CVTE-E-8 NOTE 329P.; PAES Collection

DOCUMENT RESUME

ED 063 467 VT 015 231 TITLE Industrial Prep, Volume Five, Senior Year--English, Chemistry, Social Studies, and Occupational Relations. INSTITUTION Hackensack Public Schools, N.J. REPORT NO CVTE-E-8 NOTE 329p.; PAES Collection

EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS Behavioral Objectives; Bibliographies; *Career Education; *Chemistry Instruction; Curriculum Guides; Developmental Programs; *English Curriculum; Grade 12; Humanities Instruction;InstructionalAids; Interdisciplinary Approach; Multimedia Instruction; Occupational Guidance; Resource Materials; *Social Studies Units; *Teaching Guides; Visual Aids; Vocational Education; Work Attitudes IDENTIFIERS Career Exploration; Economic Awareness

ABSTRACT This 12th Grade teaching guide presents four units in industrial preparation for vocational students which serve as a general and specific vocational basis either for inmediate post-secondary employment or for further formal technicaleducation. The five diverse English curriculum units rangefrom vocational preparation and chemistry topics to discussions of leisuretime activities, the film, and current war and peace issues. A social studies unit deals primarily with the sociological impact of urbanization and the civic responsibilities of industry. An occupational relations unit provides sample case strudiesdesigned to increase self-understanding in interpersonal vocational relationships, and a laboratory unit of industrially-oriented chemistry topics is designed to develop nine specificlaboratory skills. Developed as part of a 3-year comprehensiveiiiterdisciplinary program by a group ofleducators fromHackensack High School, New Jersey, the guide employs a wide variety of "real-life,'approaches, such as role-playing, to insure student interest. Generaland specific program goals and rationales and teaching suggestions precede the student reading materials, multimedia resourcematerials, project lists, and bibliographies. This volume isplarined for use with four others, available-as VT 015 227-VT 015 230in this issue. (AG) FILMED FROM BEST AVAILABLE COPY

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FNGLISP. CHENIISTRYI SOCIAL STUDIES OCCUPATIONAL RELATIONS

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IndustrialItmSocial Studies

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ti ...; . 4!, r Introduction

This curriculumis designed forthe industriallyoriented student.His motivation inschool is based onvocational . training aftergraduation.He is headedtowards a technical school, a job, orperhaps a two-yearcollege. He hasneither an interestin, nor a need toknow, the battlesand dates that comprised theold Social/ StudiesCurriculum. What is SocialStudies?It is more thanhistory, more than battles anddates./ Social Studiesis people.It includes the studyof,human behavior, thestudy of the economy, the study of soctetyand its problems,and the studyof socialresponsibility.These ideas shouldbe empha,Ased in 'our curriculum.Social Studies forthe IndustrialPrep student should be taughtusing the conceptualapproach rather than the factual.Ideals should bestressed.Subject matter should be made to revolvearound people, ratherthan things, //or places, or years.And the interestsof the students should never stray fromthe teacher's mind. The teacher's maitresponsibility is to createan atmos phere conduciveto learning ACTIVE learning.He must retain the interest ofthe class, forpeople learn bestwhen they9m--interested in what is beingtaught.This interest should be cultivated throughthe direct participationof the student.

, . . 4.011110.0.1. Should have one owl . Teaching methods learning process. the studentin the totalinvolvement of teachercentered eliminationof the We arestriving forthe asprojects,problem-solving, classroom. Techniques such replace thelecture, andteaching-games class-discussions, is now on recitations.The focus and questionand answer

,the student. change. also requiresadefinite The testingprocedure could beeliminated in chapter orunitexaminations Perhaps factual Or, if onefeels that favor of afinal unitproject. review games, thecurriculum,perhaps testing shouldremain in studies terms,orcompeting 9hang-man" usingsocial such as employed. could besuccesSfully to stumpeach other, teams trying of inecontinualre-evaluatian The teachermust engage student methods.Everyindividual his materialsand teaching theclassroom. andbackground to brings his ownneeds, goals, out to asmanyof be designedto reach Thecurriculum must different, Jwit as everyindividual is these aspossible. mayfail What succeedswith one groups so is everyclass. and re- repeatedre-evaluation with another. Therefore, the the successof materials arevital to adjustment ofteaching ; any program. designed for this curriculumare 'The unitsincluded in studies. Theymaybe taught se- the new,conceptualsocial in ,anAmerican included asit comes up parately, eachsection concentrated area be taught asa History course,or it can industry. study ofbusiness and

. . .''. .: ...... -- ;`,,-;77 individual teacherchooses . Wherever, orhwever, each objective to utilizethis material,it is hopedthat its main meaningful is not lost:the goal ofmaking SocialStudies a experience for eachand everystudent. 4sg 'Goals and Objectivft:0V

1. To instill a knowledge of the methods of industry and of business principles.

2. To develop a comprehension of the responsibilities of industry to society.

3. To develop an understanding of urban problems.

4. To bring about an awareness of the role of the worker in American life.

5. To inculcate wtrong positive feelings towards the various ethnic groups that are America,

6. To motivate learning through direct involvement and participation of the student.

7. To direct students towards broad horizons and towards dtversified fields of endeavor.

u. To f.-each students to examine and evaluate ail sides of,a given issue.

9. To instill qualities of ambition, understanding,and inte- . grity in all occupational pursuits......

INDUSTRIAL PREPARATORY. PROGRAM

SENIOR YEAR

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., ,...... ,,;,i1..l ." ..I; .I HACKENSACK HIGH SCHOOL HACKENSACK, NEW JERSEY

INDUSTRIAL PREPARATORYPROGRAM

SENIOR YEAR

1968

Dr, Donald R.VanWagenen Superintendent of Schools

Hiss Barbara A0 Wolf Assistant Superintendentof Schools

STAFF BOARD OF EDUCATION Abbitt Mr. Carl E. Padovano Mt. Alfred L. Principal President Sedlack Mr. Irving Moskowitz Mt. John F. Committee Chairman Vice-President Bean Mt. Joseph Ellis Mrs. Sadye M. English Rev. B. F. Keeling Mrs. Nancy Ellis Thiel Social Studies Mt. Richard C.

Mr. Richard Fanelli Miss Elsie Roschlau Occupational Relations Secretary

Mt. Joseph Gallo Chemistry Miss Angela Picone Occupational Relations

The senioryear's work Of this program wasmade possible by the valuableassistance - .:tended by theDivision of Vo ---cationai Educationof the New of Education. - - - - Jo -soy.Dcpartment , 41.)41,..7,.;/ Fi i

4 lt 14:0 6.1 otr 'd 6110 4, JOrp,.. 7ky1.10 c. o' ''. ' " '. (01, r.'*.4.11r. *ref, -, . r '' 7... : INTRODUCTION

The senior year of the Industrial PreparatoryProgram in-

creases the acadamic andoccupational options open to each student.

Opportunity is made available for eithercooperative-vork programs,

additional shop training, or college preparatorysubjects. The

only required classes are chemistry, English, U.S.History, and

physical education. By partaking of a cooperative program astudent is able to

test his interests and academic and shopskills in an on-the-job

situation. This is a chance for an employer to train anindi- vidual, perform a community service, and atthe same time develop

a potential employee. The program also affords theIndustrial Prep student the opportunity of becomingintroduced to the adult

work mrld in a controlled situation. With school and industrial

supervision the youngster can experience theindependence associ-

ated with work for wages, and, will at the sametime have the

security of being part of a school program.

For those not ready or interested inthis type of experience,

there is the almost entire school elective programto choose from.

If increased academic interests havearisen, a pupil can better

prepare himself for communitycollege or technical school entrance

should he wish to go further educationally. Classes in mathe-

Matiess foreign languages, or the sciences are opento those students considering college work.

Advanced shop classes are alsoavailable to those boys wish-

. 0. - d.v". le t . t ,lag t.:6 _learn .More, aouuta _parciculat., pccuPat.i.oaal

,._with the scheduled Industrial Prep,background, this Ahould be a

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good opportunity for a student to delvedeeper into a technical

area. In review of the program one could say thatbecause of the

relevance of teaching material, the correlationof subjects, the

logic in presenting the courses, plus thesincere, applied

interest of the staff, ,this approzzch to ccoupat.tcra4educR-

tion can meet its goals and objectives. It is an attempt to

broaden occupational horizons and to stimulate aninterestin

learning, and the program appears to haveaccomplished this.

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7 INDUSTRIAL PREP ENGLISH

SENIOR YEAR

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TABLE OF CONT61TS

Page8 UNIT ONE- WorkEntrance . I. ,- Page 22 II.UNIT TWO- TheFilm...... Page 41 III.UNIT THREE-Chemistri Page 50 IV.UNIT .F0bR - War andPeace. Page 73 V.UNIT FIVE -Ltisure TimeActivities - T. r* ":: _

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el": ' t: y:: -4.4r.V.P..&i.:./i!..!,"ri,t11.t.1:24...-f'-,1..,-4g',:4 il*:':%,/,r....?....:..445 INDUSTRIAL PREP ENGLISH

SENIOR YEAR

The Here Student AndThe Vow Teacher III Order to Educate. Schools MystConsider theStudent'In- '0Ni-dual Needs, Des-ires. andinterests. The little boy who exclaimedthat the emperor wasnaked may have been nodifferent from the bigboy who one dayin class asked his teacher whythey were studying aparticular unit. The emperor's reverieculminated in frustrationwhen he A perceived his nakedness asthe teacher'sreverie culminated in frustration as hefailed to satisfactorilyexplain the importance of his unit. This irrelevancy of materialis a key causeof student disinterest and failure.In order to becomesuccessful curriculum planning, it is necessaryto make thestuden,t4 individual needs, desires,and intereststhe prime objects of consideration.Too many times thecurriculum/planner fails to realize the curriculumand school existfor the education of students. A New Deck of par_siAj222.12:ses_gitoit,ReshuffledDeck. Industrial. Prep English inthe last three yearshas at- . tempted to answer thischallenge of the lackof student- oriented curricula.The course ha,:,evolved to a position has replaced theold, reshuffled , where a new deck of cards 4 4 . ,, .1 deck TA h i c h is presentin many currentEnglish Curricula.

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"." 4!".'i 4,..<4 .4 ,; /..1;4471 ; ;. _TI . 3 I; The courze is based on five independent, integral units which att ,apt to develop communication skills,In order to teach aese skills some of the units used are considered out- sidthe normal province of the traditional English teacher. aus last year's course was built around the followingunits: Work Preparation, Television, Physics, Economics, and Prejudice; while this year's units are based on:Work Entrance, The Film, Chemistry, War and Peace, and Leisure Time Activities.The rationale for this is that the prime consideration of English is the teaching of communication skills and the ends of this goal should not be confined by tradition.In addition when- ever possible correlation with thestudent's other subject teachers is accomplished. This current philosophy is geared to instill a desire in the student for the educational process.It accepts the idea that subject matter must be contemporary, relevant,and meaningful for modern society has impressed these factorsin the minds of teenagers as necessary for education.

This observation does not preclude the original purpose ct_ LI A 4 of Industrial Prep English or any English course.The avowed 1.).P objectives remain to teach the student how to_read,_write, rp,7 speak, listen, and think with as much discernmentand discrimination as possible, so that they will be able toada- quately function in society. For most students the need to functionin society is not in sow. obscure, friohtening future, but now.Students have . difficulty in adjusting to .the present and teachers worry about preparing them for the future.School and the Engliz:h: classroom chould enravel themselvesfrom the philosophythat school.. is pr1ri1y a pceperationforlatei life, but ac cept a philosophy that putcinto perspectivethe need for schools to prepare youngcters forthe present andthe futures Because of the innumerable problemsthat teenagers mustmeet colve in their daily activities, rn-anyteenagers donot : perceive the relevancy of schooland icaderniceducation. It .is the purpose of theindustrial Prep Englishto pro' vide for thetudent a contemporary.relevant, andmeaningful comparisons must beestablished. curriculum0 To do so, certain First the highlymotivated student isconscious of a time order.He does not freeze one aspectin time as doesthe less adaquatel.y motivated student.The poorlymotivated student is afraid of the future,confused about thepa3tand concern.u' with thepresent.His discussions areabout his car, hisgirl, hi baligame. ThereforeIndustrial Prep Englishrelies on the contemporary more than anyother time element.However the present is usedmany times as astaging area forexcursions into the past in. the fieldof English andanticipation about the future ofeach individualin society and ofsociety itself. Next the highlymotivated student tends tovalue the abstract and the aestheticwhile his counterpartplaces a greater. value on the concreteand specificto achieve anyrelevancy. W..th this in mind ThducitlPrep Enl1sh adapt3itr lessons to providoconcrete structure,!lireture, understand- ngotplotisvaluad above theUn rstancn.ng scyie-a thit cn be sentad requireai

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:) I a novel, and speech is used above all areasof English because it is the -faculty with Ilhich the boys aremost proficientand it will be used by them more thanwriting as a means of communication., Finally the meaning of the worldis brought into thec1ass- room not enty throughthe printed page, butalso with the electronic meclia.Students weaned on televisionand film and raised in the licLuhan Age place moremoaning on the imagethan on the printed word.Therefore the appreciationof aesthetics and the importance ofliterary themes are brought to themby television and the film.In order_ to furtherenhance the image, the use of film and playproduction is encouraged. These exercises have as theirultimate goal the Jameobjec- tivez.. that the more traditionalteacher has in hisclassroom, vis-a-vis the production ofbetter readers, writers,listeners, speakersand thinkers.. As always change is _upon us,but, _like aging, we are un- 4 aware of it until itis yell established.The fields of Science and .14athematibs havechanged_to_meet,the yaqtgrowth of knowledge.What makes the Englishteacher so conceited to think that his fieldis immune to changeand need not meet this deluge -.)finformation and knowledge?As the elec- communication, and as therocket tronic media have changed .,. has changed science, so we toomust become a partof this thang,e,. for our students. are part. Of it aireadli.... ,

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,trfir"..:rriPI111,kf'.!it.4ttr, . . i" ot71 e . . . 16 The TIorla-v--IvIv Stuth,n- Pro-or t1-1--, Philoronhv is Correct.

Let it be understood that industrial PrepEnglish does intend for students to achieve in the present and accomplish

for the future. The curriculum itself is a primeexample 'of

this procedure. In the sophomore and the junior yearsthe

subject matter intends to instill in the student certain

broad, general industrial concepts and attitudes, i.e.de- pendability, initiative, puncwality, cooperation, the under-

standing of directions, end the conveying of instructions.

