Religion in Elementary Social Studies: Level One. Teacher's

Home , Do You Ever Wonder, Just Right for Me, Some Way, Tinsel and Lights

DOCUMENT ESUME

ED 114 320 SO 008 698 AUTHOR Dye, Joan G.; Allen, Rodney F. TITLE Religion in Elementary, Social Studies: Level One. Teacher's Guide [And Student Materials and] Evaluation Report. INSTITUTION Florida State Univ., Tallahassee. Religion - Social Studies Curriculum Project. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C.; W. Clement and Jessie V. Stone Foundation, Chicago, Ill. PUB DATE 75

NOTE , 346p.; Some internal material removed to conform with copyright laws; Zor related documents, see SO 008 697 and 699 EDRS PRICE MF-$0.76 HC-$17.13 PlusPostage iDESCPIPTORS *Curriculum Development; Curiiiculum Evaluation; Elementary Education; Grade 1; Instructiohal 'Materials; *Interdisciplinary Approach; Learning Activit'ec; Questioning Techniques; *Religion; *Religious Efftcation; *SoCial Studies; Social Studies

Units; TeaChing Guides; Teadhing Techniques . IDENTIFIERS *Religionj.n Elementary Social' Studies Project; RESS

ABSTRACT From the Religion in Elementary SOcial Studies Project (RESS), this first -grade unit is the first of six classroom material packages containing teacher's guides and student learning activities. Designed to infuse religion study into the elementary social studies curriculum, the content of the RESS modules is multidisciplinary. The basic strategy employed is the inquiry method. The first-grade unit consists of three modules which stress religious meaning and comMitment, focusing on realizing and reconstructing meaningful space and time and'relating experiences of wonder and joy. Each module in-the teacher's guide contains the following information: conceptual framework; learning strategies; role of the

= teacher;,learning activities; materials needed; preparation; evaluation; and resources and references. The documeht also includes student material? and an evaluation report of the first-grarle,unit. (Author/JR)

********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes-every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy zeproductionS ERIC makes available, * *,via the `ERIC Document Reproddction Service (EDRB).. EDRS is not * responsible for the quality of the original documentReproductions * * supplied by EDRS are the best that can be made friom the original. *********************************************************************** Not for general distribution EXPERIVINTAL MATERIALS ' U.5. DEPARTMENT OF HEALTH. 3 THIS DOCUMENT HAS BEEN REPRO NATIONALEDUCATION INSTITUTE & WELFARE OF EDUCATION EDUCATIONSENTSTATEDATINGTHEDUCED PERSON OFFICIAL IT EXACTLYDO POINTS POSITIONNOT OR NATIONAL ORGANIZATIONNECESSARILYOF AS VIEW kOR ECEIVED POLICYINSTITUTE Ok OPINIONS ORIGINREPRE FROM OF RELIGIO IN ti- ELEMENTA Y 7 CiAL STUDIES N Teacher's LEVEL O E Guide !b. 4. The Religion in Elementary Social Studies Project A The Florida State University Tallahassee, Florida funded by Clement and Jessie V. Stone. Foundation, Chicago, Illinois, and National Endowment for .JUlythe Humanities, 1, 1972 ---:June Washington; i0,71975 D.C. % Director The Florida State University Department Dr.of ReligionRobert A. Spivey Pro:fessor DepartmentResearchJoan G. Dye Associate of Religion Principal Investigators DepartmentAssistantDr. Rodney Professor ofF. SocialAllen Studies Education The Florida State University Research Assistant for Levels One and £wo Eliiabeth Malbon The Florida State University teacherisThe the Religion secondeducation inmajor Elementary at effortThe'Florida inSocial curriculum Studies development Project (RESS) 'State University in the and religiontestedproject,area of student religion-studyinfunded social learning by studiesthe in public Danforth Foundation,thatgrials anddeveloped teachers' guideseducation on the secondary education. An earlier level.and for OutbydisseminateA Drs.teacherof the Robert experiencetraining the A. curriculum.Spivey, and program was designed and implemented Edwin S. Gaustad, and Rodney These materials were developed F. Allen. to O 1972.an elementary level program the RESS success of the secondary level project, began'in September, project, tOf

c: SPECIALSERIES SCOPE: FEATURES: Six levels *Centered onstudies learning curriculum about religion as part*Emphasizing of search for meaning, pers&nal knowledge in-school instruction in the social *Conceptually struTred SJ 2 *Inquiry orient *Using mixed media *Employing cross-cultural content saMpleS *Correlatedsocial with education,*Levels structuredstages of to learning corielate with interdisciplin'ary approaches and programs in educational research on, andRESSfocuses multi-ethnicis designed on the fordevelopmentsociety. the emotional of a mainand idea. It consists of three modules on organizingintellectual ideas development relatedto of the child in our Each module consists of four to six sequential each of the six grade levels. maid idea. An encountermulti-religious A module learning Eachinusuallyencounters one grade-level to provides two which weeks. activitiesdevelopsetof three concepts for modules one and or two contains: days of work. In this way, a module may be completed ! *a teacher's guide with general and information behavioral objectives, teaching strategies . and Al *packets of multianalysisstudentresources, - mediareading and and retrievallearning backgroundbooks,- materials chartsstudent activity books, sort cards, picturewhich include:sequence cards, slide series, audio cassettes, data Whiletheinterchangeably. regularthe encounters social studieswithin eachprogram. module are In this way, the teacher can use ' sequential, the modules themselves may be each Module when it best correlates with used ".? RATIONALE FORof"One's RELIGIONcomparative education IN ELEMENTARYreligion is not andcomplete SOCIAL its relationship STUDIESwithout a study to 'when preseitedwethe have advancementobjectively said here indicatesofas civilizationpart of that" a secular such study . . . . Nothing . . . , withprogram the Firstof education, Amendment." may not be effected consistent fromStates. the majoritySupreme Court,opinion 1963, of the Schempp United Case 'has toincommunitysenseThe do all religiouswith of human life. worldmoves, societies. dimension, view, acts, a andsense or lives. religion of reality in itsfrom varied which seculara person and and/or non-secular a community manifestations, makes' This perspective is reflected in life style, the way in which a person or a Religious experience is a significant dimension of life level.atThe the undeniable level of educationalhigher education. necessity for study about religion in public educationWhat is isrecognized often overlooked, however, is the impoverishment of elementary level education MoreOver, a number of efforts have been made at the secondary whichcommitteetreatment ignores of thesevenminorities study educators of in religion. elementary were'the following:social"Is the studies role oftextbooks. a variety of religious groups in our society, both past This omission was recognized in a 1972 report on the Among the criteria used by the , "In"Isand present,dealingthe legitimacy withincluded?" various of a varietymatters, of'life do the stylesauthors acknowledged?" commit 'sins of omission'?" *Michigan Department of Education, Early "WouldElementary the bookSocial tend Studies: to encourage a positive self-image?"* A Report on Regards to Their Treatment of Minorities. Lansing, Michigan: 190011111W Michigan DepartmentOf Education, 1972 Theintoresponsibility child rationalethe elementaryshould forof receive the program schools,RESS a ".complete" Projectprovides even affirms ata educationmorethe earlythatholistic thefromelementary studyapproachhis earlieSt of level, religionto social entry and is thatstudiesinto the its school.proper education.incorporation and necessary Learning' 0 . The failure toprejudice.religionabout provide significant maycorrect result informationareas in theof ourearly and society formation cannot of bestereotypes, magically suspendedmisconceptions, until higherdistrust, grade and levels. The RESS-program in learning about religion is non-denominational, non-proselytizing, guided sensitizing experiences in the area of worldattitudes,and.acadeMically Theviews, RESS and life programanalytic styles,responsible. draws skills and upon traditions, at establishedeach child's research* level of indevelopment for investigating varied The'program develops a broad conceptual framework, empathetic determining content and methodology ownappropriateappreciationsamestudy or time,hisabout. family'sto learning thereligionthat child's worldare about contributesvital viewlever'of religion toand theworking cognitivelifeto in the style,the development elementaryoutand whether moral,of equitable ofitschooldevelopment,. self-conceptis secular mutualfosters oraccommodations attitudesas non-secular. the child of empathyaffirmsin our andhis At the elementary level, At the basedstudiesIn this on factualway-- educatingreligion analysis inchildren publicand sound toeducation becomereasoning, thinking-feelingsupports tempered a primary with citizens empathygoal of whoseandelemeritary compassion. judgments social will be society. 'Ronald Goldman,*Jerome Readiness Bruner, The For Process Education.Religion, of Education.A Basis for Developmental Religious New York: Seabury Press, 1965, 1968. New York: . Random House, Inc., 1960. Jean Piaget, The Child's1969. Conception of the World. ft) Totowa, N.J.: Littlefield, Adams and Co., Jean Piaget, The Moral Judgment of the Child._ New York: iv The Free Press, 1965e CONCEPTS sacred/profane:lifestyleworld view (way) (story) religious/secular:disceinmentcommitment faiththe sacred objectsscripturesspacetime leadersinstitutionscommunitytraditions diversity interdependencechangeacculturation mythcelebrationceremonyritualsymbols adherents BEHAVIORAL OBJECTIVES OBJECTIVES understandingguideBehavioral for each objectives of level.each encounter'sfor each Theencounter organizing behavioral within idea, objectives a module provideare clearly an evaluative stated insensitivities, check and skills. for the child's the teacher's Cco ,sensitivities,TheGENERAL purpnse and OBJECTIVES skills: of theRESS Project'in its six levels is to develop the following main ideap, . Main Ideas ,5 2.1. WorldsenseThe religiousview of life.is a diiensionsense of realityhas to do with world view andfrom life which a person and/or style. a community makes ;ri 3. Lifelife, style style iS reflectsthe way worldin which view. a person'or a community moves, acts, and lives; 4.5. inReligiousThe time religious and traditions space. dimension develop is manifested,in out of the botti interaction of the adherents religious and nonreligious traditions. with the sacred 6. beliefs,byA religiousa community and tradition,isaideas, and manifested Vattern in events, h of thinking, persOns, documentii,artifacts, rites, feeling, valuing, and acting preservet customs, '7. 8. TheReligious religious communication dimension isis symbolic;universally f, r it, points beyond itself.manifest in human,soCieties. 10.9. TheThe religious Yeligious dimension dimension is and both culture a personal are mutually and a community experience. interdependent. 11.12. 'Religious experiences and expression Thepart study of theof thestugy'ofjiumankind..,, religior dimension and of -religious change over time. traditions is an integral vi Sensitivities Developing self concept 1. -feeling free to make appropriate references to and statements about her own A Developing empathy for others 2. livingworcld.view, openly life by thestyle, commitments and religious which and/orhis world secular traditions view and life style entail 3'. appreciating the diversity of world views and life styles . ' in human societies 4. orsupporting religiQus a person,tradition in 'his ,beliefs and , l behavior'which are Iliique to his secular . t % 5. being willing to negotiate accommodations for persons in(I the living out of their .1 6, considerinproblem-sotraditions ving situationthe 'values of particular traditions which might be involved , , 1 in a Skills 0 k 5 Introducing Encounters, 1.. ielating knowledge or real experience to the learning situation 2. participating in a real experience, throughsense experiencefieldsimulation trips 3: considering a pifoblem'by. examining a single,concept series of pictures Developing Encounters 4. developing concepts and generalizations by stating and checking hypotheses \ acquiririg. informationviewing:liStening through comparingorganizinglocating Moimation.and information contrastingreading..,a graphic'graphicIaaterials 5. attaining concepts makinganalyzing associations information , '7, 6. applyinginternalizing generalizations the learning C 8. becoming sensitized through expressingempathizingexploring feelings feelings ILA 9. working with others effectively . I> . - Evaluating Encounters 10. demonstrating Comftehension of concepts, organizing ideas, sensitivities, skills through -creativeoralmanipulativecompletion statements activity ofactivity worksheet activities . - o classroomrole play behavior toward others T°N

.% . rod ix ti 1 4, CONTENT sogreaterThe that content emphasisit will of the presentat RESSa given activitiesmodules level. is inmulti-disciplinary, the a A conscious effort has been made to balance the ,content areas of knowledge, sensitivities, and skills., thOugh particular disciplines may have `Levels AlreadySocialLevel 1 StudiesUnder Development Correlation: Cross-Cultural Family Studies ModuleRealizingRealizing on andSacred add reconstructing reactualizing Time--CelebrationsSpace--The Home meaningfulmeaningful space time Level 2 ModuleexppfiencesWorld onview World (7story") of viewwondqr and and and Life life joy Style-7StorY and Way style -'( "way ") and related Social Studies Correlation:,ModuleReligion 1: as a community experience in a homogeneous o The Temple Mounci Builders , CrOss-Cuitural CoMmilnity :Studies society ReligionModule 2: as a community experience in a'society Java of cultural diversity - ModuleReligion 3: as a community experience in the Our Community 0 Child's own community tt, Projections for Remaining Levels 0 , . .Social StudiesLevel Correlation:3 Modules to explore religious values and .T of Societal Change in Urban,,Settings LevelSocial 4 Studies Correlation: - Environmental Studies practices within changing societies Level 5 humankind'sModules to investigaterelation to secularnature and non-secular frameworks for exploring Economics,Social Studies History Correlation:Modulessecular to and study non-secular the religious manifestations, dimension, in the Studies of United States Sociology, or religion in its varied SocialLevel 6Studies Correlation:and present Studies of the United States United States, past as Part ofalWorld Communitysocietiesand_otherModeles to insocieties compare areas of systemsand mutual to investigateof concern values and the beliefs interaction of the United States of these

n METHODOLOGY 4 andThe skillsbasic strategyobjectives. is the inquiry method applied to the The-priinary levels provide a broad background of experience for the program's knowledge, sensitivities, inexperiencesdevelopment human societies. andof basicconcepts concepts form thefor basislearning for aboutfurther religion. explorations At the intermediate levels these of the religious dimension,of study to the child's own provideexperience,Eachthetasting, encounterarea her oftouching, withor, inquiry begins whenan initial andit andwith seems smelling,a anpurposeexperience. likely"opener" asfor thatwell designedseeking theas hearingarea furtherto ofrelate andstudy knowledge seeing.the area Many of these opening activities involve the senses issentirely new to the ctild, to and understanding.The opener provides focus for of Activeesesaresort read andcards,learning laterwith globs, theischeck initiatedteacher maps, charts,rather through thanaid student them,'organize and analyze infyrmatIon, make predictions, and develop at'variety independently.of media: booklets. Children derive information,At formthe earlyhypoth- levelsslides, printed audio cassettes,materials study prints, affirm his own or andvarietyhisgeneralizations. lifethroughfamily's ofstyles, creativereal world life viewactivities, experiences and life such stylein theas and art,classroom. to,empathize music, drama, LearningActivities activities are designed provide to opportunities'help the child for Internalize the child theto !with persons of differing-world views,role playing, poetry, story learning through a writing, The evaluative instruments for the encounters are most often,individual activity sheets or . withindividual a check creativeon the progress projects. of each child and do not penalize the less verbal student'. These individual evaluative instruments provide the teacher , *cif 14 IMPLEMENTATION modulesWhile' the on encounterseach level within may be worked into the academic each module are sequential, Theinstruction.socialcalender encounters studies where may curriculum.they be bestused correlate with the forexisting large or small group withThoroughdividual the learning studystudents of materials theof varyin&abilities Frequent options are prov;ided for teacher's guide and are essential before in- and interests. familiarity in- Videotapesvicedevelopedtroducing workshop willto the for-facilitate be program teachersused to toimplementation and the promote:, students. administrators will be of the program..A one-day ser- competenceaboutconfidence inreligion using in thethein legalitymaterials of the public school learning and withandAdministrative administratorsthe teacher andstupid Andcommunity interestedbe willing parents, strategies effectively support should be encouraged to work cooperatively NATIONAL. FIELD TESTS TO-BE CONDUCTED IN 1974-75 DuringwerelevelFlorida. pretested the during-its spring in of the earliest1973,... Leon Countythestage Schoolof development System, in order to Similar local pretests will be scheduled for each modules\for the first level Tallahassee4 -v" Aprbvide feedbacknational the in testingdevelopers, .the designingprogram both will writerof prototypebe anddesigned artist; materials. during with theday summer-to -day variety'ofcentersrialstoof 1973.evaluate will instudent bethe the located East, curriculum,populations'. South,in four Midwest,methodology, pro)ect- and approved Westand materialsCoast national among testing a The purpose of the national testing program will be Experimental use of. the mate- beginning andrepresentativeinthetesting January, religious prOgram situations 1974. fofcomposition. student eventual and diversity provide wider dtssemination.inthe academic, feedback racial,necessary economic, to revise These centers haVe been chosen to include . Staff personnel will monitor the xiv 2 For further information write to: EXPERIMENTAL MATERIALS 'ReligionTallahassee,426The inHullFlorida Elementary Drive StateFlorida SocialUniversity 32306 Studies Project

4 ORGANIZATION OF'CONTENT AND LEARNING EXPERIENCES INTRODUCTION TO LEVEL ONE Encounter *MODULE ON STORY AND WAY 9 32.1 Wonder.,Story 594014 Way , 54 MODULE ON SACREDo SPACE c. Tradition 'Joy 82103100 321 MakingHomesPersonal a SpaceHome ,,'122 114130 54 MODULE ON SACRED TIME MovingDiversity of Homes J52 15914.1 4132 TraditionPassoverPeraheraBirthday '193 180171165 on*At a thisparticular first level,.thearea of inquiry child aboutexplores religious5 three interrelatedmeaning and commitment;learning MGDULES, each MODULE focusing Diversity of Traditions I 209 willuponchild**The the differandENCOUNTERS child's the for religious eachpredisposition3within child environmenta particularin relation and of priOrMODULE humanto hislearning. providesocieties. individual a series of sequential-contacts between the It is expected that the learningThe outcomesperceptions. potential of each ENCOUNTER depAilds CONCEPTS AND ORGANIZING IDEAS FOR RESS LEVEL ONE ENCOUNTER 1: MODULE ON STORY AND WAY Story ENCOUNTER 1: MODULE ON SACRED SPACE Petsonal Space r----' . ENCOUNTER 1: MODULE ON SACRED TIME Birthday EveryENCOUNTER person 2: has his own story. story Wonder A ENCOUNTERperson in 2:.his own special,can make a space,space hispersonalization own. Homes way. ENCOUNTEREvery celebration 2: hasstory,' a story. celebration Perahera People everywhere wonder at story, wonder 4 o A hoMe is a, plAe for a 'family's space, homes :Every celebration has astory, story, celebration The'things you wonderofthings at your are around story.part them. ENCOUNTER 3:special way. ... Making a Home ENCOUNTER 3: as seen in other lands. Passover, EVeryENCOUNTER person 3: has his own way. may Way . space, homes, construction meaningful space Every celebration story,hasas a seenstory,celebration in Our land: Every person's way is a part of- k family in its-own way can Make 1 otherathe part. waygroups of herof whichfamily she and is of a living space its home. . Pr _ ENCOUNTER 4: Diversity 1 ENCOUNTER' 4: Tradition PeopleENCOUNTER everywhere 4: find joy in joy Joy ," A space,variety homes of homes are places, diversity People who share the story,same celebration tradition The joy you find in livingpartliving. of is your way. way.for each family's special .. I. ENCOUNTER 5: tocelebration the same tradition.are said to belong Diversity of PeopleENCOUNTER Who 5: share the story,same story way, tradition Traaition ENCOUNTERspace, homes, 5: moving, remembering Moying I q., . story, celebratiOn Traditions andthe way same are tradition. said to belong to s iCpersonFamilies can can remember make new home.theyhis homes oldmove. w en A variety of people shareferentto dif=different celebrations traditions. and belong 2 MAIN IDEAS FOR RESS CURRICULUM V CORRELATION OF MAIN IDEAS 41TH LEVEL ONE MODULE ON STORY MODULE ON SACRED MODULE ON SACRED 1. The religious dimenlionWorld viewhas toand do life with style. AND WAY 1 SPACE TIME 2. World view is a sense of reality from which . -.I., * 3. Life style is the wayofA in personlife. which and/or a person,Of a community makes sense . 4. The religious dimensionbothstylea community religiousis reflectsmanifested moves, and world nonreligiousin acts, view. and lives; traditions. life *= 5. . Religious traditions interactiondevelop out ofof thethe adherents with the * 6. A religious traditionpersons,by ing,sacredis a acommunity feeling,pattern indocuments, time ofand valuing,and think- manifested artifacts,s.ace. and acting inrites, events, preserved * 8.7. ThilreligiousReligious communication dimensionpointscustoms, isbeyondis symbolic;universally beliefs; itself. it and ideas. 9.L.10.,The religious dimension and culture areThe religious ,manifest,indimensionmutuallyand a iscommunity human bothinterdependent. asocieties. personalexperience. 11. Religious experiences and expression . . 12. The study of the religious dimension and 'change over time. / / / of religious traditions 'is an integral . / *Key developmentNo mark indicates supportive development. part of the study of humankind. /; RESS MATERIALS FOR LEVEL ONE RESS MATERIAL / MODULE ON STORY AND WAY ' MODULE ON SACRED SPACE ' MODULE ON SACRED TIME TEACHER'S GUIDE . Teacher's Guide,-pp. 9-107 Teacher's Guide, Teacher's Guide, PP.159-212 , Pp108-158 READ-ALONG BOOKS ACTIVITY BOOKS About Me_, About Special Places Special Places . Special TiMes

