systems met t h e

c r i t e r i a w e l l , with Cou? of the syoterns—fifaco, Anjar i l lo ,

Sherzmn, i*nd Austin—'He#ting a l l e igh t een of t h e c r i t e r i a #

Conclusions

PVorn t h i s survey the fo l lowing conc lus ions rnay be

driiwn;

1 . Much evidence e x i s t s to s u b s t a n t i a t e the b e l i e f t h a t

the s o c i a l s t u d i e s c o n s t i t u t e one of the ?aost impor tan t of

the core a r e a s because the s o c i a l s t u d i e s orogrum d a a l s wi th

the impor tan t raroble<i of human r e l a t i o n s ,

2, Much evidence e x i s t s t h a t the o ld , fo rma l i zed

d i v i s i o n oi" the s o c i a l and o the r s t u d i o s i n t o s u b j e c t

ccnpartraenta a t the e lementary l e v e l i s not s a t i s f a c t o r y .

Ho longer does the c h i l d have t o cons ide r geography, h i s t o r y ,

i-rov&iviraent, sociology* and a e s t h e t i c s , f o r example, a s

complete ly s e p a r a t e and i n d i v i d u a l e n t i t i e s # Ra ther , s i n c e

they a r e «A!1 an i n t e g r a t e d p a r t of p e r s i s t e n t l i f e s i t u a t i o n s ,

the schools a r c a t t emp t ing to I n t e g r a t e them and to <nake I t

HI

p o s s i b l e f o r the c h i l d to develop good a t t i t u d e s , a p p r e -

c i a t i o n s , h a b i t s , t e chn iques , a p t i t u d e s , a b i l i t i e s , and

s k i l l s i n connec t ion with then , San i s no l o n g e r an I s o l a t e d

an ima l , The modern school does not a t t empt t o i s o l a t e the

s t u d i e s of -nan,

3, Beoaus® of th© complex and changing c h a r a c t e r of

the modem wor ld , t h e r e needs t o be a c o n t i n u a l e v a l u a t i o n

and r e v i s i o n of the s o c i a l s t u d i e s c u r r i c u l u m .

hr» Eight of the t en Texas school systems examined i n

t h i s s tudy mice a d e f i n i t e e f f o r t to make euch e v a l u a t i o n

am! r ev i s ion* P a r t i c u l a r l y noteworthy In t h i s connec t ion

were th© works of th® A u s t i n , Sherman, Waco, and Amarl l lo

s y s t e n s . In the so and o t h e r sys tems, the sell o l s a r e e x -

pending much t ime , money, and e f f o r t under s k i l l e d d i r e c t i o n

with democrat ic p a r t i c i p a t i o n and e v o l u t i o n t o pi»ovide the

c h i l d wi th *n adequato s o c i a l s t u d i e s program. I t i s no t

an exagge ra t i on t o conclude t h a t tx&nj f a c u l t y member* 3pent

as vnuch t i n e i n th© p r e p a r a t i o n of e f f e c t i v e c u r r i c u l a i n

cur r icu lum confe rences and workshops as for*aerly was re-

quired of a complete undergraduate course i n the va r ious

Schools of bkiucution.

5# Eight of the ten ".ro grams examined s » t the e igh t een

c r i t e r i a a d e q u a t e l y ; f o u r oC the programs—those of Waco,

Aus t in , Amarlllo, and Shertaan—met a l l e igh teen of t h e c r i t e r i a #

82

6« Criteria which nerlt more attention from. 3one

systems incxude t:-.e criteria of Individual differences and

a^ea of saturation,

7# The programs examined in this survey were, on the

whole, those of the larger populated areas. An invest lega-

tion of the curricula of smll town and village schools

would be Interesting and possibly significant,

8# The Texas School systems exanined in this survey

are, with minor exceptions, attempting definitely in a

foresi^ted, efficient maimer to equip their children to

take a complete and happy part in a democratic society.

BiBLimmmx

Bootes

Burton, W l U U n H . , £&£&&£& a£ Mow York , D, Apple ton~C®nti5ry Company, 1944.

Caswell* If, L., arid Oa/tpbell , Doaka, Curr iculum Develop-pM»nt. O i l capo, Anor ican Book Company, T i S s .

DeYounj?, Chr ia A . , American Publ ic _ McGraw-ffill Book 'do^piany ,1 1942"»

L, !f«w York,

Dou . l a e a , H a r l B«, and Or loder , C a l v i n , Am»i?io.aa Publ ic Educat ion. Sew Yov^ t ® » Ronald Preaa Company, 1948,

Enge lhard t , Frod, and Gvern, A l f r e d V i c t o r , secondary Educat ion. Now York , D» Apple ton-Century Coranany, t ® .