Finally the senior year brings forth these concepts inactual

practice.The sophomore and junior teachers give examplesof

the work world to the student:, while in the senior yearthe

reverse takes place as the work-studystudent now informs the teacher how the particular English assignment applies to

industry and the specific job.Practice overtakes theory

and fruition of itlo years of work flOwers mith the Industrial

Prep student making the connection-and chowing histeacher

r. that the lessona of theprevious years have been fulfilled. At the conclucion.- of his -three- years- of studyrtheIn-- ductriál Prep student is'able to Make a ntimber of choices.. lie can proceed into industry with a generalbackground of industrial concepts or aa an alternative he may continue his education and prepare for a more specializedjob by atte-ading a technical school, a two year communitycollege, or '1 aOtit year :c011dge cith. atechnicall. cur:: iculUm. :the,: .threeL,- 77,fekk 41:the- Indu-5 rialT P fdir Englishcurriciiluñf hag7: a ttempted to...4. :-...... ,.,:::.0,...... ,,'fy, :41:r. 4.7( ,I ....:,...... :.i:...... :-. ,:i.t.../. t.,..., ,.. ... '..k.' A 4 ,;1.- -11:1!,...., .4" ....,.... r} .1.1.7...err.,:.,...... - .' .... ,..:. :.; t , ,:, ',..,...... 4.,, ...... , ... i.t. ...Lo iYive h 5.tn. a variety broaden hi.r.... .;) , outleol, not to itrrty(..7 ...... :.:,,...';,.,..1,,:%. -,...,. , .....;....,...,,,,,,,,,,...:.,,...... :,.....,,,i2.:,-,:t7.. ',.; ,.. :4 .. .. ,..: .;;. 4 ; .t'. 4.4 ..,7,,;,. ,..,' ,-, . ..:,...... , :.7. ,;,:i ,.':... i.;. ;.; 441,.:.::,:..;:ifi,3!..-i.:.:;: . 1 .-47,,..,:.:-.....7.- ,t,r.Kii: : ::':.;:.: :.,..:i...:::.: ... ;,.....It.A... .5 ..... 4 .:i ,r,.. :..-.., , ..i.,..,,...., ;,..., .,.,;,,,..,...., , . ...,;....,,,j. ;.:;....,..,._-.;:...,:..;...;:.:.,,..--,,,,. ,.:... ;4;if.:...t. ,I ;...... t.o,-...4;.(.....4.) 0...4 ..,,.3.0/e.:...:.i.,;!,;,,,...... ,i..:"..,.,'..,; .- ,^. ,'`',t P. ,,,,, .4.;,...... 4.-"-- '..!"..'...... ; ,...... ".' er. , ....r, , . . . .. ::..C.I 4.7.,.....:, :,.1...... 7a-f.:I.t.-. i.-.71.1c-:r,,,. : ...... ti: 1:). la f2. t,,, t. ..*..0 n a 1 at 1 il 1.f 0 C1.1 C 2. C :IL:: 1 ,. ,lot: ,. ..k. I ,,,,-...... ,....,it .,q,t1., ,!_,,,..,771-7..,,,,I.. . ,..-...:.,p74,17.:c..it.,,:v:7*.;&,:i.-rs;!VIrt!tr,S77!!!.e'it rt..:11r,,41'f'11,,Tk. .: . 'Y -.,..., rjri.:i-er'-'i!l4il:,-7'.."'!':*:,?7;MI:114.4'!dil-'6".'.:..IP;:f 7e?!!':--:?'7:4:!.1.T-Pt.':71.''I''':'."irs.,1.:;:' fyl 1;- -t, -, 1, : Lest Industrial Prep Englishbe excommunicated foromit-

ting the literary giants of English,it must be realizedthat

the curriculum accept% the philosophythat there is value to

the study of Chaucer, Shakespeare,and 14ilten, et al. How- of students may not be ever, what is relevant for one group relevant for another group at the cametime. The Industrial

Prep EnRlish teacl.ler hopes thathis students eventuallywill

read and be inspired by the mastersof literature, butthis appreciation cannot and should notbe foisted on allhigh

school students. The Successful Curriculum StartsUith the Student.

Education should be enjoyable;it is important tothe

individual; it must be achieved inorder that a student can

exist in the world of today,and productively enjoythe world

of tomorrow. There are many ways ofachieving these goals. Industrial Prep English desiresthe same goals that allgood

curricula desire, but IndustrialPrep initiates itsjourney

" with the student.

It is with this type ofOrogram that the burden ofedutation

falls to the'teacher. Too many teachers placethe burden of

solely on the shouldersof the student. educaticen Th45 cur-

riculmn removes part of thestudent's burden and shifts it to

the teacher. Industrial Prep Englidhfirmly believes that if

the student hl:As failed tolearn, the teacher hasfailed to teacher not teach It is the desireof the program that the .. ..:-.,...... ,.. ."-.----;-:.-.---,--2.,-t all; --.-----,---,---...... r-.---...... ,..4.i.,,,J,.:.:4gv,,,-,,,...,,k;...... UNIT ONE

WOBTENTPANCE

I. Letter of Application

, 11. Resume TH. Applications p. 1,/

IV. Classified Advertisements

V. Job Interview

;VI. Makinaca_Project,'

The successful completion ofthe Industrial PrepCur-

riculum occurs when the student entersthe work field. The

junior year work unit attempts toguide the student into

choosing a particular vocationalfield. The senior year

work unit prepares the student forthe actual entranceinto writ- that field.The unit assists themwith locating_a job,

ing lettersand filling-out applications. The unit Aoncludes by preparing the student forthe job interview.

Practical experience isachieved through the useof classroom to in- personnel directors.They come into the

struct the studentsabout the recruitingand hiring practices of companies and giveadvice about the jobinterview

by conducting mockinterviews.

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ot..4P . itutv '47 '''-n40.54. . ; .: , = :' . . .. . Letter of Anolication

I. Form A. Heading B. Inside Address C. Body D. Closing E. Signature

11.What to Say? A. First Paragraph 1. Source of knowledge of job 2. Position applied for .J 'Make formal application a. Blind b. Recommendation c. Request

B.Second Paragraph 1. Reasons for being considered a. Education b. Experience c. Willingness to work and learn

C. Third Paragraph--If there is noresum6, this paragraph contains references.

D.Fourth Paragraph--(This is thethird paragraph if there is an accompanyingresum6.) Make yourself available for an interview.

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.,...4,,,, .. 3 ,. .., - ...,,, . ;.4%! !.j4 14.:,' 4...... '444'7,r--....- Employer's Name and Title Employer's Address Employer's City Salutation:

In the first paragraph explain how you became aware of the opzniag or the availability, of the position for uhich you are applying.You might tell of your general and specific interest in the field. Hake sure that you specifically state the position for which you are applying.

In the second paragraph explain briefly your reasons for believing that you are qualified for the position and why the employer should consider your application.Your education and work experience will assist you in makiag ma impression.

In the third paragraph indicate where you may be contacted for further discussion and suggest a time and date to meet. If there are any special conditions affecting your availability for an interview, you should explain them.

Your Full Name

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A. Qualities. 1.Simple in structure 2,Preferably typed 3.Make a carbon foryourself 4.Uce good quality paper 14ake eZfective uGeof whitespace 6.Be specific 7.Be brief B.Organization I.Personal Iralortaation a.Name b.Address c.Telephone Number d. Date of Birth e. Height -Weight f.Sex g. MaritalStatus h, Draft Status 2.Education a. Name b. Address C. Dates of Attendance de Most recentschool is putfirst Employment a, Jobs 1, Name of company 2.Title held 3.Dates 4.Reason for leaving

.b. Latest job first -..---c.Also-any specialskills 4.ReferencesMinimum ofthree a.Put name(title), addressand telephone. 1.Character 2.School. 3.. Work b.Ask pernassionof person c.If person mustwrite a reference*ive him a stamped-addressedenvelope. !,. . : ...... a: ...... 0...... 0,1.4...A.,..../.441.141,...... 1...*,.....814.%,1...emol...1...4*.t.u...... ,.../....4 1".-; S...." .....s... . --.' 4.^.:4-)!,!.., '% .!..` Fyroik4:1,1,,.;,;tki.ArtA-:1411.:Vi

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I.Personal r Name Date of Birth: . Addxess: Telephone Number: Height: Weight : Sex: Marital Status Draft Status:

II,Education Dates of School Address Course Attendance

III.Employment Job Name of Employer Address Title Dates

Special Skills .

3 IV.References Business Business Telephone Address Number.

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I.Carry With You A.Proof of Birth Date B.Social Security Card C.Proof of Graduation D.Important Names andAddresses E.Pen II,Exhibit Following Qualities A.Neatness B.Truth C.Accuracy D.Legibility E.Following Directions Demands of Application A.Naturalized or Natural BornU. S. Citizen B."For Office Use Only" or "Do NotWrite In ThisSpace" Li C.Physical Defects D.Educational Experience E.Previous Employment Record LI F.Reference G.Loyalty Oath H.Supply a Picture 3 I.Salary Requirements Lal J.Autobiography 1.Experiences a. camps b.clubs c. home 41. employment . 2.Interests a.intellectual b.creative c.hobbies 3.Important DecisionsYou Have Madeand Facts That Led You to TheseDecisions a.friends 11: b.events 4.Inflnences on Your Life a.home b.school . c. .church d.mass media

. . e.friends

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, . ,. P./ . 1 Classified Advertisement

placed I. Definition - Advertising in aperiodical which is under headings labeled asto contentand purpose.

A. Content 1. Employment 2. Used cars 3. Household accessories 4. Real estate 5. Business service 6. Instruction 7. Boat and marine equipment

B. Purpose - While displayadvertising is aimed atthe involuntary attention oflarge numbers of readers most of whom are notprospects; 1.1 the small classifiedadvertisement is aimed at the voluntaryattention of live prospects who turn tothe section because of real interest.

Size of Advertisement Depends on aNumber of Factors A. The size of company B. The space used by competitors C. The necessity for obtaininginquiries or sales at the lowest possible cost. D. Announcemits of new products orideas E. The amount of moneyavailable for advertising F. Rates - Dependent on: 1. Number of-lines 2. Number of days 3. Example of rates a. 1 day - 3lines - $ 3.75 b. 3- days - 3 lines - $3.91 c. 6 days - 3 lines -$13.50

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.1 Some Common Classified Usage

1.agcy agency , 2.altns alterations 3.arch architect 4.begnnr beginner 5.Bio Biology 6. BS Bachelor of Science 7. Chem Chemistry 0.n CollGrads college graduates 9.dept department 10.no dfse wk no defensework 11,an equal opportunity hires all races, religions,ethnic employer t.,arouns 12.no exp nec no e.A.perience necessary 13.expd experienced 14.expd instl or pub wks experienced in installations or public works 1 factory A 15.fety 16.fee fee that must be paid toemploy- ment agency fee negotiable 1 17.fee neg 1 GED General EducationalDevelopment .) 18. 19. HSG High school -gradtlate 20.H'way highway 21.lie license 22,lino linotype 23. 11 thousand dollars 24. HA Master of Arts 25.meth ' l mechanical 26.mgr . manager 27.opty opportunity 23.Ph.d. Doctor of Philosophy 29.R & D. research and development 30.resch research 31.tech . bilt.tgo " tri stEite area-in . 12.tri state area N.J., N.Y:,., and Pa. 33.trng training 34.w/wo with or without Examole of ClassifiedAdvertisement,

POOR - TOO VAGUE Mechanic wanted who can serviceelectrical appliances. Must also be able to take orelirsoccassionally from cutomers. He must have a neat appearce and agood personality.

BETTER ts, Salesman and servicemn wanted who canmake repairs on electrical appliances, as washing machines,refrigerators, ironers, indoor wiring.He must be able to1) solicit order from present users of our equipment,2) collect pay- ments on accounts, 3) furnishbond, the cost of which is paid by the company, and 4) take oneevening course each week. The persons who qualify will bepaid a definite salary, LI but their ability to sell additionalequipment will determine the main part of their income.Advancement to executive positions is possible.

4, L,..,(.1 .7, !.r.11...irr::;! The Interview

I.Preparation A.Time and Place 11, Name and Address of Company C.Name o.E Interviewer D.Find out information about Company I.age 2.location 3.future E.Prepare a list of questions that youwill want to ask. F.Bring a pen and pencil and notepaper,but do not take notes. G.Arrive ahead of schedule. A H.Clothes 1,Neat and clean a cosmetics b,hair c,finger nails 2.Not sporty 3.Shoes--no holes--shined

II.Greetings A. NervousnessInterviewer knowsthat you may be nervous. B.Greet him by name and pronounce itcorrectly. C.Let him take lead I.Shake hands 2.Offer a chair 3.Allow smoking D.Be prepared for surprise questions. 1.What can I do for you? 2.Tell me about yourself. 3.Why are you interested in thiscompany? E.Do not merely answer yes or no. F.Be prepared for personal questions. G.Sit up.

III.The Interviewer , , A.The Talker--He is looking for yourinterest, compre- k . hension, and intelligence. B.The Quiet One--He may say verylittle, but expects N-1 you to show yourself. 1

....IV...... You.. -...:..-...... ,.....-.'!-:-...... '...... -...-...... ,:. ,.: ....,,..,...,... 1 A. --Give your .. goOd points , . ..,.. 1:J:"..:.-B. ...,:-Lead..him. tO. ,yoUr ....good- qualities-,.-,....:.,-;...:i:,.:::17,t::.....,..:!:..1-....:,:....::::!..:, ,::.,..-. . . '. , -; ',-,..i ,,I,14!---: .. -,-,,,,i,j1,:.::,. 7?..,t4;41,. 4.:....i.:,..4.,:mk...... ,;...... ,,;.1.,,,::4.e., .. ,... i....),:.:. '. y..r.....-,., ....,..:..:...... ,..4. :;1,!.,!.`,.1...... 41:... C 0 .. ,,.: Tell,the..,,trui.4...... : .f...: ...... "...... ,.....,?...,?..... niOW YO:ttt - future -"voal.s...... kl, g,4.M.i..,:-.):7,...;.i.:. -,:-.;;,,:7,,,. z2:.7:,.;',"_;;Z::::;;;,,,,:::::::,i'vat::::47t7;:,':;7;;;;:-Neiiek ,..- depikade'..,Ein9one-;;::7...:7;',:rg;i:::;;;;;;;;;mik7:7;:;:ii.?!;toetikth,.*;;c6,..,fj, ,,,,:it:tailifi!rit,',., ;i:..;44,1::?...':,: .:. . .. knows:'there.t.!.,are.--were---,:win-- .,..:-.-..:.,-.:.,-...... ,.. ..,.. . ..:*.f...... : ;.::L.':...: ''.'.--Fe'.. ''''...... 0-. not -pl.ay'..coye-recTuiter ... .. ,:r4 ......