. .AUDIO CASSETTES "The Story of Buddha's . . Tooth" . a 0 . "The Buddhist"The Perahera Jewish Passover Celebration" . "The Story of Hebrew Celebration" Freedom" . PRESENTATIONS SLIDE-TAPE , "Stories of Other "Wonder in My Children" Story" "The Water Jar Story" ' -"Ways of Other PRESENTATION SLIDE, Children"Joy ti USING THE EACHER'S GUIDE Preceding each module, the teacher' -Conceptual Fram work for the Module. uide proVides the following information: The format and annotations used it the ENCOUN7MS is described below: Learning Strat gies for the Module Role of he Teacher NUMBER AND NAME OF ENCOUNTER NAME OFF, MODULE KNOWLEDGE CONCEPTS: Concepts introduced atleVels. each (See page v e level are used` throughout successive ORGANIZING IDEA: Organizing ideas serveare precedingprovidesi totroduced develop furtherENCOUNTER. in the sequential deveMain opmentIdeas. order of sothe that understandings each from the (See pages 2 and 3.) 0 SENSITIVITIES: .These relate to the, two areas ofleft self margin concept at theand pointempathy. where they are introduced (See page vii.) BEHAVIORALSKILLS: OBJECTIVE (S) : The skills are listedVii in,thein andeach viii. ENCOUNTER: The BEHAVIORAL. OBJECTIVE(s)A Comp provide(s) an evaluative check on lete list of skills may also,be found on pages MATERIALS NEEDED: This list includes RESS special materials the teacher will need to have,avallable. sensitivities,the child's comprehension and skills. of the concepts, organizing ideas, materials, audio visual equipment, and any PREPARATION: Because it is assumed fromentirety,that onethe ENCOUNTER teacherthe PREP will t have read the MODULE in its TION refersanother, only to such procedures as: which might vary setting up and checking the INTRODUCTION roomitemsaudio for visualfor small sense-trai system, group work,previewinging activities or contacting slide or series forresource' role and plays, audiopersons. tapes,arranging assembling^ the The INTRODUCT onfromform the theoforga apr r viewcedingizingON providesand idea encounter.further.development'of to a beway developed. to focus the the child's organizing interest idea, It might present a problem tt It might be 'in the fl providedesigned an to excite theportuni4y student's for curiosity. hypothesizing. It might-,be something. DEVELOPMENT The development is thesequentialinvolves major portionthe *les emplbyment ofof theinvestigative ENCOUNTER.of academic and and analytic social skills in'atasks which It fi generalizatilns.Culminate inlmaking associations and, on a higherplevel,'forMing Some ENCOUNTER mightwishdotted requireto divideline more suggests the than ENCOUNTER °rid:daylogical into points shorter at,which learning the'teacher to complete. segments. may The T: This symbol indicatesofeducation. expanding.herstatements the with students a modelspoken:byor interestseliminating for the andproper questionsin abilities. relation It provides a guide for the teacher in rephrasing, treatment of'religion in public the teacher and provides to her assessment Large boxes are used relateto insert to theb ackgrounc content orinformation to the'partic for lar approach"which the teacher. should be used. Was I information mays l ID irections fori smalle rorganizing boxes. particular learning activities appear 7 EITHER: These-words indicate altetnate learning activities DR: . withinteacher an withENCOUNTER. the choice of a more expanded or a They usually present the CONTINUE: moreindicates diiect;more theproceedure 'paimt_atof 'continuesthesaltethate for which. information following the learning ENCOUNTER analysis:completion activities. ---- of one or by EVALUATION: The evaluition requiresmeaSdietheand theto aii'plyrsynthesizestudent fulfillment to internalize. of the them behaviotal thein anlearnings activity objective. designed to j ..° - ., ,,, EXTENDING EXPERIENCE ,,. , Of , These are additional usesopportunities'to'inditidualizeactivitiesin thefor EXTENDINGRESS which materials. serveEXPERIENCES to enrich haveinstruction.- the been learning reviewed They and by frequentlyto the suggest alternate Et The poems, books, films, filmstrips, and records used project staff. provide RESOCiRCES Poems, Fooks,*films,annotated 4Itstrips,if where and they appear in the EXTENDING EXPERIENCES. records which are /istea under RESOURCES REFERENCES A taffA in developing the ENCOUNTER atincluded here. SCRIPTS TheScripts references for slide-tape used by the presentations, project or audio cassettes are at the very end' the ENCOUNTER. ;. MODULE ON,STORY AND WAY EriCounterEncounter 2:1:' Story WOhder IP. 40p. 14. r EncounterEncounter 4:: 3: Jny. Way 'p, 59 p. 82 Encounter Tradition (: 4 roo 1 CONCEPTUAL FRAMEWORK WhichWhi7chAPeople myStery must,bemustare and .abe'learfit vem,alearnt song slowlyagain and -= again, PeopleLearntWithWith-care, wonder, Tia""kikeendlessly with with reverence,this. and love joyously:, --Zambian grandfather page IT Cst '---The YWCA MagazineJune l97.? 1 .".The .aCtionword 'religious' itis simplythe living meansis used, out that -ofthen,in'two a ahuman story life inquite ais adifferent detleration senses. of, identity, significance; role, N., cofiMb . 'jn this sense, . wiletheethey are aware of it In'its most 'neutral-sense place:, all normativeor not, all sense, men'and religion women islive the out awareness .a commitment, 'of the faith, a selection.ory dimension of life. In its second, more it is an awe, g androutine,reverence,questions for one's pragmatic wonderare; own involvement atround the of,actionsrisk withand terrorthe and identities a ofsense human of of frebein others. Who am I? and Who are we, we human-beings Urtder these filters?". dom responsible*s for one's -awn identityIt is an awakening from'a-merelyThe:two fundamental religious (p. 46)*, *all quotations are from Michael Novak. Ascent of the Mountain, Flight:of the Dove.' c. New York: Harper end Row1971. 10 r "What are the criteria for which story I ought to be acting out? Proximately, these criteria mayappropriateand be no stated one else; toas theif there theytimes: oughtwere -partly ethicalto be in elements principles.harmony ofwith uniqueness and'partly in init. dissonance-with the general . . . (a) My story ought to be proper to me (b) My story ought to be ' family,other.possibilities.,cultural(p.61), friendship,story toIt whichought community iCto contributes.maximize - partly the in liberatiod harmony with of my.and potentialpartly in -tension mine, not'thatwith theirs."(d) of Mysome story ought to he 'appropriate to the stories of those to whom I am bound by (c) My-story ought to be appropriate to my own 4.1 ofMoreover,"What story." makes they actions distinguish ethical human is awareness, action from dhoice, all other decision; processes. these (pp. 69-70) are always Theysingular. are the essence 'Finally.one'sthey the shouldperception's category play, 'story' inand manner, emotions. is not style, only seriousness,personal. initiative, etc. So also do cultural history, economic system, class or status, Institutions instruct persons in role Language itself tutors ofpersonalinhibitsprofession ty institutions fhestory, or unfolding occupation, therefore, and ofgroups someage, there tostoriesrace, iswhich thesex, and'encourages onefurther religion, belongs." question and that the of of like.how others. one's story bears on those (p. 68) , Each of these determinants Besides one's awn andIn- personalanswer to worth the questionin relation "Who to am the I?" world the earlyaround primary him. child seeks to,establish his own identity hevironmentuniqueand is those.ofdirectly in as certain he his confrontedbroadens friendsways. his withand contacts classmites.contrasts at schoolbetween and his in own his family's neighborhood. tradition and life style This early experience of self - discovery should be a positiVe one of He begins to discover that his story /traditioi is He is adaPting to a wider social en- For the .first time heinpartpride lives. which ofand every hipj family person's tradition story andplays that a valued,it is naturaL contributing role in the larger society in which n being "special". The child should be guided to see that this uniqueness is At the same time, he needs to find ways WM& 1: worldhisThelifestyle personalModuleview (Encounter on(Encounter identity Story and1: and3: Way self presents concept a by reviewing significant events from his own Way). Story) and by identifying the norms and 'customs of his ownHe recognizes the social context of his story and way by ieries of encounters in which the child explores r. 1* He also observesofplacing theis his(Encounter alsosimilarities classmates them linked within to andand closea beginsparticulardifferences ties to withaccept tradition,in his thediversity own stories familyor systemas. and and natural. ways ofwith awithin shareda wider the world community traditions view cfand other lifestyle families. Tradition). He discovers_ that, while his identity is unique to himself, it Encounter 2: Wonder and J Encounteradded meaning 4: and value to the human experience in both a personal and a social context. Joy sensitize the child to those levels of perception and endeavor which give provideInLEARNING the foura STRATEGIEStisis encounters for e)ploring on Story, -related Wonder, elements Way, and in theJoy, child's slide-tape own experience. presektations are used to The slide ' inseriphchildren the infourth are encoLnterinvited to is respond presented without sqund as a discussion activity he 2irst tlree encounters are accompanied by-an audio cassette. 'verbally to the slides during the viewing. duringThe 'Slide which series the Aftergraphicallyeitherexperience.frcm each becaude of orthese because theyhis four own.story.orhave theyencounters not are yet unwilling way..been the ablechildEarly to to isdo.so.11/ focus encouraged the onmodule what to someit draw is children theya picture are'to may of blockdescribe a similar at drawing Alternate activities are suggested for It is anticipated drawingsAfterthatthese two theychildren could or will more go sopcxticipate togetherencounters that they in.a morethewill book teacher fullycontinue which as,the will totells bebemodule involveda real develops. story in `the a-out learning. able .to suggest that the child's collection of the child. She should make Afterownfrequentthat descriptivethe these fourthstatements two encounter titlesconcepts about for theare howtheir booksstrengthenedeach.drawing bOoks should beandtells assembled. extended ancther throughout The children should give their .. the development of the module. Tyot-i4Ay, so r) 12 4 40- his"story"Inandoway classmates.Encounter book and with'othersin-the to5: introduce the concept class of tradition. Tradition a "read-along" book is used to.review to compare his own story and way with those of The child then shares his personal the concepts of story hisTheROLE ownteacher OF particularTHE shouldTEACHER tradition.support each child's identification The child's acceptance of diversity will be modeled with the world view and lifestyle of on the <3 beliefsthem.canteacher's approve 'to attitudeimpinge of certain upon and thebeliefs,behavior rights nonethelessin or the well-being classroom. she ofshould support the child'sAt the same time, it should be understood that While theothers. teacher may not feel sheshe would not permit One individual's right to hold moduleTheclassmates.shouldin valueour the belongsociety of children secular to come' a religious.,discoveras from well nonreligious asparts groupreligious of ortheir families,hold traditions traditionchurch and membershipshould which they share with BecaUse children often equate "more" with "better", any implication that every child be recognized.should be avoided. no effort should be'made Manytheir children In the OfandInto additiOrithe 4tabulate inconceptual Michael tohoW reading Novak'smanyframework children the Ascent modulefor belongthisof inthe module.its toMountain, entiretya particular Flight the teachertradition. of the-Dove for a deeper understanding may wish to read Chapters 2 makehaveofas life,anupmade inquiryyour andwe sense arethe into open onesof possible reality, toyou awe, are identities, yet to make, a full.articulationthe of reverence, and wonderyour at thestory, risk your and symbol.terror of human freedom. In his book, Novak presentsthings religious you make studiesimportant and those With an awareness of the story dimension ways of life.' The choices you irrelevant, 13 MODULE CN STORY AND WAY, KNOWLEDGE ENCOUNTER 1: STORY SENSITIVITIES: ORGANIZINGCONCEPT: IDEA: story feeling free to make app'ropriate referencesEvery toperson and statementshas his own about story. his own, ap,rec.l.ating the diversityvorld view, of lifeworld style,, views andand lifereligious styles ancYor in human secular societies ingtraditions a person An his beliefs and behavior. which are uniquelto his secular BEHAVIORALSKILLS: OBJECTIVE: listed in thejeft mar-gin ovreligious tradition The child will be able to tell something about his own story verbally MATERIALS NEEDED: RESScassette,tapecarousel sound-slide slide recorder projectorpresentation: .or in picture form. "Stories of :Other Children" PREPARATION: Set up and test Preview RESS sound-slide presentation, "Stories of crayonsdrawing. paper slide projector and tape recorder. Other,Childrep."- 14 The conceptINTRODUCTION of the familyfamily should as simply be "the people you live with" seems to have the most universal application.one which has meaning for all children. The definition of T: .OthersSomeWe'reSome areare goingof your twothe toage.. tochildren lookfive atyears are tinyold. babies. some pictures about other children. realrelating experience knowledge to theor WatchSeeEach if thepicture any pictures of tellsthem carefully. areaboutas likehe something grew. something that that happened happened to a child to you. acquiringlearningDEVELOPMENT situationinformation andthrough viewing listening ReviewPresent the RESS content sound-slide of shOwiniChildren."the presentationpresentation, the slides with "Storiesagain the without class'by of Other sound and by O analyzing information OREITHER using askingthe questions the childrentoeventseach given direct picture intoin review.theirtellthe and' EXTENDING whatlives' encouraging is happening EXPERIENCES them to tell of similar in -74 15: acquiringEVALUATION information T: YouLike werelearned boys given and your girlsyour ideas specialalla aboutcertainover name. the family. world fromyou-too the werepeople born who into were through listening ItIf vould.you would be theput storyall aclose of ofbook, theseyou. to ityou.' things would abouttell a yourselfstory about together you. in I Write the following titlesThingsHowWhenSome I I WasonThingsIWas Needed theGiven Born chalkboard:I WasAsa Name ITaught Grew Older analyzing information T: Which thingsof these happened thingsbut whencanyou youhaveyou remember? werebeen tootold small about to them? remember, learninginternalizing the WhatWhereThink happened? peopledidabout these arethese thingsin partsthem? take of yourplace? story. See if you can draw a picture about YourYou picturecan choose will a betitle a onpart to forthe you. ofboard. your picture from these I wrote your story, something that happened EachDistribute child drawingshould writematerials. an appropriate title .on his sensitivitiesorganizingprehensiondemonstrating ofidea, concept,through com- and A child who has difficultydraw,andpicture. decorating,themay thinking start by of writing page. his full Talk with him, stressing name on a page a picture to creative activity InviteSome children _otherthe children picturesmay wish toother that mayshareto drawandbehis their added thenname draWings tolater.is putan importantthem part of his away carefully so morethat than one picture. withstory. each EXTENDING EXPERIENCES Review with the childrenOther the Children," content of by the. using RESS the following sound-slide presentation, "Stories of Slide Number sound: . At\theDiscussion beginning Question of the presentation questions as you re-show the slides without 543 What sound did you hear when you saw each of these pictures? tl_re.were many different sounds. 17 Slide Number TheCanAllDiscussion threeyouof theseremember pictures Question sounds what showed were kind waysdifferent of goodof spreading news'itways of was?goodtelling news. about births. HowDidHow didanyonethey are they firethese tell-about tell a childrencannon, about your yourringdifferent birth? birth?a bell, from or oneshout another? outside? Who? OneThey way are they different are all in alike some isways, that but each in oneother of waysthem theyhas aare name. alike. , 7 WhatThisWhy isis thisthehappeningthe waypriest some'babies in doingdoing?' this this?picture? in India-Does are the given baby a name. need his hair washed? 47C: HowWhatEveryChoose was is baby ayour word that namecomplete that was chosen? wouldever name? bornbest hascomplete a thiazsentence. 9 WhyDoWhat youwere thingshave you a:nickname? givenwould thatchildren nickname? need as they groW up? 1110: Why is this babychild 'being getting given shoes? a hatchet to touch?' 18 Slide Number Discussion Questions WhatHeAs willa thingsthingschild have growsdiddid needs yin'you up forneedhe specialwill to learnbe things. as you became older? able to do more things. how to do? 1312 WhyWhatChildren isisthings shethis doing willNavaht2 this?children girl doing?be taught grow up and add to their stories. to do when they are older? 14 What'thingsWhat areis thischildren have boy you ofof ThailandbeehThailand taught? doing?taught about living things? Read the BackgroundRESOURCES Information and share this information on Names and Naming given in the with the children in dis- CZ,ro Have each child make a "People in My'Story" cussing-their own names. 5; Explain to the childrenofnametrees thethat or names butthethe with samepeopleof people ahome name or whowritten all the on things each link.thpy remember are important in his story: in their story are linked together by chain, similar to paper chains for together. himself, mother, father, sisters, Help the child think the same Christmas shouldagOodbrothers, window for be at eachaunts,-uncle'S,left home. child'sblank for chain thegrandfathers, topeople be long who Classmhtes might be included to lengthen enoughgrandmothers, towill wear be cousins,as in a thenecklace closechild's friends. story in the the chain. or to string across Several links future. It would be 19 AskBring the to children:i class a facsimile of a birth certificate "Whatforall can: the youchildren discover to examine.from the birth certificate? AWho Wasbirth are certificatesome of the tellspeoplers this?us in about the beginning of someone's story. very big when he/she was horn? __Is__story? How do you Howknow? do you know? Who's story Directing the above questionswhereCertificates" they towArd, will forput the theirit children in storytheir couldWhenWhere books.books was leadwad and into why? their making born?"born? If the children do make such-a: page, ask them "birth LeadBring thesome beahy r.lothesgarments to schoolwith :heand sizelet theof theirchildren own compareclothing. the size hi'-rel in a discussion on growing asa part of their stories. -P of the infant Ask the children if they have sequences of photographs from each year of their life which .. After looking at the photographsathey part could of together,their bring stories. to leadSchool the to children share. in a . discussion on growing as LeadRead theto thechildren children ina Mariediscussion Louise by Allen's asking poem,questions "Five suet. Years as: Old" (see RESOURCES). 7 411111101171,44 20 cr ti CanNow"CanCan Iyou youyouwant remember rememberremember you to beingsomething thinkbeingbefore inveryfive that?kindergarten? that hard.Years-old? happened to you before you were five? YetPartWhatCanClose you Is you of yourwerethe actuallyyour earliesteyesa'baby lifeand remember once. thiflk.thing you you beingcatr, can a remember?tiny newborn baby remember, can't you? ?. 71 ;How do youEverything know about you this'part can rememberbefore of'your youyourself lifecan remember thatand everythingyou it are partyou were of your story--the story about you." cantt remember? told about your life 0 AskRead theto thechild children to think WalterDorothy of as de Aldis's manyla Mare's ways aspoem, he can"Me" (seep RESOURCES). poem,'"Everybody Says," and the :first part ,,-4 that he Is "just me," that is, unique. Guide the thinking to include physical appearance, name, fatily, likes and dislikes, . Help the child totee thatexperiences, all these etc. things are part . . of his story. 40 ', ,- .C:.67 020 Read to the children Ione Can or Read more of the poems given in the RESOURCES from All About Me-Verses Ask the children: HowRaise"DoesSo6etimes many yourthe people poem handparts tellifraised of it somethingdifferent does. their hands? aboutpersons' you? stories are alike." Why? 14( Rea4Help' tothe the children children recall selections Little fromHerder the from tittle slide Herter 13 series ofYyStories of Other Children." by Ann Clark (See RESOURCES). After listening to "Possessions,"at the-saMe time by filling in the pei-haps each child in the class "blanks"could make out his loud own a poem the teacher narrates: , r , . "II' have have hair.teeth. , ' .My My feet are'My handslegs areare arms are ' with many.fifigers. with many toes. arid and ., * "I(Read have the next six lines without blanks.) . names, , a mtddlefirst name,name, / 47 a alist nicknlme, name, name, O ;isn'tBut'with.all it strange?" those things oneI still little am only te TheOr this children's fill -in attention -thechildren blankclassmates. should topoem complete be called and toadd to their story could be mimeographed or written on the board for- the liketiessesbooks. and differences among their 1,111110-- 22 ThenAfter ask reading the children to thereceived childrenhow they her "Herding,"received name. their 44 themnames- to -firsttell back pames,,last how this names, little nicknames. girl The four bqpks in theusedillustratedand Little your'class. in conjectionHerder with series pen with and _(see eachink RESOURCES)drawings.ENCOUNTER wouldof MODULE be a ONE;real or-readingtreat for youthe books to the class Little Herder's story is nar Appropria ted in simple, beautiful free verse and selections from the books could be delightful(and discussing and helpful theorganizing review. ideas) after the MODULE is catpleted could serve as a 4.1 Read to the children,relate'tofollowing or have availablethebooks concept from for the'tarrardof the a personalchildren "Venture story:to read Book for Reading themselves, Program the for Grade 1" which AllI Don'tAbout IMe Do - byVersesil,Can Lelandwithbyinner children B.various Jacobsthoughts,Read help-theanimals.)edited (Strong wishes, byreader repetitive Leland moods, appreciate B. andversesJacobs activities the abobt(Simple unique activities' thatverses joys are ofreflect universal-tobeingenjoyed '4# child, childhood.) as compared AroundToo Fat Another to Fly_others Cornerby,Adelaide'Holl are byexperiences.)individual basic'Emily to Hearn (Thisisthis (Thedelightfulstory themes &out oftalea Puertogrowing of the Rican up uniqueness and boy.) wanting of tothe help old about an elephant; but 'ould easily be transferred to children's Puppy(see , LoveRESOURCES.) by Wayne Carleythen her (A babyyoung brother.) girl learns to love and care for her puppy and toP 23 DoLeeHasRead any Lu the toofis classthethea Chinese childrenchildren given boy names himManyin who yourin toNames hasan anyclass Americanmany bfchildren? Leehavedifferent Luschool. many by Helendifferentnames Cloutierand names?is pleased (see RESOURCES.) by the names given Ask'DiscussThisRead thea. boOkto withthechild features childrenthe if childrenhe beautifulknows aTiki folktale howthatTiki linehis eachTimbo,about nameand person's whywaswashretold Chinesechosen. drawings nameby Arlene'Nbsel parentsis inpart the giveof Chinese his(see their story. RESOURCES).style children and relatesshort names. Read to the children Keralafrom Life home Within Irdia Grandfather (see itikURCES)..- by Shenker, the story of a child in a 04- SuchIf the an childrenactivity becomewouldstory.story helpinterested book bring like out intheir thethe ownstorygeneralization for about "Raja" "Raja," asthat a classevery"they mightproject. person wish has to his make own a TalkMaryRead withto'theJo, athe littlechildren children Negro uniqueWhat about girl, Mary for their makesJoshow-and-tell Sharedfamilies an original by asJanice time: part contribution Mayof theirUdry. stories.when she thinks of something Her father: ti Read to the children The Shy Was Blue by Charlotte Zolotowvia Who finds pictures of other little girls who resemble her in the family album (seestory about a little girl . The Somefocus children of the ensuingmightRESOURCES).albums be discussion able which to being showwould parent6to be School on theseor tograndparents "Everyone sharegeneralizations: photos has when fromhis they owntheir werestory. children. own family O StoriesParents'Ind my within'a Mommyand grandparents' is family.part ofare my stories interconnected.story.4) had a beginning just as children's, stories do." (i.e., "I am part of my Mommy's story, EachShow of a thesound three filmstrip filmstripsexcellent. illustrating listed color below photographspart areof afocused child's andLee well-written, around Lanstory and (and the way).adventurousDragon Kite scripts. one child and contain After the sound filmstrip, discuss with the children "WhatRiverChrArensuch(see 1.32,1 questions didRESOURCES.) of you tIle see asNorth inthese: the Pole filmstrip? DoCanDid youyou think think,offindthink outeveryone of any.somethingany wayswayshas athatabout story your of story his own isis likeordifferent her own?" from , - 's story? What? I s sto ry.'s story? 7 25 Let the children listen to and/or sing or hum along with lullabies which are parts of children's stories all aroundlullabies"Congo"All"Duerme" the Throughworld, Lullaby" (Children's of suchthe (Folk Night"as:Quinault, SongsSongs (Folk ofObjibway,of SongsMexico)Africa) of Cherokee, Many People) and Creek Indians (North American Indian Songs Ask,The the above children: records arehelp accompanied to illustrate by, filmstrips "stories." which (see,give RESOURCES.)several frames per song and would DpHow"Can you do youthink you sing thinkthe a childlullaby? a little might child feel happyfeels towhen 'have someone that singsperson a inlullaby his story?" to him? 4 by Marie Louise AllenFive Years Old Morristown,MakingJaye,p.Silver 3 MaryMusic Burdett Tinnin.New Your Jer-sey: Co., Own. 1971. et e- . 26 by Dorothy EverybodyAldis Says DoubledayGardenFavoriteFerris,P. 5 City, Helen Poems& Co.,New (Ed.).Old Yol-0-Inc., and 1957.New. by Walter de la Mare (irom)Me DoubledayGardenFavoriteFerris,p. 5 City, Helen Poems& Co., New (Ed.).Old Inc.,York: and 1957.New. by Lee Blair Glad p. 30 Company,CanAllIllinois:Jacobs, Read.About 1971. LelandMe - Verses B..(Ed.). I GarrardChampaign, Publishing 27 byMy B.Drawings J. Lee GarrardAllJacobs,Canp. About8' Read. PublishingLelane Me - B.Verses (Ed.).Co., I 1971. Champaign, Illinois: by Merlin MilletIn the Mirror 0 GarrardCanAllJacobs,p. 5Read.About LelandJB.Publishing Me - Versed (Ed.). Co., I 1971: Chpmpaign, Illinois: Something About Me PublishingAllJacobs,Champaign,p. About7 Leland MeCompany, Illinois;- VersesB. (Ed.). 1971. I Can Read. Garrard by Ann ClarkPossessions Affairs,DivisionClark,pp. (illustrated14-15 Ann. U.of S.Education, Department by HokeITGWESosiW)77-- Bureay of the of Interior.Indian Little Herder in Autumn by.Apn Clark Herding c.

O a 30 . DivisionClark,pp. (illustrated60-62 Ann. of Education, by Hoke BureauDenetsosie). of Indian Little Herder in Autumn Affairs, U. S..Department of the Interior. Cr BOOKS Carley, Wayne. Company,(drawings 1971. by Erica Merkling). Puppy Lbve (Venture Book Champaign, Illinois: ReadiAg Program for Grade 1) Garrard Publishing Clark, Ann. Little Herder in SpringWinterAutumn Department(illustrated of. the by Interior. Hoke Denetsosie). .Division Little Herder in'Summer of Education, Bureau of Indian Affairs. U.S. c. Available50 cents from:each. Publications Service, Haskell Institute, 21.0PIMI0eD 31 Lawrence, Kansas 66044. Cloutier, Helen. Many Names of Lee Lu (illustrated by Don Elmi). i . Whitman, 1960. Hearn, Emily. (drawings by Edward'Malsberg). Around'Another Corner (Venture Book Reading Program for Grade 1) Champaign, Illinois: Garrard Publishing Company, 1971. Holl,EAdelaide. (drawings by Bill Morrison). Too Fat To Fly (Venture Book Reading Program for Grade 1) Champaign, Illinois: Garrard Publishing Company, 1973. Jacobs, Leland B. Company,for Grade 1971%, 1) (drawings by Bertha R. Depper). (Ed.). All About Me - Verses I Can Read (Ventura Book Reading Progiam Champaign, Illinois': Garrard Publishing %PP Jacobs, Leland B.by Frank Carlings). I Don't I Do (Venture Book Reading ProgramChampaign, for Grade Illinois: 1) (drawings Garrard Publishing Company, 1971. a -1 dos 1, Arlene (reteller). York: "Holt, Rhinehart, and Winston, 1968. Tiki Tiki Timbo (illustrated by Blair Lent). 0 Plankar. - allable from InterCulture Associates, Box 277, Thompson, Connecticut 06277.Life With Grandfather. New Delhi: Children's Book Trust, 1965; ce* What Mary Jo Shared (illustrated by Eleanor Mill). Whitman, 1966. Udry,Zolotow, Jane Charlotte. May. The Sky Was Blue. New York: Harper ancUtoW. FILMSTRIPS Lee Lan and the Dragon Kite (20-2, China, 2 parts) RiverChildrenStephen Boy ofBosustaW the North Sound Pole Filmstrips, '(20-5, Greenland, 20548.Pacific 2 parts) Coast Highway, Malibu, Cal. 90265 (20-4, Amazon River, 2 parts) RECORDS Children's Songs of Mexico (4005) Folk Songs of AfricaMany People (B-4001) (4002) NorthBowmar(with American.. Records,filmstrips) Indian Inc., Songs 622 Rodier Drive, Glendale, California 91201 /77(B-4025) 77/Za. 33 SurnameBACKGROUND INFORMATION ON NAMES AND NAMING 6 r. Johni in your Your.haveclasp?Surnames lastbeen name givenmight is tohavecalled a soncome your by from his"surname." wherefather a (Johnson).man lived (Wood) or The second name would be used to tell the Johns apart What would happen if there were three- 'IOW he worked (Smith). or they might ANicknames firstoutstandingnickname names andmight abouttheyPet be Names may aan person. beendearing shortened. or humorous'Richard phrase.might A small person might be called Dolly. be called Dick. It would come from anything A shorter nameWhen children haveoddfor or longKatherine. wouldOften,Name beDays ChristianKathy. parents named'children for Christian saints." The child would celebrate his O Forgirlb.named"name more day" Information insteadBarbara. of see: his birthday. All boys named George celebrated April 23, Saint George'sPatterson, Day. Lillie. Garrard Publishing Co., 1965. December 4, Saint Barbara's Day, was celebrated by all Birthdays(A Holiday Book). Champaign, Illinois: NamesNames Around have changedthe World from country to country. Mary. is_ a popular name. Other countries change MaryJean,John to is Hans.Marya, used Moire,in many Marie, countries. Dolores.. Other'forms of it,are: Evan, Ivan, Sear:, Ian, Jack, Juan, 34 i. Greek Jewish GeorgeNameBarbara FarmerForeignerSto 'eanin: JonathanDavidNaMe GodChieftainStory/Meaning had given Timothy'StephenSandra HonoredDefenderCrowned by God MichaelMaryThomas,SutanPeter t WhoTwinLilyRockWished-for is like childGod .7 Alan Celtic Harmony(a hero). CharletBrenda Old English Sword KennethBrian Comely RaymondEdwardChristine . Might-protedtionHappy-guardianManlyChristian Fo: more information see: Bull, Norman 'J. Morehouse-Barlowedited by Dr. Ronald Co., Inc.,J. Goldman). 1970. Symbols: Names. (Readiness for ReligionNew York, N. Y.: REFERENC Pric,, Christina.Unl Nation;, 'ew York: Happy Days: United States Committee for UNICEF,a UNICEF 1969. Book 'of Birthdays, Name Days, and Growing Days: 4 36 Popular Names from Various Countries Australia WinmatiBoys . MhniyaGirls JapanPhilippinesChinaIndia ' RamuRogelioKazuoCheng, FelizaKazukoDidiShikuntala For more fmformation.see: '.Price',-Chr-istine. Africa -Name DaysUnited and StatesGrowing Committee Days. for UNICEF, 1969, Bola Happy Days, a UNICEF Book of Birthdays, UnitedAya Nations, New York: t -Names and ThereStories/Meanings are many stories behind names. Many years ago a child was always given a name that had a meaning: French Roman 0 RichardRalphName Ruler-hardCounsel-WolfStory/Meaning LucyDiana'Name LightStory/Meaning,(a goddess) Roger WilliamRobert Will-helmetFame-spurFame-bright , SylviaPatrickFrancis WoodedNoblemanMan of the. Franks ite 35 RESS SLIDE-TAPE PRESENTATION: "StoxieS''bf Other Children" Module on St6ry and Way Video 1. Audio 2. EncounterStories of1: Other Children Story 2. Stories(cannon of booming, Other Children women shouting, bell ringing) 3. cannons 3. A newburstcheer little offrom cannons: princethe crowds hasthe beenin countrycities born!. ofand England! towns all across (Boom, boom, boom.) 4. bell 4. HowListen:In manyFrance times everyone does thefrommay bell hearthe ring?ringingof the birsth of the of dhurchbell; a new baby (Ding, ding, ding.) 5. woman's face 5. When the men in the familythree read rings their for holya boy, book, two rings for a girl. Illil-illil-il: The birth of a new babynewtothe givesbaby'srejoice. Galla people comingwomen everywhere ofinto Ethiopia the world. cause shout the news of a F LaN 6. infants Video 6'. Peter, Janice, Linda, Jeff. Audio + Moshe,EveryKwame, Rivka,new Aku, baby Awdshie.Benjamin. must have a name. 7. baby in red sari 7. TheyHerSheA.baby aunt'hasisare beingin singing India chosenrocked isit beingtothein her aname. rednamed. in silka naming sari. song. 8. , christening 8. TheThenTheSome Christian name -thebabies is'godfather inpriestchosen Yugoslavia poursspeaks.by the water arebaby'sthe namedbaby'son. godfather. the at name. baby'sa christening. head. 9. todlers 9.10. When he'grows up, a Mayan baby WhatEvery else baby will that the was baby ever need bern besides has a name.a name? will/need certain tools. 0CC) 10. woman wrfih child and hatchet A TheAMayan 'Aleboy godmother willgirltells need willhow puts farmtheneed eachbaby tools.tools tool-inwill for sewingthe baby's and cooking.hand. uSe--it-when he grows up. 11.,child's foot and moccasin 11. An Omaha Indian -child gives-up-hie_.ThenTheHe gets priestthe hischild puts.the first is givenpair moccasinsold of aenough newmoccasins. name.on to the walk. child's _--- feet name--when he is 38 Video Audio 13.12. girlyoung with children sheep 12. When children are no longer babies, they are ready to learn to do more grown up things. 13. Navaho Indian families keep herds oTheWhen children Navaho childrenherd the grass areanimal:they six toare oreat.to old splaces ven,enough where to help there is re for the herds. sheep. 14. child releasing birds 14. Children in Thailand are They keep the baby sheallfrom living falling things. into ditches. taughtfrom getting'lost or that they should be kind to AndTheOn birdsthentheir the arebirthdays, Thaitaken child topriest. theytheir the gives buy templelife, thebirds, tobirdsthe beone blessed for gift each byof year thelife of 16.15. credit and freedom by letting them fly away. 18.17. ctedii-credit MODULE ON STORY AND WAY KNOWLEDGE ENCOUNTER 2: WONDER ORGANIZINGCONCEPTS: IDEA: story, wonder ThePeople things everywhere you wonder wonder at areat thingspart of around your story.them. SENSITIVITIES: appreciatingfeeling free tothe make diversity appropriateher own of world world references v:!.ew, 'views lifeand'..o life style,and statementsstyles and religiousin humanabout societiesand/or secular traditions q C.)LI00 SKILLS: listed in the left margin supporting a personor-religious in her beliefs tradition and behavior which are unique to her secular C BEHAVIORAL OBJECTIVE:' R.dS slide-tape presentation: The child will be ableexperience"someone to draw wonderful," ofa picturewonder inorof hershe"something life.will be wonderful"able to recount or verbally some "Wonder i My StorY" MATERIALS NEEDED: cc,,rouselslidecrayonsdrawingcassette paper tape projectorrecorder 40 PREPARATION: PreviewSet up RESSand testslide-tape slide projectorpresentation, and tape"Wonder recorder. in My Story." orrelating realINTRODUCTION experience knowledge T: (Yesterday) you drew some pictures about your story. situationto the learning YourAll Some thesefeelings of things your are pictures arealso part orpeoplepart thingsmightof of yourin your tellyouyour story. havestory. aboutstory, done. your or-things name, or that the have happened toyou, acquiringthroughDEVELOPMENT listeninginformation T: Let'sWe're goingsee how to thesee picturessome pictures. make us feel. andEVALUATION viewing !Present RESS slide-tape presentation, "Wonder in My Story." learninginternalizing the T: CanIsHow thereyoudid think thesomething pictures of something wonderful make youthat. in feel? youris wonderful story? to you? _ feelings,becomingfeelingsthrough sensitizedexploringexpressing ClosePerhapsOrIt itmight yourmight your be eyes besomethingsomething aand surprise think thatwonderful foryou you aonce saw minute.is had.on-a aperson. trip or vacation. 41 CouldWhat you you think draw isa picturewonderful of issomething part of thatyour isstory. wonderful to you? prehensiondemonstrating of concepts,com- DistributeEach child drawing should materials.Write'an appropriate title on sensitivities`organizingcreative activityidea, through and InviteSoMe children the ,children may wishother.andher drawingsto picture. toshare draw thenfromtheir more toENCOUNTER drawings thanput themone 1.with picture.away each carefully with their EXTENDING EXPERIENCES HelpEach the verse children could composebe onetouch), sentencea "Song a wonderful of about Wonder" something place to visit,wonderful a wonderful to see person to be with, etc. .individually or as a group. (hear, taste, smell, A picture A Childrensimple refrain might playmightmight bells This"Thisbe: also isoris part trianglesmybe song drawnof myof forsoftly story."wonder. each between verse. the verses. Ehcourage-theHelp the,child chid clt pictureswhatpaste is them ofwonderful. thingstovtl-er she on thinksa heavy are sheet of paper to en to compare and contrast their make a collage. wonderfulcollages fromand theirmagazines ideas and about 42 Read to the children Aileen Fisher's poem, "Snow Color," given in the RESOURCES. Ir Ask the children:- "WhatDo you do know you ofthink? any wonderful thing that doeSn't always seem the same?" 4N; SugustRead to to the the children childrenwonderful. givenLangston that in they theHughes' writeRESOURCES. poem,(or tell "April to anRain ,adult Song" to and/or write) "Navaho Night Chant" a poem about something AskRead theto thechildren children if theyChristina can think Rosetti's of other poem, wonderful "Who Has things Seen thethat Wind?" cannot given be in the , seen. RESOURCES. DiscussRead to with the thechildren children: Lance Walsh's (page 11) poem,People "Bedtime""People can can wondergiven wonder inat attheeveryday many RESOURCES. different things, can'tthings. they? CouldWhatDoCan you you elsedidyou ever think Lancemakedo wonderyou ofawonder poemwondersomething at aboutthoseat? about? elsethethings? thingsLance wonderedyou wonder at? at like Lance did?" c To sensitize yourself to your rolle as an adult working. with children developing a sense --- The"If abeautiful child is photographsto keep'alivejoy,ofthe wonder excitemer4pandcompanionshipof histhe read inbprnnatural Rachel senseofmystery world Carson'sat ofleast which ofwonder,"- thebeautifulone illustrate worldadult.who-can MissCarson weessay,.The liveThe in."share Sense it, of Wonder rediscovering with him the Sense of Wonderwrites,."he_(see RESOURCES.) needs Read to the children,could or betell appropriately from reading, shared the biblicalwith the storychildren. of the rainbow found in . especially verses 8 through 17 of . Explain to the childrenarechapterthe thatreadseventh 9. thisand through toldstory by about theJewish ninth the people wonderfulchapters and'Christian ofrainbow Genesis, and people. what^ 'It means , AskRead theto thechildren children to thinkAliki's of ItCFivewonderful Senses things (see they RESOURCES). have discovered with their senses. AskTheRead thegarden to childrenthe is children the if limitless they Ann,Nolan.Clark'a know desert of a "garden"where Tia a littleMeria'swhere boy Garden wonderful things can be seen. and his aunt discover beauty and wonder. (see RESOURCES). Read to the-children,Margu!rtte orthe have North available P.Stet: Teich for(see them RESOURCES). to read "The North Star" in Pueblo Stories (A Dolch Basic Book) by Edward W. for themselves, another legend about and 44 AskHave the availablechildren: for theillustrated children by to Allen look Eitzenat Birds (seeCould"Do inWintertimeA anyRESOURCES). you of tellthe picturesa story showabout soffiething the pictures in this book?" you think is wonderful? Story Without Words, Remind the children that: Wonderful"The Stoney things Indians often instorymake Canada peopleabout wondered it.want "to tell at the rainbow, and told a special a special' story." Have available for 'theby Adelaidechildren Roll,to read both Pink, from Pink the by Garrard Ida "Venture Book DeLage and/or Bedtime for Bears BedtimePink', Pink for isBeAs a brightlydealsor "Motherwith(see illustrated, theRESOURCES.) Rainbow's wonder catchy of ten the children."story changing concerning seasons.Reading Program for Grade Vir,c the colors of the rainbow, Have available for theFavOrites children Around to look the through,World" Series the four edited books by of the William I. Kaufman (see RESOURCES). UNICEF "Children's The Ask the children: intriguingexcellent blackfor the and children white photographs even without of understandingchildren from thearound accompanying the world should be text. . Read to the children seledtions which particularlyc_Maybe werelateLet'sDo"Do canlindyou you listentothink think wonder.out tothis thiswhat some child childthey of thewonders thinkhas legends her/his is at wonderful." things(or own story?around her/him? poems or prayers or songs) of these children.