K a l t y , Mary 0 . , «BMUthlag American H i s t o r y I n the Middle Prudea of tlty %'aKeol'."goafeon/ a l h n & Com S3 any, 1928,

I<091 J , Murray, and Loe, D o r r l a Kay, jgw Chi ld and HI a Curr iculum. law York, 15# Apple ton- Century Conpany, i w i ; :

Monro®, Waltor S.# and Stttiti, Ruttj. I n the KXcTaontawr School . New Y o r k t Doubleday, Doran and Company, 1932 ,

Hoaaman, Lo is C o f f e y , .Fr la^ lg lea of faacMit is and Loam I n the gj»agnft«*y MioolTlfoii ton, HoSthton if iff CTOimny7xl®8e

Morton, John K , , and Norton, Margaret A l l tucker , Pounda-M g p g £ S a a r i B t o Boston, OInn &"u ,1Sp«iy» 1936.

Kttgg, Haro ld , editor, De&ioeraeY arid the C y r l c u l m . He* York, D# Appleton-CenturyCotap&ny,

Stratacmyer, 0. P., and m m l m i m . a Ckigylgulty

05

04

*

S t r e t c h , Lorena 8 * , tfi® gloiaontaffy School of Today. M inneapo l i s , E d u c a t l f n o # » 1947

noga, Ernest ¥/., 3&g. jfa&gaaaas a£. ia Jis. fe&»aa.n.tazy School a, Hew Yorlc, Lomsaana, Grean and ">*ipany, 1037.

Reports

Board, Char lee A . , gh* Hatupa ©£ ttig, Soc ia l Scienooa. A Raport or the Ccwbiaaion on t t e Soc ia l s t ud ies , American H i s t o r i c a l As&oa ia t ion , l«w York, Chaa. Scr ibnar 1 a Sona, ",r>34#

Car ru th , I r b y B „ , "Foreword,M Soc ia l Educat ion i n ffla-ty»jqtagry Schools» Curr icu lum B u l l e t i n 1, Waoo, Taxaa, tf«eo "Public Schools, D i v i s i o n o f Elamafttary Educat ion, Sop tew bar , 1949, p . l i #

Conclusions and l ig jgqmpdtUor ia. of tha Cotamiaaion. Comal a -aj.on on the S o c i a l S tud ies , American H i s t o r i c a l Aaaoc ia t ion , How York , Chaa. Sor Ibnsr 1 s Sons, 1954#

S2E2S M l . ;&}&?> .gflttp.fth arade, S o c i a l Stud ios Suppleaent, Da l l as , Toxaa, Da l las Indapandant School D i s t r i c t , Saptwabar, 1947.

M S t i S ^ S S 4 . » . f . z» Wich i ta P a l l a , Toxua, W ich i t a F a l l a Publ ic Sohoola, Soptaobar, 1947.

®mx*m o£ Study f o r V i r g i n i a Klaiaantarv Schools. flradaa I -y i l . V i r g i n i a Stat® Board of Education* Richmond, V i r g i n i a , D i v i s i o n o f Purchase and P r i n t i n g , 1943*

DioKinaon, L u c i l l e 0 , t go ld Uiad# and Hot Laada and H i * h -laada and Lowladte. Curr icu lum S u l l a t i n 44cB16, Howston, Toxas, Houston Independent School D i s t r i c t , 1944-1945.

& S & L E»phaaaa. Acadaralc aiablaota. Elaiaantary Sar iaa, Baauaont, Texas, Beaunont Git*# School Cur r icu lum, Kay, 1947.

M i XS£ I n a t r u c t t g o i n Soc ia l S tud laa , Y m m om fh rou .^ i Seven, w r r lou^ I S r S n , Taxaa, Shoman Publ ic Schools, September, 1940#

85

4 Quid* for Teachers In Planning the. Learning Experiences forHihe Intermediate Level, Lubbock, Texas, Lubbock Public Schools, July 5, 1949.

Horn, Ernest, Methods of Ins truetlon In Social Studies, A Report of the Commission on Soclal stucli©a, American Historical Association, New York, Chas, Scribner•a Sons, 1937.

Intermediate Level, A Correlated Course of Study in Language '''Arts 'and $oclal""studiea, Curriculum Bulletin No, 120, Amarlllo, Texas, Amarillo Public Schools, 1948*

' §

Matthews, J. C., Tentative Course of Study for Years One Through Six, Austin, Texas, State Department of Educa-tion, 193(>.

Social Education in Elementary Schools, Curriculum Bulletin No. 'X,' Waco, Texas, Waco Public' Schools, September# 1949.

The Social Studies Curriculum, Fourteenth Yearbook of the Department of Superintendence, Washington, D* C., National Education Association, 1936.

Social Studlea, A Tentative Course of Study for the Fourth Grade. Curriculum Bulletin No. 304, Fort Worth, Texas, Fort Worth Public Schools, 1941,

Jk Teaching Guide for Social Studies-**Science, Grade Fly©, Curriculum Bulletin No. E910-5, Austin, Texas, Austin Public Schools, 1949.

Unpublished Material

Melear, Mary Katherlne, "An Analysis of Objeetiyes, Methods and Materials in Fourth Grade Social Studies as Pound in Five Courses of Study," Unpublished Master1s thesis, Department of Education, North Texas Stat© College, 1946.