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..., ::.,...... '..,..., :-. :, 2fiiii....:;:;.;..;.,,A, ....r. ,.'...... i4..; ,:;.:.., ;:,,::17; .,:',...;',:.;: :,0:..:. ..,:....,',.,-;;;..;%.: , ..::.: ,,...!.'.... - ifil -.; , .. ...;.:,.... .:.,«....,.....:-.:-...- . ... ,,..., 1;,,,,,-, i.:..,...... :!;...i...:-..,, :. J ki, tv..`,);.:1,46:4....::40,,;',...... p....,:.,...... --..,..- -,. .. 0.44 V. Acceptance A.i;'hat if he offe:cs a jobon-the-spot? 1.Are you sure you wantit? 2.Ask for time if you needit. 3.Be tactful. B.Do not accept more than onajob. C.Salary 1.Do not go under oroverboard. 2.Try to put burden on him. 3.There are standard salariesfor standard jobs. 4.Starting salary vs. futuresalaries. D. "Do not call ust we will call you"Some do--many do not. E.Time should be ibout 15 to 30 minutes.

VI.Coodbyes A. Thank hlm B.Follow instructions C.Keep trying VII.Questions Frequently Asked onInterviews-from YpuN Interview - The New York Life InsuranceCompany, N.Y. 1.Wliat are your future vocational plans? 2.In what school activities have youparticipated? Why? Which did you enjoy the most? 3.How do you spend your spare time? What are your hobbies? 4.In what type of position are you mostinterested? 5.Why do you think you might like to workfor our Company? 6.What jobs have you held?How were they obtainedand .tahy did you leave? 7.What courses did you like best?Least? Why? 8.Why did you choose your particular fieldof work? 9.What percentage of your collegeeimenses did you earn? How? 10.How did you spend your vacationwhile in school?. 11.What do you know about our company? good general . 12.Do you feel that you have received a training? 13.What qualifications do you havethat make you feel- that you will be successfulin your field? 14.What extracurricular offices have youheld? 15.What are you ideas on salary? 16.How do you feel about .yourfamily? 17.How interested are you in sports? ; 18.If you were starting school, what courses w9uld you take? 19.Can you forget your education and start*from scratch?' 20.Do you prefer any specific geographiclocation? Whyr- 21.Do you have a girl?Is it scrlous? 1.1 .30?35? _ 22.How much money do you hope to earn at age 23.Why did you decide to come to this particular_compnny?,-;:,`-,. du.tinp C 1s 4n hio.h 24.How tin 1 irou rank in your 4..4. r,-:;-school?Where will you pi obably rank incolleAer,;;;;;;,zatz;;;;;Zufrealveimta;. 2 5.Do you think that your extracurricularactivicies worth the*time .you devoted to them? Why? ; , , , ,:t: .. . .

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in a 26. What do you thinkdetermines a man's progress good coTpany? are necessaryfor suc- 27. What personal characteristics cess la yourchosen field? particular 28. What do you think youwuld like this type of job?

Interview - VIII. Negative Fantorsfor Interview--fromYour Job the Mew York Life InsuranceCompany, N.Y., N.Y.

1. Poor personal appearance. "superiority 2. Overbearing--overaggressive--conceited complex"--"know-it-all." voice, 3. Inability to e:zpresshimself clearly--poor diction, grammar. A and goals. Lack of plannina for careerm-nopurpose 4. inaifferent. 5. Lack of interest andenthusiasm--passive, 6. Lack of confidence andpoise--nervousness--ill-at-ease. Failure to participatein activities. 7. only in bestdollar 8. Overemphasis on money--interest offer. record--just got by. 9. Poor scholastic too much 10. Unwilling to start atthe bottom--expects too soon. unfavorable 11. Makesexcuses--evasiveness--hedges on factors in record. 12. .Lack of tact. 13. Lack of maturity. 14. Lack of courtesty-illmannered. 15. Condemnation of pastemployers. 16. Lack of socialunderstanding. 17. Marked dislike forschool work. 18. Lack of vitality. interviewer in the eyes. 19. Fails to look 20. Limp, fishy hand-shake. Indecision, 21. pleasures. 22. Loafs duringvacations--lakeside 23. Unhappy married life. 24. Friction with parents. 25. Sloppy applicationblank. 26. Merely shoppingaround. 27. Wants job only forshort time. Little sense of humor. 28. specialization. 29. Lack of knowledgeof field of 30. Parents make decisionsfor him. or inindustry. 31. No interest in company 32. Emphasis onwhomhe knows. where we sendhim. 33. Unwillingness to go 34. Cynical. Low ,tuor.11.-staadards. . , f) 1. 1. +It'41, r..y. - -I4.4 in.,. * int-0 _em .ronc.t 'pre uc : I '-/Ve..**e..- )1.1 4 V. .4 Pe ell-, ts. 0.4 t,.. , . t: t 38. Narrow interest q d s Ttich n mov , of.:personal finances 40. .',Poor. handling -.t. tsrvot.',i;,,refittP:i4Sfili"otr1111"fittifiril 'VRVellr:P.(4 1 !.!').1?.`if t!'7YYe2,.' .

. .. il :4; . 41.No interest in community activities. 42.Inability to take criticism. Lz1c1z of appreciation of the value of experience. 44.Radical ideas, 45.Late to interview ithout good reason. 46.Never heard of company. 47.Failure to express appreciation forinterviewer's time. 48.Asks no questions about tne job. 49.High pressure type. 50.Indefinitc-i response to questions.

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U. Many variations of the aboveassignment can bemade. A. Actually have the pupils follauthrough with the assignment from ad to job acceptance. 1. Students may get excused fromschool for their interview and report back to theirfellow classmates.Many of them can havejobs ready upon graduation. Arrange with the number of differentcompanies to assist with the assignment byallowing company personnel and equipment to beused in the job searches.

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,;z,:::1;trie.jort7.4.1.Pft UNIT TWO

.nestr.e.serd.M1..1FILM AND DRAMA

I. The Dram,... II.Cinematography III.Basic Film Language IV.Film Workers V.Discussion of Film nlm Making VII,Film Projecta

initiated in The three part studyof the mass media was continued in- the sophomore year withthe study of the press, broadcasting, and con- to the junior yearwith the study of Of all cludes in the senior yearwith" the study ofthe film. is cur-. these form ofcommunication the filmis the one that Because of rently Oin" with.theolder teenage population. both in the local the impact that filmplays on the teenager unit_attempto to movie houses.and ontelevision,-this film

foster an understandingand apprepUtion_oftheiilirpLas_a form. The unit is builtaround the modern communication art....corwrot.,, film:with production,, screening,,discussion,and analysis of

the hope thatdiscriminating film viewerswill r..esu/t.

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...,,...... t .6.....0 ...... 4... + . . ..i.,...... - ...Any ,...... , ,..., ...... : 4. l . e 0...... ,..11.....4 ...a., 8 .., . n 4,4, 1. Am..... 1r.t.....,.1...... "..r.W,.... if,,...... t.....,*...... 11,....,...... :,...i... rfl'ili.V. '474414'.1....:(:Peir:r.:!;,;14;:,.r:Illi-4,4.1.%/4f Dram*,

1. Difference Between Play and Novel A. Action 1. Novl nay deviate fromaction of plot. 2, Play works through what -we seeand hear from action,

B. Limits 1. Novel is free to roam. Play is limita to stage.

C. Contact 1, Novel if; privtatc. 2 Ply is social,

Signals of Playwright A. See /. costuming 2.make-up 3.gestures 4,actions 5. color B.Hear 1. voices 2.wozds 3. song

The Stage A. Greeks 1.natural 2. open air 3.hillsides 71,. bowl 5. lack of tone andconversation 6.subtle gentures useless B.Medieval 1.open air 2.small platforms 3. one-ct plays 1 4. intl.:Late 5. in streets

C. Elizabethan j 1.Laticac.te -0 2.boys aswoiuen

4 3.-mitstts '.0e1.0344,0 . ....fii100/11.10101.G6IIiV 70(.10 .1.0...". AkitiV.4..4.... . ,,, ...el/4 4. ! C . pt .r.11 .44 .14 000. body raovements40.0 important -.: 7. 6 r., 4 :Aka. or 1..4.. 6.0 *A. , J. 0 ...v... 10.0. 01t 0 .- .. . 4

01: rtte*AWI,PrIrtfal401". *ere'r*.T., er*P. - +to,. f.."frrift -- !al t-"4" ""*.-"'" "*.Vdr".!"!'"4"1".t?'',6".!11040e*!ftrt . . - D. Restoration 1,small, indoor 2.intimate 3,proscenium archintroduced 4,depth to stage E.Modern Times 1,box setting 2,idiomatic language 3.fourth all IV.Speech A. Elements 1.stress 2,speed 3.stzength soag 5.silence Example:"Oh, uho is there?"

V.The Character .1 A.Kind 1,flat--two-dimensiona3. a.predictable b.one aspectof human nature 2.roundthree-dimensional a.individual b.unpredictable c.develop d.intuiate B. Greek and Medieval 1.kings and heroes 2.superhuman figures facingoverwhelming odds 3.stand for mankind 4,human psychology tominimum C.Shakespeare 1.. simple types 2.consistent 3.hero is heroic; villainis villainous D.Naturalistic 1.Individual a.unique creature withcertain qualities, memories and personalrelationships b.reasons for whathe does 2.Avoiding distortions ofhigh tragedy andbroad comedy, "-'-a.ordinary people -, q etV t. I 0.40. t0,144611, " . r !-.n1" r3. not hPro ovi 11t, -hitt bOth"

c. . , 9. , .

rm, .,.,....r,.. rel. op ...a...T.- 'ft ...r* t' 351t.f ,rsr."`,1* otAr '40% -! -- 711! # . . . Plot A.Shape of a Play 1.expositionintroduction tosituation 2.comp 1 ica tionact i oils of play amongcharacters leading to crisis cris3,oclimax or turningpoint of tension 4.tI3notionentconcliiding action B.Subplotsenhances main plot

TU. Kinds of Drama A.Tragedy 1.exalt man as an individual 2,punish man for his sins encouzages ccmpaDion

Comedy1,belittle raanIs dignity 2.marks hn for his unimporteme 3.inciicc iur ihat erion. C.Elements of Coaledy 1.relaxing of tension 2.incongruity D.Difference Between Tragedy andMelodrama 1 Tragedy a.hero of stature b.inevitability of outcome c.reason and purposein punishment 2. Melodrama a.virtuous characters b. sweet innocentgirlsbold-frank young men c. confront imminent danger tolife and honor d. courage and virtueprevail e. happy ending

VIII. Drama in the Media A. Films 1, size of image 2,movement of camera 3,editing

B. Differences DTaina and Film le Drama a, imagination b, dialogue projected

, 2.Film a, visual -

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Ir .- . C. Radio 1.release imagination 2.intimate

D. T,V0 1.sustained action of actors 2.small acting space 3,close up 4.fi.ntirnate 5.immediacy 6.little to imagination

. trhlAhLie... . t t. .46.0,44 . AMpli. Pr... OP. r, .101". I2fl. :4..,41..r.V14 ` *444, 7 !"! . 7.

. .

4 "!&of 04 , ...... v4 -r,,APayee, . CINEMATOGRAPHY Camera Anrzles

I.Types A.ObjectivcImporsonal View 19 camera oa.'f onsideline 2.actors appear unaviareof camera 3.actors should not lookinto camera B.SubjectivePersonal Viewpoint I.a camera is used inlieu of a screenperformer 2.a camera is used inlieu of an unseenaudience

H.Placement of Camera for DistanceShots A.Long ShotShow6 EnLire Areaof Action 1.used fol- setting 2.effective use of entrances andexits 3.shows movement 4.should be used only a shorttime B.Medium ShotBetween Long Shotsand Close-Ups 1.filmed to show from aboveknees or below waist 2.used for movements and actions 3,effective for group settings C.Close-UpsUsually Head and ShouldersShots

III.Placement of Camera for Angles A.Eye LevelSubject's EyeLevel B.High AnglesCamera TiltedDownward 1.camera is higherthan subject 2.keeps ac*tion in focus 3.perceive a- pattern 4.view a setting -5.achieve superiority over anobject 6.reduce the height of anobje-et 7.slows down movement C.Low Angle--CameraTilted Upward 1.inspires awe or excitement 2.increases height or speedof subject 3.eliminate unwanted:amcground 4.eliminate unwanted bacKgrouna Ansle-plus-AngleCarnora is angled!..n relation to D.the subject and titledeither upward or downward, many facet::of sub joct..1. 9 fn-ertal7;11 nr,-eemnntivC 7;*:::: e iIltikof '` "7",.-.-4;';' "1" '".1""4'..r.'"'' ''; .!.' '" _!

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ranContinuity.