, Read to the children Ezra(see JackRESOURCES), Keat's Caldecota small blackaward-winning boy's experience'of'konder book, The Snowy Day at the first snowfall of AskIf thethe childrenchildren tohave respondother thenot winterideathingsexperienced by thatsharing inthey thepeople thinksnow, theircity. wonder are thisfeelings wonderful. bookat different andwould thoughts serve things. asabout a good snow example and about of PerhapsRead to somethe children,childrenwonderfula inorMeadow, yourhave things.ESOURCES). classofavailable Grass, would afor collectionbe themencouraged to readof poemsto for write themselves,by six-totheir owntwelve-year-old Green poems Is about Like children (see Ask-theChoose childra.:drawings appropriateHave(see You RESOURCES), to Seen the A topicComet?--Children's or ofhave wonder the "Didbookto show Artyouavailable and tosee theWriting any forchildren pictures thefrom'Around children from in this the.to book look World that at onwere their like own. your pictures of wonder? Read to the children Seashore Story:by Taro YashimaDo (seeyou thinkRESOURCES). children everywhere wonder about things around them?" AnPerhaps ancient some Japanese children legend--fullsomethingauthor-artist would like wonderful. of to inwonder write this forhookor tellevery of unusuala youngstory reader--isbeauty.about the picturepresented they by drewthe of ti 46 Rdad Eleanor Jayeon'sdirected poem,(see "Waves," RESOURCES).on page and124 orchestrateof the teacher's it with.rhythmic edition of Bookactivities 1 of Makingas Music Your Own Show the children .a film which may elicit expressialsSky of wonder such as: (Time-lapse photography catches and condenses the astounding spectacle Still Waters under-ofactivity animalthe and sky aabove-waterlife fromsomber in dawn adrama watery photography,to duskof environment.lifeand and itsthis death effects fascinating is beingon the filmacted mountains, opens out.) up praries,the, world etc.). (A poetic combination of carefully chosen music and revealing In the midst of all this color and Invite the children to respTd verbally or in drawings.RainshowerOcean(see RESOURCES.)touches upon the world of man) (The varied moods of the ocean as viewed from the shore(cape-tires where itthe brieflybeauty of rain) TheShow followingthe child-An filmstrips awith soundsomething pleasing offilmstrip American "wondered full-color of Indian a at."14rord drawings-tolegends which combinetakes re- createits a well-writteninspiration'c(rom in the viewer narration a sense of wonder, conveyed in the legends.American Indian Legends:,TheHow Sons the,IndiansSummer of CloudCame Learnedto the Northland°from the Animals (Northeast Coastal Indians) (Desert Indians) ( Northwest Forest Indians) (see RESOURCES.)TheHowGreat Raven,Legend Rabbit Broughtof andStar-Boy the the Moon Sun Man (Plains Indians) (Pacific Northwest Indians) (Eastern Woodland Indians) Have the children listen to and/or sing Gongs about wonder or wonderful things, such as: "The"Japanese"Hawaiiati"Funny World World" 16 RainRainbows" Wonderful" Song" (Songs, -and Music for (Folk Songs(Folk of Many Sopgs People) of'pany People), (Songs and Music for Who Am I?) Family and LIE Community) AcomaNavahoHopiSeminoleCherokee "Rain"Prarie "Deer "Duck"Quail'Soag"Song" Song"Dog Song" Song" (North Amerce Indian Songs) a RESOURCES POEMS by Aileen Fisher Snow Color' p. 32 (Ed .r c. Read.AllJacobs,Garrard About Leland PublishingMe -- B. Verses Co.., I Can1971. Champaign, Illinois: . 48 by Langston Hughes,April Rain Song Op. 74-75 NewandFavoriteFerris, York:New. HelenPoems. (Ed,). Old Garden City,Doubleday (from) Navaho Night Chant & Company, Inc., 1957. p. 11 UnitedNations,HappyPrince,for UNICEF,Days. States Christine.New York: 1969.Committee United Who Has Seenby theChristina Wind? Rosetti DoubledayGardenFavoriteFerris,p. 69 City,Helen Poema101d& Co., New(Ed.).. Inc.,York: and 1957.Eli. Bedtime by Lance Walsh, age 11 CCGo

50 p.Character 27 Education Journal Vol.Education,InstituteSan 2,Antdhlo, No. for21972. -Texas: CharacterWinter 1973. American BOOKS Aliki. My give Senses. New York: Thomas Y. Crowell Company, 1962. Carson, Rachel. New-York and EvanEton:, -Harper & Row, The Sense of Wonder (photographs Publishers, 1956, 1965. by Charles Pratt and others). Clark, Ann Nolan. Tia Maria's Garden (illustrated by Ezra Jack Keats). Viking, 1963. DeLage, Ida. Company,(drawings 1973. by Benton Mahan). Pink Pink (Venture Book Reading Champaign, Illinois: Program for Grade 1) Garrard Publishing ------Cqmpany, 19 Dolth, Edward W.,and Marguerite(illustrate P. by Robert S. Kerr). Champaign,Pueblo Stories Illinois: (A Dolch Basic Book) Garrard Publishing Eitzen, Allen (illustrator).New York: Holt, Rinehart and Winston, Inc., 1963-.- - _ Birds in- Wintertime - -A Story Without Words. Holl, Adelaide.- Bedtime(illustrated for Bears (Venture by Cyndy Boo- Szekeres). Reading Program for Champaign, Illinois: Garrard Publishing Grade'l) Kaufman, William I.Company, 1973. (E) ---Chtldres-Eamterkte6Aiound the World: UNICEFHarrisburg,UNICEF Book Book of Pennsylvania:of Children's Children's Poems.Legends. Songs.Prayers. Stackpole Books, 1970. Keats, Ezra Jack. --The-Suowy Day. Viking Press,- 1962. 52 Landeck, Beatrice'Making and MusicElizabeth Your Crook,Own (1). Harold C. Youngblood, and Otto Luening. Morristown, New Jersey: Silver Burdett Company, 1971/ Larrick, Nancy (Ed.).Publishingpleasure 'Green Isin Company, Likepoetry a Meadow (drawings1968. of Grass--anby Kelly Oechsli).anthology of children's Champaign, Illinois: Garrard Pellowski, Anne, HelenA Comet?--Children's R. Sattley, and JoyceArt and C. WritingArkhurst from (Eds.). Around the World. New York: Have You Ever Seen The John Day Company in cooperation with the U.S. Committee for UNICEF, 1971. Viking, 1967. FILMS Yashima, Taro. Seashore Story. C Sky Produced by the NationalFilms/McGraw-Hill, Film Board of Canada,330 West 1962. 42nd (CodeStreet, 407389. New York, New York, 10036. 10 minutes. Color. Sale $135. Rental $12.50.)Available from Contemporary 53 (by Elgin Ciampi. Code 407821. 14 minutes. Color. Sale $195. Still Waters Available from(yew Contemporary York, 10036. Films/McGraw-Hill, 330 West 42nd Street, New York, Rental $17.50.) Ocean Available-from Pyramid Films, Box 1048, Santa Monica, California 90406. (by Fred Hudson. 10 minutes. Color. Sale $140. .Rental $10.) Rainshower Available from Churchilr-iilms. (14-1/2 minutes. Color.) FILMSTRIP; American 'Indian Legends (Filmstrip Series): TheHow SonstheSummer Indiansof CameCloud Learnedto the Northlandfrom the Animals (Desert Indians) (Northeast Coastal Indians) ( #S-110-3) (Northwest Forest Indians) ( #S-110-1) ( #S-110 -2) " Available from Coronet Films, 65 East South Water Street,TheHowGreat LegendRaven RabbitChicago, Broughtof andStar-Boy the the Moon Sun Man (Plains Indians) (Pacific Northwest Indians) (Eastern Woodland Indians) (#8-1110-6) (#S-110-5) ( #S-110-4) Illinois 60601. tr 54 RECORDS BowmarNorthFolk SongsAmerican Records, of ManyIndian Inc., People Songs622 (4002.Rodier (B4025.. Drive, Glendale, California 91201 2 filmstrips included)' 2 filmstrips included) NewSongs York and and Music Chicago: for Who Am I? William H. Sadlier, Inc. NewSongs York and and Music Chicago: for a WilliamFamily andH. Sadlier,nt,Community. Inc. REFERENCE Dau, -Heather'. Fun and Festival in Canada. New York: Friendship Press, 1966. RESS SLIDE-TAPE PRESENTATION: Video "Wonder in My Story" Audio 20.19. ModuleWonderEncounter on in Story 2:My Story and Way Wonder 20.19. Wonder in My Story. 21.22. Christmasfireworks tree 21.22. HowHave do you you ever feel watched when withyou fireworks tinsel onand lights? a Christmas tree sparkling the¢ Fourth of July? Tv, 24.23. stainedsnowflakes glass window 24/23. Did Have you ever wonderedwin4ow?shape at theof abeauty perfect of you six-pointeda know that star? every tiny snowflake is made stained4glass,S, in the 25. ocean 25% HaveAmong you all ever. the millionsbeentono the oftwo seashore?snowflakes are exactly falling alike. at one time, 26.' HaveCan youyou remembez-however looked theatyou a ocean feltbaby's was?when hand you with first ever saw so how tiny big 27.26. facebaby's of handchild 27. EveryoneThe world has is hisfull own ofbut ideaswonderful perfect about fingernailsthings. what is wonderful. on each finger tip? 56 28. baby's hand Video 28. It might be somethingfingernail as tiny and perfectAudio as a baby's 30.29. oceansnowflakes 30.29. Itor snowflake.might be something as big and powerful as the ocean. 31. child with leaf 31:" - Something wonderful might be a beautiful personThisEach or isboy a part and ofgirl each around beatitifulperson'sabout the what world story.leaf. he hasor shehis thinksown idea is wonderful; 32." rainbow 32. TheIndians Stoney in Indians Canada wonderedsawinthey thebeauty wonderedsky. at everywherethe beautyat it. theyof a walked,rainbow and 33. giant grabbing rainbow 33. OneThey day tell a glinttheir sawchildren a"Whatnear rainbow thata a.beautifullake. overpowerful the ribbonlakegiants and ofonce hecolor. thought,lived r, Hegrabbed it from'but, thepieces. as Isky,, willsoon takeas he it touchn and tie it, it it into broke a hugeinto bow." a million C5C 34. brokengiant rainbowtossing in lake 34. HeThe never giant saw was the so wonderfuldisappointed,allofinto themiraclethe rainbow'slakehe carelesslythat and happened:walkedbrigHt tossed awaycolors withoutit sparkled looking and back.glittered If you, get up veryyou earlylake.in canthe in stillwater. the morningsee the torainbow's watch the wonderful sunrise, colors in the 57 35. North Star Video 35. The Iroquois Indians Star.wondeted.at the beautyAudio of the North /7) UnlikeTheyIt was wonderedthe always other atin stars thisc,,,the Whichnever samein theand placemoved.Never theyheavens, in Moves."called the the sky.it North "The StarStar 36. girl leading Indians 36. AThe strange Iroquois girl told came their toIndiansthe them childrenLittle andwas Peopleled lostthat them faronceof to.fromthe a the IrOquoisbardhome. land of ofIndians. Cl, 37. chief pointing 37. The great chief of'the Little People said, C.....,p--...r,.... - .s to star , - you are lost."It"I willhave alwaysplaced bea.star there-to In the be sky.a, guide for you whenever. 38. child's face 38. WhatTheTo wonderful thisis wonderful very starday they,toguided you? use the it Indiansto guide back them home on theirsafely. travels:. 40.39. credit 41.42. credit 58 MODULE ON STORY AND WAY KNOWLEDGE ENCOUNTER 3: WAY ORGANIZINGCONCEPT: IDEA: way EachEach person persons has wayhis isownof part whichway. of hethe is waya part. of his family and of other groups SENSITIVITIES: appreciatingfeeling free theto makediversityworld appropriate view, of worldlife references style,views andand to life religiousand stylesstatements and/or in human about secular societies his tradition'sown-K consideringsupporting a thep.-.:.rson valuesproblem-solvingor ofinreligious hisparticular beliefs tradition situation' traditionsand behavior which which might are uniquebe involved to his insecular a' BEHAVIORALSKILLS: OBJECTIVES: listed in the left margin Given information in Children6"the RESS slide-tape the child presentation,will be able to"Ways demonstrate of Other through participation The child will be ablelikelylikelyin,socio- to describe to to behave dramasbehave how in theinpeople a asimilarway given inpeople hissituation.situation. ownin eachfamily of wouldthe sample be families would be The child will be ablehis to family's describe way. verbally or in picture form his way or 59 MATERIALS NEEDED: RESScassettecarousel, slide-tape tapeslide recorderpresentation: projector "Ways of Other Children" PREPARATION : PreviewSet up and RESS test slide-tape slide projector and tape crayons.drawing paper presentation, "Ways of Other Children." recorder. orrelating realINTRODUCTION experience knowledge T: HowIn didJapan, you childrengreet me bowwhen low you to came older to people.school this morning? situationto the learning WhyWhyWhatIn didn't Chinadidn't did youpeopleyou you usebow use use toto chopsticks? eatchopsticksme thisyour morning?dinner to eat last their night? food.. WhyWhatGirls don't do in girls Indiathey inwear our saris? longlongcountry 3ilkskirt wear? sarisand shawl. that wrap around to make a DEVELOPMENT T: We'reLook goingfor ways to seeof livingsome slides. that are lifferent from'your ways. 60 throughacquiring listening information Present RESS slide-tape presentation, "Ways of Othei Children." and viewing OR'showEITHER bethe prepared slide series tosequencesthenfor turn allthe show off thethree afterit theway a teacher-directed projector secondthrougheach of time jraiththe and withoutthree recordersound questioning segments soundand with sequences thequestioning analyzing T: Who takestook carecare ofof Adojoayou when during yOu're the not day? in school? -7-, Why? information HaveDoesWho goesyouanyone everto stayschool?work had home?instew your L..1. family? dinner? What was in it? contrastingcomparing and IF WhyDidWhat theydidn't did haveAdojoa's everyone to wash family startaround dishes? useto the eatfor stew asdinner pot?soon plates?as they sat down analyzinginformation DoesWhyWhat diddidyour thethey family grandfather have everdo to anything dolivedremember pourfirst? before speciala inlittle ayou? special before wine onwayeveryone the its ground? relatives may start who eating? o 1 WhereHow did does youherAdojoa Rogelio's learngrandfather learn your motherher family's learn people's wash the story?clothes? stories?story? HowWhereWho dodidwashes doeswe heRogelio usually knowheclothes or itknow shetell wasin itwash yourtime?time was clothes? family?toalmost pray dinnerthe Angelus? time? comparing and Do you or any of your-,.friends have a certain timS of day to say contrasting WhatWhyAreDoes theredid areyour Rogelio someanyfamily specialways touch have youa thingsthe aspecialcan special hands show you prayer? ofrespecttimedo hisevery, of parents forday-to,do day parents atto the hissomething or sameforehead? other-grownups? time? together? WhyWhoSupposeIf doSswouldGoola's Goola's Goolatell family thecan't family familyneeds findfrom listen food which_wayanysome -tofoodor other water,and toto family's obeyeat?go why to the wouldn'ta land?newwise campsite?men they take it Will she have to go Do you_or does someonewithout-eating?.have -you- enough? -know share fond_w ith people who don't How? _ T: Did you find any waysWhat? of living that are different from your ways? -CDCS Let'sDoes youreveryfind family out.person have in you thefamiliesexactly do?world theineat yoursame and neighborhood?waywork of and'do doing thingsthings theas otherway hoose threedramatization or more of the in folloyourc-1-ass. wing sticro -dramas for 62 iInternalizingthe learning T: NowYouWhatImagine direimagineare will i'vinghungry. that you that doyouin it ?- thebelong is hotdinner todesert. Goola's time in family. your own home. WhatYou.are happens hungry. next? cookfood(Some theis children atdinner.) hand; preparesome families their mealsbuy carry-out for themselves food; somefrom parentswhatever YouPretendNoYou have onehave thatelsejust found youinfinished sometheare familyinjuicy going Goola's grubsfound walkabout. family. andany somefood. hpriey ants to eat. YouYourNowWhat pretendandfriendwill your you isthat friend do?with youMoney you. arehave bothto money buy very ato coke. thirsty,buy a.doke. but he doesn't have YourYouThisWhat livemothertimewill in pretendyou iqa villagedo?fixing you dinner,onare an Rogelio's island and she in brother says,the Philippines. thator sister. the big water jar -4t \Suppose yourWhat parents will you are do? fixingon dinnerthe porch in youris empty,. own home.-,- WhatThey will need they some do? water.waterin(Not their from all homes;a Americanspring .spme or families afamilies well.) have share private a communal sources water of runningtap or carrywater 63 0 al . YouPretend are Outsideyou atein playing. Rogelio's faMily. ringing the Angelus. / WhatWhatYour.NowIt will pretendis willfriend sixyou you o'clock do?'youloOks do? are at andoutside her you Watch hearyour and theown tells churchbellshome you it is six playiflg. o'clock. DinnerYouImagine have is eateAyouover live,with'Adojoa's your dinner from afamily green in West,Africa, leaf(. EVALUATION WhatWhatImagine will will you youyou CI -aredo with with in the yourthe leaf? owndishes? home and have just finished eating. internalizingthe learning T: ThinkThink about about youvown the-specialhow you way eatgrownupshowhow,you of rules(or doing specialhelp your things. yod'learn,your family foods has.you hOw-you eat or havedon't fun. how you show respect 9r love_for eat), YourSee ifwayspecial you tells can ways aboutdraw of a you. doingpicture things about are your ways.of part .of yOprfamily's way; doing things. t demonstrating cbm- EachDistribute child shotilddrawing writematerials. an appropriate title on his sensitivitiesorganizing'idea,prehensioncreative ofactivity concept,through and InviteSome childrenmaY.wish the children-topicture.drawingsocher tGeshare drawand theirfrom thenmore ENCOUNTERS to.putthan them 1 andaway 2. carefully with dpawings with each one picture. their 64 EXTENDING EXPERIENCES 1 Adojoa'sReview with Way the childrenChildren," the content by using of the the following. questions as you re-show the RESS slide-tape presentation, "Ways of Other slides without sound. HaveDoesWho youtakes goestookanyone'stay ever tocarecare workhad ofof stew home?inAdojoayou your forwhen during family? dinner?you'-re the notday? in school? What was in it? Why? WhatWhyDidWhy didn'tthey diddid theyhaveAdojoa'sthe everyone grandfather.haveto wash familyto start dodishes first? use topour eatfor a asdinnerlittle soon wine plates?as . on the ground?they sat dOwn around the stew pot? lowHowDoes did-herdid your Adojoa family grandfather learn everdo anythingher remember learn people's specialthe in story?a special before way stories? evarYone may start eating? its relatives who lived before you? HowWhereRogelio's did doesyou WaylearnRogelio's your mother family's wash story? ,:lth-i2s? WhereHowWho d:Iddodidwashesdoes we Rogelio he heusually clothes knowor she knowit t inwashwas11 it your time? timewasclothes? family? almostto pray dinner time?the Angelus? DoesDo.vou your or familyany of haveyour afriends special have- time a of certaindtime of day to say a specialday to prayer?do something together?day at the same time? WhyAreWhat theredid are Rogelio anysome special waystouch'the you things can hands showyou of dorespect hisevery parents for parents or A to his forehead? other-grownups? Goola's Way ______WhoWhyIf Goola'sdoesdowould you_listen Goola'sfamily-11-sten tell family the to familyneeds family'sin your foodwhich-way-to-gO family?land? toor andwater, obey whytothe wouldn'twise. men? they take itfromome_othr a-neW _ DogsDoSuppose you-your or Goola familydoes can't someonelisten find toyou anysomeone know food share forto eat?advice?food with people who don't have enough? Will she have to go without eating?, How? DirectHaveReview the themthe children slideto write seriesnumber "yes" withtheir or the"no" papers children for fromeach individually. 1of through the following 6. statements: (no)(yes) 4.3.2.1. RogelioWhenAdojoa's Rogelio touches grandfather hears his thefather's learnedpours churchbell wine handthe on storiesto thering his ground theforeheadof hisAngelus, before people to seedinnerhe from goesif hehisfor to is owngoodpray sick. grandfather. luck. with his family 04 (no)(yes) 6.5. IfGoola's Goola Aruntadoes not family find usesher ownonly food the land of their own ancestors. he will surely go hungry. .NewOP"'^ HelpRead theto thechildren children to ingeneralizeIn simpleMI Mother's free that: verseHouse of:the by Ann home Nolan"Every and Clark villageperson (see haslife, RESOURCES),, his farming,own way.4! and values of a Pueblo-Indian boy. deseripti6h 66 Read to the childrenbdrOks from, about or have the availablewaysAll of ofother for Turkey thechildren, children such to aslook these at theproduced pictures for in,UNItEF. . DayapalaGalong, ofRiver Ceylon Boy of Thailand Ketut,Shaerall by Boy ofJudith AfghanistanWood M.Carver ,Spiegelman of Bali Y.. The above books have numerous black and whitebyTwo Jack (seeBrothers photographs LingRESOURCES.) andof Peru Judithwhich wouldSpiegelman serve to Communicate ? ° Ask the children to tellbooks.text.something you something of the differencesthey learned and about similarities other children's of other ways children's from the ways even without the Read to the children,pages"Why the Bushmanthree34-35 stories,of Families Our Working "Why Live Caribou World:as They Eskimo Do," Familiesand "Why LivePueblo as FamiliesThey Live as They Do," on Families At Work by Lawrence Sehesh (see RESOURCES). Do," Ask the children: AreDoes"What their every did ways youfamily diffdrentlikefind have yourout itsaboutfromways? own yourthe way?" waysways? of How? How? 'families? AskDiscussRead the to childrenwith the thechildren ifchildren they All(see share thatKinds RESOURCES). anyeach of of ofNeighbors the the ways neighbors byof Howardthe hasneighbors R.his Wellesley, own in way. the illustratedbook. by Aliki 67 ReadA discussion with the withchildren thefollow"Part children"Part Two: naturally. Four: of the organizing idea for this ENCOUNTER should Their Families" of Here We Are by Charlotte Zolotow.(see RESOURCES). Me and You" (especially pages 94-101) and/or Let the children listen to and/or sing songs about the"Before"Work ways Song"Dinner" of other people, for example: (Folk Songs of Africa) (Folk Songs of Many People and Folk Dongs of Africa) /L, The above records arewould accompanied help to illustrate by filmstrips "ways. which"Maya.(see give RESOURCES.),Quetyal" several frames per song and (Children's Songs of Mexico) GC400. TeachGo walkabout! the children "Wagga's Song" (see RESOURCES) about going walkabout in the Auslralian qax desert and then let them pantomine the actions. I YouAskDo some mightthe cookingchildren try some in if yourof any samplethe classroom!of children's them several know ofownhow the recipesto simplefix theiror recipes arrange own breakfastgiven for thein theclassor RESOURCES. to cook and .,-,00' siiPper. . RESOURCES BOOKS 4 Ling,Clark, JackAnn Nolan.and Judith M. Spiegelman. In My Mother's House. Two Brothers of Peru. Viking Pres6. enesh, Lawrence.Science Research Associates, Inc., 1963, 1964. Our Working World: Families At Work. Chicago, Illinois: Spiegelman, Judith M.Julian Messner, 1969. Ali of Turkey (photographs by Levent Bimen). New York: Spiegelmah, Judith M.Gamini Jayasinghe). DayapalaNew York:, of Ceylon (photographs by Hector Sumathipala and Julian Messer, 1970. O Spiegelmari, Judith M. Julian MessneL, Galon 1%.V Boy of Thailand ( hotographs by Mallica Vajrathon). (photographs Spiegelman, Judith M.New York: Pi, Ketyt, Boy Wood Carve of Bali. New York: Julian Mesner. Spiegelman, Judith M. Shaer of Afghanistan. New York: Julian MeSsner. Wellesley, Howard R. New York: Holt, Rinehart and Winston, Inc., 1963. All Kinds of Neighbors (illustrated by Aliki). C, .; Zolotow, Charlottes.New. York: -The Macmillan Company, 1971. Here We Are (Book 1/Social Studies/Focus on Active Learning). RECORDS O Folk Songs of Africa.Many People. (B-4001) (4002) ,Bowmar Records,Children's(each Inc., with Songs622 two Rodier filmstrips)of Mexico. Drive, Glendale, California (4005) 91201.

70 Wa ja's dn SONG a Omitted Due to Copyright Restrictions GradeWagga'sAmerica,at Home 2, Song. Volume and1969). Abroad. I, p. 118. Greater Cleveland Social Studies Project, (Educational Researth Council of Teacher's Guide, Communities RECIPES Observing the lentils swell should be an interesting part of preparing dahl. 1 cup lentils Dabl (Nepal and parts of India) 3/4 tsp. salt moreCover4 onioncups water, lentils waterchips. as with it shouldcold water have and soak overnight. Cook until soft and fairly smooth. chips of onion the consistency of a thick soup. If dahl becomesDrain and too add thick, water, add salt; and Server 6. Wells,Ceylon,p. 35 Irene Nepal. and Bothwell, Jean. New York: Friendship Press, 1972: Fun and Festival from India, Pakistan, Perhapstake part the inrice grinding could bethe brought peanuts to for the classroom Peanut Loaf,(Africa) this peanut loaf. cooked, and the children could 32 eggscups cookedpeanuts,.ground rice fine pinch21-1/2 tsp. ofcupssalt pepper milk .Mixwith riceThisBake. rice andis in aandpeanuts. gooda moderatepeanuts. meat substitute.over (3500).. Beat eggsAdd slightly. salt and pepper. Serve with a cream white sauce or cheese sauce. Add milk graduallto Poureggs. into greased loaf baking pan. Combine 72 er .1 Wright,Copyright,1952p. 38 (c), Rose 1967. 1953,H. by the Judson Press.) Fun (fromand Festival Table Talk from and Africa. Tidbits, 'compiled by Dorothy A. Stevens. New York: Friendship Press, hisBaked own bananashalf!) give every child a chance to participate as he fixes his own (or bananassprinkleenerouslyPeel bananas are soft and andslicewith sugar sugarlengthwise is'slightly and cinnallion. in half. browned. Bananas Assadas (Baked Bananas) (Brazil) Place in buttered bakingBake pan,in a moderate oven until Serve hot with a dash of whipped cream. Kepple,Press,p. 43 Ella1961 Huff.(c), 1970. Fun and Festival from Latin America. New York: Friendship These tarts are easy for children to make when pastry shells are provided. Maple Syrup Tarts (Canada) Beat1/21 largecup cupthe maple egg choppedegg syrupwith pecans a fork. Beat in the syrup. Pour into unbaked pastry shells; mediumsprinkle ones. with nuts. pp. 38-39 Bake at 400° for 20 minutes. Makes 18-24 small tarts, 8 Dan, Heather. Fun and Festival in Canada. 73. New York: Friendship Press, 1966. A anBurmesetasting interesting waytest of of experiencecooking this brittle is forlike withthe their children.and way,and without how chili it isor different.curry powder would be Pauk Pauk Mow (Puffed Rice Brittle) (Burma) Perhaps they could'suggest how the heavyMow longstreetonemeans boWl-slwed of before rice.vendors-overthe best-liked it ironwas developedpan.theie. Burman sweetstuffs.as a cereal here. Pauk Pauk is the sound that heated rice makes as it pops in the ; Incidentally,So the'people name anof Burmathis candyhad and is likedPauk PA.uk puffed Mow rice and it is' You may buy it"in any bazaar or from Curry12 tablespoorcups pOwdelsugar butteror red chili powder 0, Puffed1 teaspoon rice vanilla cup water 'C) f4 water.BoilButterorSet redsugar,aside a,sciare chili towater, cool. powderor andrectangular tobutter the_sugar,water, to baking the soft pan. balland stage Beat sugar mixture gape syrup begins to thicken. Break into small bits. ForFill awith real i.affed butterBurman-touch, ricemixture ab:.ut11/2 addwhen curry the'syrup inch powder deep. is being (230°). Add vanilla. Place saucepan ,in dold Pour over rice. C prepared. NewHallock,pp. Yovk:39-40 Constance M. Friendship Press, 1968 (Revised Editifn). Fun and Festival from Southeast Asia.. REFERENCES Bilbo, *.uennie M. Cincinnati, Ohio: The Story of West AfricaMcCormick (Global Mathers Culture Publishing Series/Know Company; Your Inc., World). 1969. Roces, Alfred R. Cincinnati, Ohio': The Story of the Philippines McCormick(Global Culture /lathers Seires/Know Publishing Your Company, Wor14). Inc., 1968. 1 Social Science StaffAllynCommunities of theand EducationalBacon, at Home Inc., and Research 1970. Abroad: Councifof Atherica. The'Aborigines of Cene..al Australia. - Boston: "Ways of Other' Children" RESS SLIDE-TAPE PRESENTATION: Video Audio 44.43. ModuleWaysEncounter ofon. Other Story-3: Childrenand Way Ways -43. 44. Ways of Other children 46.45. AdojoaAdojoa's and Way grandmothersweeping 45. AdOjcaisAdojoa hasWay been helpingoutside hetArandmother of their house-1n sweep theWest Africa., path .6.4" Adojoa's grandmother has beendt king care of her ifia n 47. Mother with basket 47. MotherNow she is is coming waiting down for Whileffi'e her motherherpath mothernow: to come. has beenhome. working in the gatden: and CD on head On.her head she is vegetablescarrying afor basket .the family'sof tipejruit dinner,: ' a 48. Adojoa. meeting Fatherpath .en 4 48. FatherAdojoaShe runs has downbeen thehuntingwaiting path forto meether fatherhim. too. '' ....hr.,. 49. Adojoa helping Grandmother 49. Adojoa helps her grandmotherand thehe hasvegetables cook brought andtwo birds for dinner. he birds into a delicious stew. 50. family sitting aroundcook meal 50. TheyNow the sit family down aroundis ready andthe to thegood eat. fresh pot fruit.of stew 76 51. Grandfather pouringaplm wineVideo 51. Adojoa- is hungry, herbut grandfatherbefore anyonecan_eat,, must pour.aAudio little palm wine on ThisThe littleis their bit way of towine arerelativesshowthe is still ground.thatan offering whorememberedtheir lived ancestors to in andthe the,past. welcomed.family's 52. Adojoa eating from leaf 52. AdojoaAfterShe uses,dinner uses pieces a-- shiny no ofdishes greenvegetablespot towithleaf wash. herasto adipfingers. dinner into plate.the stew 53. 'Grandfather telling stories 53. HerNowShe familydtjust is throws Adojoa'ssits aroundher favorite leaf the ingo.the fire. time of fire! day. 111' Adojoa.hasHer grandfather heard begins these tostoriesthat tell she stories.so can often already tell some of them by herself. . 54. Grandfather Her-grandfatherjeatned-atoun-d--antliet-Campfire these st,pries;fr6m long his ago. krandfather .., v ) 55.- Adojoa 55. AdojoaGrandfather wonders knows if sheallvillage. willthe waysever ofgrow the to people Be as ofwise their - 56. Rogelio's Way Rogelio's Way and kind as her grandfathei. ,T4> -4 1.77 .57. boys in water zVideo 57. Theygogelio's laugh little when Rogeliobrothers,are pops hisplaying head inoutAudio the of river.they 58. Mother with laundry,by river 58. .His mother Rogelio'shas been washingfamily livesclotheswaterIslands on nearby onone thefar of them. riveracrossthe Phitlipine bank. the Pacificpcean: - 59.' Mother and boys in ' path .' 59. MotherThe two- calks youtger\boys toi\Rogeliosmall run who aheadcrabs hasbeen of and Mother.-- tryingfish at to the catch water's edge. , 0 .; 60. Rogelio filling water pails 60. ThisNow is Rogelio stops to fill tao pails with water.- one of the jobs he does every day for his fan3ily4r C 61. Rogelio appyoaLhinF.house . 611 . By the time Rogelio reachesMother hashome, almost finished-hanging the clothes to dry. 0 62.62.1 Rogelio filling-water 62. RogeticiHis brothersi pours run the upto water thehelp steps him carryof the the house. heavy pails into the jar on the porch ,jar where mother does t . cooking for the family. ''63. . 63., Grandfather is prIoWing one last row-- in the [-- rice fields. Grandfather plowing . with Buffalo RogelioThen the killwater.huffalosmust feed the andanimal-- give he itunhitched. a dri.k of coO17-water,_ . S ce 64. family praying Video 64. Rogel.rThe si,r1 hurries is getting to finishlowerfor soon inhis the thechores sky. ohurchbellAudio in the village 65. priest approaching O 65. It is six o'clock.will ring the time for evening prayers. church AllEveryThe over churchbell day the theyvillage, prayis ringing are .Catholicthetime praying Angelus today.the families Angelusthe when Angelus the forlike churchbell thetoRogelio'.s thethird Mother,of God. 66. GrandfatherRogelio and 66. After prayers the childrenofringsevening. their intouch motherthe the morning, hands,and grandfather at noon, andto theiragain foreheads.in the 57. Goola's Way 67. Goola's-Way'This istheir way to'showthem. their love and respect for 68. Goola on rocks 68. 0 HerThisGoola ancestorsis lives the landin arethe of allwho hother thelived Australianancestors. people before ofdesert. her.her Arunta family 79 Video 1_ Audio 69. family sitting incircle 69. HerGoola's,familyAll family living is things camping must mustbut findby havenowa awater thenewwater. waterhole,campsite , is allwith'water used up. 70., rocks, and tree 70. Goola's family believesonancestors the that land the"spirits areof theirin the rocksof their and. trees and ancestors. ponds No matter how ;fromhungry Goola'sanother ofor theirthirsty.they familyfamily's awn land.would land.might not gettakelood. or water Cit 71. Grandfather 71.' TheThey wiseknowlisten menthe to willbest the knowwaysViseand which tomenknow live whowayall in iretheythe the very stories shoulddesert. and ways of their people. old walk.; C.:1 C 72. fapily walking away 72. TheyTheThey mencan can leadthrow use the theirtheir way spearsboomerangscarryingto knock to theirkilldown through thebirds animalsthe,air or Other for animals. , boomerangs. food. 73. Gbola and others 73. Goola'sThe women family carry walksthe. babies. all day until they come to the in water TheGoola campsite splashes ls besideand withnextplaysa abillabong. poolthecampsite in childrentheof water billabongOn the andwhich landgrownups: theyof theii ancestors. call 80 74. Goola with hand on stomach Video 74. The.familyBAore long mustGoola's go walkaboutstomachhungry from tellsfor hersome her long foqd.she walk. isyeryAudio 75. family bringing food 75. HerGoolaEveryone mother finds walks finds some around somedelicious lookinggrubs honeyto for toast ants.something over the ,to fire. eat. 76. family sharing food 76. TheFatherSome kangaroo peoplehas killed willin thebea kangaroo.roastedfamily did,in notthe findfire, food. too. 7 ButTheTomorrowBut,' shenext no knows matter:dayGoola's,dinner therethat ifmayeveryone. she not might cannot-find be any.foodpot be sofood, at big. all. The food is always shared equally with 77. Goola asleep 77. HerTonight only blanketGrolA goes is theto,she skybed will fullwith get ofa fullabright share stomach. st4.rs.of whatever food the others find. 78. credit ::eatShe goeson tomortow's to sleep dreamingwalkabout. of finding good things to 80.79. credit 81 MODULE ON STORY AND WAY KNOWLEDGE ENCOUNTER 4: JOY ORGANIZINGCONCEPTS: IDEA: way, joy ThePeople joy everywhereyou find in find living joy isin partliving. of your way. 6 SENSITIVITIES: febling free to appreciating thy' ,herdiversity own world of world view, views life andstyle, life and styles religious in human and/or societies secular traditions make appropriate references to and statements about SKILLS: listed in the left margin supporting a person"inor herreligious beliefs tradition and behavior which are unique to her secular BEHAVIORAL OBJECTIVE:\ The ' child will be able to recount verbally or in picture form some MATERIALS NEEDED: drawingcarouserRESS slide paper slide presentation: projeCtor experience of joy in her way of living. (Joy) PREPARATION: PreviewSet up andRESS test 'Slide slide presentation projector. on,joy. crayons 82 INTRODUCT ION \relating knowledges=ituationtoor thereal learning experience T: AllMaybeYou ofdrew somethese some of things picturesyour picturesareyou about parthelp told ofyouryour your &pout way.'parents, way. how oryou the eat, special or how rules your family has. Your feelings are also part of your way. 2 DEVELOPMENT T: We're going,to see some pictures. . PresentTry to decide part Ahow (children's the children faces) fn'the of RtSSpictures slide feel. graphicacquiringthrough materials interpretinginformation Turnoff the projectorofpresentation forquestions. the following onjoy. sequence T: "This time we'll findHow Let'sWhatout'what!s. do mightyoulook think atmake making the the'childrenthem children's each look of so them felt?facesjOyful? happy: again.

4' .83 PresentOn the partcloseup B (children's of eachyouof_RESS supposechild's faces/joyful slide faCethis presentation ask,boWgirl situations) "Why is do onhappy?" joy. feelings,throughbecoming exploring sensitizedempathizingexpressing Encouragethen invite the comments children andtheon to thefeelings.following relate joyful siMilarslide. experience eXPeriencgs in .internalizingEVALUATION the T: Have you ever rfelt joyful? learning TryThinkSuppose to thinkabout you of-whatwhatwere youto makes drawjoyful.kindwould ayouof putpicture joyfell in you thejoyful. that have picture. would known, tell or aboutsomething some that would make you MaybeWhatWhoWouldIt wouldmight wouldyourit have theybepicturethey of people be? besomething wouldn'tdoing? in it? joyful have peopleyou have in seen.it. DistributeBeing joyful drawing is part materials. of your way. cepts,prehensiondemonstrating organizing of con:-com- EachSome child children should may write wishpicture.on antoher apprr?riatedraw picture. more than title one activitythroughidea, and creative sensitivities Invite the childrenwith toENCOUNTERS.carefully shareeach othertheir with anddrawingstheir then drawings to put froth them previousaway EXTENDING EXPERIENCES Finger painting is_a andgood might serve as an alternate medium for children who find it for the crayon drawings for the difficult to be expressive children'syooks. Audio tapes providc another medium of expression for the children to joy, the children might make recount their and OR, the children'experiences couldrecord compose of joyous joy. sounds with rhythm Four children might take turns In addition to telling about their own song of joy and record it instruments. making statements about their for playback on a drawings mightchildrencookies,tape(such recorder. compose mightplayas, "It andinspeak is thespeak joyful arain, refrain: totake,care spend. another verse, followed by the same '"Allthe these night things at my arefriend's joyful." house, of an injured' bird.") refrain,A chorus andof fourso on. or more helpFour my more-children mother bake Fide small-candy surprisesiwhere the children an opportunity to small envelopes. the children would not' expectexperience to and,refle-ct upon the joy Direct thorn, to take out their find them, perhaps in of a surprise. boxes or After listening to theirenvelopestheirasking crayon several for boxessome questionssuch projector inside so as"Do you like your surprise? Spontaneous remarks, help focus the that'they discover the surprise treatsthese: experience on joy by inside. HaveHowHow do youdiddid you everitit fell ,makeMake.that surprised when you womeone person someone feel?" feel? surprises you with somethingwith something nice for them? nice?

85 '3 1. LeadAfter the the children first verse, in the ask-the action children song, "If if You're they kno0Happy of andanother You Ytowway to It." show that .,ContinueI with several'more improvisedtheytheirthe arechildren happiness verses.happy mayor andjoyful.be ablejoy andto generalize.that that people have Then sing that way Into the song. there are many possible expressions. If enough different;sideas are given, different ways.jor showing a Read to the children Eleanor Farjeon's poem "Music" given in the RESOURCES. and try to discover.(1) PerhapsAfterBefore discussing thesome first of the thesereading,what childrenabout questionsmakes askwhat would thethe makes the person childrenlike childrenthem towho joyful writeto wrote mightlisten or(or this how enjoytellcarefully poemthey tohearing joyfulshowan their and joy. (2) how this person shws her joy. adult to write)' a poemthe'poem LeadRead th..childrento the children inby being athePauline discussion poems loved C. "My byPeck about pet given animals.the in'thejoys RESOURCES.. Kitten" by Jay Lee and "One Little Puppy" of having, caring for, loving, and AfterRead to the the first children readinetell 'a children's the children: version of Jews"This and is Christiansa song of praiseshare thisand joy.song."' Psalm 15.0 given in the RESOURCES. 86 Ask questions such as these: WhatHas"What anyone didis praise?they ever praise praised you yoU? fu? . DoWhoHow you aredidwere think theit you make peoplepraisepraised? you whoandfeel? Singjoy gothis together? song praising? ' Why?" PerhapsBefore thereading children4(individually Psalm ofsongout150 praise howhave.a second many and differentortime,joy'to as a ask begroup) wayssungthe ofchildrenwouldor praisingchanted like to toto*the(andlisten write showing accompanimentcarefully their joy) own to thesong findof people rhythm who instruments. sing this Read the psalm a second time; invite the children's responses. TellRead the to children:the children the Prayer from.the Stotras given"This in IS the a prayerRESOURCES. of a Hindu person. r Ask the children: WhatHe"What is do praying thingsyou think thatdoes would everyonehe pray make for willpeople that be everywhere joyful."'will Aqke joyfulpeople ?"everywhere joyful? 'e .? ReadInvite. to the the children children roan to respondWalsh Anglund's in terms ofA Friendjoy they r8 haveSomeone experienced Who Likes You,(see RESOURCES). in friendships. 87, . Read to'the childien andEzra his Jack older Keats's brother Apt. who 13 wander(see kESOUReES), through.a tenement house'trying to find the scurce The harmonica.-playing friend they meet in Apt. 13 introduces the story of a.small boy . k Invite the childrenwithof tothA some share themto musicthe anany experiencejoy theyparallel of hear. music. experiencesof joy in your of joylife. in their lives, or share . ReadInvite to thethe childrenchildren blend Efuato shard Sutherland'sof children's verbally Playtime and/ordialogue in in and0,awings Africa black (seetheand joywhite.photoiraphsRESOURCES), of their owna play. of Africa children'at play. beautiful Read to the chil lren,whichthe or following relatthave available to ,obksthe concept fromfor thethe of childrenGarrard Ajoy: Dog foil "Ventureto 'readDanny Bookforby Inezthe4galves,Reading Hogan Program (Danny's f."1.-.3rade desire to.-have 1" a dog of his own gets 5 O . APlaytime .Goat for in Carlothe City by Judiththeofhimkb playtime yactivitiesinto Leland Lawrence trouble int% theJacobs youngsters(The first city joys(Ed.) butare like of iscaptured(The having joyouslymoot.) happy ain pet, timesfulfilledthese finding andeasy- jollyin to athe lost-readfun end.) poems about fi Dance to A Happy Songpet, by Janeand aWerner surprise Watson birth (A radiate beggar's throughout joyous.and this infectious well -told story.) Invite the children toto tellrelate what similar was joyful joyful inexperiences each story(see ofRESOURCES.) and their why.- own. Askhimselflittle the song childrenwho captivatesproclaims achief, holiday after so thatchief everyone and finally may dance.)the Nigerian sultan r 88. y Biblical literature is filled with stories of joyfel experiences which the children A 'Someexamplea are could enjoy as they broaden andBirth deepen of Issac-- their Genesis 18:1-15; 2:1-3 sensitivity to joy -- their own and others. .CrossingJacob's Rescuethe-Red reunionof Seapcodus Moses with Genfsle 14:1-15:2his family--Genesis 1:15-2:10 (also the 43-46:7 . 0 entire Exodus account) 4. 0 Tell thelchildren-befo*e reading any of the aboveDanielIt"This isin storya thevery islion' old about'something stoll. joyful. enDaniel 6 storic.:. Further examples are: Birthhe story Of Jesus--Matthewis shared by Jewish 1:18-2:12 persons and Chrit'l_in persons." - The lost sheep, the lostLpke coin,2:1-20 the lost son--Luke , 15:3 -1; . PearlHealing of efgreat lanie price man--Luke --15:8-10; Matthew 5:17-26 15:11-32, 14:45-46 .Tell the children before reading any of the above It is'This a very story old is'about story. something joyful. stories: 4'7 Children'sTelling the booksbiblical which-relatewhich helpfulnarratives relate for biblic4 storiestheyourself children. narrativesof-joy in-The arestory arethe is available.following: shared by Christian persons." simpler language would be more Among those -The Great DonkeyTheEscapeDaniel Boy Daniel byWhoin Mary the'Lion'sSaved in Warren BethlehemHis FamilyDen(the by by-JaniceExodus byJane Alyce R. KramerLatourette Bergey.(Joseph and his brothers) " from(birth' Egypt) of Jesus) 4 The LameSep atMan of Who.yalked the Star byAgaifi Dave byHill Mary (the Warren wise men) 4%; Invite thechildien toexperiences. respond to the stories of joyThe and(seePearl to RESOURCES.) Thatrelate Changed Eilmilar A Ltfe personal by Judy Lund LetEncourage the children the children listen to to empathize and/or sing with the other songs people of joy in oftheir other joy. children or other peoples, such as: "La "Jarabe"SpringPinata" Tapatio"Has Cove" (Children's Songs of Mexico) 4 0 "The"A"Everybody:Loves MerryDancing Life"- Teakettle" Saturday Night"\,...... 1X91k Songs of Africa) (Funiculi, Funicula) 7 .(Favorite Songs of Japanese Children)'4\ "Thanks"Praydr"Vision'Song""0 Praise forof Jehdvah" Thanks"My Pony" -'Seneca - Cheyenne - Omaha .(Folk Songs of Many People) "Peace"Ribbon(see.(North Treaty RESaIRCES.) Dance"American Dance - CreekIndian Song" Songs) - Sioux and Ojibway Thelabove records are accompanied by filmstrips which give several frames per song.Cb 90 - lir!' 3, w Play or sing for the children "Lord Buddha Is With Me" given in the RESOURCES. Tell the children: He,HePeople"Buddha gavetaught away whowas people lovedalla prince histo him beriches. in followedgentle India. and his kind teachings. to everyliving,thing. ManyThisSomeThese people ispeoplepeople a insong'Buddhist inyheAsia,a4reare calledabout Buddhists. Buddhists.children being happyin the or United joyful." United States are Buddhists. States sing AskThe the children children could what,Invite write songsown them wordstheir they to insingownsing the song thoseabout framework about songs.being of the Buddhist song: being happyby substituting their happy or joyful. Happy,When"Happy,For happy,happy, happy!happy! I'm ppy. CD1,4 RESOURCES POEMS by Eleanor Farjeon Music:

a r

Morristown,Makingp.Book 85 1.Music New Your Jersey: Own, Teacher's Edition. My Kitten Silver Burdett Company, 1971. by Jay Lee Jacobs,"Leland,B.p. 12 (Ed.). GarrardPoems1971.Friends. About Pbblishing Fur and Company, Feather Champaign, Illinois: byOne PaulineLittle PuppyC. Peck PoemsJacobs,pp. 6-7 About Leland Fur B. and Feather Friends. (Edt). Garrard byPublishingChampaign,from American(c) My XeroxWeekly Company,Illinois: Education Corporation, Reader, 1971. Publications, published'. 1966. " Psalm 150 (Children's version) 14 Jesus.Madge,p.Press,Introducing 54 Violet. LTD., Young1971. Children London: SCM Prayer from the Strotras 93 A p. 324 V. andMadras,Prayers,Raghavan. Co., India:1938.Praise,and Psalms. (translator).G. A. Natesan . BOOKS Anglund, Joan WAlsh. A Friend is Someone Who Likes You. Bergey, Alyce. St. Louis:Missouri: The Boy Who Saved His Family (illustrated bY Betty Wind). Concordia Publishing House (Arch Books), 1966. 9. Hill, Dave. Missouri: ConcordiaThe Secret Publishing-House of the Star (illustrated (Arch Books), by Jim 1966. Roberts). 394. St. Louis, Hogan, Inez. (drawings by Liz Dauber). A Dog for canny (Venture Book Reading P ogram for Grade 1) Champaign, Illinois: 'Garrard Publishing Company, 1973. 94 Jacobs, Leland IL (Ed.). Playtime in the City (4nture,Book Reading Program for s Gradz'l)Company, (drawings 1971. bY Kelly Oechsli). Champaign, Illinois: Garrard Publishing Keats-, Ezra Jack. Apt. 13. New York: Macmillan, 1971. 0 Kramer,Uanice. 1970.Alice Hauser). 39C. Donkey DanielSt. in Louis, Bethlehem Missduri (illustrated by Obata Concordia Publishing House (Arch Books), pesign, Inc., Latourette, Jane R.St. Louis, Missouri: Daniel in the Lion's Den (illustratedConcordia by PublishingSally Company (Arch Books), 1966. Matthews). 39c. Lawrence, Judith.,, A Goat(drawings _for Carlo by Liz Dauber). Champaign, Illinois: (Venture Book Reading Program for Grade 1) Garrard Publishing Company, 1971. Lund, Judy. St. Louis, Missouri: The PearlThat Changed Concordia Publishing Company (Arch A Life (illustrated by Vacca4o Asociates). Books), 1970. 39C. 95 .e Sutherland, Efua: Playtime in Africa. New York: Athendum, 1963. Warren, Mary. Missouri: Concordia" The Great_Escape (illustrated by Jim Roberts).Publishing Company (eLh Books), 1966. 0 39C;St. Louis, Warren, Mary. St. Louis, Missouri: The Lame Man Who Walked'Again (illustratedby Berry Wind). Concordia Publishing Company (Arch Books), 1966. 39C. _ Watson, Jane Werner. (drawings by Cary). Dance to A HappyChaiipaign, Song (Venture Illinois: Book Reading Program for Grade 1), Garrard Publishing Company, 1973. RECORDS Children's, Songs of Mexico (4005) FolkFavorite Songs Songs ofof AfricaMany of JapanesePeople (13'4001)' (4002) Children (B 4000) 96' 7 NorthBowmar(all American ofRecords, the Indianabove Inc.,0622 accompaniedSongs Rodier(B 4025) by Drive, filmstrips) Glendale, California 91201 SONGS - Lord Buddha is With Me Yumi Hojo, Omitted Due to Copyright Restrictions CDrit Children,Reprinted afrom publication Gauthas forof BuddhistBureauAuddhist1966,the Sunday ofby Churches Buddhistpermission School of Education,Department, America.America,of The 98 ti RESS SLIDE PRESENTATION: (Joy) 1. EncounterModule Three 4 Video' 2.15. -- 14. 36. children's faces children's'boy faces/childrewin and adultgirl teachingpainting joyful doga situationspicture a tiick (in pairs): , -.adult teachingboyadultboy tying and.adultboy putting toddler'sto play fixing-bikebandage guitar shoe on boy's elbow boyboy-showingadult littlegirland teachinggirlputting boy reading turtleand flowergirl adults to bookto infriends useplaying little camera with,doggirl's hair 38.37. credit 40.39. creditcredit 99 MODULEENCOUNTER5: ON STORY AND WAY TRADITION .174...../CONCEPTS:KNOWLEDGE story, way, tradition ' ' ORGANIZING IDEA: feeling free to make appropiiate referencesPeople to whoand sharestatements the same about story and way have the same tradition. SENSITIVITIES: ' his own world view, life style, and religious and/or secular traditions supportingappreciating a the'dliversityperson insecular his beliefs ofor worldreligious and views behavior traditiOn and life which styles are uniquein human to societies his BEHAVIORALSKILLS: OBJECTIVE: listed in the left margin The child will be ableand to'identify way which ashe asharei "tradition" with others parts byof comparinghis story his book of drawings MATERIALS NEEDED: RESSeach read-along child's set books of drawings:. About Mefrom (one the for previous each ENCOUNTERSwith the books of other children. child) relatingor realINTRODUCTION knowledgeexperience Help each child assemblecover; his drawingsand staple into a book, them. add a , situationto the- learning SuggestThis assembling the title, processchildrenreviewing should devise thealso previoustheir serve own as appropriate "AbOlit Me,"for the covers or have the ENCOUNTERS with the children. titles. a time for .DEVELOPMENT !Distribute RESS read along - books, About Me.1 and way. T: Let'sHere'isAfterSeeI'll read if wearead bookyoureadthe it can titleabout thealoud find first together.one whileany person'spart, ways you,followthe story pictures this bookwe'll is talklike aboUtthe book what you we've read. and words. made. readingthroughacquiring listening, information Read aloud the first part"Every of person has a story and'a way."About Me, through analyzing information T: WhatDidIn you thisdo findyou book,we thinkany ways read:that this means?"Every person is an book is like your book? VIV.11 What? ,EveryEveryIt meansperson person that who who eachhas is aof storyan us is a 101 "I" stand up. sit down.special person. NowEvery let's person read whothe resthasa ofway this raise book. your hand, readingacquiringthrough listening,.information Read aloud the secondstarting part of withAbout "If Me, some thinga about me.." T: Are any ofparts your of ways your like story someone like someoneelse'S ways?else's story? theinternalizingEVALUATION learning, Let'sHowDo youcan share sharewe findour a traditionbooks.out? with someone? HaveDivide each the group class arrange, intochildren'schildren groups themselves each.of booksfrom so sixmay that beto thepassedeight around'easily. othersworking effectively with T: TryTryLook to to throughfind find ways things each that other'sin are a person's-:ke books your verystory ways. carefully. that are like.your story. TellWhen themyou findwhy issomething it likein your inyour someone's book, story show or book way.it tothat the is people like somethingin your group. . 1020130.0 organizingprehensiondemonstratingoralsensitivities statements, ofidea, concepts,comr through and class- othersroom behavior toward bringter thethe groupsclass togetherhave shared again. within themselves, contrastingcomparing and DoesWho foundanyone something else share in in thissomeone his tradition? or else'sher own book book? What? like Something EXTENDING EXPERIENCES Review the RESS slide-tapeand "Ways presentations of Other Children." for ENCOUNTERS 1 and 3, "StorieS of Other Children" For each example, ask the childrenr 'Do you shareWhoDo"Is:part youadd tradition youshare of think.mightyour. ways with ptoryof living sharethe same witha tradition asthis this this child? child? child's story?with this child ?" Review any materials usedon other throughout MODULE ONEand then children's stories and ways which your class ask questions such an those.given above. has 103 a Read to the children Aileen Fisher's "The Red Man Speaks," gived in the RESOURCES. B Ask: With"ha whomtare doessame.of he share withthe storiesothers?.stories andand waysways? the person speaking in this poem shared 4 IP Read to the children "A Song. of Greatness," a ChippewaCan youIndian think song of transcribeda name for thisby tradition?" Ask the questio Mary Austin, given in the RESOURCES.Ate "Howyou ado partyou tillof a tradition?trauition? uggested above and also: the person speaking in this poem feels about being a part of a CV If.your class could benefit from more direct teachingHow doesfor empathysharing andstories tolerance and-ways with other ,people make you feel?" 0 LittleAnti-(racial/ethnic/religious), Defamation Stories by League Gladyschildren, of Baker B'nai materials Bond someB'rith, (shorttoo suchcouldold "real-life" foras be the firstmost following, helpful: graders)stories allfor availablereading to from the N The"It"Sing (seeRabbit Could aRESOURCES.) Song BrothersBe aof Wonderful Friendship" by Robert, World" (recordKraus (record (cartoon of children'sof children'sbooklet songs) an songs) filmstrip)

/1. 6. RESOURCES POEMS ' The ,byRed-Man Aileen Speaks.

4, Y.theFisher, Crowell, Year. Aileen. 1965. New York: Skip Around Thomas 2: (A Chippewa IndianA Song)Song of Greatness p. 24 O -Ferris, DoubledayGardenFavoriteHelen (Ea.).City, Poems & Co.,New Old York:Inc., and New.1957. BOOKS "Bond, Gladys Baker. Little Stories (illUstrated by Maurice Sendak). Available from: NewAnti- York, Defamation New York League 110016. of B'nai B'rith, 1964 Anti-Defamation League of B'nai B'rith, 315 Lexington Aventle, lb& Q Kraus, Robert. The Rabbit Brothers (booklet C501, 3.5; also filmstrip). FILMSTRIP Anti-Defamation League of B'nai Available"The Rabbit from: Brothers"New York, New York 10016. Anti-Defamation League of B'nai B'rith, (also booklet) 315 Lexington Avenue, RECORDS Ceasar, Irving. Songs for Bright Children: Avpilable from: Playwell Records. collection, of Nineteen Songs that Anti-Defamation League, 315 Lexington Sing the Story of Human Rights). "Sing a Song of Friendship" Avenue, New York, New York caret, Hy and LouP10016. Singer. Available from: 10016.World." Motivation Records. Anti- Defamation League, 315 Lexington Little Songs on Big Subjects: Avenue, New York, New Yoik "It Could be a Wonderful 107 MODULE ON SACRED SPACE a a Encounter 3:2:1: MakingHomesPersonal a SpaceHome p. 130122114 Encounter 5:4: MovingDiversity of Homes p. 141 152

ti 108 byACONCEPTUAL HouseRobert of A. YourFRAMEWORK Raines Own

'14 109 p. 67 MakeRaines,1972.Texas: It RobertA Little A. Better? Word Books, Publisher, Lord, Could You Waco, the.Jordsome"Forficantis holypartsreligious space;toground' ofMoses; spa:e man,there (Exodus 'Put arespace are offqualititively 3,otheris thy 5).not shoes spaceshomogeneous; fromdifferent that off are hethy from notexperiences feet, sacred for and theinterruptions, so place are withoutwhereon breaks structurethou instandest it; or There is, then, a sacred space, and hence a strong, signi= others. '0,-1w not nigh hither,' says it."only,realfindsconsistency, expression and amorphous. real-ly in the existing experience space of -an and opposition all other between space, spacethe(p. formless that20)* is expansesacred - !fords this all. For religious man, this spatial nonhomogeneity surrounding the privilegednonhomogeneity"Yet this places,experience peculiar qualitatively of toprofane the religious differentspace still experienceof from includes all others valuesspace. - thata man's to. birthplace,some extent orrecall There are, for example, the the and*Allscenes World, quotations of hisInc', first are1959. fromlove, Mircea or certain Eliade. places in the The Sacred and 'the Profane. first foreign city he visited in youth. New York: Harcourt, Brace, 110 c. participatesEvensucha'unique for spots the quality; thatthroughmost hefrankly they hadhis arereceivedordinary nonreligiout the 'holy dailythe revelationplaces' man,life." all of these of-ahis privateplacesreality still universe,other retain than thatan exceptional, in which he (p. 24) as if it were in any"To religion.,exemplify theWe willnonhomogeneity choose an exampleof space that, is accessible to, everyone ,-a Church in a modern as experienced by nonreligious man, we may turn to being,ThethatThecity. dopr threshold thedistinguishes that profaile opens that and anseparatesand thethe opposes interiorreligious. the two twoof worlds thespaces church - alsoand actually atindiCates,the the same signifies timwthe distance a solutionparadoxicalFor betweena believer, of twocontinuity.place modesthe where church of shares in a different space from the street in which it stands. The threshold is the limit, the boundary, the frontier thosethresholdreasonk thesimilar worlds domestic hasritual itsthreshold functionguardians - fallsa -bow,,a gods to theprostration, threshold aof pious the humantouch habitation,of the hand, andand it thatis for the this threshold is an object of great importance. communicate, where passage from the profane to the sacred world becomes possible. spirits who forbid entrance both to human enemies and Numerous rites accompany passing' so on. The "Toto settledemons inand a theterritory powers is,of pestilence."in the.last analysis, equivalent to consecrating it. (pp. 24-25) When choiceinitsettlement impliesa particular - the ais vital choicenot place, temporary,decision of theorganizing universethat as amonginvolves it, that theinhabiting onethenomads, isexistence prepared it,but arepermanent, of toacts the assume thatentire as bypresupposeamong community.'creating sedentary an it'." existential peoples, Establishment (p. 34) meaningful,The child first to attach asks, emotional"Who am I?', and andcultural then hesignificance inquires, "Whereto it isam asI?' central The need to tothe make child's space newway?",environmentdistance.developing dimension and "How self-concept into far?" termsthe purely areof howasto geographic hishe interactscognitiveneed to study answer withdevelopment. of it suchspace in thequestions in livingterms asofout "Inlocation, of whathis storyplace?', direction, and "Whichsway. and In the RESS Module on Sacred Space, the child begins to define space in his The study of sacred space adds a ofIn personalEncounter space. 1: -Personal Space, the module begins by exploring the child's own unique experience For the child'in the ghetto, a personal space might be a corner of a room or ashellsitclimbing personal nichemight or behind betreerocks, space a smallor a bubbleLa-aaloose moss-coveredbox common brickgumjust wrappers, childhoodlargein rook.a Qall.enough bottle experience. to caps,'contain or hiswhatever. valued possesdions A personal space mightFor be the large child enough in a torural r_satain setting, him, itor might be a favorite Because the child has defined it himself, it This creation of some kind of a collection of M hasThe specialchild's meaningown experience for him. of personal space is related to shared or social space in Encounter 2: spaceJapaneseasHomes.threshold "the outside place home ceremony oryouthe inside live",distinction or theremoving provides house. between thesome shoes "sacred"measure upon of andentering personal "profane" the orientation homespace marks is rituallyand the belonging. differenceWhile some between homes provide more security, and love than others, any home, defined simply The sacred as well as the secular function of the traditional: defined; the In the weactivitiesJapaneseunlike have limitedthehome - restit is is ourselves evidentof not the a interiorplacein to the the to family studyeat,space, orshrine.of the tointerior sleep,shrine spaceordoes to notinprepare thisserve encounter,food, a function but tothe relatedworship. replication to secular It is enough for the child to recognize that, Though of - theintentspace.a cosmos profane/secular at inthis the level traditional world. to provide Japanese experiences garden inwould which also the lend child itself encounters'the well to the sacred studyThis interminglingasof partsacred of of the secular and the sacred in the Japanese home supports our , Not until the second level will the terms "secular" and "religious" be formally introduced.' 112 LEARNING STRATEGIES RESSstudent materials activity for booksthis module(Special include: Places)., and a slide-tape presentation read-along books (About My Special Places). the teacher might wish to haveI each child (The Water Jar Story), keepAsactivities. ananalyzeshelf). hisextension activity information of bookthe,concept inand his make "ownof associations. personal special space, These books provide the student with manipulativeThe children as wellare involvedas in cutting, pasting, place" at school (his desk, box, or part of a folding, and sorting as they with pencil and paper AtoniJarThedrawings. Story.activity homes. book also provides information on InformationComparisons on the Atoni are thenhome Diversity madeis presented between within meaningfulin ourthe own societyspace is explored by the Japanese home to be,derived from study tape-slide discussingseries, The ina Water. fold-outthe Japanese drawing and the Theofchildren andelightfully apartment sort buildingillustrated in whichbook, people from a drawings to discover that sacred/meaningful space can About,My Special Places, is to be presented in two variety of traditions live. be reconstructed. Finally, the. be readseparate with readings. the teacher in Encounter The first part , of1: the book,is, which to ue relatesread during to personal Encounter space,Personal 4: is Space.to The second part of the book, which Diversity of Homes. ROLEduringItdeals is OF hopedwith'shSredthe THE module. TEACHERthat the space children (the home)will have the opportunity to re-read the book several times oflifesacredIn thehis itself. fromnon-religiousbook, primitive.-to The Sacred and and observesmodern the times,.Profane, that evenin Mircea terms moderns Eliadeof space,who traces.theproclaim time, nature themselves manifestations and the to cosmos,live of inthe anda He shows how the total human experience of the religious man compares to that teacherincludedSacred",incompletely camouflaged to providedexcepts readprofane mythsthis fromthe world chapter andconceptualEliade aredegenerated abeforestillin ourframework unconsciously introduction introducingrituals, for Chapterthe thenourished toRESS modulethis 1,Module module,"Sacred byto thetheon SacreditSpec_memorystudents. would and 'Space.of be Makingthe helpful sacred, the to World the, While we have ENCOUNTER 1: MODULE ON SACRED SPACE PERSONAL SPACE KNOWLEDGE CONCEPTS: space, personalization SENSITIVITIES: ORGANIZING IDEA: leelinglree to make appropriateworld view, references life style, toA personand and statements religious in his own and/orabout special hissecular ownway cantraditions make a space his own. ei appreciatingsupporting athe person diversityor in religious his of beliefs world tradition viewsand behavior and life which styles are in unique human tosocieties his secular. O .1°4 BEHAVIORALSKILLS: OBJECTIVE: The child will be able either to draw a picture of a real or imagined listed in the left margin space which he has defined and personalized or to participate in' MATERIALS NEEDED:. RESScrayons activityread-along books: books: \j describing his own personal space at school. Special Places (oneAbout for eacha Special child) Places (one for each child) INTRODUCTION 'Distribute RESS read - along books, Aim= blY aaggial ugagli4 problethsentingpresenting by a pre-single a . T: Let'sByHere's yourself, read a bookthe look title.that at we're all thegoing pictures to read together. in this book. picturesconceptDEVELOPMENT series of low time for the Children to look at the ietures. T: I'llWe'llWe're readsavegoing aloudthe to lastread and parttheyouown firstfollowbook.of the part of thisthe.pictures book today.book and to words read anotherin your day. readingthroughacquiring listening, information Read aloud the first "apart-of special About space to be just you ?" At Spegial. Places, throug I EVALUATION T: ThinhIt might about be reala special or it space'ioumight be make-believe. may have had. internalizing the ThinkItThink could about about be how wherean yououtside itmade was, Placeit . or how. you orfound an insideit. place.. how big it was. learning PerhapsMaybeThink you aboutyou shared decorated whatthe the thingsyou place oritdid youskeptmaybeor there. withput it a there.wassign a place for you alone. someone else, on it. 115 DistributeCould you drawto each a picture child aof copy your of special the RESS place? activity book, demonstratingcomprehension HaveGive generalthe children directions readthethroughoutSpecial thefor covers. titlethe Places..,. use this-MODULE.and of write the activitytheir names books. on activityandthroughorganizingof sensitivitiesconcepts, creative idea, ThenInvites direct the eactexhild childrenplace toto share drawon page theiraPpicture 1. completed of his drawings. apeCial If there are childrendescribeinconversationthat who the theydo.not classroom, how have wishtheywith-them no tocantheirspecial drawtell aboutdesk placeortheir ortheirwho table,ofVetsfeel specialtheir'ownt own etc. desk. place have or aplacea Ask them to. EXTENDING EXPERIENCES . ; ReadSome to children'might your class poemsownpoems enjoy specialdedcribing given making places.in drawings theother RESOURCES. children's for a poem special or writing places, a poem such about as the four their Lead the children inwithin a game the in classroom which they or findoutside. special places for each other, either Read-theChoose one verses child of to Walter be the de "asker" la Mare's and one to be the "finder.",. ' ThenInstruct read the'poemthe "finder"oes,the becomeagain "asker"to and thefind have"asker." aagree goodthe "asker"orspecial disagree place that for this "Finder" and "asker" will have to talk about poem, "Somewhere" given in the RESOURCES. become the.:"findei"is a good place?and a different child the "asker." Why? what makes a good A good space fbr what? After a number of'roundspurposeetc.).share'someplace. of thisfor(clear whichideasgaMe boundaries, theabout spacechildren what quiet,is makes needed smallness, helps determine it. a good space and differ on other ideas and that the largeness, appropriateness to intended could perhaps generalize that people use, Parents could help p4paint, videspecial apaper, boxmay. large and 'pasteenough for for decorating each child.to ". the inside and outside of the box in his get in. Also provide own ,Talk WithAllowwith thethe bottomschildren and about-theirtime topsstoredtheir to cut enjoy boxflat. out,special space. their the designs,boxes.(likeboxes after collapsable,completion. colors, pictures for personalizing square tubes) could be rSays ReadEvan, to a thesmall children boy in Evan'sHarlen, Corner "I want by Elizabeth Starr Hill (see . a chance td be lonely . RESOURCES). . . in my on way my own corner." t° 19. z. 0 RESQURCES 4? POEMS: (from) Halfway Down' by A. A. Milne .