I.Time and Space A.PresentNow 1,event as it happens 2,viewer participation B.Past 1.occurring in past a.as prologue to present b.''You Ue.re There," attitude 2.flashback a,clear-up problems b.provides background in2ormation c,viewers may become lost inplot C.Future 1,occurring in Lbe future a.predicted, projected or hmagined b.audience should be aware oftime element 2.flashforward a.describes events that will, may orcould happen b.can be dream orimagination D.Space 1.make viewer aware of location 2.make viewer aware of direction

II.Techniques A.Master Scene--Continuous chronologicaltake of an event in one single setting. 1.Advantages a.compfete coverage without holdups b,close short portions easilyrepeated c.no interruptions 2.Disadvantages a.actors must be perfectfor a long period of time b.much planning B.Triple-TakeAn overlapping of actions atbeginning and end of each short. 1.Advantages a.duplication of entire sequence is unnecessary b.mistakes easier to cover up c.mcre convenient to actor 2.Disadvantages a.hodgepodge in off-the-cu.Ef filming b.too much time may he spenttrying to match shots c,dupll.cation of lighting may provedifficult . wtit:PAy.,-n?..(04'. e.4. .4`r rP,:"' -""'.11 bre"; ?..e..c`,2 ;- '. r i

.11.7 ).7.17/4,,., . 7 f4! - -' -r*:$ , Screen Direction A. Dyamic MotionBodies inMotion 1.Constant--Travel inone direction a,shows progress keep on b. vthen cutting fromoutside to inside same side 2, ContrastTravel in oppositedirections a1 shows return b. shows meeting 3. NeutralHead-on tail away a. must be centered b, trackincarnera movesdirectly front or behind action travels C. in highor low angleshot the subject toward or under or over camera d, *when to uue 1, for variety 2, for impact 3, for distraction 4. Action Axisestablishing ormaintaining screen exectica a. camera is situated on oneside of axis of subjects b. movement is always in onedirection at most the camera may moveto the middle c. of the axis d, on curves thesubject must movein the same direction eventhoughthe camera mayhave to cross axis line locale must e. every subjectshown leaving one be shownenteringanother map directionshould be shown overgreat distances 1,east on right ofscreen 2, west on left of screen right of screen 3. northlower left to upper lower right of screen 4. south--upper left to players face and B. Static Screen Direction--The way look on screen. facing 1. Action axis is on oneside of two people each other. are not to lookinto camera lens. 2.Actors shot. 3. A new axis may be drawn atthe end of each C.TransitionalDevices 1.Optical a.fade-in:black screen graduallybrightens into an image to begin astory or sequence b.fade-out:an imagegradually darkens to black and is used toend a story or sequence 1. employed in pairs 2. when fadesbetweennequences occurin c

, 29

7.1.4'; ,r1.,:.tr 10...;.9.40:1tr.101...... Z."'"."1'1.14 r - s c,dissolvesblendsone sceneintoanother-- fade-in superimposed onfadc-out 1, covers time lapse 2. covers changein locale switch in 3. distorted dissolvesindicate subjects subconcious one d. wipes-moving optical effectsin which scene seems topuah another sceneoffthe screen

2. Sound Devices narration dialogue monologue son33

CuttingFrom Cameraman's Point ofView 11. Continuity 0.1.ttIngs I. ilatthed shots a.playersmovements, positions ,and looks should match through shotsspliced together b.when moving straight infrom a long tomedium shot, a mismatch becomesdiscernible and camera should beshifted to a slightlydifferent angle

2. Cut-awaysthey need not bematched because they are secondary actions. docu- B. Compilation Cutting--Usuallywed on newsreel or mentary type fibms. 1. Connected by continuousnarration 2. No real rules events C.Cross CuttingParallelediting of two or more in an alternating pattern.'Meanwhile back atthe ranch." I.Heightens interest 2.Provides conflict 3.Increases tension 4.Heightens suspense 5.Hakes comparisons

IV.Close-Ups A. Size 1.Ilediumnidway between waistand shoulder to above head. 2.Head and Shouldersfrombelow the shoulders to above the head. nnlv, - - k 1r to below -lios".:to: above-Teyea.--: ,.- -t"

d're, -{"; !%-,4'11V'!" -" ; - r..1 .4 - Typs 1. Cut-in--A mapified portion ofthe preceding larger scene. a. pa rt. of mainaction b. continuous main action c, how to une 1. ,ploys up narrativehighlights 2, isolate subject matter 30 magnify small scale action 4. distract audience 5, substitute for hidden action

71 d, establishment of cut-in, close-ups l, established in preceding longshot 2. goes directly intothe heart of the scene

2. Cut-away, Close-Ups: Related to, but not a part of, the previous scene. Depicts secondary action conn,.icted to the il.vrative, a, present:. reactions ofoff-screen players b. cuea the audience onhow th,.-y should react c. comments on the principal eventby showing corresponding action d. motivates a sequence e. replaces scenes too gruesome orexpensive to depict f. moves audienceoutside the area depicted g. not necessary toestablish cut-away close-ups

.1 V. Composition Lanaguage 46. Lines 1. Follow contours 2. Do not divide picture into equal parts 3. Interpretations a. straight lines--masculinity b. curved lines--feminIty c. sharply curved lines--actianand gaiety d. long vertical lines with taperingends-- dignified beauty e. long horizontal lines--quiet f. tall vertical lines--strength g. parallel diagonal lines--action--energy-- violence h. opposing diagonal lines--conflict strong, heavy, sharplines--brightness--laughter j. soft lines--solcmnity

B. Form 1. Triangular - -strength 2. Circular - -oval --hold attention 3. Cross - -unity and force ,. 4 ., ., 4. Radiating lines - -variationof cross' ...:, ...?"-... i.,,..attAidi i,--.1,4 ...j..Li4: CA:Lila A...... ----.--...... --- ...... 4-4444,44 44.4,/it 'I ,- ...... S.44 ' "-4..r r..144e I.. . 6' 14 . --:: of ...... 44n,.; mgr. ,ilt ..-1- - ...... I., .e. ,,it .4,...... iti... n. :4 :* ..., !,- .liti 4; 4:.4-.....r..4.0,... ,...... : .:,... , 4. .. s ,- s.... . r .-,-....

.1.. I it11.: ..a.4...... 9 t- : ...... C. Msses--Pictoral 1, Isolated-strength 2. Unified--domination 3. Dark vs. light orvice-versa--emphasis 40 Heovy base--iNmovable

D. Molmments 1. Horizontal--travel 2. Vertical 412cending--freedom,Lgrowth Vertical der;cending--danger,crushing power 3. Diagonal--opposing forces--power 4. Curvedfear 5, Circularcheerfulness 6. Pendulurd--monotony

E. Balance Laillovliagobject'timrehas weightthan a stationary object 2, na ob:;oci: movngtowards the camera hasgreater ueight than an object moving awayfrom the camera lower 3. upper pa:Let ok a pictureis beavier than the part of the picture 4. the right side attracts moreattention than the left side

Reference: The Five C's of Cinemato ra h by Joseph V. Mascelli, A. S. C. Cine&ra icüb1ication,Hollywood, California, 1965.

-e

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r- ,

Basic Film Languagq...,

Camera Angle A. Eye-Level--A shottaken from the eye-levelof an ob- server of averageheight, or from thesubject's eye level. B. Rich Angle--A shot in 'which thecamerais tilted 'downward to view the subject. C. Low Angle--A thot in which the camerais rilted upward to view the subject. D. Angle-Plus-Angle--A shot filmed with acamora angled in relation to the subject,and tiltedeither upward or dol:paward. i 41 11. Camera Uovcment A. Tiltincc---Noving the camera up or downfrom a stationary place. B. PanningMoving the comera from oneside to another from a stationary place. can be C. Dolly--Vehicle on which camera and cameraman wheeled about da.ling the takingof a shot. D. Tracking--Laying tracks around aparticular area on which the camera moves onits wheeled platform. from a E. Trucking--Shooting with a camera in movement a truck or car. F. Bomu--A device from which arecording microphone can be suspended and moved from oneposition to another during shooting. suspended G. Crane--A device from which a cameracan be and moved from one position toanother during shooting. H. Zoau Shot--An optical effectthat makes the camera appear to change from adistant shot to a nearshot, giving the impression that the camerahas swung to- merds the subject.

III. Camera Placement A. Close-Up--A shot taken with the cameravery close or apparently very close to thesubject whereby the subject's face takes up theentire screen. It is used to reflect the emotionalstate of an individual. view of the subject or rl B. Medium Sliot--A three-quarter subjects wed to showcharacters and their environ- mental relationships. from C. Long Shot--A shot taken aconsiderable distance the subject used to establishsetting.

,, wiy

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; .-1 , : , 7 - IV Filming A. Shot--A continuous view filmed by onecamera without interruption, T/ Scene--A series of shots depecting acontinuous event. C. SequenceA series of scenesconcerned with the development of one subject or ideaand complete in itself. D. Take--A single recording of ashot. E. Set--A specially constructedartificial setting for a film scene or shot. F, ScenarioThe written descriptionplan of production.

V. The Film A. Cut-The joZmingof two pieces of filmby cement. B. Splice--To join film, C. AnimationArranging a photographing staticdrawings of objacto sa that when thnp:,lotographs are showa cinematographically they will producethe illusion of movcmnt. Slaw Mation--Means by which movement in ashot is re- vq.ps2ated aa taking place moreslowly than it didin tadlity; the opposite of acceleratedmotion. Slow motion is achieved by running the cameraabnormally fast during shooting; acceleratedmotion is achieved by running the camera abnormally slow.

VI. Transition A. Fade-In--The beginning of a shotwhich starts in dark- ness and graduallylightens up to fullbrightness. B. Fade-Out--The end of a shot which startsin brightness and gradually darkens tocomplete blackness. C. Dissolve--A blending of one scene intoanother. A fade-in that is superimposed on afade-out. D. Wipe--An optical effect in which one sceneseems to push another scene off the screen. E. Montage--A series of shortscenes--connected by straight cuts, dissolves orwipes--used to condense time.or space.

. :1 ". ! : :* ;:.'

. . , . . . . .

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t.St:tdio A. Prcclr

%.1 1). I. Cacri: 1:1* Dinlop_he Coach

çr Set:: A. DS.rector (AArpeat.'..ex: Ce t!LJ

Shootinr: th.rector oE Photograpity Ctrael-rt Hnn C.Assictant Camzra Man D.Still Han

IV.Sound A.Recordist B.taxer C.Cablnman

V.Electric A.Gaffer B.Best Boy C.Electricians D.General Opera;or

VI.Property A.Property Man B.Set Decorator C.Special Effects

- - 6 - - -

35 - ...... ,.:..-1...... r.-...,_._,.....,,,.. _.____...7... p.....4 0,e,,v.-:411,...,2...... ,- .. . Film Discussion

I.Content A.Settinrs 1,In Iihnt timeperiod does storytake place? 2.Ho17 ro 17C kncx? 3.Uhcra does tho storytake place? 4.Hot, do ye know? onvironment? 5.how are the character.;a22ected by their dress, 6. anything chout lanAnaz4e, atruct:ures, cndtranzpertation. another sett:fag? 7.Could this film havetaken place in U. rioL 1. Mat starts theaction moving? 2. ic tl-e. J.Is the plotrealistic? confusinz?exciting? dramatic? 4.llow have .C.:Lim ciq, c2cctha plot? 5.Would the plot have beenchanged if donein another medium? 6. Mat influence doesplot have oncharacters? C.Characterization 1.How are charactersrevealed to theaudience? 2.What type of characters arethere? 3.Are the characterssterotyped? 4.What is the relationshipbetweencharacters? 5.How did the charactershandle theirproblems? 6.Is there any growthin thecharacters? D.Theme 1.What is the author'stheme? 2.Do the film andauthor say the samething? 3.Has the themechanged by switchingmedia?

U. Technique A.Acting 1.Do the actorsphysically fit theirparts? Do the actorsinterpret thecharacters satisfactorily? 3.2. Mat other actorscould have beenchosen to play the roles? 4.How believableis the ac:ting? 5.Was the actingoverly dramatic? B.Setting 1.Was the settinggenuine? 2.tthat parts viere dt lat the studioznd tilat parts done onlocation? 3.Was tha location thenetual setting ofthe story y %rim, toto War 4 a _

-. C.Sound and Euoic 1.Did th-. MLI-C net amood? 2.tias the ocurle, in ecv.+. dietraetinG? 3.Did the cound and rfiutiecontribute to theunder- standing and enjoymentoi the film?

D Photography 1. Wa tne c2ra nonitionedin any one place? 2.Vora 7)"1^-, fr:": ^""lhots? 4.Did ne er.id odatIroc.-/- "rom thefilm? C. War, tzic% . 6.Are thx.ce any caraaraphoto that krzeraertiorable? 7. Met 'neve bc donedifferently? . - 1 ,- 9.Is tho;:e cavr.hin;significmat about theopening of the. ..f.1..r.1?

ft dti.14 .4' d v

37-

- ; 011.,1". +r I. Equipment A. Cn.morn B. Tripod C. M.chts D. Film E. Splicer F. Lciitor

Still Photozrr.nhy A. Have zix.-Icato take and criticize scmc till photographs. We= tLc....ai to ba cpz:cially cazef:u1cf t!1^ iellot?;n3

1. 2. Compaction . _ 5. 4. Instance B.Criticize photographs of a number ofpublications 1.Lifelingazine 2.a professional photographicbook 3.School yearbook

III.Scenario A.Rave a brainstorm session aboutwhat students could film. B.Piave each student write a synopsicabout his film. C.Choose one or two best reenavios. D.Guide students on potential problems. 1.use area of school orhome; it is easier 2.do their own idNas, not a copyfrom television or movies 3.try to ehooFt ideas frompersonal experiences 4.pick ideas from their own pointof view 5.choose a topic the students areinterested in 6.be visual 7.strive ior rimplicity 8.itis better tofilm outside E.Show some student made films. 1, from school 2,fremother schools 3.from National Student AssociationFilm Festival

. . ...S. '- Ov-4.0. . r- t 1- - `,.. ,.^.- ..,

- .4- - :"! " Tv A. Le spaciRic B. 1J30 3 x 5 cards and show: 1. actrws' acLiow; 2., an;las 3. car_1(2.--a a::_str.nce 4. tim3 len3th 02 each shot 5. lightinr;

V. Creat:e a Story Beard a.Put 3 x cards up u. Trttn rhof-s C. II:11:e fin:11 ad;tistrits be..!0re shooting

Rave schedule of shooting 409, b 41,;...is'1.1 $ ,,-. Tr$ C0 1:eep audLc.ac3 to a winimum D. J)eveiop 44aued1a-cely

Wt, Splicing A.Hake sure necessary materiala areavailable. B. Constant review of film mustbe madebefore any editing is done,

itat,11, - - he- - --*-6+.0. - ^ . ,,,.....0044-14*-0- rfrf.40!..^...-!1/444.4.- AP. ,:

J - . 0.010110../. t "i" - , .

J. Filr) and compare uhat 1 thenewspaper criticism02 one film different reviewers say about liefilm i .e. acting, scenery, costumes, directions, story,photograpiay, and musle. 2.Follow oae reviuwer for a length of timeand attempt to establish ::Cr112 characteristics ofthe reviewer, =Vies je llave students report on a number ofeul:rcnt popular I:stablif;h afty sirailaritiesin plot, that they have seen. be estab- Set:tiAgi characterization0 orthcme. Can criteria lished for judging the potentialpopularity oi amovie? Recree a film based on a televisiondrama show orvice when versa, Point out any changes antmust be rade erosstng mPdium. 5.Create a television advertisementfor a product. 6.Build and shoot a number of specialeffects for afilm. i.e.navalmaneuvers,a thunderend lightening sequence, a rocket chip take-off, aforest fire. 7.Compare the current favorite moviestars of the60's to favorites of the 50's, 40's, 30's,and 20's. a. What made these peoplestars? b.How are they similiar or howdo they differfrom each other? c.What contributes to the rise ofsome'stars andthe downfall of others? 8.Have students view a motion pictureLiased on a novel they have read. a.Did the film characters resemblethe book characters? b.Was the screen adaptationfaithful to the plotof the novel? c.Which medium was more effective?

1 Compare display and posteradvertising with actualfilms. I .9. used in advertisements I a.Are pictures and dialogue actually used in the films? b.Do the advertisements stress anyimmodesty of the films? c.Are comments of reviewersused and taken out ofcontent? 1 d. H311does the advertisementappeal to the viewer? Industry handles censorship. 1 10.rind out how'the Motion Picture (The tiotion Picture ProductionCode of the Motion Picture Association of America, Inc.) community? , 11.rind out hov censorship offilms is handlcd in the pressure groups?municipal ordnancesi citizencommittees? 12.!1st th t:!diffr.yrent sci_nntific phenomenathat have changed . - 4.1, moviLes.., --* 47,. -

1.1. Lb ehe aaGthtltic 71encm=nMlat havn 1d the met.-ies. tr#, 5 7'" -4r---if A, UNIT THREE

CUM:MY

/ . I. The Precis II. Writing-Directions

TIT. Cr4tica1 Listening

IV. Chemistry Projc.rzts

In each of the three yearsof Industrial PrepEnglish correlation is made with keysubjects. In the sophomore year it is Shop Mathwith projects inMeasurement andPacka- ging and Biology with the HumanBehavior Project, The junior

year correlates withthe Physics TestingProject, Finally, the senior year keys on Chemistrywith two projects:Chemistry

in the Consumer World andMilestone Discoveries inChemistry. The concept of correlationis planned primarilyto make the knowledge in his 'studentaware of theinterrelationship of environment. A secondary purposeof correlation is toimpress

the student with the benefits.ofcooperation with hisfellow

students by the example ofteammek set by hissubject teachers.

During personal investigationwith a number of majorchemi-

cal firms in the area, it wasdiscovered that the newerlab-

oratory technicianslacked baoic uritingskills demanded in

this line of work. Therefore, a major portionof the corre- t'!7:nchtn7 *of bnnievriiinl Are c.:.n.mern4 v1 - lat-A trait _ _ ^ , - ". 1.0 -skills, In addition, the specificchemIstry projects auremin; .to'Anatill chemical proceduresand thinkiag,

Ii The Precis

Definition A. Short Sur.rzary . 7 1. nct a :)r-,:phrase e"... a length - r- 2 A '.2-X 1/3 or.L3i.7xv.1

B. Gives oaly cne heart of a passage 1. c.--nt

the C. VII7f.ttcn in Ile words cy..! a pertioawritina it, not in wu-.1.is of -i iicaL .3alcotion. whose D. T.7:::7.tton of viel-.7 of the minor vxErk Is boirt

Procedure A. Read sentence by sentence B. Grasp mriter'smainpoint C. Write outline of main subdivisions D. lite your own words E. Revise F. Reduce

III. Necessity of Writing A. Record finding of others .1 B. Reduce your findings forpresentation to others

IV. Standards of PrScis W:riting A. Has the essential originalthought been preserved? omitted? B. Has any important part ofthe thought been 1 relative C. Have the author's ideasbeen given the same importance, or emphasizi, as inthe original? the D. Dtes the summary preservethe point of view of original? E. Is the summary expressedin goop Engliih?

1 V. Projects. A. IlAve students reduce a longinvolved sentence tothe basic meaning, Example: la. Undo:: cortain conditionsci tc=paraturo and:relative humidity, the moisturecontent of the sen= to tend tointroase tete likelihoodof 01 LE Olt 440,16 ,1,;CbA toiati,IWitaC e ...44*44.4titIts4 - es i..; 1.4 'W.I..* 1. LW... i://, . , 4. . tk:Wit :otrit Irm tilt rtir nantnpntrnr,spberes,

^ . ,' *SOY+ .a.

t 1-1-,-. -rr,-.1 -!""7-r7`!.7.-' ..-; 111,:ample: be as 2a. Weather predictions arenot likely to reliable as one might 2b. Weathkir predictions areunreliable.

B. Have students reduce along paragraph, p. 424and 423; Harcourt,Brace, John E. Onrriner and Com- and Co., 17.Y., N.Y 1957. Pnglit:h Crammar 2ositioE1--Comnlete Course

Example: la. Any bobslo0 run is a masterpieceof engineeringtkill. Lake PlAcid probably being moreartfully devisedthan most. From the top of the hill to thebottca there i, aninvIrible line ef greatcl,:.t drivinA liae, ale line o2 sa;lety arLd no turns of speed.Cne cannot come into thegiant horreshoe Cornvr, each cOmatuenty-five fcethigh, Whicran6 to be The inv4sibledriving linn has in haphazard 2ashibn. all found aud followed. Centrifugal force has tobe fousht low, it neverwill swerve theway. If a sled approaches too will threw down in time. If it comes in toohigh, that force The right line willtake it in atthe pro- it over the top. and per angle, carry itsafely up near thelip of the wall send it darting precipitouslydown the far slope.

Example: 2a. The coach does not always open upto ehevisiting reporter men. and acquaint him with the fullpotentialities of his naw minimize theirability. The coach The tendency is rather to He parti- has a mortal fear ofoverconfidence in thesquad. cularly dreads the effect of toomuch publicity onhis younger He does not like to havehis team elevatedto the players. psychology, and also pocition of favorite. It'a a matter of he doesn't want to puthimself on the spot. If his team or big build-up, thepublic and his players individually get a If they don't especially the alumni expectbig things of them. the more severe. It looks come through,the criticism is all and as though he hasfailed to make the mostof his material, keeping his job. he begins to worry about didn't say too So the coach wouldrather the reporter about his squad untilafter the big gameis many nice things of over- utn or the seasonis over. Then thereis no danger confidence and the pressureis off the men.You can't blame the makings of a him for this attitude. Even when he ha .-. things can happen towreck the season-- great team, so many through injury of the setting in ofoverconfidence, the.loss players, e missed signal orthe failure to one or two key developnent of have e block on a vitallyimportant play, the material and better th c! opponents, who mayhave just as good . luck. 44'.4.14,161.Mil.,.4,...v4.4,04.41, e-sa*ellwfier.,

*11 ,i.. . . .

. - Writing Directions

I. The Writer parts into steps A. Brealzdown the process or B. Write each step in asequential pattern C. Be el:plicit 1. une numbers 2. underline 3. headings

D. Use examples E. Labor over the obvious F. Be brief G. Use verbs H. Give orders I. Use vhole sentences 3. Be exact

The Reader and experience ofthe reader A. Write to the intelligence do any B. It should not be necessaryfor the reader to thinking

III. Format for Experiment A. Purpose B. Apparatus C. Procedure D. Conclusion

IV. Practice A. Dividing object orprocedures into parts 1. a pencil 2. a house 3. a rifle 4. a car 4 5. athletics 6. education 7. the family uuit

B. Writing Directions 1. ualking to school 2. changing a tire 3. playing monopoly 4. playing offensivehalfback 5. throuing a curveball 6. mouth-to-mouth resuscitation 7. drag racing

a shooting script;12w: a

4114 Critical Listcning

I. Definition A. Non-emotional B. Reasoning C. Thinking t TT. Uses of Persuasion A. Adv3rtiscim2nts B. Politics

The Speaker A. Languaga 1, lodad wor; a, vague zr.33oing b. may stnnd alone out of content c. posit:Ave and negative sides " younr7 tamature 2. best - conceited 3. Ecne?olent - imperialistic 4. liberal - communist 5. sit-down - strike 6. obedient - slave

d. examples: 1. Is a girl a vision or a sight? 2. Is the U.S. in Viet Nam for conquest or defence? 3. Does Fab come in small, medium, or large packages or large, giant, or economy? 4. Why would wheaties be "the Breakfast of Champions?" 5. Why does Ultra-Brite give sex-appeal?

2. the smear a, unsupported statement b. mudslinging c. a label d. examples: 1. communist 2. divorced 3, cheat 7 - . 4..4; .

3. slogans a. short b, remembered c. simplified argument d. cnamples:

1. Ilake the World Safe for Democracy",, 2. 'lie Kept Us Out-of War" . ..,, 17r, V L. -ks.' £abatde.e im 1.0 517 4 h nool Peititft 1V44,....17,41" t;" amp. $ 'bi.e4,14" '."."4" "Better Red, than Dtad" 5. - . 4 at, sass, los t;14.4. 7. "TheGreat Socioty" B. ReasoninrY, glamorous people attempt 1. Testimonialpopular or to convince us tovote or choose aparticular way a. Is he Pn authority onthe subject? b. Is he unbiased? mut show 2. Unsupported Statements--statemeats prou:L to be true. a. nre definitefigures shown? Lre t1e v.ords vnc? legitimate? cd Are people who supportstatement 3 3. Cau.sa and EMet--eveueffect must hnve a pro- portionate cause a, Axe all facets viswed? b. Ic something beingomitted? C. Could statealents bacoincia,utal?

4. Straw Hanrestate opponentsposition inadequately and then proceed to destroyit. Is opponent's statementtruly stated? a. context? b. Is opponent's statementfully stated in C. Is opponent's argument toosimply destroyed?

5. Generalization frominsufficient evidence. a. Where is all the evidence? b. Where is the source ofthe evidence? people? c. Can generalizationbe made about d. Is generalizationficientific? Bandwagongo along withthe crowd. a. Can we say everyone? b. Ic evidence toolimited? c. Do numbers makeright? Practice for Excellence C. speaker's 1.- -Be an active listenerby reacting to the words. the 2. Look for major points atthe beginning and end of a speech. ideas. 3. Look for examples thatsupport key 4. Anticipate future ideas. 5. Rephrace speaker'swords. 6. Look for reasons forspeaker's ideas. 7. Write doun importantpoints.

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roionts 11. INft .40 AA. 4.01 011.0. Analyze A Concura'....1r Producand nepori: on It by UsinEr, Outline Foods 1. Lv..7 Calorie Sodas 2. yld Foods 3. 1.!on-D1.1.;.ry GrofArners A 5. evr, C 07. tpnris 6. c .1 a 1 1), m:t 'Popp In gs

13. Viaterialo 1.Cncolina 2., 3.Pl^nche. s 4. Per.kumes S.Cold erean.a.: 0 kfiVe'ressr)rverrIe.,r)1^Pr: 7.Tires C. Slin.-tnn lotlonn 9.Patent medicines 10.Soaps and detergents 11.Toothpastes 12.Furniture and auto polishes 13.Hair tonics 14. Inks

II.Analyzean Experiment Performed by a Giant in the Field of Chemistry and Report on It by Using Outline A.Lavoisier B.Lister C.Cavandish D. Mosley E.Soho:ale F.Goodyear G.West ziagjaouse H.. Bessemer : :

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T.Chem:7.st T..?ho Pe7::onned Enperimcnt A, Born - Died B. Dater;

Ideafol: Ezperiment A. P r.Ftriouc At;.: or Leads B, ar,nsnn 7Hs C.Beliet:s or Superstitions Mat Nad To Bo Combated

IlL,Problemf: Eacounte:f:er3 '41 L,To Ccniplct.IT.:7c:r:tment B.After 2:cper5.mnt. Completed

IV.Aceeptalica Li A.By Society B.By Science

V.Analysis of Experiment A.Objective Li B.Apparatus C.Procedure D.Cone lus ion

VI.Importance and Effect A.Chemistry and Science B.Common Zinn

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WAR.11*.....0.1.1.0 AND PEACE

I. The idany Faces o52 tlar

Tdeas krow 2:he OC*3

F1.71nor173 YilmsVull Length

V. Short StoriesRecords

VI. rove' s

VII. Poetry

The universal problem of war and peace is the multi-

media approach to literatme that this unit takes. The

forces of war and peace are constantly at work on humanity. However, the effect of these forces are felt more closely by this generation of teenage boys, who may be called to bear the military burden.Consequently they are most con- cernedby war and peace issues. Theattempt of this unit is tohave the students cover three differentaspects of war: the causes, fighting, and results,and to evaluate the effects that war has on peopleand society. It isfelt that a keener understanding of history and the presentwill

arise out of this study.Ultimatelythe desire is to take a look at violence in general Which has run rampantin Amer-

Pa during the sixties.

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I. Kinds o2 War A. Civil B. Staccs C. Itr.liSious D. C1ncs E. Racial

Rationalization of War , A. Just v. Uniust tij B. Dafcnsc In. Offense C. Safety vs, Daner D. Survival vs. De.s:.:mictioo.

III. P114'no,vir-mon of War A. Inevitability B. Desirability C. Futility

IV. Causes A. Social B. Political C. Economic

Results A. Alterations 1. Social 2. Political 3. Economic

B. Relationships 1. State-State 2. Individual-Individual 3. Individual-State

C. Benefits to Victors D. Dangers to Loser

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Washington Square Press, N. Y., N. Y.,1963

#19The Nature of War and Peace Dear D:r!. Like most people today,Icra bewildered by thepresent period of laxtornatirmal rzcion dontt seem tob?. at war--thc,:re is no shooting going onand ycl don't seam to be atpeca, cithcx i1 io 'c7r24" andwhat "ieci"? ofwro7 ? ''pence ;., on earth" a real poosibility for mankind? D. D.

Dear D. D., The E..inapl est and moct common view of war is that it is a state of armed conflict between nations.Peace, then, is a state or period when there is no armed conflict.Accord- ing to this view, the United States went to war from April, 1917 to November 1918.Then the United States was at peace until December, 1941, when it entered the Second World War. If this view of war and peace is correct, we should have been at peace since 1.7-.1 Day in 1945, save for the "police action"in Korea.But few people would assert that the past sixteen years have been a time of peace.The common idea of war and peace simply does not apply to the present period. Indeed, we characterize this time as one of "cold" war, as opposed to the "hot" war of actual fighting. Our view of war, then, must be broadened to include both armed conflict and battles of diplomacy, economic aid, and propaganda.War is war, whether it is "hot" or "cold." The struggle for power and prestige among the nations goes on all the time.Only the means vary, and whether these be armed force or diplomatic pressure or other nonviolent means depends on the occasion. It follows, then, that peace is not merely a negative thing-Tthe absence of armed conflict,What real, positive peace a\mong the nations would be we may see by considering the state of affairs in local, state; and national communities. In our civil society, peace and order, not war, are the normal state of things.The whole meaning and purpose of civil society is peace and order.Civil government creates civil peace,Individuals who violate the law are disturbars of the peace and azo dealt with accordingl>. . The great thinkers of the past are helpful to us in -three 1:mysinconsideringthe questibnof warand.peaco. rn + k' ; ; el 1. e. i' v`7 " erri t frh.1rAlc!rit:,1 .rionnete,*1 fr.!hers#0.1.zn. f171.,11 :re.nee gov-ernment.'And they point to -how this insight may 1.4.^ w«

'-g -P. !!:$ t17?v,;4!1":',t.'."7" i* n:41." :1114.-41'. 1: er4(` .1' rr:r " ,. ,.. 11 that a peacetronty is jq ac Pwnre nra art is continuouslygoing usually (A.ly nn ::::oisticoin a war nct only or in consists notin battle on, Hobbes seasthat "war the nttitude but :;11 thnill to 'ir;ht, the centuryVeblen nat:;.on.s. And in our own cy.f: the naturalrelation oi ono cees that"i:he ;;;:nto o;f war is be new,but the nnoths-r," The term"cold wnr" may puw3r to is quitaancient. state O. aaairs tothich it refers the in- presentcrisis are iore for ns in the int.woen 2,--:ve us intothe commotion sicht2 trc!ivroat hooks that there areonly tuow.us peace axul Locke obsi:ves forso--vnd where mca--1.7..3 or of ctlig ultiwate arbiter. The way them is no in,w5./.orce. IS Coe 1T;7 in no. way of peace. international scene, Kant applies thisanalysis to the anarchyvheze.theriF4ht N7h5h Ito s.!,:.!s os lawl;:ss ,-tate c): to emerge aalls ;q:on 1:re Lhe adoration of ci and to enterbat° a Chi tL o savagery would prevail,rantc,centuries nlation3 lAme17I7 artrl neacc government toprovide an- earlier, propeso nsinglo mrld Cuziug 1.;aca fox L'aawjL c: that r.these thinkersmake is The commonpoint:which all willing to WI a2faii:s inwhich men are peace is a state of force.Civil peace settle disputes bydiscussion instead societies. within alllegallyconstituted prevails at present "cold"--prevails A state ofwarsometimes"hot," sometimes among thenations. be secured onaworld- Whether a state ofreal peace can that a subject of controversy. Some believe wide scale is a Others wantto pro- world peace requires aworld government. that But there is commonagreement ceed by other means. but apositive or- the mere absenceof fighting, peace is not peaceablyprevails. der in which thewill to settledisputes and not of loose talk,it is peace Contrary to a lot Cicero and manyother war that is properto humannature. snarling are point out thatfighting and thinkers rightly talking thingsoverand listen- the way of brutebeasts, while Peace isrequired the proper wayfor men. in to reason are but also for areally not only for ourmaterial survival human existence.