p. 10 , 1P4Cl . Inc.,NewPoemsFerris, York:' 1957.Old Helen and Doubleday New. (Ed..),. and Company,Favorite C Garden City, 0 byThis David Is MyMcCotd Rock. is Newp:Inc.,PoemsFerris, 10-11York: 1957.Old Helen and .(Ed.).New. Doubleday '& Company, GaTATZITY, Favorite -118 11 t." by Christa.Cervenka (from) Tree

1J St. Petersburg Times -.-..../(from) The Land of Story Books_ by Robert Louis Stevenson 7 p, 12 spy, Inc:,NewPoemsFerris, York: 1957.Old Helen and New.(Ed.). Doubleday and Company, Garden City, Favorite. by Walter de la(from) Mare Somewhere Newpp.Inc.,PoemsFerris, York:8-9 1957.Old Helen and (Ed.).New. ,Garden City, Doubleday and Company, Favorite

0 RESS READ-ALONG BOOK: About a Special Places by Liz Malbon (first thata special i8 my spaceIown: have a place part) It can beBut small. most '- ofIt all can be big.it is my own. There I can go or .think and sit in my own way. And I can 'be oror read play what I want to be. I can be me. 1111 I have a special way, just right for me. to make my space you see, have a brand-naw way someday, someday, to make aAnd place I just may my own. what you havewant a.to specialda - placethat is'your,own - ''Do you, too,for you to do' toa specialbe just spaceyou? 121 ,MODULE ON SACRED SPACEENCOUNTER 2: HOMES KNOWLEDGE ORGANIZINGCONCEPTS: IDEA: space, homes A home is a place for a family's special way. SENSITIVITY': appreciating the diversity of world views and lifestyles in human societies o BEHAVIORALSKILLS: OBJECTIVE: Through participation in role play, the child will be able to listed in the left margin demonstrate her comprehension of the use and meaning ofspace MATERIALS NEEDED: Optional:RESS activity books: in a Japanese home. mats or rugs Special Places, pages 2-4 PREPARATION: ReviewOptional: script for rolehome play for forthe easerole inplay': directing this activity. Arrange mats or rugg to represent the interior of a Japanese Most childrenINTRODUCTION will have been introduced to the idea of a home as "the place you live".in The function of the home as a physical shelter 0 This ENCOUNTER exploreswithoutsidegreatertheir placesthe firstconcepttheirmeasure to eat,gradehome. ofof sleep, thefreedomsocial home and studies toas keep livea place belongings prOtraM.by theirwhere ownpeopleshould world beusually viewreviewed. andhave life a style than they might 122 T: A Youhomefamily drew is needs aa family'spicture a special (orspecial talkedplace place. ofabout) its your own specialown too. place. istribute, or have the children take out, their RESS irect attentionactivityr to books, page 2.Special Places. situationorrelatingto real the experience learningknowledge T: Which(Encourage house would the thischildrenand family of tothe choosestudy house the forin detailstermstheir ofhome? of the needs of the family.) the tree house Why? OtherSomeItThe is bottomJapanese peoplejust one picturein people room.Japan is havehave the homeshomeshome oflikelike this one. a family in Japan. ours. DEVELOPMENT Pirect attention to page 3. mationinterpretingacquiring through infor- T: FindLet's the look place at the.insidewhere the familyof this eats. Japanese home. (Pause) graphic materials -Find theDuringAtWhereThe place night family thewill where theyday ,thesits thewill familyon.cushions matsfamily unroll aresleep cooks sleepingstored toat itseatnight? away-neatly. food.matsaround -(Pause) on the floor. a loW table. (Pause) Why are there shoes outside.the door? 123 (Pause) - Japanese people take .their shoes off before coming into their home., 'DirectDo you attention see anythinghat to page 4.J you have in your home ?- (Pause) T: WhyThis do Japanesepeople havc. family pictures inkeeps their andflowers home. flowers and ina picturetheir homes? in a special place (Pause) EVALUATION TheThisThe shrine isspecial where is theplacea beautiful family. is the prays. placeJapanese to pray.family shrine. O demonstrating com-, TheRole entire play living'class inmay a participateJapanese home. by dividing into Japanese family 0 rolesensitivityorganizing'prehension play of idea,through concepts, and Action:,members anddesignated guests,simultaneously with by amany spacewith sets. thebetween aid oftwo the-narrator. desks,,chalk lines, etc. The role plays will be occuring The doorways can be AllFamilyGuestsThe bowfamilysit memberremovepolitely.on greetsfloor closesshoes aroundthe tosliding'doors. guestsenter. low tableat the with door. legs folded undei while eating. (Family already has shoes oif.) _Family kneelsTheyGuestsAllFamily bo4unroll brieflyputtells politely, shoessleeping guests before on saying andgoodby matsthe depart. "Saydnara."shrineand at liethe to downdoor pray. onafter them dinner. to sleep. T: Do you bowtake to your your shoes parents? off before you go into your home? generalizationsapplying DoIn you ayour Japanesesitsleep home on-the on you home,the'floor? floordo peoplethings to eat? (IOin things'in their family your own family way. way. EXTENDING EXPERIENCES DirectRead to the the children children to the thelook portion RESOURCES. at the of tree Ethyl house Jacobson:s poem, "Design for Living," given in Read to the children, or have available for the children on page 2 of Special Places as you read. to read for themselves, Hello, Come In inviteswaysaforHello, frog the ofGrade expressingbeginningpond,Come 1" Ina(see toyby reader friendship RESOURCES).Idashop, De to aLage, visitpig in sty',fromdifferent theand Garrard ahomes. pony barn"Venture and to explore the a witch's cave, a haunted house, Book Reading Program many different Read with the childrenRESOURCES). "Schoolsthe sections In Japan" from Families and Social Deeds; on "Families in Japan," "Houses. in Japan," and Concepts in Social Science (see Have available for the,section children of toChildren look at in the Other delightful Lands"(see and RESOURCES). gay "Children in Japan" View with the childrenof a Tarofilm fromabout Encyclopedia a Japanese child,Britannica for (seeexample, RESOURCES). Japanese:112rThe Story AskJapanetTeEoy--The the children ,gainsto Storytellcustoms,to a gainyouoftreasured Tardwhat another.and presentstheyf,,roblems possission, learned the of storyabouta.farmand learns of thisfamily. a JapaneseJapaneiethat growing childfamily's up who often wayloses andmeans a home.friend; sacrificing one end The film shows a Japanese home and school, revealing the attitudes, Teach the children some Japanese songs to sing, for"Chi"Japanese example: chi pappa" Rain Song" "The"Springtime(Making(also Moon recorded MusicIs IsComing Coming"Your on "FavoriteOut"Own, 1)K) Songs of Japanese Children") "Shoes"Hato(see(Making Squeak" Popo"RESOURCES.) Music Your Own, 2) FavoriteHave the Songs,ofchildren Japaneselisteneachrecorded tosong Children and/or onwith Favorite' several singis accompanied along Songsframes. with of Japanesebysome two Japanese filmstrips Children songs, (seewhich such RESOURCES). illustrate as those

. t2A. 1 ) , RESOURCES POEM (from) Design for Living by Ethyl Jacobson e0 August-September,The Instructor, 1966, BOOKS DeLage, Ida. Hello, byCome John In Mardon).(Venture Book Reading Program for Grade Champaign, Illinois: Garrard Publishing Company,. 1971. 1) (drawings Jaye, Mary,Tinnin (Ed.).Silver Burdett ;ompany, 1971. Making Music Your Own (K).Y.,Morrostown, New Jersey: 127 King, Frederick- Laidlaw M.,Brothers, Dorothyand Social'Needs;-Concepts Publishers, Kendall Bracken, and Margaret A. p_oan. 1968.1Social Science-(.). River Forest, Illinois: Families Landeck, Beatrice, MakingElizabeth Music Crook, Your HaroldOwn (1). C. Younberg, and Otto Luening (Eds.). Morristown, New Jersey: e Silver Burdett-Company, 1971. Landeck, Beatrice, MakingElizabeth Music Crook, Your HaroldOwn (2). C. Younberg, and Otto Luening (Eds.). Morristown, New Jersey: Silver Burdett Company, 1971. Social Science StaffOther of theLands; Educational Concepts Researchand Inquiry Council '(K). of America. Boston: Allyn and Bacon, Inc., Children in Japanese Boy--The StoryB/W,Color, of No. TaroNo. 2054, 2053, Sale Sale $135, $265, Rental Rental $6.50 $9.00 20 minutes Encyclopedia BritannicaorPreview/RentalSan 1822Educational Leandro, Pickwick California, Libraries,Corporation Avenue, Glenview, 2494Tel: Teagarden Illinois Street, 60025, Tel: (415) 483-8220 (312) 729-6710 RECORD" BowmarFavorite Records, Songs of622. Japanese Rodier Avenue,Children Glendale, California 91201

VS 129 ENCOUNTER 3: MODULE ON SACRED SPACE MAKING-A HOME KNOWLEDGE' .ORGANIZINGCONCEPTS: IDEA: space, hbthes, constructing meaningful space A family. in its own special way can make a living space its home. M SENSITIVITY: appreciating the diversity of world viewa and life styles in human societies BEHAVIORALSKILLS: OBJECTIVE: listed In the left' margin The, child will be ablefamily 'to makeshow homeshow a Japaneseby completing. family activitiesand an'Atoni in which he arrange N4 MATERIALS NEEDED: RESS activity books:-. Special Places,'pages 5-7 ofobjects Atoni correctlyand'Japanese in anhomes. Atoni home and identifies characteristics pastescissorscassettecarouselRESS slide-tape tapeslide recorder projector presentation: "The Waterjar Story" \.- PREPARATION: . ReadPreviewSet theup RESSandinformation testslide-tape slide about projectorpresentation, Atoni housesand tape"The given recorder.Water-Jar in the INTRODUCTION.Story." 130 INTRODUCTION Accessthe house to different described spacesthe in groundthis,ENCOUNTERis in the floor-as Atoni its living space. house is limitedanStrangers Atoni to different',people., house are notfouhd permitted4nside in Indonesian The Timor.the house. family uses Guests ofalsoeating.itare the usually beentertained family. a sign indicates otherof onenmity. thana'porch that the the under family the does It is considered very rude to disturb-the The upstairs is used to store supplies grass roof-outside the door, not wish to receive visitors or that they family at,mealtime.. A closed door of corn andWhen rice. the door is closed, are Members may The water jar ceremonymarriage,common soulis ofceremonial andthe deathrice.. plazatake and maizeplaceor lodge: willaround flee"All the ofif the family's celebrations a home consecration ceremony. parents are forbidden to go upstairs, for it is others go there.family altar. In an Atoni village'there is and rituals of birth, believed "the no DirectDistribute, attention or haveto page theactivity 5.children books, take Special Places. out, their REST knowledgerelating or T: HowCouldHere is isa itfamilya house.different live infrom this house?' a Ja0anese house? realsituationto theexperience learhihg HeWe're lives going in an to Atoni hear familyin a house in Indonesian like this. a story about a boy your age who lives Timor. 'f ListenIndonesia to. find is aout group worldwhata h of om thefrom e.island AtOni us.,- people do on the other, side of the to make a house' 'DEVELOPMENTacquiringthrough listeninginformation resent RESS slide-tape presentation, "TheWater Jar Story." and viewing ti _urn offirect the,projector attention andto pagesrecorder. 5 and 6 of the activity bobk. infotmationanalyzing .R use`to,guideathe theITHERistribute questiofis allow scissorsad the,ghiidren childrenthe given directions and inin.this pasteEXTENDING to work with andexercise. the children. individually EXPERIENCES EVALUATIONandprehensionTofdemonstrating organizing, conceptscom7 idea 7 Direct attention to page 7. -through completioncontrastingcomparingworksheet of andactivity Allow`Read the time directions for them withindividually, the children. then, check to.complete the activity responses. EXTENDING EXPERIENCES .Used the following quekftions tothe review cut-and-paste activity. "Let's see bow the Atoni family 0 the content of 'The Water Jar Story" and_to,guide DoesThe the Japanese Atoni borne.home hasstoneWhere?fiave_a a shrine,is special placed) where (one of the four posts of the uses these things to make a fiome.placewhere the familythe family-prays.prays? Muse, where the flat altar_ What things-do they put(flat at that altar place? stone, the things of relatives who lived in the past) HowWhat would other Hanji's things parentsdoessome (bythe thingsclimbingget Atoni upstairs? youfamily the. see? ladder)put downstairs? (fireplace, benches, ladder, water jar). What are WhyWhat did thisHanji's would mothei beleave.(She'believed placed stop(corn if him upstairs?childrenand from rice, that going went round the upstairs?upstairs; spiritsstone for ofit farmingtheirwas against comand ceremony) theirrice familywould rules.) IsWhatIs the thiselsespedial house houseis aneeded?ceremony homean Atoni now?a home?do homeAtoni yet? people haveto make their house (carrying in, placing, and filling the water jar) (water jar, family) Why or why not?" ' this space DrawDrawaiiiiereona.home.Sketch a circle in, or on thehave the chalkboard thechildrenchalkboardthis space and andasketch home. askask thethein, childrenchildrentheir responses. how an Atoni family would make how a Japanese family would make Using the picture of twoallacompleted Japanese arethe alike.ways worksheethouse they interiorcan ofthink an on Atoniof page that house 3 theof interiorthetwo activityare different,on page book 5, and thenask the theall childrenthe ways to the tell a 133 Read to the childrenMay grades"A SmokeyJustus New'Year read Mountains(see thisHousewarming" RESOURCES), story make toa "house"your'orin Holidays,have class, a a"home. good toin illustratereaderNo-End from how the some upper people in the elementary Hollow by Read to the childrenMan in(or Alone.this tell final byfrom Helen chapterreading) Rushmore a Chapter"house" (see 4RESOURCES),and of aThe "home." Magnificent a well written story, contrasting House of BuildingView with a theHouse children givesBuilding childrena film ashowing Housethe opportunity orpersons Shelter building tofrom see Encyclopedia thetheir main stages Britannica (see RESOURCES).houses, for example, in building !workmen.asa house,the work beginning progresses. with the surveyor, Updated construction methods and building materials,can also and to observe the various skills of the climatic be,peen AfterShelter the compares- children'conditions -- respondigloos,techniquespioneer's freelydetermine-the-typedesert log reflect totents,cabin the a with andinformationhistory island aof modern shelterof huts livingin Thome, topeople showconditions. "Shelter" thatbuild. illustrates how the film,.irert_themIn contrasting construction in contrasting"What "houdes" helps"What determine and helps "homes",by howdetermine a home:will_beasking: how a house made?"(a(climate,' will family's be built?" materials,way of liVing, technology) thinking, valuing) ---- AFor "Totem Indians Pole of Song"the northwest ofillustratingclan the(see nameHaida RESOURCES).-mast, of Indians the socialplacing song. isgroup arecorded totem pole on North American Indian Sqngs An accompanying filmstrip givisseveral frames and brief information outside the lodge is part of making a,"house" a "hom ." representing the family RESOURCES BOOKS Justus, May. Champaign, Illinois: Holidays in No-End Hollow (illustrated by Vivian'Berger). Garrard Publishing Company, 1970. Rushmore, Helen. Vaughn). Champaign, Illinois: The Magnificent House of Man Alone (illustrated by Frank Garrard Publishing Company, 1968. 3 FILMS Building A ,House 2nd Edition, 12 minutes __Shelter B/W,Color, No. No. 893, 894,2099,-Sale Sale Sale $135, $135, $135, Rental Rental Rental $4.50 $6.50 $6.50 2nd Edition, 11 minutes 135 Encyclopedia BritannicaPreview/Rental Educational Libraries, Corporation 2494 Teagarden Street Tel:orSan 1822 Laredo, Pickwick California Avenue, 94577,Glenville, Tel: (312) 729-6710 Illinois(415) 483-8220 60025 RECORD NorthBowmar American Records,(accompanied Indian 622 RodierSongs by by Drive,two Muriel filmstrips) Glendale, Dawley and California c1201 Roberta McLaughlin (B4025) REFERENCE Cunninghan, ClarkJThird E.Pp.Z. VogtEdition).116-135. (Eds.), Reader in Comparative Religion: New York: "Order in the Atoni House." - In William A.-Leada Harper and Row, Publishers, 1958, 1965, An Anthropological Approach 1972.and Evon RESS SLIDE-TAPE PRESENTATION: Video "The Water Jar Story" Audio 2.1. TheEncounterModule Water on 3:JarSatred Story Space Making a Home 2.1. 3. meHanji Cher givinga drink' 3. Hariji'sTheShe Water gave mother Jarit toStory lifted Hanji.water jar. a cool dipper of water from the The"Mother," big water said jar Hanji, hadremember. been"tell there me theas longstory as of he the could water a 1, 4. buildingparents outside, house 4. Mother"BeforeShe had:told laughed. you were Hanji born, thebut yourwater ehe father beganjar's again.andstory I builtmany timesthis house. OurWe wouldbuiltfriends keepliveits would roundourin thevisitcorn walls porch.big andwiih.us roomand rice itson outsideupstairs. thegrass.roof ground on the floor.and porch. its cool 5. parentsin bench moving 5. We moved in our furniture:andaone largerone tothesmall hold largest bench ourto sleeptoolsonefor to fixing on,.and sit other onfood, belongings. 137 6. motherfireplace beside Video 6. We madewould a needfireplace the fire downstairs. to light the dark Audioinside Hanji said, "I like towhenand lie toI ongocook theto our sleepfloor food." atnear night. the fire 400. 7. postparents at altar 7. On"One"FourIt keepiit post bigwe mehungisposts warm."special. things hold upthat our belonged roof." saidto our Mother. relatives CDas1:5 "Yes,""ThisWe placed is she where ouranswered, flatwe.pray, whoaltar when"and lived isn't stonesomeoneit inisit, there."thewhere inMother past.our we ?"familyhold our is celebrationsborn, when they get married, asked Hanji. . or when they die." upstairs "And when we have ourcord celebration too, " added for Hanji. the growing of rice and . "Mother,""We"Yes," keep said asail specialmother. Hanji, upstairs."stone "I wantfor theto:see rice the and stone corn upstairs.celebration r- 9. upHanji ladder starting 9. HisHanjiI wantmother ran to to jumpedsee the it ladder. upnow!" and ran after him. She"No, caught no, Hanji!" him just she as shouted. he was starting up the ladder. "Children must not go upstairs." . Video Audio 10. mother and Hanji looking at hole 10. "Father and I may go upstairs. ButThen if ourchildren food wouldgo upstairs, notcorn be and goodthe rice spiritsto willeat." leave.of our 11. mother and Hanji at ladder' 11, Soon it will be time for our farming Fathercelebration."Alland then right,will you bring mother. will the see stone it." down for the celebration. I won't go upgtairs. 12. parents filling water jar 12. Mother continued, "After all of our thingsI'll listen were inside,to the restthe ofhouse the wasstory," ready said for Hanji.the water jar celebration. WeThen filledcarriedwere we very beganit in to carefulthe tothe bigfill top. toemptythe it.put fire. jar.it in the right place by 13. parents inside furnished home 13. We looked at the full water jar. NowEverythingWe looked the new atwas housetheour as fireplace.ancestors'itwas should an AtOni be.things home." on the post.by the altar. 14. Hanj4., beside water jar 14. Hanji stood up beside the water jar."Look, Mother," he watersaid. jar. "I used to be smaller than the MotherNowThenSomeday I amyousaid,' justyou will will"Somedayas fill tail have another asto youyour itmake will is."ownwater your be family. tallerjarown Atoni than home." the water jar. 15. Credit 18.17. 16.Credit Credit Credit Sir O

140 4.1 Oft ENCOUNTER 4: MODULE ON.SACREI -PACE DIVERSITY OF HOMES -KNOWLEDGE ORGANIZINGCONCEPTS: IDEA: space, homes, diversity A home is a place for a family's special way. SENSITIVITIES: feelingappreciating free theto make?diversity societiesappropriate.references of world views and' to lifeand statementsstyles in humanabout her 1 - BEHAVIORALSKILLS: OBJECTIVES: listed in the'left margin own world View,,life style, and religious and/or secular traditions Given examples of living spaces, the child will be able to The child will be.abletofsociety.identify world to makeArawings views, those.which life ofstyles, areherown homes and home andtraditions and to family.appreciate in homes the in diversity our MATERIALS NEEDED: crayonsRESS read-alongactivity books, books: Special Places, pages 8-11 About a-Special Places (one for each child) 141 orrelating realINTRODUCTION experience knowledge 'T: DoAll weAtoni all familieslive in thelive same in thekind same of house?kind of house. situationto the learning .,(EncourageThinkHow manyabout kinds thethe manyclasscan youdifferent into name?ourname country. a kindsvariety of ofhomes house people types.) have DEVELOPMENT Distribute,Direct attention or have to the pageactivity children 8. books, take Specialout, their Places.

p. 8 p. 9 oQ 142 graphicacquiringthrough materials interpretinginformation T: EachHowWhat manyapartmentkind-of families house is ado isdifferent you this? think family's live here? home. What helped you guess? [UseLet's the followingfind out whatprocedure each family for each is doingapartment in its home. T: LookFind behindthe windows the Windows with to find the family who lives inside. 1WhenWhat theis childrenthe family discover doing? that one apartment is empty; psk :l T: Is this apartment .a home? Why?/Why not? When en all the familiescontinue: in all the apartments have a discussed Jim T: WeDoA ItLet's homejustyou is isrememberreadaboutread a family'sthe thespecial therestfirst book specialofplaces part itwe,read now. of forplace. the familiesabout book. special-places? -- homes. 143 iDistribute RESS rea&elong books, About .Special Places.' T: YourFollowTurn page to the theshould words page read, andthat pictures "Myhas familya picture-of in has."yoUr book a family as I readon it. it aloud. 7 '' acquiringreadingthrough listening,information Read aloud About LIE "MySpecial Family Places, has." starting from EVALUATION T: Does your family have a special place that is your home? YouWe sawcan adraw picture a picture of thehomepicture of outside andthe of anotheroutside theof anfamilies pictureofapartment your inof own theirwhathouse family's yourhomes and family ainside. does inside it. demonstratin "com- 0 Distribute,Direct attention or have"thechildr tobooks, pages Special10-11. Places. take out,-their activity creativeorganizingprehensionsensitivities activity ofidea, concepts, through and EITHEROR, for give children directions needingworkquestions:drawing for immediately. morefilling direction, in the blanksask the and following two pictures and have the children begin 144 T: Think(OR) first of the'Outside of your home. internalizing YouWhereHow manycan will drawwindows youthe the drawdoor canoutside thebe you inwindows? seepnpageyour on picture? the10, frontlabeled of "The'yohr house? Home." the learning YouThinkWhichWrite can.draw aboutyourroom family'sdothe the they things peoPleinside usuallyname, they whoof your yourlikewilllike last hometobeto beinsidedoname, with intogether together?inyour the familyhomethere. blank. in it CONTINUE:Write' your family's name-on page in the.l, Agank-.labeled."The Family at Home." effectivelyworking with others Invite the children totoe childshare"come couldtheirin" td knockdrawings see hison anotherwithfamily each onchild's other.the inside. door and be invited EXTENDING EXPERIENCES Jb help the children think of the diversity of houge.types in bur_,. society, read to them Read to the children JoanHelen Dye's Wing's poem poem, "Living.Spaces" (see RESOURCES) "Other Children" (see RESOURCES), illustrating inthe them. variety of houses around the world and also touching on similarities among children I. Read to the childrtn 1011 House" by Dbiothy Brown Thompson (see RESOURCES). b . 4. 'Ask the Children: Is"Is youryour houselikehouse different this house from inthis'house any ways? in some ways? t - How?" How? Askstead the-children to the children if they'knowRoberts "Evening (see anyHymn" RESOURCES).other from prayers Song. Infor the houses Meadow or by homes. Elizabeth Madox = c .0. . , N ReadPerhaps to the the children ellid wpuld from"The LittlelikeHogan" to "Herder fromwrite Little ain poem Spring Herder about (see inhis RESOURCES).Autumn home. and "The Hogan" \ 1-4 Read to the children differentRESOURCES),Little Boy world Whothe Liveswhenstory he a.of goes Higha small ddwn by Johnboyin theliving eleVator. in a high apartment who discovers a and Lucy Hawkinson (see ,Read to"the childrens- The Ja 7 Min by Mary Hays Weik (see RESOURCES)' in which crippled music made by a jazz . manZeke, across who livesthe courtyard. of the fifth floor of a HarleM house, loves the Read to the children needElsa forJane a Werner'shouse and Houses the variety of house types-: (see RESOURCES), illustrating everyone's 146 RESOURCES POEMS LiVing Spacesby Joan Dye OnForThereIn each eacha isbig apartment apartmenta apartmentseparate floor. family doorhouse - ATheyHaveOther row standmanyofhouses,.side living differenttogether, spaces. by faces, wallside, to wall, OthersWhileHomesOn streets maysomecan be holdholdwith old two. justtreesorflowers new, one and family, and grass AndHouseboatsToUntil thereanother it's they tie dock.time gentlyup toat pail arock whatf away TheThere'sAreIn theairfew countryisandlots fresh far of houseS between,spaceand clean. to play in, FOrMobileToBut homesmove never homes aon familyon wheelscan the travel speedily..sea, need tooroads O Other Childrenby Helen Wing 0 TheHubbard,pp. 206-207Golden Alice Flute (Ed.). 148 by Dorothy Brown Thompson Our House