020 Can War BeAbolished?

Dear Dr. Adler, vision of atime when"there The prophetIsaiah had a to beachieved Is this afaraway ideal shall be war nomore." achieve permaneat of God comesin, or can we when the Kimgdom giye up ournationalsovereignty peace now?Will we have to have to be a accomplish this?Wouldn't there in order to to do awaywith war? complete changein humau nature

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1 Dear E. H., The great thinkers of the past do have someideas to offer uo on th:2 preventLon of .oar Some of them believe that warcan br2 ai)olished by world government,which would require giving vp pnrt of our national soverel3nty. In ,. their vi new thstitutions arenee0ed, not thewidespread moral conversion o men. O. couy:se, mnny writers consider theahDlition of war neither feasiblejnor desirable. l'iacthifiveth and a:ogard war as the mo vr. nerious busineus c); sovereiu states,20M,S" thine tiLaL: ca:Lnu Lhore bu c'oolz1f,lecl an nnticnnisoverrAgnty good for "n17'c' curt:ailed. Hegel loics upon vax as uol:ally nations. On the other hand, Dante in the Thirteenth centuryand Kant in the e4htc--nth a-3ve tizat 1,FoIqd paace is a 7o4t to- w=d iz o k. nottl think thatgoa.can be achieved only throu;.;11unitinz, the nat:i.ons of the v;orld IlnOcr a siner,lo 1,,ov,rnmnnt brIed on lawam: jus- tice. 'Ihe morally practical reason," Xant declares,"utters uitILLa U. it:; irzevocalJ:e veto: FT11::::.3 ofiall be no.A.11!" This imperative calls upon all nations to "advance outof law- less state of savages aild (enter) io a Fe.d01:.ntionof Nations." It it goes no further than the old Leagueof Nations or the present United Nations, a federation of nationsdoes not go far enough. Az our own Federalist writersrecognized, we must go beyond a loose confederacy to "a moreperfect union" if me wish to establish peace among neighboring peoples. But, you may ask, why is world government theonly way to secure world peace?For one thing, because waris the natural state of independent nations. The ancient Greek historian Thucydides and the seventeenth-century English philosopher Hobbes point out that sovereign states arenot really at peace with one another when they are notactually fighting. So-called "peace treaties" do not make peace,Thucydides observes; they only set up armed truces. Sovereign nations, Hobbes remarks, are always at war with one another,either waging the cold wax of intrigue and diplomacy orthe hot war of steel and shell. 'liar," says Hobbes, "consists notin battle only or in the act of fighting." It existswherever men cannot settle their differenceswithout recourse to violence in the last resort. Peace does not mean the absence of seriousconflicts among men. It does not require men to becomeangels or saints, and live together in perfect brothekly love.Such things will never come to paos on earth. Peace is simply that stateof affairs in which men can settle all their differencesby talk *instead of by force. This brings us to another reason why worldgovernment is the only way to world peace. To suoctitutue talk .corce, government is needed.That this holds true within each 4 nation is clear to the ancient Roman Cicecoand the mcdcrn t 0.1 0 0 !" no .....a- 111.^V,i . .77,7 . rzs 10,;itk 4," ,4 rfr tr..v.K4 .; 'There.' Ar6 tii.mi**sortS -Of *c.entests'among*men; the one managed -- , ilipb - 4a%.I C -k tune that whre the-one,ends,the -otilet..oegins.

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6 But to settle human conflicts by law rnther than by force, you a gove..i:n. with ithe power to mike, apply, and en- fol:ce laws.

1!(: 1!riow 0:int cvil peace depends upon civil government-- in Chicno, in Y.1.1..oLs, in ne United States.Why not tne world, then? governIllent is necessary for local peace, does it not follm th!lt world ,overnment is necessary for

You mly admit 'chat it is necessary, and eventheoretically pov,sible; but, you wo:Ader, is ii pacic1e c,nd prembly in the nean :1:1111.1"rq The :on.t the past do not give us the answer to that ouention. They provide us with the principles or eke= thin:zing :thf.=t the pre7.)1cL.1, hut wilether wa solveit or cind on rodcipes cr4 o',1r to ti.nk our resolution to act more wisely in the fuLurethan we have ne n=:,.st. As tc: Ther we wIll ri^ we on't, your prophecy is ao good as mind.

4711

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reneill V*I. Al&icole

.3 Tha Wm: (-Contemoo.rary 17:ImoRental $103 . te.c.f;eci Gocumemmxy accouat O. tile iolocausi: thair. nucicar 7.:Jngo. Thi,-242.ra =1:,c; unc won&--... i.c: i:1P peace o.;= death rn:qt not bT. !7:--;re desff.7:n1.-Ar, nnn th,, torture og livingthrough such Oclit41ctLon.

2. 1 (7 iras Ln of: a ma74^ian who lurs ea sroup va.^4 4 1 . , j a 11,,kf .1. 7..Juocd ±1:1 shoo'" 4n, , "1ii2c Th', fantasy oi chLid- 4 hoc...5 is transVormed into the desensitivity of a military point o2 view.

An Occurenge.ai: Cwl Creek Brid=--Contemporary Films Inc., Rental W,50 A Confederate soldier is about to be hanged by a Union Platoon. When his body drops hato the river from a severed rope, he swims to safety. A series of escape adventures follow and culminate with his standing on his own planta- tion watching his wifeas she hastens to meet him. Az he reaches out .Eor her, we see his body dangling from the original hangingrope. The escape was merely the condemned man's fantasy. The film begins with the viewer mndering whether the soldier is guilty or innocent, but as the film progresses the desire is the escape of the man and the union with his wife. ChickamaugaContemporary Films Inc.--Rental $22.50 young Union recruit enchanted with war encounters a band of battle-hardened soldiers. There is a clash between fantasy and reality. The Twisted CrossAlden Films--$15 A fine aamentary tracing the rise and fall of Adolf Hitler and the Nazi Party.Powerful because students cannot question the reality of the film. Very good example of mob psychology.

The Hat: 1 ...... ,...--Is This Warr3r661.21r.....sosaMel.~.11.0*.a...0 Necessary? -Indiana Film Library L.i TWo opposing solierso patrol a border line. The hat of one soldier falls across the border line. The two men soend. At ihe i months debating the -1....L:cue of the return of the hate ...... close.of. the .film sirens are heard in the background, suggest-

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:-.11 'ob. ,. :1/44 : -**. cle".41,11.1.1:4!:i . --1* tP - . y !Iv< ' ' 7 't . I3LOfl n J.: 1 owe-14. .! . . 3 r? Lnncth Paths a 01(r-1United Artist A war weary Th:ench regiment is given thegoal of talting an impregnable Cc:man defensive pmition.Me compassionate n d it 11ct lcr1 r,,n14es the -Putili.tvof the mission, but is :Forced to follow no orders of his DivisionCommander who is motivated by ambition.The DivisionCommander in turn is under the. thumb of a Corps Coir.raanderwho raust placate the French politic4ans,, : the onsuccPssful attcic, the Divj_sion.Commdane.r. in an attempt to cover his own inaCkluncies choosesthx;.ee nonenttt.t en. to d:;.^. as an er:ample ofcowa.rdice to the unit. The Colonel courageously dek.ends lr.L soldiers,but to no Th3 men are e:mcuted dramatically pointing outtile injustice of the situation, In one of two final scenes the Coloneltells off the. Corps Commander.Finally in the last scenethe Colonel. oo- serves hic., men moved to tears as afrightened Germangirl prifioner sings a sad folksong.The film is a finestatement of injustice and human dignity.

Dr. Strangelove--Columbia Cinematheque The film shows two objectives 1) the inherentdanger of American Soviet relations of the 601s, and 2)the foolish, petty, psychotic reasons that propel thecharacters.Psy- chotic General Jack D. Ripper an American Air ForceBase Commander orders an unauthorized 13052 attack onRussia. The President finds that he is unable to recallthe aircraft because only General Ripper knows thespecial code to recall the planes and he has sealed off his airbase. American paratroops are dispatched to securethe code while the President, via the "hot line,"ineffectually explains the situation to the Russian Premier.During the con- versation the President finds, out that Russiahas perfected ,F4 a "Doomsday Machine," that can betriggered by any nuclear 4 :a explosion and cannot be detriggerod and can destroythe world. Finally receiving the code, the. PreJi.dentrecalls all planes, except one because it has defectivecommunications. The President in an attempt to save the worldtells the Russians the plane's course and destination;but unknowingly to the U.S., the plane has alteredits inctructions andheads for an alternative target with ito bomb-baydoc:rs open.The film leads to questions about our presentdefenae policies tV1 IT! and moral comulltments

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7 -fe.),"te,t%Ittr...;,.t 1.1.1:10 Ca4.tv. 1.irvvdio Film Classics Erzn 115,1.15..c If.eith has in his duty onthe USS Caine secn a number o.' :Lnc:i..dents that have convincedhim that the corczandin4.; C4.1pt4in Queeg in mentallyunbalanced., Based on the pi:oc:in3s of some of his junior officerfriends, bra decf.d..23 to rta2.::.: the Captain during c. typhoon for h::%. cap.:ain will lose the ship,On :celievin3 the captain, he has j.n ef fect ordered a 14utiny2 whichhe must defend be..;70re i.vni Couvt Ftio 3.Iym,-; Lt,GrePriwald, in order to saveKeith, must destroy Cz7tpin (Tior.:1,r; which Greenwald does. me CLitiiiV2ta of the .filra is the U,S navy.But the fiA.rn nom questions are raised as to the correctness of the te nr-.3 injustice to subordinates,and the respon.-dbility :::or decision.

Short Stories _ The use of short stories in this unit presents twoprob- lems.One is that there are more war novels than warshort stories available.Second and probably the biggestproblem is that it is virtually impossible to accumulate a groupof short stories for students unless a number ofanthologies are used and this makes the cost prohibitive. The best :iystem is to use two or three shortatories that are located in the usual run of school anthologies. Two *such short stories are: By the Waters ojastylonand The Portable Phonoirapt. fiTir "a-cMTELonal paperbacks can be of service; one is 'James Michener's Tales of the South Pacific; Bantam.The other book attempts to anthologize w5F7EITE iscurrently out !of stock (Auguat 1, 1968).It is Han and Wared. H. _Jerry WeissDell Publishing Co.

Records

- 1. -12" -- The New York Times--$4.95. Edward R. Hurrow..flfl_S A Rcicrter Remembers:The War Years 1"-- 12" -- Columbia Records-48.75.

14"". CI:ovrchirt:The Sinows of Peace SS OS 1 - 12" Srp 6-k.en iareitei-C"'"*CTTS, --N ','!

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I I 1.1 By.the Waters s)f.Babylon 4.) by Sej:"Fin Vincent Bent 14 Wily is metnl,so important? 2.What is tha "i3itter.i:fateri'? 3.C'Ely is thE!.f.:ast called the "Place of the Gods"? 4.Uhy are 2riesta held in such hish rega:d by the tribe? 5.What doas ,john's dream show him and the :ceader? ;.} How did the ';4ant:, (14 "? I.Whet ir; Joint's rew,lac-ion about the, gods? 0 When and wllore does thestory take place? 9.tihy dj..dn't the fathc-rwant John to tell his story to all? 10.What ic knowledge? What is wisdom?What is the connection bltween 1znc;wledge and wisdom? 11.1.7hY war; rir.hylon foz 17.he 12,iThen was the story witten? Uow might the copylaight date show us something about the perceptiveness of the author?

7he Portable Pholoareaph liy"Cialter Van Tillburg Clark 1.What type of disaster has occured? 2.Why is not the authormore explicit about the detailsof the disaster? 3.Where does the story take place? 4.Why have fourmen gathered in the dugout? 5.What do we know about theirages, occupations and posts? 6.What is physicallywrong with the youngest man? 7.Is the doctor a PH. dor 'M.D.? 8.Why do you think that thereare no women in this story. 9.Why is so muchspace devoted to a discussion of phonograph, the various needles, and the choice of a record? 10.Why do you think theyoung man did not wnat to hear the Gershwin piece? U. How is the Debussy nocturean ironic statement on the whole situation? 12.Contrast the musician's reaction to the music with the reactions of the other men? 13.What is the connection among the four stars, one of them obscurred, a crying wolf, and the suppressed cough. 14.Of what is Jenkins afraid? 15.What is the implication of the lead pipe? 16.What do we learn about Jenkins's personality? 17.What is the author's implication about mankind? 18.Why is the title appropriate? Comparison of TWO Short Stories Why is not eTEhev author explair 7ibout the disaster? What is the similiarity in the way the people in each ,,

-story react to each other? . 3. 1-Too - ot.ir tAlren ork LY,reAtnr . r14." ''.1* .... value in these storie ? - 4. .Are.the characters bitter abont what has happened?....._.------:..