A August-September,Instructor 1966 by Elizabethfrom Madox Song Roberts In the Meadow Evening Hymn SRA,p. 13 level 1 149 Resource Book BOOKS Clark, Ann. AvailableDivision offrom: Education, Bureau of Indian Affairs, U.S. Department of Interior. Little Herder Series. Publications Service, Haskell Institute, Lawrence, (illustrated by Hoke Denetsosie). Hawkinson, John and Lucy. Kansas 66044. 50 cents each for four parts. Little Boy Who Lives a. High. Whitman, 1967. i'ar Hays. The Jazz Man (illustrated by Ann'Grifalconi). Atheneum, 1966: WeiWerner', Elsa Jane.. Houses. Golden Press, Inc., 1955. RESS READ-ALONG BOOK: About 14z SpecialTlaces by Liz Malbon (second part) My family has a special space,, - that is ourIt home. can be small. It can be big. a place' - HereBut mostwe canof allitcome is our home. and eat in our own way, or celebrate or sleep oror work play , We have a special-way our special days. And we can be our family! just right for our family. to make our space you see, a home to make a new place we'll have Anda way if some day we move away, our home. where your haveDoesfamily ayour specialmay familythat,is place too yourlive home its - own way - 151 a special space for everyday? MODULE ON SACRED SPACE KNOWLEDGE ENCOUNTER 5: MOVINt ORGANIZINGCONCEPTS: IDEA: space, homes, moving, remembering A Familiesperson can can remember make his old home. new,home when they move. (/f4"21.' SENSITIVITIES: livingfeeling openly free toby maketheworld commitmentsappropriate view, life whichreferences style, his andworld to religiousand view statements and and/or life about stylesecular hisentail traditionsown BEHAVIORALSKILLS: OBJECTIVE: listed in the left margin Given pictures of-objects relating to a fictional child, the child things which O0' RESS activity books: willremember.the be childable tocould categorize move to themher newinto hometwo groups:and things whichshe could Special Places, pages 12-15 MATERIALS NEEDED: ' staplerscissors or tape INTRODUCTION situationtoorrelating thereal learning experience knowledge T: DidThinkHaveYou you drewyou about have evera picture theto lived leavethings ofin anything your ayou different home.moved behind? with home? you to your new home. acquiringDEVELOPMENT information 0. graphicthrough materials interpreting HaveDirectDistribute, the attention children or have to read pagethecolumn,activity the children12.. pictures from books, take top in Special out,tothe bottom. lefttheir Places. contrastingcomparing.[ and T: WhyHow are hasare the the houses childthree different?changed?pictures different? What story do the pictures tell? . Do you see anything the girl(The, took child with moved her withto a hernew familyhome? as she grew up.) 0, 1 Direct attention to theon pageright 12. column of pictures 153 O graphicacquiringthrough materials interpretinginformation T: HowWhoWhatThese wouldis is in pictureshappening youeach put picture? tell thein eachapictures story. picture? in order? Direct the children toin number the order their to pictures tell a story. T: What story do the pictures(The tell? child celebrated Easter each year as pictures ofshe grew up.) CanLook you at matchthe pictures the family theof thefamily.with houses the houses? and the . analyzinginformation, 'Direct the children to drawchildhouseeach a family atpicture.(paralleiline same picture age). to the pictures "matching" of fc;M--4 T: Let'sBonnieThe little lookislikes your girlat to someage. playin thesethings with pictures herthat friends tell is about She goes to school just as you do. named Bonnie.and her dog. where Bonnie t lives now. eadirect the attention pictures to1page with the-children. 13. EVALUATION T: Bonnie's family is going to ilArect attention to page 14. move again. analyzing T: What is this? Informatiofi WhyDoFind youcan't thesee they picturessome take pictures ofthosewillthem things oftonotthings thingstheir bethat ablewith new Bonnie'sthat tothem?home. Bonnietake family with and themwill when they move? her family move with DirectBonnie attention will remember to page. the 154 things she can't take with her. Tf Here is a picture of cannotBonnie takeremembering with her-to the newthings new thathome. she 155 11 I irectistribute the scissors.children to cut pages 13, 14, and age 14 andoron e15 page thestaples picturesfrom black15 their areat online, theto activitypage bebottoi folded13 are books.and to the be cut apart thenlfastened with tape right. inshalf directions:envelopesenon the heavy,children and ,blackpictures lines. continue with these have'prepared their conceptscomprehensiondemonstrating and or-of T: Put the pictures'ofpictures ofmove thingsthings to their-Bonnie new and home her infamily the moving van. Bonnie will remember, but will A;anizingthroughtive ideaEXTENDING activity manipula EXPERI ENCES remembering.cannot take with her, in the envelope that shows Bonnie AskRead the to children:the childrenwhich The youngRooftop children Mystery solve "Howby doesset ineveryone a moving help on moving day? Joan A. Lexayday (see context. RESOURCES), a mystery What arethings things are friendsspecialthat quitewould canthings careful bedo easilytothat helpto each see on that are moved forgotten?safely? family membermoving, moves day?" himself or is 156 45 TheHave chorus the children of "Cuatro listen Milpas"(Four to aCornfields), containssong about this rememberingrecorded line: on Children's Songs of Mexico (see RESOURCES). "All the days of my lifean old will home, "Cuatro Milpas" PerhapsPlaying the the children, song, reading individuallyorthe abOut mostdreams the rememberingusefulwords, of or my strategy. thenhouse anplaying beold a home.part the of meas wherever a group, Igo." could compose a song abPut moving song again, would probably be RESOURCES POEM byWe're Joann Moving Dye We'reThe furnitureall boxed andup indishesMy Inpackage§ books cartons and androller crates skates. WhereWe're Imoving`to shall go ato new aAndTo newtown afind houseschool new on friends a strange to meet.new street 4 LikeAnd whatmodern adventures pioneers lyExploringwe'llIn in a storeplacebe our I've'never new community. been before! 157 ButOur happyold home memories and Our WillWeof oldmustthem linger friends leave in behindmy mind. He'sA new nice boy andis comingI know toToyou'llStill liveplay helikeherein won'tmy him climbing be the tree.same as me. WithBut, iibbons old of speedy-highwayAreSo bundledthat I'll together still tooVisit you. owns and new towns _Georgia Dept.Educationalp.teacher'sJoan 85.of Education,G. Dye. guide,Television, 1969 Georgia Wonderful You, BOOK Lexau,.John M. The Rooftop Mystery (An I Can Read Mystery) (pictures by Harper and Row Publishers, 1968. RECORD Syd Hoff), New York: CD Children's Songs of Mexico (4005) 121 -GTidale,62?Bdwmar( ccompaniedRodier California Records, Drive, by Inc. two filmstrips) 00170 158 . MODULE ON SACRED TIME " Encounter 1: Birthdays p, 165 Encounter 3:2: PassoverPerahera p.p. 180171 -EncounterEncounter 5: DiversityTradition of Traditions p. 209193 00177 159 CONCEPTUAL.1, FRAMEWORK bindsthenorTime momentspacenot 'orwhich whicheternalofexperience that-is has been havebeforeanditforinen writtenI of what'sforeternaland've it'scan read imagine mowalland universallythereherethen Elizabethunique.(October, Struthers 1966) Malbon 160 profanehandsetting."For there religious time, are ordinary! the man intervals time temporal too, of duration,a Between these two kinds of time there is, like space, is neither homogeneous nor continuous. sacred time, the time of festivals; on.the in which acts without religious meaning of course, solution of continuity; but other there is On the onehave their sacredbyOne means essential time. of rites difference religious between man can these pass two reversible in the sense that, properly speaking, without danger from ordinaryqualities temporal of time duration strikes us immediately: it is by to representprimordialitsthe temporalvery beginning.' naturethe mythical duration reactualization sacred time and time maciepresent.reintegration is of a of the mythical Religious participation in a festival sacred event that took place in a mythical past,Every religious festival, any liturgical time reactualized by the .festivalimplies emerging from ordinary time, 'in itself. Hence sacred time is indefinitely reactualization of a primordial event, of a repeatable." (pp. 68-69) sacred history in -myths__which"Theactivitysemidivine religiousthe actorsof beings`. the festival aregods. the isgods the or the participants in the festival They live in the primordial timeThe sacred semidivine beings. caleneer periodically regenerates time, become contempoiaries of the gods and the Butthat sacred is sanctified history.is by recounted the presence in because it makes andthe . presencefestivalit coincide of - the thatwith is,the participationtime of in gods." p. 105 Origin, the strong, pure time. the sacred - enables man periodically The religious experience of the to live -_. the Harcourt,*These two Brace quotations 4nd World, are fromInc., Mircea 1959. Eliade. The Sacred and The Profane. New York: 161 1 4, cycleneverTheconcept young oftires the ofchild ofrecurringseasons. storiesis c timewhich is deal a frequent with the theme rotation-of-darkne-SSand in children's literature.' light or with the The.rned early_prImary-Child with orienting himself seeks into timerecover as welltime as.which in space. is special The willforre awakenhim spring in ofsome from way. lance in the repetition of the Seasons, of day and night, and of the holidayssleep, if(holy Halloween, days). Easter, or a birthday will came again. cozenHewantS-to earth. know if morningif certain will events folow darkness,will happen if againhe himself - if newwill, life Always there is hiswithTheTheas birthdayModule the one-bf-child reactu onis Pveryhe-most-meaningful ledlization year.to relate of a ansacred initial-eventcelebrations time within in(birth) aa child'sparticular to the experience commemorationtradition. - his ofown that birthday. event on acred Time provides encounters in which the child is introduced to.celebration While each successive birthday celebration is an eventin itself The module begins andInoccurred.(becoming Encounter its story, five 2 onor or theoriginating six Buddhist or seven), event,celebration it is-reinforcedwould of not Peraherai-: be celebrated.in a content the association if sample this initialfrom between another event a cv,Iture.had not celebration Buddha'sparticulartheTheadherent meaningstory tooth ofattradition of howthe inthe aTooththe yearlyrelic (Buddhist).Festival Festival ofFestival Buddha of are the ofwas compared Tooththe brought Tooth celebration. with-those toin theKandy. island of a ofpartidipant Ceylon from-India observer. The child discovers related elements from the story of The feelingsThe of celebration the true Buddhist is-related to a explains Theimportanceon interrelationshipthe Passover of the celebration. traditional of story, celebrationsway, and celebration of people art in furtherour society, developed the Passoverin To encourage the child to inquire about the meaning and.: TheEncounter child is 3 celebration Is presentedsameintradition.then the story,led story at to first way,inferand the_celebration,andwithout that celebrations the explanation celebration is reinforced.of mustits storyhave orsome originating specialmeaninkwithin event. After hearing the Passover story, he makes associations between related elements. The understanding that a particular tradition shares the the Jewish 162 : In-Encounters 4 and 5 the child identifies the celebrations of his own tradition and I recounts holidayLEARNINGsecularthe originating(Thanksgiving) STRATEGIESand religious events has traditions ofboth those religious celebrations.in our and society. secular elements4 He is-guided to appreciate the Hediversity discovers of that at least one national cassettePassoverRESS materials ("The Celebration", Story for thisof "'the-Buddha'a Module Story include:Tooth", of Hebrew "The Freedom").Buddhist Perahera Celebration", "The 36wIth student activity books (Special Times) and,,an audio = ofThe\keycelebrations.the the hildren materials strategies are indicatedled in tothis make thatModule associations young are childrenpicture among sortingusually particular and'roleneed totraditions haveplay., the By andcategory sorting their establishedpicturesstories and The activity book provides sorting pictures for Encounter 1 through Pretests Festivalticipate"Story"beforefirst theythree andseemsin role_plays"Celebration"are encounters to able lend to itselfof followare theare done surprisinglyPeraheraalso through individually. provided andwith wellPassover ina sorting theto role activitystories activity. play andbook.by snaggle-toothedcelebrations. first graders. To internalize the learning, the ehildrentpar- For this reason-foldersThe labeledsorting activities in the The Tooth TheyoungsterInand sorting onecelebrations pretest whomaterials had situation injust theirfor lost Encounters asecular realit the tooth and/or night4 andfor religiousbefore. 5the*Tooth are derived traditions. Festival from pupilrole playdrawings was providedabout stories by a friendsfortheirto be students ewudone class. in tolarge identify groups and Eh; share i.hat the the stories children and can celebrations discover the'diversity of their own of traditions traditionsat school. with within their The Extending Activities for the last two encounters provide many opportunities These sorting activities are 163 ChapterROLE -OF 2,TEACHER "Sacred Time and Myths" in Mircea Eliade's The'Sacred and the Profane provided teacherthe conceptual to read framework Chapter 2for before the RESSintroducing Module onthe Sacred Module Time. to the It would bestudents. helpful to the . .

4 0 164 ENCOUNTERMODULE ON SACRED TIME 1: BIRTHDAY KNOWLEDGE CONCEPTS:ORGANIZING IDEA: a story, celebration Every celebr ation has a story. SENSITIVITIES:. feeling supporting via person inunique his beliefsto hisew, secular andlife behavior style, or religious andwhich religious are tradition and/or secularfree traditionsto make appropriate references to and statements about his own,world,, BEHAVIORALSKILLS: OBJECTIVES: listed in the left margin The child will be ableteacher's to make judgment,statements indicate.his which, ability to make cor.ect in the Given a set of willassociations be able between a given event and its celebral-Lon. sixto picturegroup pictures cards (RESS of the materials), story of athe child child'sfiirth MATERIALS NEEDED: RESSstaplerscissors activity or tape books: and pictures of a birthdaySpecial celebration. Times (one for each child) 165 a INTRODUCTION GiveDistribute general to directions each childSpecial for a copy.ofthe Times.. use the,RESSof the activity activity books' book, theorrelating reallearning experience knowledge situation to ReadThenHave togetherdirectthe children attention the titles.readthethroughout the ofcovers. title both thispages.and writeMODULE. their names on cs:)1`, pages 1 and 2. contrastingcomparing and T: How are theythese alike? two pictures different? throughacquiringDEVELOPMENT listening in4rmation The birthdaypeople are celebration celebrating is becauseheld on hethe is date six ofyea4sold the boy's now. birth. 0 DirectPeople attention remember to the page story 3.j of his birth six yearsfago. graphicacquiringthrough materials interpretinginformation -T: LookLook for for pictus pictures that that>tell tell the about story his of birthdaythe boy's celebration. birth. r 166 EVALUATION Distribute scissors. PageDirect 4 and the page children 5 are tooron5to from cutstaplesthebe foldedpagestheirblack at activity3, line,inthe 4,half bottom andthen books. fastenedand the left.with tape - WhenThe thepictures children on pagehaveenvelopes directions:on3prepared arethe toandheavy, be their,pictures cut black apart lines.continue with these analyzing information T: Put the story pictures in the story envelope. manipulativeorganizinghensi.pndemonstrating of ideaconcepts activitycompre- through and Put the celebration picturesin the Celebration envelope. EXTENDING-EXPERIENCES, TheEncourage children the may children color theto usepictures. their picture cards in a variety of ways. AskInvite the childrenthe children to lookdifferentbirthday andto tellat"presents all celebrationaboutway six to forpicturethe group the storyby any birthdayusingcards ofof athem.theirand baby's child" se6 picture ifbiAh might'be they-can andcards. the grouped find a together.) (For example, "presents for theinew baby". "Read to the children (or haveonLillie birthdayan olderPatterson, andchild name aread Holidayday to customs them) Book promin the Garrard series (see RESOURCES). around the world is given. Birthdays, by Information BeforeRead to the the reading, childrenMay ask "A Justus theBig children:Day (see at RESOURCES).Kettle Creek School""Do you in know'of anyone or anything that has a birthday celebration Holidays in No-End by besides ListenHere is carefully. a story aboutpartya aperson? (institutions,birthday for a schoolcelebration organizations,is like for a abirthday school. cities, party states,'nations, for a etc.) See if'you discover any ways that this birthday . person." Read to the children Aileen Fisher's poem, Birthday" (see RESOURCES). word "birthday" AskPerhaps the children':;on the first readingin the nextyou couldto the.1ast not read line the Tell"Doand title youletme orwhat-youknow'whatthe the children know 'ring-a-bell-and-run guessabout the other celebrations day' is? in the poem. the day. Sunday? Labor Day? Read to the children Rose Fyleman's poem, "The Birthday Christmas?" Child" (see'ESOURCES). Ask the children: IsCan-you"Did everyone you thinkever a birthdayhaveof anything a day person like else that? that is different about a _sometime?" When? birthday? 41 168 'ts RESOURCES POEMS Birthday 11 ThomasSkipFisher, Around Y.Aileen. Crowell, the Year. 1965. O New York: The Birthdayby Rase Child Fyleman "Om Ferris,andGardenFavorite Company, HelenCity, Poems (Ed.).Inc.,New Old York: 1957.and New. ' Doubleday BOOKS Patterson, Lillie. Garrard Publishing Company, 1965. Birthdays (A Holiday Book).. Champaign, Illinois: .//`. Justus, May Champaign, Illinois: holidays in No-End Hollow (illustrated by Vivian Berger). Garrard Publishing Company, 1970.

170 ENCOUNTER72:MO LE ON SACRED SPACE PERAHERA KNOWLEDGE CONCEPTS: story, celebration Every celebration has a story. SENSITIVITY: ORGANIZING IDEA: listed in the. left margin appreciating the diversity of world views and 14e"styles in human societies .SKILLS:BEHAVIORAL OBJECTIVES: 4 Given a set of six bepicturepictures able.togroup cards of the (RESS pictures Perahera materials), ofcelebration., the story.ofthe child Buddha's will tooth and GivenThe child a workshget will be ableshowing.pictures allto(RESS rolethe materials), picturesplay aboutthe whichPerahera athe birthday tellchild celebration. about willand abePerahera- story 'file and to putdraw an a Xcircle on all around the' MATERIALS NEEDED: -Story and,RESS Celebration activity books: envelopes from ENCOUNTER 1 pictures of Celebrations. Special Times, pages 6 -9- RESSsmallrhythmscissors audio boxes,instruments tape: or books,Celebration" andAtrings for role play "The Story of Buddha's Tooth" arid "The Buddhist Peraheta realrelating_knowledge experienceINTRODUCTION to theor T: WhatHave diyo -ever lost a tooth? fOu do with it? learningDEVEL situation r ''MENT T: We're going to listen td a story about a How did ou celebrate losing yodr tooth? ierrImportant8tooth. -40# This iswonderful a story tooththat Buddhistbelongedtheirchildren.long, long parents'into ago.a'prince.who India livedand Cdylon tellin India . acquiringthrough interpteting.information LocateDistribute, India andor haveCeylon the on children a globe take,atd aout, wall map. theii graphic materials InstructDirect attention the children toactivity page to 6:look books, at this Special picture Times. a's:, ti acquiringthrough listeninginformation Play the RESS audio tape.they listen"The Story to the of story. Buddheh'Tooth.", OPTIONAL:Seerole EXTENDING play the EXPERIENCES storyBuddha's of the for tooth. princess's directions. flight to Kandy with 172 T:CONTINUE: EveryBuddhists year ,inCeylon-brbughtthey have the still-remembera Buddha's-toothcelebration inthe tohonor story Kandy. of of the how tooth the princess . 'Direct attention to page 7.1 acquiring information T: What do you-see in this celebration? graphicthrough materialsinterpreting WhyDoes is it a lookprocession like some aprincess good kind way of and toprocession thecelebrate'the tooth? or parade? story of the . acquiring infomation PlayInstruct th,e RESSthe audiochildren totape, theto "Thelookstory. Buddhistat this picturePerahera asCelebration:' they listen through listening rect attent on to page iveistribute directions scissors. for cutting page 8 from . the activity book 1 analyzing information pea their groupingsnstruct as the -StorytheyCelebrationand children then areenvelopes workincutting toenvelopes. put and the the the six storycelebration pictures pietures apart.pictures into thei into-their 173 R. internalizingEVALUATION ThreeRoleplay "elephants" the Perahera come or Celebration.first: books tied to their backs for "seats." They should have small boxes The box on the the learning longandshouldpiece'ofcenter bendtrunks .claspone chalk:over carriesdangling their atthe hands dowa together;-stretch out their. arms, Other "elephants" follow.the tooth, represented perhaps by a st to imitate elephants with 'their The children AnChildrenRandy assemblage dancers playing ofshould chiefs,cymbals dancersthefoll twirlingpriests,and todrums provide movementsand should attendants-should rhythM comedescribed for after their onthe movements.thecome tape. w the elephants and should imitate This would. designatedbe a gOod Templereturnbehindasactivity oftheto thefor themusicians. Tooth.outdoorsclassroom where might a representlarge area a return to the the lake might be encircled three times and a becoming sensitized T: Did you like having our ntiin-procession? feelings,through exploring empathizingexpressing 4.:714110 would the celebration mean more to,Suppose you dr-one-7a you couldwere the towatchpeople travelftothe thecity in real the ofCeylon Kandyprocession?procession so for that the pass.by youcelebration-of cou you. d be-in Perahera. Why? OR,.x)IthEITHERBeadDirect the instruct attention directionschildren the toneeding withchildren'tothe page followingthe 9.more children. direction,work sequence individually of-guestions: use T: Do you(OR:) remember the nameof the celebration we had today? WhatDoeSDid theisa-birthdaywascelebration that celebrationthe story?story-about? celebration did have we talka story?have about a story?(yesterday)? - !CheckCONTINUE: responses with the.childreni. EXTEND I NG' EXPER I ENCES AssignRole play phe "Theroles: Story of Buddha's Tooth." kings, princess, children to re4esent doorway to theTemple. 0 . TheThe-princessDesignateUse two a piecechildren areas ofwould chalkorrepresentingof placethearms rooma thecrossedcrayon asthetooth the doorwayason inking's thetheir the tooth.should "shrine"palacechests. stand and in theinthe front TempleTemple of of ofthe thethe tooth Tooth.Tooth. with AnotherA Yousecond might child time reread mightthe childrenthe volunteer.tocards story asmight whilecues. narratespeak the childrentheir the actionown pantomine parts. in his the own action words, the using first his time. pictiire 175 AskTheEncourageInvite-the childrenthe children the childrenmay children colorto look to celebrationtheto "tell at usepictures. a4 their back"six using picturepicturethe theirstory cards pictureof Buddha'inand a seecard.'variety if they of ways.can both and thf Perahera find a different Have the children combinewaythembe togrouped together.groupthe picture together.)any,of cardsthem. for (For example, all the pictures which show elephantd might ENCOUNTERS 1 and 2 and find ways of grouping Read to the children,photographs and/or have of available Perahera fQron pagesthem to46-51 of Dayagala of Ceylon by Judith M. Spiegelmanlook at; the good black and white- kr Ask the' children: (see RESOURCES). ,--.nb.....,'CI Read to the children other stories about teeth, such"How as doThe you True think Story Dayapalaielt as he watched the procession ? ". of the Tooth Fairy -- C) 'RES)URCES and why brides wear engagement rings by Otto Whittaker (see RESOURCES1.7 Spiegelman,,Jayasinghe). Judith M. New York: Dayapala of Ceylon (photographs by HectorJulian Sumathipaia Messer, and 1970; Gamini 4 176 1 Whittaker, Otto. Publishers,rings 1968. (illustrated by Anne Goetzman). The True Story of the Tooth Fairy--and why brides wear engagement Anderson, South Carolina.: DrakeHouse, REFERENCE Dobler, Lavinia. Fleet Press Corporation, 1962. Customs and'Holidays Around the World. . New York, New York:

a 11 RESS AUDIO CASSETTE: '"The Story-of Buddha's Tooth" Prince Buddha was a:remarkablehe was able child to fortalk as and soon walk. as he was born, AfterHeWhen wastaught he Buddhaso, grew peoplegood died,up, that toBuddha some beogentlepeople ofgave hiswho awayand teethloved kindall and him histo bones calledeveryriches. were livinghim saved.Blessed ihing.. One. ButoneEverySo kinghehe iuportant wascalled was afraid Able his king tosomeonedaughter, foringet hisone yould ownahrine.0the tryprincess. to take it fromhim. India wanted to have a tooth or a bone Of the Buddha's teeth. HeSheSoBut told she thefled herhid Princess on toit 4 carryinelephant herwas the hair.afraid toothto the someone to city safety ofwould Kandyin seea distantin the Ceylon, tooth. city. A Thebeautiful toothtempleshrine is templeisis keptr,ina calledcoveredwith was athebuilt beautifulgolden, Temple jewelsthere shrine island;of fOrand the theinrests Tooth.near theytooth. onIndia. shape a silver of a table.beg. 178 RESS AUDIO CASSETTE: Every year during Perahera,people comethe festivalfrom all whichover Indiahonors and Ceylon to'the city of Kandy. "The Buddhist Perahera Celebtation" Buddha's tooth, AItAt white thestarts boomcarpet off of fromisa gun,rolled the the Temple out procession for of thethe templebegins.Tooth inelephant two sectpns. to walk upon. , TheirTwoHis grayother backs skin elephants are is spreadpainted andwalk with theyon inon his beautifulthe eitheeside.carry backPrincess's cases he designs carries cf royaljewels. a goldblue and silver seat. cloth NextEvery come now the and wonderful then whirlingthe Kandyprocession todancers the stops bearf the drums and cymbals: faster. AtThey lastKandy's are the followed lovelyprocession artificialby andmanyso returns circlethat chiefs lake,the toits andKandythe the'twograssy templeTemple dancers banks parts priestsOf canthreethe of dance times., even Tooth.andthe attendants. procession meet 179 .;?

ENCOUNTERMODULE ON3: SACRED TIME PASSOVER , 1(NOWLEDGE ORGANIZINGCONCEPTS: IDEA: story, celebration Every celebration has a story. SENSITIVITIES: supportingappreciating a personthe diversity insecular his beliefsof or world religious and views behavior tradition and life which styles are uniquein human to societieshis 0, BEHAVIORALSKILLS: OBJECTIVES: listed in the left margin Given a set of six picturewill be sort able cards to group (RESS pictures of the story of Hebrew materials), the child freedom O0 The child will be ableand.. to rolepictures play of the the Passover Passover celebration. Special Times, pages 10-12 celebration. MATERIALS NEEDED: RESSscissorsRESStasting activity audio trays cassettes:, books: (see PREPARATION),of "TheHebrew Jewish Freedom" Passover Celebration" and "The Story a Ft 180 PREPARATION: PrepareEach tasting one or traymore istastingaprocedure sprigsbowlto include of traysof saltyou parsley theas willwater appropriatefollowing use(to (symbolic tobe allow dippeditems: fOr of each yourintears) thechild class salt to and water)taste,each the food. INTRODUCTION horseradishmatzahpiecessmall of (symbolizingcups hard andof - grapeboiledtoothpicks the juiceegg hurried (symbolic(symbolizing escape of frOm theGod's biEg pterness of slavery) ise) situationorrelatingto real the experience learningknowledge T: We'reDoOnOther birthday Passover, going celebrations tocelebrations Jewishtaste besides somefamiliesfoods. haveof birthdaysthem anyhave today.special a dinnerhave foods? Special with many foods special too. What? ,:old u matzah.1 stating hypothesis T: Whdt is this? (Allow guesses.) WhyHowItThis nas doisis youmatzahaa specialkind think differentof matzahJewishbread. isfromname flat? regular-- matzah. bread? 181 acquiringthrough listeninginformation Unleavened14atzah.is madedough from does unleavened not rise. dough. MatzahLeaveningRegularIt can is be breadflat orbaked yeast bread.is asmade makessoon frdm asbread leavenedit isdough mixed. dough.rise. MatzahWeOneThe capleavenedmust is taste await very doughsome for important matzahtherises'irery bread and,somefood to atrise theof before theJewish other baking Passover special it. celebration. foods. realpartitipating,insense experience experience through a AfterNameEachPresent each childthe tasting food..tasting, shouldbe trays. discuss invited the to flavorstaste each.foOd. and the children's Draw the following chartpreferences.and onhave the the chalkboard children ordirect newsprint you in fillingrood it in. Taste Good 'or Not Good