Ii.thy or ...71-17 not? ...... :-.-5.*: Is there any hope left for. civilization in.either. story?...:. .';::.;`,.... 6i. 1711:-."..:Ulf; L., .'..; a CipC0'.WIC' i'lCIL/ V.t lox: hay:: ? , Loti.are styles of .atit:liaciiii -(3ifferiiiii"'Or.-eiiiitler?'''''''vrr''' ''' t."1 ... ,. Novels

I.Causes of. War A.Lord of t1-r.2 r'old5.ns ';eurge 01:wcal C. xlin ?Zor.lred, Leonard Uibberiy 1. do novelistr.3satirize man? 2.IThal: truth, if nny, is there tothese novels? 3.EIM7 is power used in thescnovels? 4.Do those novels show that mlnis basicallygood? That man is basically evil? 5.Mat prItnry ca,es forwar? 6.If man cannot get along withhis iellout men On an individual level,how can we expectthat nations can ever liveharmoniously? 7.If mnri is :;r8,,Erefect, canthere ever be aperfect peace or a perfectworld?

WarItself A.Run Silent. Run Dee7), CommanderEdward L. Beach 13. The Bripe Ov.?r t.he River Kwai, PierreBoulle C.P. T. f09, Robert j*. Donovan D.YT.'="e. Bismarck., C. S. Forester E.A Farevell...:to Arrns, ErnestHeminaway The BriTTesEr:rroko-1,U, JamesA.t)Michener G.27.1.1 Quiet.c76. the WeFtern Front, ErichMaria Remarque H.The Moon lc' DownjoIn b'teinbeck 1.Is war a ariiral statefor man? 2.Is there a difference betweennations at war with each other, and men at warwith each other? 3.Are people of differentnations basicallydifferent? 4.Do men in war act differentlyfrom men at peace? How? 'Why? 5.Does it seem that some menlike war? 6.At the beginning of thesenovels does any ofthe characters ever realize the outcomeof their war? 7.Do we tend to romanticizewar? 8.Does anyone ever win warsin these novels?

III.The Results of War A.Planet of the Arles, PierreBoulle B.Alas.'Babylon2Pat Frank C.The Sun Alco nisei, ErnestHemingway Hiron;iillaJohn aeresy EM.Mv gonn (Play),Authur Miller F.-.1u4George Orwell ca, sA 4" Ne 7 ...1.0 Shute )0''';'; 1°0,44 °t irk t; ...,', V.& I,:1:1 ,,,,!...1,V".1P70.,IT4 ' F." )ii.111*.le ..,4Akrer .ttl''404116.}1444441704,1,14.14.h.h.

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121 q 14 1.Does war teach man anything of value? 2.Does any good Coale Out of war? 3.The results of war iii these novels seems tobe death?Is this true in our lives? 4.IC; it true, 'There never was a good war, or a i bad peace."? 5.V1hat similar type of attitude runs throughall these books? Why? 6.These books appear to point out thatdestruction of individual men is as horrible as totaldes- 14 truction of humanity. tThy? point in f A 7.It seems that finally man has reached a f his development where he can totally destroy himself.Is this progress? 8.How may the Viet Nam war relate to thesebooks?

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I.The trn:t Thomas Hardy "Had he and I butmet By some old ancient inn, We should havesat us down to wet Right many a nipperkin; "But ral,gedas thfantry, And st:.ring face to face, I shot at himas he at me And killed hira in his place. "I shothira dead because-- Because he wasray foe, Just so:my foe of course he was; That's clear enough; although "He thought heed 'list,perhaps, Off-hand-likejust as I-- Was out of workhad sold his No other reason why. traps "Yes; quaint and curiouswar is: You shoot a fellow down You'd treat, if met whereany bar is, Or help to half-a-crown."

II.An Irish Airman Foresees His Deathby William ButlerYeats I know that I shall meetmy fate Somewhere among the clouda above; Those that I fight I donot hate, Those that I guard I do not love; My country is Kiltartan Cross, My countrymenKilta rtan s poor,, No likely end could bring them loss Or leave them happier than before. Nor law, nor duty bademe fight, Nor public ma,nor cheering crowds, A lonely impulse of delight Drove to this tumult in the clouds; I balanced all, brought all to mind, The years to come seemed waste of breath, A waste of breath theyears behind In balance with this life, this death,

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.. . . N/'ir`ft-V;N:INI k), 4..4 t.,:.162. to,!..trr 41'^' . . rr 4.1 IIIDanny Deever-by fludyard Kipling "What are the bugles blowin' for?" said Files-on Parade. "To turnyou out, to turn youout," the Color-Sergeant said. "What malz.esyou look sowh.lte, so white?" said Files-on Parade. "I'm dread:7.n' what I've got to watch," the Color-Sergeant said. For they're hangin' Danny Deever, you can'ear the Dead 'March play: The regiment's in 'ollow squarethey'rehangin' him today; They'vetaken o3 his bottons o2li an cut hisstripes away, An1 they're hangin' Danny Deever in the mornin'. %hat makes the rear-rank breathe so tard?" said Files-on- Parade. "It's bitter cold, it's bitter cold," the Color-Sergeant said. "What makes the front-rank man fall down?" says Files-on- Parade, "A touch of sun, a touch of sun," the Color-Sergeant said. They are hangin' Danny Daever, they are marchin' of lin round. They 'aye 'alted Danny Deever by 'his coffin on the ground, An swing in 'arf a minute for asneaking' shootin' hound-- 0 they're hangin' Danny Deever in the morninII "Is cot was right-'and cot to mind," said Files-on-Parade, "E's sleepini out an' far tonight," the Color-Sergent said. B "I've drunk 'is beer a score, o' times," said Files-on-Parade. "E's drinkin' bitter beer along," the Color-Sergeant said. They are hanginDanny Deaver, you must markim to 'is place, For 'e shot a comrade sleepin'--you must look'im in the face; Wine 'undred of 'is county ant the regiment's disgrace, While they're hanginl Danny Deever in the morning. "What's that so black agin the sun?" said Files-on-Parade. 'It's Danny fightin''ard for life," the Color-Sergeant said. "What Is that that whimpers over 'ead?" said Files-on-Parade. "It's Danny's soul that's passin' now,the Color-Sergeant said For they're done with Danny Deever, you can'ear the quickstep play, The regiment's' in column, an' they're marchin' us away; Ho;the young recruits are shakin', an' they'll want their beer today, After hanginl Danny Deever in the =min'. , . .

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trr?04'! rAte..q: f." IV. Boots--by Rudyard Kipling We're foot--slo3--slog--slog--sloggia over Africa! Foot--foot--foot--foot--slog3in' over Africa-- (Boots--boots--hoots--boots, movin' up an' down again!) There's no discharge in the war! Seven-six--elcven--five--nine-an'-twenty mile today-- t3 Four--ulevca--seventeca--thirty-t.wo the day before-- (Boots--boo--hoo--boots, raovin' up an' down a3ain!) There's no discharge in the war! kj Don't--don't--don't--don't--look at what's in front of you ri (Boots--bootc--boots--boots, movin' up an' down again!) Henmommenmenmon o mad with we.4:h5-n' 'em, An' there's no discharge in the war!

Try--try--try--try--to think o' something different-- , izJ Oh--my--God--keep--me from coin' lunatic! (Boots--boots7-boots--boots, movin' up an' down again!) There's no dischgc in thc war! Count--count--count--count--the bullets in the bandoliers; If--your--eyes--drop--they will get atop of' you (Boots--boots--boots--boots, movin' up an' down again!) There's no dischaxge in the wars

We--can--stick--out--'unger, thirst'., an' weariness, But--not--not--not--not the chronic sight of 'em-- Boots--boots--boots--boots, movin' up an' down again, An' there's no discharge in the war!

'Tain't--so--bad--by--day because o' company, But night--brings--long--strings o' forty thousand million Boots--boots--boots--boots, movin' up an' down again. There's no discharge in the war! I--'ave--marched"six--weeks in 'Ell an' certify It--is--not--fire--devils, dark or anything But boots--boots--boots, movin' up an' down again, An1 there's no discharge in the war!

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6.6 f',":t)6"t ittfre,..,..r).770{!.//erg.rtrg V. Siegfried SassoonPoems A.Attack At dawn the ridgeemerges massed and dun In the wild purple of theglowering sun Smoldering throughspouts of drifting smoke that shroud The menacing scarredslope; and, one by one, Tanks creep and toppleforward to the wire. The barrageroars and lifts.Then, clumsily bowed With bombs andguns and shovels and battle-gear, tlen jostle and climbto meet the bristling fire. Lines ofgray, muttering faces, masked with fear, They leave theirtrenches, going over the top, While time ticksblank and busy on their wrists, And hope, withfurtive eyes and grappling fists, Flounders in mud.0 Jesu, make 3.t stop: B.coym,pey:fittack Weld gainedFE`arst objective hours before While dawn brokalike a face with blinking eyes, Pallid, unshaved andthirsty, blind with smoke. tl TI-Angs seemed allright at first.We hold their line, With bombersposted, Lewis guns well placed, And clink of shovelsdeepening the shallow trench. The placewas rotten with dead; green clumsy legs High-booted, sprawled andgroveled along the saps; And trunks, facedownward in the sucking mud, Wallowed like troddensand-bags, loosely filled; And naked, soddenbuttocks, mats of hair, Bulged, clotted heads,slept in the plastering slime. And then the rainbegan--the jolly oldrains A yawning soldier kneltagainst the bank, Staring across themorning blear with fog; t.. He wondered henthe Allemands would get busy; And then ofcourse, they started with five-nines Traversing, sureas fate, and never a dud. Mute in the clamor ofshells he watched them burst Spouting dark earth and wirewith gusts from hell, While posturing giants dissolvedin drifts of smoke. He crouched and flinched,dizzy with galloping fear, Sick for escape,--loathingthe strangled horror And butchered, franticgestures of the dead. An officer came blunderingdown .the trench: "Stand-to andman the fire-step:"On he went.... Gasping and bawling, "Fire-step...counter-attack!" Then the haze lifted.Bombing on the right Down the oldsap: machine guns on the left; And stumbling figureslooming out in front. "0 Christ, they'recoming at us:"Bullets spat, And he remembered hisrifle. rapid fire. . And started blazing wild. .then a bang Crumpind and spun himsideways, knocked him out To grunt and wriggle:none heeded him: he choked And fought the flappingveils of smothering gloom, Lost in a blurred confusion ofyells and groans.. Down, and down, and down; he sank anddrowned, -Bleeding to death.The counter-attack had failed. 76 C. Dreamers

Soldiers are citi%cas of death'sgray land, Drawing no dividend from time's tomorrows. In the great hour of destiny they stand, each with his ..flcuds, and jealousies, andsorrows. Soldiers aresworn to action; they must win Some flaming, !!atal climax with their lives. Soldiers are dreamers; when theguns begin They think of firelic homes, clean beds, and wimes.

I see them in foul dug-outs, gnawed byrats, And in the ruined trenches, lashed with rain, Dreaming of things they did withballs and bats, And mocked by hopeless longingto regain Bank-holidays, and picture ch=s, andspats, And going to the office in the train.

D. Does it Natter?

Does it matter?--losingyour legs? For people will always be kind, And you need not show thatyou mind When the otherscome in after hunting To gobble their muffius andeggs. Does it matter?--losingyour sight? There's such splendid workfor the blind; And people will always be kind, As you sit on the terrace remembering And turningyour face to the light.

Do they matter?--those dreams from the pit? You can drink and forget and be glad, And people won'tsay that you're mad; For they'll know that you've fought foryour country, And no one willworry a bit.

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Have you ;2orgo.cten yet? . For the uorld's evento have rumbled on since those gaggrA days, Like traffic checked a while at the crossing of city ways: And the hauntedgnp in your mind hasfilled with thoughts that fiow Like cloudo 4n the lit heavens of life; and you're a man rep-calved to go, Taking your peaceful share a Time, with joy to spare. But the past is jusc the sawe,--and War's a bloody game. Rave you forgotten yet? . Look &ma, and swear by the slain of the War that you'll never forget. Do you remember the dark mmths you held the sector at Mamets,-- The nightsyou watched and wired anddug and piled sand-bags on parapets? Do you remember the rats; and the stench Of corpses rotting in front of the front-line trench, And dawn coming, dirty-white, and chill with a hopeless rain? Do you ever stop and ask, "Is it all going to happen again?" rl Do you remember that hour of din before the attack, J And the anger, the blind compassion that seized and shook you then As you peered at the doomed and haggard faces of you men? J Do you remember the stretcher-.cases lurching back With dying eyes and lolling heads, those ashen-gray 1 Makes of the lads who once were keen and kind and gay? Li Have you forgotten yet? 0

.1 Look up, and swear by the green of the Spring that you'll never forgets

VI. Wilfred Owen Poems A.Anthem for Doomed Youth What passiETIMITTOTTUM who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out their hasty orisons. No mockeries for them; no prayers nor bells, Nor any voice of mourning save the choirs,-- The shrill, demented choirs of wailing shells; And bugles calling for them from sad shires.

What candles may be held to speed them all? Not in the hands of boys, but in their eyes Shall shine the holy glimmers of good-bys. The pallor of girls.' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk a drawing-down of blindn.

I D. Dulce Et ?3corum Est F.1 Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on tbe haunting we turned our backs, And towards our distant rest began to trudge. Hen marched asleep.Eany had lost their boots, But limped on, blood-shod. All vent lame, all blind; Drunk with fatigue; dca2 even to the hoots Of gas-shells dropping softly behind. Gas! Gas! Quick, boys!--An ecstasy of fumbling, Fitting the clumsy helmets just in time, But someone still was yelling out and stumbling And flound'ring likea man in fire or lime. Fl Dim through the misty panes and thick green light, As under a green sea, I saw him drowning.

In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning.

If in some smothering dreams, you too could pace Behind the wagon that we flung him in, And watch the white eyes wilting in his face, His hanging face, like a devil's sick of sin, 11 If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs Bitten as the cud Of vile, incurable sores on innocent tongues,-- My friend, you would not tell with such high zest To children ardent for some desperate glory, The old lie: Dulce et decorum est Pro patria mori.L

1. "It is sweet and dignified to die for one's country."

C. The Unreturning, Suddenly aght crushed out the day and hurled Her remnants over cloud-peaks, thunder-walled. Then fell a stillness such as harks appalled When far-gone dead return upon the world.

There watched I for the Dead; but no ghost woke. Each one whom Life exiled I named and called. But they were all too far, or dumbed, or thralled; And never one fared back to me or spoke. Then peered the.indefinite unshapen dawn With vacant gloaming, sad as half-lit minds, The weak-limned hour when sick men's sighs are drained. And while I wondered on their being withdrawn, Gagged by the smothering wing which none unbinds, I dreaded even a heaven with doors so chained.