. . t 182 DEVELOPMENT stating hypothesis T: Why,doLet'sDo Jewishyou learn think people more Jewish abouteat Passoverpeopleonly the gdod-tasting celebrationeat that some do thingsnot offoods tastePassover. onfor good? Passover? acquiring information DirectDistribute, attention or have to pagetheactivity children10. books; take,out, Special their Times. throughacquiringgraphic materials-listeninginterpreting information PlayInstrtct the MESS the audiochildren,to tape,they listen "Thelookat Jewishto thisthe Passover story.picture Celebration."as stating hypothesis T: WhyWhat do do the you Jewish suppose people the wordcall "Passover"this celebration means? the Passover? "a ID irect 1/attention to 'page 11:1 graphic-materialsacquiringthrough interpretinginformation T: Let'sThisWhoWhat do picturesislisten you happening think to tells the these in story.us this thepeople picture?story are? of Passover. ° 183 acquiring information Play the RESS audio tape, "The Story of Hebrew Freedom."' through listening T: What* you think is the most important thing Jewish parents analyzing information . . - What promisedoes matzah diorGod or makeflatwant "7.obreadtheir the helpchildren Hebrews? Jewish to peopleremember about.Pasgover? How did He keep it? remember What do some of the otheraboutthem foodsPassover?remember? of the Passover v s ' dinner help EVALUATION DistributeDirectGive Directionsattention'to scissors. for pageactivity cutting 12. bookspage 12and from then the cutting the six InstructCheck their-groupings the childrenpictures to as put they apart..alltogether.together are the working. and all the celebration story, contrastingcomparing and ST HowCanyou are thefind story any pictureswayspictuies that and theare the storyalike? celebration pictures and the celebrationpictures different? c r 184 V' ssignivideole play the theroles:children Passover into celebration "families" usingof five the or sort six. cards as cues. ' father to conduct the search for the leavened M1 rwtheryoungestchild and /other'bread to childrenask and. thesort tell question andcards the relatives Passover story from the demonstrating cot:, seiveach'group asome pantomime matzah throughshould warmand arrangethe cupsup motions activity of themselves grape and so juice'"get that around the tothe 'feeleach childrena table. group.of it." can go rolesensitivitiesorganizingprehension play of'concepts,idea, through and irectr have the one action: TheBegingroup crumbs"fathers" byrun gathering throughare shouldto be aup demonstrationtakenlead all theout search.crumbsof theof oftheroom. leavened action. bread. PassTheEvery the"mother-""youngest,child" one matzah drinks setaround some the all theasks,grapetables. othertable. NWTjuice. nights?" is this night different from Everyone eats apiece. "Father" responds by telling theicture PassoVer cards,. story from the ' - :.feelings,feelings,throughhecoming-sensitized expressing exploring empathizing T: How do you think Jewish peoplelfeel at their Passover celebration? 185 EXTENDING EXPERIENCES TheEncourageInvite children the the Lmay childrenildren color Passoverto theto - use"tellpictures. celebrationtheir back" picture the usingstory cards theirof inHebrew apicture variety freedom cards. of andways. the HaveotheAsk the childrenchildren tocombineways ofalook different theof-grouping atthe Passover all picture waysix them todinnerpicture cards group together. and forcardsany pictures ENCOUNTERSof and them. see showing ifthey1, 2, the andcan birthday 3find and find cake because they both (For exahaple, a child"might group pictures show food. That many celebrations have, special foods is a valid, generalization.) 6: AskTheTeach songthe the children:_could,be children dramatized the Negro as'itspiritual is sung. "Go Down, WhoMoses.""Do might you know4his-giing why be important for? egro people made up this songy WhenTheyInIt theisNegro felt.like anpast, importantslaves. Negro the arein Hebrewspeoplesong'for Americanslaves wereslaves peoplelikesang slaves thethisdid;'they who Hebrews insong-theyare the notwanted Unitedwere free, thought into States. forEgypt.be aboUt-free. people who : The Negro slaves also wouldthoughtthe storysoon of bethemselves,ofthe free'too." HebreWs and slavesthey hoped becoming t11,7,y free. "4 186 AtPrepare the beginning bread dough. of the forfromschool matzahpackaged day, or prepare bread.unleavened mix.two'separate bread without hatches, yeast. of bread dough One batth for leavened bread with yeast, the other Let the' children help with kneading the bread and punChing doWn the leavened dough. childrendoesThetwois unleavened onlynotbatches risemightnecessary ofas saMplematzah dou_gh'mightdoes.-the that them.should the leavened childrenbebeperforated,so baked bread seein dough.thethat school thatbread it cafeteria'sdough will withoutnot tendoven leaven, toso rise.that matzah, the However, if it is possible, the It Read to the children.accompaniedof The Exodus Great by 3:1-15:1 simple,Escape bydramatic(Passover Mary Warrenillustrations.- and its(see background) RESOURCES), in theretelling catchy verse for children Read to the, children stories and poems about Passover, 11: AileenPesah and FishePs the Young poems, Childof "First,Nightstories,(see by RESOURCES)Estelle poets, of Feldman .-arePassover"and songs, also(see' godd.and inRESOURCES) "Passover,addition to'backgroundgives an excellent infortpation. selection from Skip Around the Year To broaden the children'sFestivalfroM understandingthe of upper Freedom" elementary. offrom Passover, Jewish. grades readHolidays read to to them bythem) Betty(or 'the have Morrow chapter a good and entitledLouisreader Hartman "Passover, (see ARESOURCES). a '187 -A C.7 To broaden.your own understandinginformation-richedited by Rabbi of SolomonPassover,booklet St.from read Bernards the Anti-Defamation (see RESOURCES), League an ofexcellently B'nai B'rith. prepared and from The,, Living Heritage of Passover 4-, extended AlthoughIf the childryinot all of,thearepublicby excited Margaretadaptingmaterials school by E.ideasthe inuse, Hughes bread"The frommany (seeImportance making thesuggestions RESOURCES).Readiness activity, of (growingBread" for the'experience Religion folders wheat, unit arevisiting mayappropriateentitled be a bakery, "The Importance of studying yeast, Bread". for, View. with tie :hildrenrelating a film festivalsabout bread, to bread) for example, are helpful. "Bread" by Encyclopaedia "After viewing"Bread" the presentsfilm ask thetheintoBritailica. Shows storychildren: flour; wheatof bread-fromand being finally, harvested the a graintrip and throughfields, stored ato ingrainbakery-shows food on elevators; the thetable. process grain ofbeing ground making bread. ',"Bread DoCanPeopleis veryyou(Passover)you know:ofincludeimportantthink of anotherthings afor celebration people, thatcelebration are isn't. inimportant which init. which bread to eatingthem is important?in a their celebrations.little piece.of bread is important? CanFlour(birthdays',(Mass yoU is orthink made Holy ofweddings)into CoMmunion any' bread, celebrations but it canin whichalsabe cake made is into cake. or The Lord's Supper.) eaten?". Have the children listen"Dayenu" to andior (Enough sing For along Us), with from a thetraditional Bowmar records, Holiday Songs (see Hebrew Passover song, RESOURCES). 188 RESOURCES BOOKS AND BOOKLETS Bernards, Rabbi SolomonPassover315(available S.LexingtoA Haggadah as AVenue, item,G408in English. New forYork, 75C New per York copy 10016) from Anti,-Defamation League of B'nai Vrith, (Ed.).. New York: The Living Heritage of Passover; with an abridged Anti-Defamation League of B'nai Feldman, Estelle. New Yotk: Jewish Education Committee of New York, Inc., 1968. Pesah and the ,Young Child-(Jewish Childhood Education Library). Fisher, Aileen. C- Skip.Around the Year. NeT0*7 York: Thomas Y. Crowell, 190. HughesMargaret:E.by Ronald J. Goldman). The Importance of Bread (Readiness for Religion Series,New York: edited Morehouse-Barlow Company, 1970. Morrow, Betty and LouisChampaign, Hartman. Illinois: 'Gariard Publishing CompanST-,71967. Jewish Holidays (A Holiday Book), Warren,-Mary. IndianaSt.(available Louis, 47577). Missouri: as item 59C1125 for 39c per copy from Abbey Press, St. Manrad, The Great Escape (illustrated by Jim Roberts). Concordia Publishing House (Arch Books), 1966. 189 a FILM "Bread" 2nd EditionBColor, /W, No. No. 1814, 1813, Sale: Sale: 11 minutes$70 $135 or'18222494Encyclopaedia Teagarden Pickwick BritanicaStreet,Avenue, San Glenview",Educational Leandro, Illinois CaliforniaCorporation, 60025, 94577, Preview/RentalTel: Tel: Libraries, (312) 729-6710., (415) 483-8220. RECORD BowmarHonda) Records,.Fpngs by Alan622 RodierMills, Drive,and Carrole Glendale, Rinehart California (B 2055) 91201 . REFERENCE Bernards, Rabbi SolomonHaggadah S. in English. New York: The Living Heritage of Passover; with an abridged Passover Anti-Defamation League of B'nai B'rith. Feldman, Estelle. New York: Jewish Education Committee 9f,livw York, Inc., 1968,. Pesahand the YoungiChild (Jewish Childhood Education Library). ).90 RESS 4 AUDIO CASSETTE: "The Jewish Celebration of Passover" a AtTheyAt the Passover,Passover lookPassover in JewishFatherevery celebration, peoplecornerandto bethe eatand sure nochildren matzahleavenedinside no leavened searchforevery bread a specialbreadcupboardthe may home behas reason. eaten. andforbeen onany left every leavened about. shelf bread. 4 Every crumb of leavened hread is taken out of the house. G 1/ Cr MeanwhileAtShe Passover sets-the Mother each tablehas food been with has cooking sPecial&special a Passoverwonderful meaning. dishes Passover and'special dinner. foods. EachSome person of the will special drinkthe foodsfoods timessome sad tastedowineintimes notthe orgood. intastestory grape the good.of storyjuice their oftoo. people.their people. They help Jewish people remember good They help Jew sh people remember 'The familyTheThey youngest.childread, gathers special around prayersin thethe table.forfamily Passover.. asks Father a questiot about Passover. ThenThisShe heraskshas means father practiced"MAH "Why NISHTreads is it the this ANON herall language nighttheHALAILOHwekk story fordifferent of HAZEHV'sheofthe Passover. wantsJewish from to people.all say other it in nights?" Hebrew, 191 0.1 .p RESS AUDIO CASSETTE:1i "The Story o Hebrew_Freedom" TheTheyLong, Pharaohancestorswerehad long toslaves agomadework ofthe there.themforthe-Jewish Hebrews thework Pharaoh longlived people hours whoin were Egypt. ruledin thethe Egypt. Hebrews.hot sun. GodTheyThis promisedwantedwas a sadto the betime Hebrewsfree... for thethat Hebrews. they would be free in a new land. GodHeButSo asked told Godfirst,the sent MosesMbse3Pharaoh God the toto warned Angerwouldsaybe theto theOfnot theleaderof Death Hebrewslet Pharaoh, theto the toEgypt.Hebrews "Let putHebrews. amy gomark .people free. on the' go" doors of their homes. InButThefile the theAngel Egyptian:peopleEgyptian Angel ofpassed Deathof homes, Deathover saw thebeggedmanycamethe Hebrews markschildrento the the ofPharaoh homeshomes thedied. doors withoutofto thesend of harmingthem.thethe Hebrews.Hebrews out of Egypt that very Egyptians. night. PharaohButThey there packed ordered was their nothe time belongingsHebrewsto to start leaven toleave andthe the longthey right dough journey.took away. or tee to . breadwait forthey it to rise. would need MosesThisGod'helpedBut nighttheled Pharaohthe they the way wouldHebrews' andout hisofhave getEgyptarmy to away. bechasedtoward satisfied afterthe land withthem. God flat had bread. promised them. GodThe hadHebrews kept werehis promise.free at last. How happy they were 192 it r ENCOUNTERMODULE 4: ON SACRED TIME TRADITION KNOWLEDGE ORGANIZINGCONCEPTS: IDEA: story, way, celebration, tradition People who share the same celebration belong to the same tradition. SENSITIVITIES: appreciatingfeeling free societiesview, life thestyle, todiversity make and appropriate religious of world and/orviewsreferences andsecular life to andtraditionsStyles statements in human about her own world ,SKILLS: listed in the left margin supporting,secular a person or inreligious her b6liefs tradition and behavior which are unique to her BEHAVIORAL OBJECTIVES: The child will be ablebywhich topersons identifydrawshe participates. aof picture acelebrations common of traditiona celebration which (religiousare sharedin Or secular) by Given a worksheet containingbetweenmaterials),sorting each picturesand the,child telebrationlabeling of four willdrawings and celebationsbe theable of tradition tocelebrations. make (RESS aof correct which,it association-,' is a part. . 193 J kr MATERIALS NEEDED: 'largeMSS crayons.bulletin, activity board books: and tacks for sorting drawings Specia0imes, pages 7, 10, 13-16 .1414 INTRODUCTION I situationtoorrelating thereal leatning experience knowledge 1: irectistribute, attentionactivity or have to pagesbooks,.Specialthe children 7, 10, 13, takeout,Places. and 14. their contrastingcomparingDEVELOPMENT and T: How are these pictures alike?different? *the learningrealrelating situation experience knowledge to or ThinkHowSometimes many of:of aotherhow holidaycelebrations you celebrations celebrate that you,likeare it. orcalled holidays holidays. can to celebrate.. you think of? Name some. theinternalizing learning ThinkWhat kindsof,of thingsthewhere of peoplethings youryou ubewholookcelebrationdo youincelebrate like? thedo?' celebration. would it with take you. place. What kinds Who What are doesofthey? things? it a WhatSeeSuppose wouldif you you you can were put draw into theadraw picture 'picture? a picture of your of that holiday or celebration. celebration. CP 194 a a demonstratingcepts,prehension organizing of com- con- AssistDirect each childchild toin drawwritingthe aback picture in cover the of firstof hi'shis blank activity.celebration the namebook. on creativeitiesidea, andthrough! activitysensitiv- WhenThe second, the children 'blank 'haveis tolabeledENCOUNTER.of completed bethe filled celebration, them, theirin.later display drawings she in them hasthis andondrawn. the bulletin board. informationanalyzing T: Let'sDo you, put see them any together. pictures that tell about the same celebration? Arrange pictures ofbulletin the same board. celebrations-in groups on the informationorganizing T: ThinkLook atabout these each groups of these of celebrations. special. days as I name them. Call attention to eachone) group as youof namecelebrations them. (including groups g, 1./ 195 C T: What other ,celebrations have you learned about? Or realrelating experience knowledge If Perahera, Passover,beenexperiences Easter,named, specificand should elicitquestioning them. of the 4hanksgiving '`. children's have-not situation the learning Pictures-6f these celebrations,_§pecialat this Tides,time. taken should from be pages added 7, to 10, the bulletinand 14 from your copy of the RESS activity book, board' T: Do ycluyou celebratecelebrate 'allPerahera? of these 'special times? J' making associations WhatWhoPeopleBuddhist& celebrates do youwho in remembershare IndiaPerahera? the Aboutandabout'the celebration Ceylon the story,of Buddhistcelebrate of Perahera Buddha'scelebration Perahera. belong tooth? of to the Perahera? WhoDoChristian youcelebrates celebrate people. Easter? Easter? celebrateBuddhist Easter.tradition. DoDoPeopleEaster you you know isknow:ofwho the thecelebiate time Christianany for Christian,Easter remembering, story in of tradition.the Easter? theChristian story ofway belong othe6ristian celebrations?, Jesus's tolife. the If pictures of Christmas or-other Christian celebrations beforethehave above been going sequencedrawn on. by foryour each class, Christian ask some celebration questions drawnfrom ir T: WhoDo youcelebrates knowcelebrate of Passover?someone Passover? who celebrates Passover? making associations DoPeopleWhatJewish you do people.celebrattknowwhoyou celebraterememberof any other theatioLt_thePassover Passover. storyJewish belongof Jewishcelebrations? Hebrew to Passover thefreedom? Jewish celebration? tradition. About If pictures of Hanukkahdrawnfor oreachby otheryour Jewish class,Jewish celebration askcelebrations some drawnquestions havebefore beenfrom going the on.above.sequenc T: ,Do you celebrate Thanksgiving? WhoDo youcelebrates know of Thanksgiving?other people who celebrate Thanksgiving? 'AmericanDoAmerican people you know celebratepeople tljeof anycelebrate American Thanksgiving;othertradition. AmericanTh_auksgiving.Thanksgiving they celebrations? belongstory? to the American O 197 If pictures of other eachyourAmerican Americanclass, celebrations ask celebration some questions have drawn been frombefore going on. the above sequence for drawn by EVALUATION Take the children'scelebrations activity books off withof the the bulletin drawings board Of their and distribute them ' prehensiondemonstrating of con-.com- Assist each child inher towriting celebrationthe children. the name is aof part the in thesecOlid blank on the tradition of which back cover. ofidea.throughcepts worksheet and organizing activities' completion ReadThenCieck directthe responses. directions attention withdirections to pagethe children,15. to allow pausing time for completion of the task. between each of the EXTENDING' EXPERIENCES 4- TheseHave eachpictures child could draw bea picturelabeled ofand the attached story forto the the celebration she drew. end of the children's activity . 'books, Special Times. the celebration and/or its story which she drew. TheseHave eachpicture child cards, makewould divideddepictinga set parallel of into picturethree sixthe elementsblockicards givenforby of lines for orENCOUNTERS folds would the cards they have1, received. 2, and 3.the celebrationgreatiy and facilitate three elements the children's of the story work and Sheets of 8.1/2" x 11" paper .=Invite theInvite children the childrento tellwould each tothemcelebrations combinemake if theirthey.can their usingown own findcards their cards any the ownnew same pictureways size to cards.groupas cards otter about their celebrations and/or their-stories for, with cards from the previous ENCOUNTERS. that "go together." Ask AskAll theor nearlychildren: all of oncethe aholidays year.- or celebrations your"Db(Sunday, youclass know Sabbath)has of been any talkingholidays about or special days that come every week?" come Tell the children: TheSinEe"Sunday first then isEaster theSunday holywas has onday abeen forSunday. aChristians: day of joy forQhrigtians. 6 ManyMostStores peopleChristians-gather:together and do businessesnot have to are go oftento inwork closed.their on.Sunday. Churches -to read the Bible, to sing a. a "TheEachThere oneSabbath are has many itsis Christian thespecial Jewishto pray, waychurches day to and ofkeep. torestin talkourSunday and country.about peace.. holy." their way of living. TheManyOnJewishIt familiesbeginstheJewish peopleSabbath, onpeople do Friday readnot Jewsin workin eveningour resttheir oncountry theas holyand GOSabbath. and endsdid.book all onthat.God.rested overSaturday the world'evening. after keep hethe made Sabbath the world.holy. YouOr mighthave thealso children read to "DaysSkip listenthe Around childrenof to theand/or the Week" Aileen Year sing (for (seeFisher'salong Sunday) RESOURCES). withAt poeM,:'Remember dinner,from-PDayenull Holiday the (aboutfaMily Songs the theSabbath"says(see Sabbath) aRESOURCES). special from and blessing and lights special candles." 199 'a 4. AnyPauseRead celebrationtc(the after children.the mentionedfirstis R.tWo describing. N. inverses Twiner's the children'sto letpoem the "The luesseschildren Reason couldWhy"guess givenbe what substituted incelebration the RESOURCES. into the the poem last 'Then read the final verse. . , Help the children.generalizeverseelementspoemof "Thanksgiving" ofcould the as:that bepoem_by Certainre-read and placing forre-writingelements the the new arename thecelebration common ofreason the to celebrationwhy manyto (orsee celebrations, story)if atit theisin'llne stillend such of 7.a linealgood destription: in place . joy, laughter, families coming together, greeting, songs. Then the entire Read to the children,are followingor abouthave holidays:available books from for the the Garrard childrenMitzi's "Venture Magicto read Garden Book to themselves, Readingby Beverly PrograM theAllinson for Grade(Each 1"of whichthe unusual things.Mitzi plants .4( . . t;) inf her fantasy garden groWs into a remarkablesome treeholiday.) laden with wondrOus things . , r , \ 1 -61 *1An April Fool! by Leland B. Jacopd (Young readers will eaderill share the ff April Fool fun of ' jokeasthey follow Nancy's. ,adventutes on this silliest of. holidays.) : C., , (see RESOURCES). a a CD HaveUNICEF's available Festival for theBookdifferentfestivals children by Judith holidays fromto Spiegelmanlook a dozenand at, celebrations. andcountries (see read RESOURCES) to with theand gaychildrenthe gives impressionisticcustoms brief from, surrounding descriptions bookS drawings,/ abOut them. of, Garrard "Aliday Books"bookstheofferselementary (see followingon interesting thirdRESOURCES), grades gradetitles: with information readingan aillustrated` little level, on preview thecould nd stories well-preparedbehelp read forand to foreignorcelebrations your,class/Py series difficultNwords. of offourteen goodnumerous readers holidays in upper under The series 200 a EasterChristmasChristmasBirthdays by -ivLilliein byFeasts Britain AmericaLillie Patterson and andPatterson,by Festivals Lillie by Scandinavia byLillie Patterson Patterson Lillie:Patterson NewJewishHalloween EuropeanYear's Holidays by'Day Folk Lillie byby Festivals LynnBetty Patterson., Groh by July by Charles P. Graves Morrow and Louis HartmanSam and Beryl Epstein Valentine'sThanksgivingSkr:_ssPatJaTTDaysby Holidays Day by byLee by Elizabeth.John WyndhamSamand Parlin Berye 'Epstein Guilfoile' -UseMany resource resource -books°special books on holidays dayschildren orinterest which mayto help them avoid your class orand for'telling celebrations about for :gaining closure on the variety of celebrations, background informationholidays about Unfamiliar to the,. AllCustats About andAmerican Holidays Holidaysdates seasonsrAround and themeanings of.holidays, are available, among them: by Maymie R. Krythe World,by Lavinia Doblergives (verydescriptions of specific in addition to general' thorough, material aboutarranged by Festivals for You to.(ordered cards,Celebrate;past incostumes by various, seasons; and parts includesmasks, of the United decorations and designs, dolls instructions(forFacts,and Activities, makinia'aTTOr and Crafts States; fifty-one holidays by Susan Purdycarrying puppets,out: gimes,described)celebrations in the Every °Day's A Holidaythedescribedparty world) by favorsRuth for andevery foods--all day of the related Hutchison and Ruth Adams year, therefore, some to vi&i.ous holidays and festivals obscure(a holiday holidays listed included; and around briefly dating aM 'Through discussion, each ce'ration (seeis accordingREtOURCES). to where the with its drawing story and generalize rolethat play, or making .holidays fell in J9515 picture cards the all'celebrations hive children should stories. associate - 201. Read to the children islearnstories a part. from which the havestory a aboutholiday the setting celebration and discuss and its with story them and what the theytradition of which it Many such stories, ofby course,"Little good readers areLihu's available. inChristmas upper elementary Gift" in Holidaysgrades are in "PeterNo-End Pocket'sHollow by Thanksgiving May Justus (see Pie" RESOURCES).. and Two stories which could be read to your class ' DiscussingYouRead might to thelike briefly children to have with frompoemsthe, the a childrenchildrenaboutcollection. various suggestthe story holidays. a holidayand the first,celebration then readof the a,poem holiday about and it the This procedure (suggestion,tradition.oforhigh. could poem, be which spread discussion) it outis a("One part could holidaywould, be repeated strengthenafter lunchseveral the-learning each times day!") consecutively of as the long ENCOUNTER,. as interest remains Two good collections of holiday poems for children.',areiPoetrySkip Aroundfor Holidays the Year. selected"Poetry-Gradeholidays by Aileen byplus Nancy Fisher 3"birthdays, series) Larrick (a wide however,(containing selection not ofsomerepresenting poems excellent by one Jewish,holidays; poemsauthor) on nine part of Garrard's Have the children view sound filmstrips which describe(see holidays RESOURCES). and their celebrations -Two suchsound filmstrips are:and stories. Easter Around the World . The script of the secondin filmstrip one sitting, would but probably parts ofbe the Howto (see(bothfilmstripdifficultWe GOt RESOURCES). from Our couldfor SingerEaster first-graders be SITE, Customs.shown both at awillto time take full and colorthen discussed,.drawings) Both personfilmstrip's speaking give is a aChristian part of the,conclusion,', Christian sotradition. be certain that the children understand-that the 202- Show the children amoments filmstrip of onewhich group describes of people, a variety for example, of celebrations "Fun'and Festivalsand joyous of the, Eskimo "` Let the children listen (seeto and RESOURCES). sing songs about and for various celebrations. BowmarHoliday Records Songs fromalso Bowmarpresents,songs Recordswith an rhythmic excellent includes and collectionsongs reading representativeWinterDecember activities, of Daysholiday Holidays orrecordsincluded numerous which are: holidays. coordinate N,7 FebruaryHalloween(see HolidaysRESOURCES). RESOURCES POEMS (from) The Reason Why by R. N. Turner J Thep. Youth's497 Companion. BOOKS November 26, 1885. Allison,'Beverly. 1971.(drawings by.George Buckett). Mitzi's Magic Garden (Venture Book Reading Pro'gram for Grade 1) Champaign; Illinois: Garrard 'Publishing Company, Dobler, Lavinia. Fleet Press Corporation, 1962. Customs'and Holidays Around-- e World. New York: r> 204 zs. Epstein, Sam and Beryl.Illinois: Garrard Publishing Company, 1968. European Folk Festivals (A Holiday Book). Champaign, Epstein, Sam and 'Beryl. Spring Holidays (A Holiday Book). Champaign, Illinois: Fisher, Aileen. Garrard Publishing Company, 1964. Skip Around the Year. New York: Thomas Y. Crowell, 1965. Graves, Charles P. Publishing,Fourth of Company,July (A Holiday1963. Book). Champaign, Illinois: Garrard Grqh, Lynn. Publishing Company, 1964. New Year's Dav (A Holiday Book). Champaign, Illinois: Garrard Guifoil, Elizabeth.Garrard Publishing Company, 1965. Valentine's Day (A Holiday Book). Champaign, Illinois: Hutchison, Ruth andPublishers, Ruth Adams. 1951. . Every Day's A Holiday. New York: Harper & Brothers,- 205 Jacobs, Leland B. Company,(drawings 1973. by Lou Whette). April Fool! Champaign, Illinois: (Venture Book Reading Program for Grade 1) Garrard Publishing Justus, May. Publishing Company, 1970. Holidays In No-End Hollow. Champaign, Illinois: Garrard Krythe, Maymie R. Publishers, 1962. All About American Holidays. New York: Harper and Brothers, Larrick, Naiicy (Ed.).Publishing Company, 1966. Poetry for Holidays. Champaign, Illinois: Garrard Morrow, Betty and LouisIllinois: Hartman. Garrard Publishing Company, 1967. Jewish Holidays (A Holiday Book). Champaign, Parlin, John. Publishing Company, 1964. Patriot's Day (A Holiday Book). Champaign, Illinois: Garrard Patterson, Lillie. Publishing Company, 1965. Birthdays -A Holiday Book). Champaign, Illinois:; Garrard Patterson, Lillie. Illinois: Garrard Publishing Christmas Feasts and Company, 1968. Festivals (A Holiday Book). Champaign, Patterson, Lillie. Garrard Publishing Christmas InCompany, America 1969: (A Holiday Book). Champaign, Illinois: Patterson,,Lillie. Illinois: Garrard Publishing Company, Christmas in Britain and 1970. Scandinavia (A Holiday Book). Champaign, Patterson, Lillie. Company, 1966. Easter (A Holiday Book). Champaign, Illinois: Garrard Publishing Patterson, Lillie. Publishing Company, Halloween (A Holiday1963. Book). Champaign, Illinois: Garrard Purdy, Susan. York: J.B. Lippincott Festivals for You to Company, 1969. Celebrate: Facts; Activities and Crafts. New -Spiegelman,'Judith. Committee for UNICEF, UNICEF's Festival Book. 1966. United Nations, New York: U.S: 207 Wyndham, Lee. Thanksgiving (A Holiday Book). Champaign, Illinois: Garrard FILMSTRIPS Publishing Company, 1963. EasterSingerHow We Around SVE,Got Our 1345the Easter WorldDiversey Customs(A862-1. Parkway, CM) Chicago, (A862-2 CM) Illinois 60614 Holyoke,Jamfrom"Fun Handy, theand MaSsachusettesseries,Festivals Scott EducationEskimos of the 01040. of Eskimo"Division, St. Lawrence (JH 2930) RECORDS HolidayDecember Songs Holidays by Alan by MillsLucille and Wood Carrole (B 586) Rinehart (B 2055) .BowmarFebruaryWinterHalloween Records,Days Holidays 622 Rodier Drive, Glendale, California 91201 208 ENCOUNTER 5: MODULE ON SACRED TIME DIVERSITY OF TRADITIONS KNOWLEDGE ORGANIZINGCONCEPTS: IDEA: stoiy, celebration, tradition cl People who share the same celebration belong to the same tradition. SENSITIVITIES! appreciatingnal-ing appropriate the diversity referenceslife style of world toand and religiougviews statements and and/or life about stylessecular his in traditions. human societies own world view, supporting a personor_religious in his beliefs tradition and behavior which are unique to his secular 'C.,1 C NN BEHAVIORALSKILLS: OBJECTIVES: listed in the left margin The thild will be ablegreeting,the teparticipate name andof aan:attitude tradition, in ofthe acceptance. name of.a celebration, an action song, associating anappropriate C.:..)' MATERtNTRODUCTION: PALS NEEDED: ROSS activity books, pages 7, 10, 13, and 14 and back Distribute, or have the children take outs their cover ; Direct attention to pagesactivitysequence. 7, 10,books, 13, Special and 14 Times.in 209 situationtoorrelating thereal learning experience knowledge T4 PeopleDoEach you traditionholdcelebrate the celebrations hasall Whyitsof thesenot?own celebrations.of special their owntimes? traditions. Why? becomingthroughDEVELOPMENT sensitizedexploring T: WhatHow do special you feel greetings on your canbirthday? people say to you on your birthday? feelings,feelings, expressing empathizing WhatHowWhatCanHow might couldyou dogreeting you thinkyou you think greet sayofmight a to agreeting Buddhist youChristianan Americansay fortochild on a a on Easter?Jewish Buddhistfeels Thanksgiving? personduring child onPerahera? on Passover? Perahera? throughacquiring listening informa,tion EachOthersThereSome celebration"'is are arecelebrationsmay many sharedbe celebratedcelebrations by are manyhappier shared bypeople. in justwhen ourby a everyonepeople cgafntry.few people. in adds other special parts greetings.of the world. EVALUATION. Teach the children theappropriatename following of the greeting,tradition,action song, and the anassociating name attitude of the ofthe celebration, acceptance. an Directions: OneChildren child form is selecteda circle.holding to stand a picture in the of center a celebration. of the circle 210 demonstrating com- The first two appropriate lines for the picture are sung to 'itiesprehensionidea,concepts, through and ofcreativesensitiv-organizing The next twollines areThethegreet tunechildren him. of "Twinkle, may wave to selected spokento hold enthusiastically aTwi'kle, different Little inStar." the child in the center, as unison. picture, they activity AfterThen anotherthe four child pictures isandtheir13, the and ownaction 14) celebrations have continues been onas employed,from the activitythe book the back covers determinebefore. children's drawings of (pages 7, 10, the Each child should havewithverses.a hissmall own :rou' celebration sharin the opportunitythe sameto celebration. picture, either singly or stand in the center within Special Days: by Joan G. Dye An Action Sodg PeraheraToHave"Happy our aBuddhistis Perahera!happy a special day!" friends Happy Perahera! va day. we say: ToPassoverHave"Happy our aJetyish Passover!happyis a specialfriendsday!" we Happy Passover! day. say: HaveToEaster"Happy our a isChristianhappy Easter:a, special day:" Happy Easter!.friends we say: day. 211 HaveToThanksgiving"Happy American a happy Thanksgiving! friendsisday!" a special we say:' day. Happy Thanksgiving: HaveTo our a happy day: r is a special day, friend(s) we say: EXTENDING EXPERIENCES PlayingLet the backchildren the tape'taperhythm recordis half instruments. thethe actionfun: song, perhaps adding the accompaniment of CD When special celebrationsparticularaction occursong celebration. andthroughout invite themthe year,to sing recalljor it in honor the childrenof those thechildren sharing the CDCD Have the children markwall all calendar. the holidays and celebrations they can think of on a large' Both the name of the Celebration and the name of the tradition of See also-the EXTENDINGwhich EXPERIENCES it is a part and should RESOURCES be listed. for ENCOUNTER 4. . 'ME MATERIALS general ral di-"r-f-NTAL My Special Places 0

My Special Places

Story by t% Liz Malbon Pictures by Harold Mayo 0 for my parents whose love makes (\\ a place special *Elizabeth Ann 11'1%5

s, 00233 I have a place a special space that is my own. of)234 E=7) It can be small. It can be big., 60235 But most of all,

it is my own There I can go and sitor think or read

00237 or play in my own way. 00238 And I can be what I want to be.

00239 I canbe.me.

00240 3

I, have a special way, you see,

00241 c.

to make my space just right for me.

00242 4,

And !just may someday, someday, havea brand-new way to" make a place my own. Me.

Dolou,-Wo, have a special place that is your own for you to do what you want to do a special space tobe just you?

00246 My family has

00249 a special space, a place that is our home.

00248 It can be big.

It can be\small. 00249 \ But most of all, it is our home. Here we cancome and eat

or sleep 00251 or play in out own way, / or work 00252 /

or celebrate our special days. 00253 And we can be our family!

G 00254 91

/ 1

We have a special wayyou see,

00255 O

to make our space a home just right for our family.

.00236, And if someday we moveaway,

we'llhave a way 5

to make a new place 00258 31

Does your family too have a special place that is your home where your family rimy live its own way 00259 04--0..A.A.A".

a special space for everyday?

00260 Religion and Elementary Social Studies Project The Florida State University EXPERIM:TALMAT:EIALS Not for grIcraldif'tributiG11 Religion and Elementary Social Studies Project The Florida State University lov

Story1. \iLizMal bon

Pictures by Harold Mayo,. 11/11116

'" ot)xt",1. 0() 5 I am me. And I have a way to be a way just rigfitioe me. 00266 0

,71. 1.440 Iv fo: 00267 .3:

things I see places I go . - things that hold wonder for pie ott'-'71 O

. things I'm told and more, you see, owerZ are part of me and of my story stv a story about my.

1 f

- .. . .--

_.4 a ve'

what I wear , V,

t" 1 1 ,111r 4rr. 4, 4t. i

11114.._

how I eat

( )OW75 ft

k grownupi' cave A-

IL: c

4 I

,Nk

0, ;1

a special treat f. 41s.

00276. 10.4.017 . games I play songs I sing

4t,

I 44.40%:, L I

-ad

happy days joyful things t t things I do 4,

.e*

-.11w

's _Air 'a %; a

It V .

Aiords I say prayers I pray Ira 1-v 11 IPPN. tik MEM_ r, itwiTh

%Prft 1

#011111--"...-- ilrAjw Jaw` N,and more too 1 are part of me

and of my way to be a way just right for me. `.- dat* ?+4,"r`e 41,r

And I have a way to be.

I have a story and a way.

I am me. And I have a story. ,V))44/,:, -

4 Every person isan "I"

(though itmay seem strange to me)

11.

- 4)0"`443' And every "I" has a story and a way to be.

4 V

Every pei-son has a story and a way. , ' Ai'

If some things about me and some things aboutyou are the same

'thenpart of my story. ay is your story/too, "r and, we share it

we two. 4

00`-'95 " r b.kmtA*401,0' II If .ie things I do and some,things you do - are the same

-11111. then part. of my way is your way too, and we share it _we two.

00286 -NA r'If we two share with two then thereare

_..ad eJ

ancitherecould b

000.16

" 7,

at,

'm'ore(ind

OIMINk Miii!Wak "1* iia:7:1k 0 AL

who share in a story and share in a rnipy.

When that happens fitt - it's atradition; we say.

0111 tf

the AL,' 4X4 ;

t r.

.4., 111"11116.14. 'My ttory is about . *Ng. . i My way is just v;) rig6t for me. /i A1.

00191.. - tory.- -% But stories and ways Because every persoh has.a story can be shared, you see. and a way to be. `"" ,./._

/MK

Ve all have a story and a way. MATERIALS EXPOZIMENTALdistribution NOt forgeneral

44.

4 ' .JS

M eCiaPlace 00295 00296 1111111111111111111%."-- "%WI" U Ataaii;: Mal tr- ,11111RWITIMOUnnirIIMMOWEitinr VILIMMIWAVATalgrttr tr111.1111111at.; 111_.__.: A'I11*s11111111111111144se u ,Utessetv-messairur 111111111110 11111W'OS SF Is' .4

-4111k

b 1.7.46

elset:7,11!tn 4,iv. immq-,alks4,4 0 w- t4 .4 '1111A, ,mitt)0014,1V. =4V/A

4 ( qtM rA 40". W.070/IfWWOOOMI/Mil, .,..42nnar ZAW114517,so/M.-r,liZfilrnist'A alit '%Wirilr/W".visituo"r",10 L

L. :1-Make thePasteCut house these them an Atonioat.where home. they 141..ong in the house.

a C'

Circle the things you would see in a home.

Mark the things you-would see in a home. 0001111103r. -'41111s1111.7"ir

, A *

I4 0

rimmommlow,

N .e?" e.

111111111111 a* 4. t?

,10 UNIIIIIII:e41113

4/6 - b II" 00; 47111P 1S Home 0030 'ON

.The Family. Home

11 111

co) 003( )6 12 1 1 '4 ps, I / wzip. 0 .151,; welt ,,.. IJ T 11 J

: t

14 1

rr,

15 EXPERIMENTAL MATERIALS Not for general distribution

ecia

A inles

Name School

00310 1 N & P.1,//// %ift/ki \\. . to a id' or-4- ikkri j?. ( Alb

Ii gig

I k

Illr 1* llbr

,..0(

-77 70

- ay ,// 4p;;"/k

as 4

4111.***" 1 lb 11

r Iq 11111.--_

w." I

.. V":".- ,:Weo. - Story

t4.

O A t.

A 0315"-:. tul4 0 W5 Draw a circle .around all the pictures that tell about a story.

Put An X on all the pictures that show a celebration.

OM/ Alb

.4e

#4 4

aq,0 or

cill,

lb ir 40) NI

lug $ The Story of Jewish Freedom d ti 1. ..-12NANIOSIL \ A. 1 ' 3"1 1 A Alk

1 OS/ offiliza

id111.414

lispr r 4 II/,j,

Mr'

fir iffM1111

prp ,1119 ,igar 000111 t% IA I

Ink

41,

1"Nememi

11011111IN tet hIpnr .J 7

Each tradition has its own celebrations.

Draw an orange circle around the Buddhist celebration. Draw a green circle around the Christian celebration. Draw a blue circle around the Jewish celebration. Draw a red circle around the Am'erican celebration.

00325 .73

-4

My: Cerebraion in my Tradition. 16 Cy EVALUATION REPQRT

RELIC7ON IN ELEMENTARY SOCIAL STUDIES LEVEL ONE

Compiled By

ELIZABETH S. MALBON RODNty F. ALLEN,

RELIGION IN,ELEMENTARY SOCIAL STUDIES PROJECT FLORIDA STATE UNIVERSITY 426,HUTJJ DRIVE TALLAHASSEE, FLORIDA 32306

00327 4

LEVEL ONE FIELD TEST TEACHERS AND ADMINISTRATORS

Local Test:

Irene Berko,..rit4, Mr. James Cilcrist, Principal Timberlane Elementaryr,School TimerlaneElementary School Tallahassee, Florida Tallahassee, Florida

rational. Test:

Ms. Elizabeth Slinev Mr. Kenneth Matheson Glenview School Social gIudies=Coordinatbr Oakland, California, Oakland Unified School District Oakland, California

Ms. Garner-Lu Retchwig Mr.'William D. Grafft Sleepy Hollow School Assistant Superintendent Orinda,California Instructional Services Orinda Union School District Orinda, California

"Is. Elizabeth K. Doyle Mr. Claude E. Spencer Alfred I. DuPonr Elementary Director -of Instruction School Alfred-I. DuPont School District Wilmington, Delaware Wilmington, Delaware

Ms. Grace B. Ford Dr. Harry B. Gordon Kemblesville School Superintendent Kemblesville, Pennsylvania Avon Grove_School District 'k West Grove, Pennsylvania

Ms. Jenna Platt Ms. Edna Owens Astoria Park Elementary School Principal Tallahassee, Florida Astoria Park Elementary Schobl

Tallahassee, Florida fi

Ms. Lebta Houston Dr. John R. Meyer Pineland Public School Project DirectOr Burlington, Ontario Moral-Value Education Project Canada- Burlington, Ontario Canada

Ms. D. Jai Turnbull Clarksdale Public School Halton Board of Education Burlington, Ontario ,Canada

00328 § 0 4 O

"One's education is not comp4te without a study of comparative religion and its

ship to the adVancement of civilization . . . . Nothing we'ha,,ie said hert indicates that such

study . . . when presentee objectively as part of a secular program oi'education, may not be effected consistent with the First Amendment."

from the majority opinion of the United

. States Supreme Court, 1963, Schempp 'Case

The religious dimension, or'religion in its varied secular and non-secular manifestations, has to do with world view, a. sense of reality from which a person and/or a community makes sense of life.' This perspective is reflected in life style, the way, in which a person or -acommunitymoyes, acts, and lives. Pli" Religious eXperience,is a significant dimension of life in all humansocietieg6..fr

The undeniable educational necessity for study about religion-'in public education is recognized at the level of higher education.Moreover, a number of efforts havelbeen made at the secondary level.What is ofted overlooked, 'however, is the impoverishment of elementary level education which ignores the study of religion. This omission was recognized in a 1972.report on the

,treatment of minorities in elementary socialvatudies textbook . Among the criteria used by the committee of seven educators were the f lowing:

"Is the role of a variety of religious groups in our'sqCiety, both past and present, included?"

' "Is the legitimacy of a variety,of life styles acknowledged?"

,17 "In dealing with various matters, do the authorscolimit'sins of omission'?"

"Would the book tend to encourage a positive self4image?"*

The rationale for the Religion in Elementary SocialiStudies Project affirms that the study of religion is the proper and necessary responsibility of the schools, even at the early,,elementary level, and that its incorporation into the elementary program provides a more holistic approach to social studies education.

The child should 'receive a "complete"'education/froffi'his earliest entry into school. Learning about significant aieas of our-society cannot be magically suspended until higher grade-. evels. ::The failure to provide

Cr ! *Early Elementary. Social Studies: A Report its Regards to Their Treatment of Minorities (Lansing, Michigan: Michigan bepartment of Education, 1972).

-2- i 9144;9_, correct information and guided sasitizing experiences in the area of religion' may result in the early formation 0f-stereotypes; misconceptions, distrust, and prejudice. The RESS-program2in learning about religion is non-denominational, non-proselytiiing, and academically responsible. The program develops a broad cr-,-,tp-tual framework, empathetic attitudes, aitd analytic skills at each chi_d's level of development for investigating varied world views,_life styles, and traditions. /- IlieESS program draws upon established research in determining content and t} Biology ooppr6priate to the child's level of cognitive and moral iLvelopment.

=.t the elementary level, study about religion cOnWbutes to the development of :-.elf -- concept as the child affirms his own or his ITIrmily's world 1,'w and life style, whether it is secular or non-secular. At the same time, learning about religion in the elementary school fosters attitudes ofempathy and appreciation that are vital to the working out of equitable mutual accommodations in our multi-religious society.

In this way religion in publid' education supports a,primary goal of elementary social studies -- educating children to become thinking-feeling citizens whou judgments will be based on factual analYsis,and sound reasoning, tempered with empathy and compassion.,

GENERAL OBJECTIVES

The purpose of the RESS Project in its six levels is to develop the following main ideas, main tonceptS, sensitivities, and reflective inquiry skills:

A. Main Ideas

1. The religious'dimension has to do with worldview and'lifestyle.

ir 2. WorIdview is a sense of reality'from which a person and /or a community makes sense of life; this sense of reality is a belief about what is, and a commitment as to what ought too .be.

. 3. Lifestyle is the way nwhich a person-or a community moves, acts, and lives; lifestyle reflects worldview.

4. The religious dimension is manifested in jjoth religious and nonreligious traditions.

5. Religious traditions develop out of the interaction of the adherents with the..sacred in time and space.

6. A religious tradition is a pattern4tof thinking, feeling, valuing, and acting preserved by a community and manifested in symbols, events,)persons, documents, artifacts, rites, customs, beliefs, and ideas.

Religious communication is symbolic; it points beyond itself.

8. The religious dimension is universally manifest in human societies.

-3-

4Q330 9. The religious dimension i8 both a personal and a community experience.

10. The religious dimension and culture are mutually interdependeht.

11. Religious experiencesand expressions change-over time.

12. The study of the religious dimension and of religious traditions is an integral part of the study of humankind.

B. Main.Concepts

STORY [worlchicw,comMitment] WAY [lifestyle]

Religious Concepts

Sacred Time Myth Religious Traditions

Sacred Space Ritual , Religious Community Sacred Literature Ceremony Religious Institutions Sacied Objects Celebration Religious Adherents Sacred Symbols Religious Leaders

Social Process Concepts

Diversity Interaction Change Acculturation

C. Sensitivities

Developing selfconcept

1. feeling free to make appropriate references to and statements about her own"feelings, values, worldview, lifestyle, and religious and/or secular traditions

2. living openly by the commitments which his worldview and life style entail

Developing empathy for others

3. appreciating the diversity of worldviews and lifestyles in human societies

4. supporting a person in his beliefs and behavior whichare unique to his secular or religious tradition

5. considering the values of particular traditions whichare involved in decisions people make

Skills

1. relating one's knowledge and personal experience to the learning situation

2. participating in a'real experience through sense experience simulation field trips4 °9.331 4. developing and testing concepts; generalizations, and interpretations by stating and checking hypotheses acquiring information through liEtening viewing interpreting graphic materials reading locating information organizing information Comparing and contrasting analyzing - information making associations

5. attaining concepts

6. attaining personal meaning of events and behaviors

7. applying generalizations and-interpretations to make judgment 3

8. becoming sensitized through exploring feelings and values expressing feelings and values empathiiing exproring implications and consequences

9. working with others effectively social participation skills creativity and expressive communications skills

LEVEL ONE ORGANIZATION OF CONTENTAND LEARNING EXPERIENCES

MODULE ON STORY AND WAY* MODULE. ON SACRED SPACE MODULE ON SACRED TIME Encounters:** Encounters: Encounters: 1. Story 1: Personal Space 1. Birthday 2. Wonder 2. Homes 2. Perahera 3. Way 3. Making a Home 3. 'Passover 4. Joy 4. Diversity of-Homes 4. Tradition 5. Tradition 5. Moving 5. Diversity of Traditions

*At this first level, the child explores three interrelated learning MODULES, each MODULE focusing on a particular area of inquiry about religious meaning and commitment.

**The ENCOUNTERS within a particular MODULE provide a series of sequential contacts between the child and the religious environment of .human societies. The potential of each ENCOUNTER depends upon the child's predispositions and prior learning. It is,expected that the learning outcomes will differ for each child in relation to his individual perceptions. - CONCEPTS AND ORGANIZING IDEAS FOR RESS'LEVEL 01:E' 'ENCOUNTER. 1: MODULE ON STORY AND WAY story Story, ENCOUNTER:1: MODULEspace; ON SACREDpersonalization SPACE Personal space ENCOUNTER- 1: story, celebrationMODULE ON SACRED TIME Birthday (veryENCOUNTER person 2: has his own story. Wonder .ENCOUNTERA person2: in his own specialcan make way a space his space,own. homes Homes FNUTNTEREvery celebration 2:-. has,-;t;-ry, a story re.ebratin Perahera . People everywhere wonder at story, wonder A home is a place for a7familY's EVery celebration. as hasseen a story, in other lands. ENCOUNTERThe things 3: you wonderof atthings your are story.partaround them. Way ENCOUNTERspace, homes, 3: constructionspecial way. Making a Home ENCOUNTER 3: story, celebration Passover Every personperson's has.his way is othertheown a partwayway. groups ofof her of familywhich sheand isof way A family in its own waya canliving make space its home. meaningful space Every celebration hasas a seenstory, in our land.' ENCOUNTER 4: a part. Joy . ENCOUNTER 4: 51versity ENCOUNTER 4: 'Tradition People everywhere find joy in joy A varietyspace,- ofhomes homes are places diversity story, celeh7ntion tradition . TheENCOUNTER joy you 5:. find in livingpartliving. of is your way. Tradition ENCOUNTER 5: way,for each family's special Moving ENCOUNTERPeople who 5: share the celebrationsameto the same are tradition. said to belong Diversity of , People who share the story,same story way, tradition space, homes, moving, remembering, . story, felebration Traditions andthe way same are tradition, said to ,belong to AFamilies person can remembermake newhome.they hishomes move.old when A variety of people sharetoferent differentdif- celebrations traditions. and belong RESS MATERIALS FOR LEVEL ONE RESS MATERIAL MODULE ON STORY AND WAY MODULE ON SACRED SPACE MODULE ON*SACRED , TIME TEACHER'S GUIDE . Teacher's Guide, pp. 9107 Teacher's Guide, PP108-158 Teacher's Guide, PP159-212 ( READ-ALONG BOOKS ACTIVITY BOOKS, About Me About 21/ Special Places Special Places Special Times AUDIO CASSETTES "The"The Story Buddhist of Buddha's Ptrahera Celebration" Tooth" . "The StoryJewish of, Passover Hebrew Celebration" Freedom" PRESENTATIONS SLIDE-TAPE "Stories of Other Children" "The Water Jar Story" . "Wonder in My "Ways of Other Children"Story" . . PRESENTATION SLIDE Joy THE RESS EVALUATION PROCESS

The Religion in Elementary Social Studies Project set out to explore two major aspects of religi:01 study in'elementary school social studies curriculum. In our evaluation we wimted to find out:

Can religion study be introduced into elementary school social studies programs in a way that would prove acceptable to

a) diverse communities;

b) professional educators (classroom teachers and administrators); and

c) . religion solar: ?

2. Can students learn about .religion effectively within the context of .elementary school social studies curriculum consistent with

a) the diverse needs, concerns, and developmental levels of elementary school students; and

b) the extant goals of social education,and emerging,instructional methods defined as the "new" social studies?

Our evaluation process reflected these two broad questions. ,First, we were concerned with an Evaluation for Program Implementation,whiCh sought answers--however tentative--to questions Concerning:Will schools elect to teach about religion? Will administrators, teachers; and communities be' receptive? Will educators perceive religion study as another important aspect of social education? ,Will they accept a religion:study based upon more than mastering facts about religions, and be willing to employ teaching methods based upon inquiry and reflection? What kinds of services and materials are needed to encourage successful program implementation?

Second, we were concerned with an Evaluation for Program Design and Revision. this evaluation we needed information which would guide the development of a format and rationale for our program, and then, we sought critical feedback from classroom trials, teachers, religion scholars, etc. for a series of revisions in the teaching strategies and student materials.

The evaluation process involved each of the following stages:

Formative Research. While writing the initial proposal for this curriculum project andor the first six months after our funding, the project staff , interviewed religion scholars and educators interested in the study of religion in public elementary schools.' Information from these interviews was supplemented by searches in current literature on 1) ,:pp&aches to the academic study of religion, 2) religion in public schools, 3) developmental educational psychology, and 4) current curricullim and instructional. models.. As our project's goals and format.took initial shape, a consultation was held with religion scholars from across the continent. The staff interviewed experienced teachers and administrators for their regPonses and suggestions. 'Copies:of the initial rationale and goals were circulated to community leaders expressing an interest --a procedure which has been followed throughout the Project's existence.

-8- (0)335 classroom Trials. Wtth a statement of rationale, goals, and format, the project staff began writing instructional. materials and teachers' guides. As each draft of student lessons was prepared, classroom trialS followed:

a) Initial riting Stage--Each lesson was used with a small group of students or with one class by the author who used his/her observations to revise the lesson;

h) Local Intensive Stake-- Once the materials for an entire Level had been written, initially tested, and revised by the author, a.local teacher (independent of the project staff) used the materials. Video-tapes, teacher interviews, and student .products (art, activity sheetS, etc.) were used to guide revisions in the materials and guides;

c) Extensive Stage--The revised sets of material on each Level were tested in six centers by experienced classroom teachers (Kembles- vine, Pennsylvania; Orinda, California; Oakland, California; ,Tallahassee; Florida, and Burlington, Ontario). Data was collected to guide revision by 1) interviews with teachers, administrators, and students; 2) teachers' comments recored daily in their Guides and in occasional correspon:ience; 3) reviews of student products (activity sheets, art work, stories, etc.); and 4) observations of classroom interaction on brief visits to the schools.

d) Scholarly. Reviews--While the, extensive tests Were conducted, samples of the revised materials were submitted for review by religion scholars and by others concerned about instructional materials in this subject area, and

e) Summary of Findings Stage--This report is 4 summary of the findings, stressing revisions which seem necessary--after stages "c" and "d" above.

At-this. point, the project has conclusions about needed revision based upon: 1) teacher-community acceptance of our materials,.2) teacher judgments on the success of the program in their classrooms, 3) reviewers' judgments of the appropriateness of the materials, and 4) limited data on student learning. Based upon this experience., the project staff is seeking support for an intensive study of our program in the classroom under conditions which control for teacher competency factors and maximumize the diversity.of student abilities and needs within classrooms. We are especially interested in a closely monitored set of field trials with careful data collectior(on the attainment of knowledge objectives (concepts and "main ideas") and our sensitivity objectives. Based upon such new information the staff would undertake a final revision of the materials and guides at each grade level.

I EVALUATION FOR PROGRAM IMPLEMENTA ION

Data was collected for this phase of the evaluation by using interviews. First, the project staff interviewed a number of administrators and other professional educators when designing the project's rationale and later in establishing field trial centers across the continent. Second, the staff

-9- 00336 interviewed teachers and administrators at school sites as the field tests were in progress. Finally, the staff worked with, and interviewed, teachers and administrators at school district meetings and workshops and, occasionally, at professional neetilig..i. Tile results of these interviews were most revealing to the statf, hnt it i in,rc:rtant to note that the conclusions, are not the result of any systematio survey procedures.

r" r t i

N r r!,

. , The major implementation problem centers on the word "religion:" In discussions with administrators, the universal response was a wariness about teaching about religion in public schools. The degree of confusion about the Supreme Court decisions of 1962 and 196,3 which affected the place of religion and religious activities is pervasive. Few !...hool administrators seem aware that the ,Courtbanned the practice of.religion but encouraged the study Of religion. Also, upon suggesting that schools become involved in learning about religion, administrators and teachersr,became wary.They are concerned about the motives and intentions of the persons who make the suggestion and the goals of any program which set'out to make, the suggestion'a.reality. This response is generally linked to a belief that:religionin public schools is a "ccntroversial Area" and will arouse community questions and challenges-.-an, item that most school administrators feel they have in adequate quantity now: Underlying these areas of-Concern is the perplexity about what learning about religion and teaching about religion will "look like" in public school classrooms. Here images.are difuse but administrators and teachers tend to have trouble seeing teaching About/religion as involving similar techniques, cor- petencies, and materials as in teaching about other facets of human' behavior. 10 003.37 These same responses are present in our Canadian experience except that in the absence of any Supreme CourtC decisions administrators and teachersare emerging from a state-sponsored curriculum area which involved religious irestruction and from which many teachers are pleased to'be disassociated. reactions were explicit and implicit in teacher reactionF duringa briefing n primary school curriculum task force until the rationale ana.objectives were set forth. The common response was an approval of those objectives and concerns. As the briefing continued, teachers shared their initial perceptions of religion study as set against their appreciation for theconcepts and Fensi- tivities which constitute the RESS objectives and procedures.'

This. antedote in Canada is typical. Once administrators and teachers get beyond the abstract term "religion" in discussions and in interviewsto the project objectives and materials, their reservations tend to disappear and statements of support emerge. Almost every administrator who got into reading the rationale, the statement of objectives, and the materials suggestedthat the project ought to avoid confusion and resistence by dropping theterm "religion." As did the teachers in Canada, the administrators suggested thatour objectives were superb humanities and social studies objectives and should be presentedas such -- wiwthot "religion."

Teachers who used the Level I materials and school administrators whosuper- -vised the field trials in their schools didnot become embroiled inany critical community reaction. Parents were informed of the field tests and visitors to classes saw the materials. In several cases, the trials were reported in PTA' meetings and via school newsletters. In one case, a local newspaper carried a story. Persons in the-community.who asked questionswere supportive. Parents were accepting.

The major project implementation difficulty is, and continuesto be, confusion surrounding the term "religion" and all of the reservations and imageswhich the term conjures up. Persons who get beyond the word to the rationale, objectives, and teaching materials are accepting and supportive.

Level I field test teachers-reported that the RESS materials, their .content and objectives, related well to the regular social studies'curriculum. Teachers used the extending activities and almost every teacher added activities which they normally did in another context (i.e., Who am I? lessons, building terrarium guest speakers, etc.). One of the reasons the s'classroom use of our%,'13 materials took much longer than expected was the creative exten- sion of our materials by teachers who added their own activities within the formatand objectives set forth by RESS.

00338 L ,Tile teachers reported favorgply on the match between the objectives and activities in Level I and their students' needs,.concerns, and real life experiences. Students could relate tothe lessons and teachers further this aspect by adding extending activities beyond those provided.Teachers in Canada had.the same experience, even though many'of,theresources suggested were unavailable in their libraries. Teachers in rural communities did not have the extensive diversity of religious expressionas did urban schools and studentsidid not have such experience, but thatwas not notedas a major obstacle. Indeed, teachers used the diversity availableas a springhoard to heighten student awareness of the pluralistic nature of North America.

While the field test schools were selected to obtain sites. in irner city , schools, rural schools, and suburban schools, schools with hothogeneous student populations and students with rich ethnic, racial, and religious diVersity, and schools in the United:States and in Canada, there was not a.significant difference in teacher judgments of the materials and their impactupon student attainment of our objectives. The approaches and materials related well to student experiences and teachers were skilled in helping to build such relationships. When differences A did appear among the field trial sites (in teacher judgments and ,studentachieve- ment), those differences seem better explained by difference in time availablefor \use of the materials and teacher competency factors, rather than to the differences n the location of the field trial site and the children involved.

Teachers reported that student motivation and interest wasas high or higher 'than\the usual topics and materialsexplored by classes.-They reported that studes' attention and achievementwas equal to or exceeded their peTfOrmance on the 'usual social studies content.

Teacherswere delighted that they could retain the materials, doting that they would use the materials in subsequent years.., In some cases,-colleagues in the school had heard about the field test, expressedan interegt, and wanted to try out.some of the materials in their own classes. Each teacher said that she would recommend the use of the materials --.and the study ofreligions -- to colleagues.,

These comments from teachers who used the'materialsare most encouraging, especially after the general and pervasive reactionsto the term "religion" and to the thpught of teaching about "religion" when simply discussingthe idea with- . out teference to instructional objectives and materials. Those who have done it -- teach about religion are positively disposed toward such instruction, see it as complementing the social education of their studerits,and find it non- controversial in class and in teir communities.

1.1 EVALUATION FOR PROGRAM REVISION

ACTIVITIES BASIC TO THE ENCOUNTER. Teachers reported that the children,enjoyqd .making books of their "Story and',Way." Since the national field test was begun during the second half of the school year, several teachersfound it appropriate to.have their students write stories toaccompany their drawings. (Only'drawings were suggested in ehd teacher's guide.) The stories and drawings show a very gocd understanding of the main ideas' and an internalizationof the sensitivities in the objectives.

Role playing and socio-dramas were praisedas ways of getting concepts across clearly to first-graders, andas ways to develop the sensitivitiesspecified .in the objectives.

-12- L 00339 The read-along books were enjoyed both,the books themselves and the activity of "reading along."

Most teachers reported that the children enjoyed the slides andtapes and that the children's recall of information so presentedwas good. However, two teacher suggested that more variety in the narrators and in the-picture stgles was needed.

teacher commente:! that "there was not enough variety in the format 0:the Module on Story and Way. Het students tired of seeing. slides and drawing pictures. One teacher felt that the Activity Books came too close together in use. ,

Ore teacher commented that an exercise in sequencing picturesinto proper chronological order was very difficult for her classto complete. Regatr'ing the same sorting task, none of the classes followed,the RESSdirections of cutting the pictures apart and then sequencing them.All numbered the pictures instead.

When sort, Cardswere used in another location, involving sorting them into two categories and putting them into two envelopes,one teacher commented that the children enjoyed working with them.

One teacher commented (in regard to a suggested ExtendingActivity for an Encounte.r that her class did not get to complete before theend of the school year) that it would Trobably be difficult for first-gridersto work with more than six sort cards at one time.

Several teachers commented that an-Encounter contained too much material and toomany activities to be covered at one time with a class. In several cases the teachers made, similar divisions of the material into "one day's I work" segments. GeTially, the modules took more class time than the RESS staff had pre- , dieted. This was due, in part, to the teachers' use of Ex- tending Activities, and questions and activities borne of their use of community resources and examples.

-13-

00340 Test Center: 4 sPrcIAL T1PES Total hooks: 101 Blank/ .. Completed This is, a summary of student perfortance on ) . Page 3 BirthdayActivity Sort Cards Unused 4 101/Used byonthe students.the SPECIAL left show TIMES the booklet. number of activities dompleted The boxes below show'student success. The firSt two columns wereSuccessful.Fartune,four askedexample, itemsu=unsatisfactory, to draWtoon thebe a completedpicture'Tradition judged (s=satisfactory and Worksheet byall whether students there the werewere- pic- On the Celebration activity students Story Envelope 101 fully,Studentstheyture wereshowedand did 14asked so comprehension.ofeither successfully, to completedid not answertwo 12"celebration.") didstatements. theone questionsuccess- fnd /71 Celebration Envelope . 101' or did not do so successfully. 8 Perahera Sort,Cards 100 Correct 2 3 4 5 r. WorksheetSto'ty/Celebration 7 \ 94 I 12" Passover Sort Cards 7 94 0 1 3 1 15 Tradition Worksheet '96 Pictures TT 96 16 CelebrationMy in My Tradition 4 97 95 2 14 12 71 Test Center: Activity 5 Blank Cor leted S13-ECin PLACES Pictures Total Books: 132 Page My Special Place 32 100 96 2 Correct & 4 9 a Atoni Cut-outs, 9 123 .,1 32 24 71 Homes Worksheet 35 9.7 S . u . _ 1 _ 1 1 6 , 85 " 10 The .Home 7 125 11 The 10 122 0 1 3 4 5 CD7. 'Family at Home, . 1 . C4N 12. Moving Sequence Cards 32 - 100 5 5 1 50 8 22 13, 14 Moving Envelopes . 4 128 & 15 & Sort Cards ta 4l 1-:1'ENPING EXPERIENCES. Many of the Extending ctivities were Utilized by the !Loh! test teacht rs.

reem: rolate0 to an and printed in fly in the teacher's guide ,;celr'ed espt,ciallV helpful and enjoyable. However, seqeral poems were marked 1'v the teachers asbeing too difficult in vocabulary or too abstract for first grade children to understand and make a response.

A :am bur of suggested hooks were read and teachers made frequent suggestions for additional books relevant to the Encountets.',HoweV,eri some of the materials Cool(s, films, etc.) suggested for use in Extending Experiences were difficult or impossible to obtain in Canada.

Simple recipes were,tried to the delight of several classes.

The activities of making "name chains," collages, and student booklets were praised as being of interest to the children.

MECHANICAL PROBLEMS. One class experienced difficulty in hearing and understanding the tapes because the tape recorder in use in the classroom was too small and had to be turned to full volume, thus magnifying any white noise.

Several teachers reported that stapling or taping (as suggested in the RESS directions for an activity) are not practical in grade classrooms and, that pasting would be more appropriate.

One teacher suggested that we include a prominent note to the teacher in the text of the teacher's guide at any point where a piece of material needs to be kept in the classroom for use in a later Encounter.

One class became confused when an activity called for drawing pictures in the Activity Booklets in a prescribed way (leaving the backs of pages blank.) These directions, on the format for this activity must be changed.

-16- °0343 1

CONCLUSIONS. A system for designatitig (or suggesting) activitiesfor able students, less able students, andmore able students needs to be devised for the teacher's benefit.

Many Encounters need to 1,),divided into suggested segments, appropriate for completion at one tire:

The poems in the Extending Experiences which havebeen marked as "too difficult" do seem to be genuinely too difficult and shouldbe removed.

Some additional resources should be added, especiallyusing Canadian sources.

The whole activity of the sequence cards concerningBonnie moving could be dropped without a significant loss to the main point ofthe encounter on moving which is sacred space and its re-establishment(not time). This activity caused a lot of problems.

When tapes are re -cut, some additionalnarrators must be used for variety and interest. Taping techniques must be.improved.

; ,0.:.)

Anti- Defamation League Reviewers-

Page in Teacher's Guide Comment

'[Responses and revision suggestions of the RESS staff are given in brackets.]

We found the material sensitive and sound.

For the most part the following are minor suggestiphs: L 181 ,There is mention of "horseradish and toothpicks.". Toothpicks have no(?) the tray. Certainly no religious significance. This word should be removed. .[Suggestiol to be followed in revision.] 191 'You have separated into two words, that which is one. Nishtanoh is one word. You may wish to use the pronunciation used in Israel and by more and More Jews in America today. Therefore, the translitera- tion for that sentence would be "Mah Nishtanoh Halailah Hazeh?" [Correction to be made in revision.]

Individual Teacher's Overall Comments

The bibliography was not helpful given our library resources. There are many books, films,, ecords, and filmstrips available which will fit-into the course Another year (assuming I will start earlier) I will strive to work up a bibliography for my use. [Full. revision will include expansion of suggested resources.]

I wasn't happy with the pictures in the "Special Places" and "Special Times" activity books. They just weren't first grade pictures.

Concepts were a little hard for first grade.

As far as evaluation was concerned, I felt this group had a greater understanding and willingness to accept differences than many previous groups. I have had. However, In addition'to RESS, I had pupils who fostered this -- a Spanish-speaking Puerto Rican child, a little Chinese girl who spoke only Chinese, and two black children. a I am happy to have been a part of this program and will use most' of it another year.

The children really have enjoyed the project. The parents have been interested and most pleased. \. We've gotten very interested and possibly spent too long on AtheriCan Indian bel'efp and traditions.. '- We completed everything and itluded Memorial Day on our own.

We've even gotten into weddingsaptisms, funerals,. and such.

There has been a "lot of learning," NN

In the beginning we intended to write our own s ories and write about our favorite celebrations (changing, the use of the pages in the Activity Books) ,'but as new students came in we gave up tha,idea and 2-turned to the activities suggested.

The children especially enjoyed role-playing.

Thank you for the opportunity to teach the unit.

I'm planning to use it again next year and start it in the Fall when we begin our first Social Studies Unit "Who Am I?" in the Man Develops Responsibilities Unit. With ,the exception of some poems Cast were too difficult and a very hard lesson on ordering of pictures, the program went very nicely. I think you have a fine, motivating variety of activities for the children. [Some difficult poems and one picture sequencing exercise will be cut from the revised edition.]

The encounters seem long and I've had to break them up into smaller sections. Listening, looking, discussing sessions can only go on 15 or 20 minutes with my, six and seven year olds. [In the revised Level One Teacher's Guide more Encounters will be marked with Jotted lines suggesting shorter learning segments.] I have listened to all of the tapes for Level One on two different cassette players. The problem seems to be particularly on the following. sections: Story, Wonder, Goold, Buddha's Tooth (worst), and Passover. Water Jar had some problems but was the best for the narrator of all-the above. The narrator's ennunciation is fine and her voice is very pleaeant for childrer; however, it does' not come through as sharp and clear. Some adjectives might be blurred, fuzzy, muffled. It seems as though she had the mike too close when recording. There is rather an effect of double or over-Sound. The voices of the woman and man who did Rogelio and Adayod seem sharp and Clear. There are some elements of fuzziness but they are generally. better for com- manding attention and understanding when the sound is going out to a large group. I thought they spoke a little to fast for the children's best comprehension. Another problem is that we must play the tapes at top volume. There is a certain amount of movement, noise, or whispering, etc.:' from 32 wiggly little ones -- just sittingn a group. On account of the number in class and the ysical set-up there is a certain amount of spre aw: from the cassette. The fuzziness exists at o he volume scale, but at 10 where I must play it he prob em is compodpded. Very low, it's satisfactory. [Fi ld ts have shown some-technical problems to be due to tapes and slides, some due to cassette tape players and slide projectors used in the classrooms. Revision will include seeking technical improvements in recording slide reproduction and encouraging the use of high quality equipment in the classroom.]

Could there be more variety in voices and picture styles used in stories?

Activity books came too 'close together in time and the Children lost interest in keeping the book for coloring.

The project staff.has compiled a dozen pages of detailed comments by teachers on specific aspectS of the student materiEls and teachers' guides. Each comment is keyed to one or more suggested revisions. Readers would need a copy of the Level I guide and a set of the materials in\order to comprehend this detailed set of suggested revisions. Due.to tie length of this compilation, copies have been made only for our office files and for funding agency review.

-19- 00346