"It is sweet and dignified to die for one's country." GO 79 D.The Show My soul looked down from a vague height with Death, As unremembering how I rose or why, And saw a sad land, weak with sweats of dearth, Gray, cratered like the moon with hollow woe, And fitted with great pocks and scabs of plagues. Across its beard, that horror of harsh wire, There moved thin caterpillars, slowly uncoiled. It seemed they pushed themselves to be as plugs Of ditches, where they writhed and shrivelled, killed. By them had slimy paths been trailed and scraped Round myriad warts that might be little hills. Prom gloom's last dregs these long-ctrung creatures crept, And vanished out of dawn down hidden holes. (And smell came up from those foul openings As out of mouths, or deep wounds deepening.) On dithering feet upgathered, more and more, Brown strings towards strings of gray, with bristling spines, All migrants from green fields, intent on mire. Those that were gray, of more abundant spawns, e Ramped on the rest and ate them and were eaten. I saw their bitten backs curve, loop, and straighten, I watched those agonies curl, lift, and flatten.. Whereat, in terror what that sight might mean, I reeled and shivered earthward like a feather. And Death fell with me, like a deepening moan. And He, picking a manner of worm, which half had hid Its bruises in the earth, but crawled no further, Showed me its feet, the feet of many men, And the fresh-severed head of it, my head. VII.Grass--by Carl Sandburg Pile the bodies high at Austerlitz and Waterloo.- Shovel them under and let me work I am the grass; I cover all. And pile them high atGettysburg And pile them high atYpres and Verdun. Shovel them under andlet me work. Two years, ten years,and passengers ask the conductor: What place is this? Where are we now?

Iamthe giass. Let me work......

VIII.The Karl Shapiro Lmong the iodoform, in twilight-sleep, What have I lost? he first inquires, Peers in the middle distance where a pain, Ghost of a nuI-se, Lastily moves, and day, Her blinding presence pressing in his eyes !I And now his ears.They arc handling him 1.1 With rubber hands.He wants to get up. One day beside some flowers near his nose He will be thinking, When will I look at it? And pain, still in the middle distance, will reply r.1 At what? and he will know it's gone, 0 where;and begin to tremble and cry. ri He will begin to cry as a child cries Whose puppy is mangled undur a screaming wheel. Later, as if deliberately, his fingers Begin to explore the stump.He learns a shape That is comfortable and tucked in like a sock. This has a sense of humor, this can despise The finest surgical limb, the dignity of limping, The nonsense of wheel-chairs. Now he smiles to thewall: The amputation becomes an acquisition. For the leg is wondering where he is (all is notlost) And surely he has a duty to the leg; He is its injury, the leg is his orphan, He must cultivate the mind of the leg, Pray for the, part that is missing, pray for peace In the image of man, pray, pray for its safety, And after a little it will die quietly. The body, what is it,- Father, but a sign To -love the force that grows us, to give back What in Thy palm is senselessness and mud? Knead, knead the substance of ourunderstanding Which must be beautiful in flesh to walk, That_ if, Thou take me angrily in hand And hurt me to the shark, I shall not dies

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7 , . . i . i ... . - . 'tt SI es ,... IX. The Charze of theLightBria eby Alfred Lord Tennyson Half a league, half a league, Ralf a league onward, All in the valley of Death Rode the six hundred. 'Forward, the Liz,ht Brigade: Charge for the guns!' he said. Into the valley of Death Rode the six hundred.

"Forward, the I4ght Brigade:" Was there a man dismayed? Not though the soldier knew Someone had blundered. Theirs not to make reply. Theirs not to reason why, Theirs but todo and die. Into the valley of Death Rode the six hundred.

Cannon to right of the, Cannon to left of them, Cannon in front of them Volleyed and thundered; Stormed at with shot and shell. Boldly they rode and well, Into the saws ofDeath, Into the mouth of Hell Rode the six hundred.

Flashed all their sabers bare, Flashed as they turned in air Sabring the gunners, there, Charging an army, while All the world wondered: Plunged in the battery smoke Right through the line they broke; Cossack and Russian Reeled from the saber stroke Shattered and sundered. Then they rode back, but not, Not the six hundred. Cannon toriihtof them, Cannon to left of them, Cannon behind them Volleyed and Thundered; Stormed at with shot and shell,

While horse .and herofell, . - 14 They that had fought so. wellL.._ .. .. . Came through the jaws ofDeath, - . ::Backfromih-47-1,nouth-"of Hell, All-that was left of :them*-. 0 Left of six hundred. . ;:44%, ; .4 . , ' ....WT./ . ,,. 1 ......

OOP.ja...75.1.1 The Char.-4e of the Lirzbt Brigade (continued) When can their glory fade? 0 the wild charge they made; All the world wondered. Honor the charge they made:

T-3 Honor the Light Brigade, 4 Noble six hundred;

X.The Death of the Ball Turret Gu,?nerby Randall Jarrell From my mother's sleep I fell into the State, And I hunched in its belly till my wet fur froze. Sin miles from earth, loosed frora its dream of life, I woke to black flak and the nightmare fighters. When I died they washed me out of the turret with a hose.

0.? , ,' UNIT FIVE r LEISURE TIME ACTIVITIES I.Travel II. Restaurants III.Legitimate Theater IV. Notion Pictures V.Civic Responsibility VI. Projects

As unions achievea reduction of the work week, there is a corresponding benefitof additional leisure time for workers. Research showsthat workers use their free time in activities around thehouse and in the local community. This unit suggestssome ideas for leisure time to those already engaged in by workers.These additional activities tend to strengthen thecultural, educational,and community service aspects of leisuretime activities.Also considered in these suggestionsis the responsibility thata person has in expanding the horizonsof his children.This unit's goal is that the awareness of ideasin adolescence can be of value and of use in adulthood, Leisure Time Activ ties

I. Travel A. Means of Travel 1. Air a. fastest over long distances b. special rates for students c. may prove difficult to reachairports d. reservations may be difficult to make on certain trips e. luggage limit

2. Bus a. convenient tohome b. inexpensive c. slow d. depots insidecities

3. Train a, not a popular.means of travel b. not direct c, depots insidecities Automobile a. convenient b. inexpensive c. little planning necessary

5. Boat a. very slow b. not usually used solely for trmmsportatian c. excursion trip d. leisurly Places to Visit 1. Foreign a. expensive b. planning necessary c. time element involved d. 'Canada very convenient to car e. Mexico can be reached by car f. passports g. health procedures United States a. least amount of planning b. convenient to travel c. relatively inexpensive d. short daily trips in local area are possible I. parks and beaches 2. historical places 3. museums 4. concerts 5. sight seeing C. Lodging 1.Hotels a0convenient to highways b.built with car in mind c,usually modern d.majority located in outskirts of tom Hotels a0usually older structures b0located inside cities c.may present parking problems D. Trave3. Assistance Agencies

771 l.Oil Companies a,free information provided b.maps and routes c.impersonal 2 Automobile Association of America (A./LA.) a.small membership fee maps and routes c0international organization d.provides insurance coverage e.personal assistance f.assists in making arrangements g.provides highway help for disabled car 3.Travel. Agencies a.assists in arranging for public transportation b.responsible for arranging trip c.located in local area d.usually no fee attached e.private profit-making organization f.very personal g.everything packaged 4.Newspaper Travel Sections a.much advertising b.advice by reporters Chambers of Commerce a.advertises local area b..free advice r.; Federal GovernmentU.S. Printing Office 4 a.Federal Facilities 1.camp grounds 2.natIonal parks :: .3.historical monuments -inexpensive facilities . . . 7...... _ . . . !,...... ,....e....,...... -...... "...... 4,...,,...... -,.,.,-... 9 I$111...,,....f.,..1*...t.-...$),:e..1.kiert;i0;A:)..,..4.1:../.1+0,41",..f.`ZIIPI., ;;Air aye /7 BO ° ill" 13 ':-Z.:4t:--7...Nir..17:;.,;:;:"...;;:;:;;.74,4- .',.....-..,,:. ';;;;.±.044..-1...;.Z:::: 77.;:!;:git.:::,:, -::-... 4. .-4.-:-:r"..----,,,7-.-,1,'4.,....e-!!. !i.t..-:.,7- ,,,, t -..--::,:',!-.3:4f:z;..-.-':--r."!-,").1".s.:7-. T.-.41-1..r. Ilt.tt*.t.'71-7."P.77--'"`"I'''.`1.:7','.tt ' ". -7.'" ",':'T.'.",*.;',!1'`1"'''.*.*? 1..1"1'''...' ..1'7*. !,:-"f!'7' r; r..vtr- .- - t...7.7, r .-. .

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. . . ' e4:-64A ilf;,tii.:A1#$IP,!:VirsC,,tsClXty'l;,f04,74,1:1:tt.'x'.VAS1:64.!.r.i:?1,0;0!4,11"4. 7i;14..get-Pilt r7P 4-1; ?Pr icrtet!, . ,, *.i ..r. . .- , - .; E.Conveniences 1.Traveler's Checks a.SliSi;;3 b.safety c,service p/..-ovided bybanks Credit Cards a,very convenient b,oil companies providecards free of charge c,same cardsdemand small servicecharge andLee d,usually good for restaurant.;and lodging 3.Eating Places a.American plan b.European plan

P.,,L;tau-ranr., A.Types 1.American a,steaks b.seafood 2.Chinese 3.French 4.German 5.Italian 6.Japanese 7.Kosher 8.Mexican-Spanish 9.Scandanavian Howto Find a Restaurant 1.local newspapers a.advertisements b. dining editors Cue magazine a.rating: b.listings c. .advertisements 3.Booka on Dining 4.A.A.A. listings Entering a Restaurant 1.reservations 2.host-hostess-headwaiter 3.seating 4.menus Ordering. s--;.-:ye. r - ,1,. 1.a la cart.9.--probab1y moreexpensive .

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F. Waiter 1. lends assistancethen ordering 2. check 3. tipping

III. Legitimate Theater A.What'c Playing and Where? 1. ABClistings in newspapersNYsmr....mYenlWr....0 Timesis most complcte a, title of :hau b. ctars C. director d. author C. prices 1. orchestra 2.mezzanine 13 3.balcony f.address of theater and phone number g.. blurbs from reviews or awards Advertisements in entertainment section Magazines a, Cue .TM"New Yorker 4.Billboards -5,Television B.Types of Shows ci .1,Drama 2. -Comedy .3.Musical C.Centers of Theater Activity 1.Broadway--41st Street to 52nd Street between 8th _Avenue ET.-13 6th Avenue in Manhattan 2.Off-BroadwayGrTenwich Village Area, group of theaters in Seventies on: East Side ofManhattan 3.Lincoln Center D. what is Show About? 1.ABC listing 2.One paragraph synopsis in newspapers ormagazines

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--''''!!'="-it's..:*-11.1".'7; '.e'PfrOD!'l 3. Reviewsextended criticism of show a. appear in nmspnoers the day after a show opens b. appear in magazines the ueek after the show opens C. review is the opinion of one knowledgeable parson d. major newspapers, magazines each have a different reviewer C. make-up of newcpaper .J:eviews 1. plot oI silow 2, opinion of major aspects of show 3. overall oninicn of reviewer 4. concrete =amples of part:: of show magazine revics are sLorter and more general 4.Publichment of plays a. in hoelz .!'orm b. ia magazines

. . 5. Nusical plays have original cast recordings 6. Ple,Tbill i'.' t *-hePAr a, gives necessary information b, articles about the theater in general

7. Three minute reviews on television during news broadcasts.

E.Tickets 1. Dates and Time a. Monday - Saturday evenings at 8:30 p.m. b. Wednesday matinee at 2:00 p.m. c. Saturday matinee at 2:30 p.m.

2.Matinees are usually less expensive 3. Advance sale is advised for shows are usually sold-out weeks in advance. 4.Tickets can be purchased at the theater box-office at face value. Tickets can be purchased at ticket agencies for a service charge. 6.Two-fers and student discount tickets a, price of show is cut about in half b, these tickets can be picked up at some high schools and almost all colleges C. usually are for shows that will be closing shortly U.S.0.--for Armed Forces only a. Broadway and 4211d Street .. , .. b. free tickets to Broadway plays are given out .7; about one-half hour before shou time

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. , . . . .44 ! . .: *, ...... ya. ' , . "' -,,: l.a Pj ,0::',..0 ,, La a , . . , PI-74.!..t.tt '11:;/:$.!1!: VA f-5.1"-1,tkrZti'..tt7t1gt11"1'."PAerVIlliit5tv...?:171: r,4,471117..,47,1.goIftn.-/ r:Y.Ip7.r:P.W7,1'frttoz fl TV. Notion Pictures A. T.1-1at iL; Playinz and Where? 1. Display advertisements in nespapers a. title of show U. stars c, producer director e, mcic c. company 4, cu.ldress tyf theatrAr and phone number timeo of showing

Magazines

T110, _ vo yApr--Pw. U. vork City i b. r n Oew Yovk--newJersey .1 14etropolitan Area

I'I' 30 Billboards 4. Talevision 5. Previews of coming attractions B.Attendance at Theaters 1. Ticket's a. usually easy to purchase b. usually one or two prices c. Saturday night usually heavy attendance d.New York City has many differenttheaters showing new releases

2. Saturation showing--one film at many theaters at one time. 3. Privileged showing--one film at one theaterat one time. 4. AgeBracket a. 52 percent under age twenty b. 72 percent under age thirty

C. Types of Theaters 1, neighborhood 2. shopping center 3. drive-ins 4. art

Types of:Arilms 1. color or black and white 2. size

. a.. Standard size - 1:33 b.Vista Vision - 1:75 c...Cinerama - 2:00 A lodu a-0 - : . .. vaoh..lorna s c op e 1,t4, '1.11t - .... ----''...---.' .------,-----,-....----, .4.-,-..:- A.: ciiicw,a...6...i...... ;.;I:a...... 4;;...... ,!..4____....,...... ,_,....._...... la* :i71. iN'rs,133,,.,',/t.eii.!.:i',1.11:11..i.1,411:41:41,X*;Yliaittit,'0"."14.7.4i.,:-Z ft,;.:3414t4.i.V17,,t.,11,,..-4,4,,,a;1/4,4A,44.4.":t".:-,-natitii4,5; aridit'lit,;,-i.eiM.,,vitii,+iili,itt-ti:411"'...(1, -1:14+, t...r:44.3,,.-":,..:',4,661;11'.!,:".,'jt.,;-,i; rYii17,i',.:::;.-77:4,071;17:"..,.474,'"';'-;-::;-:- , , ,r,,...-...!, v 7.,-. -,....-.-:, ,..;7:!,,:?i,..,1.-itt, ..zr:..-..-:.,;;;'..-:".'.:--;."..-".---..-4....7..s. -'.!.-'.--J'-'-' -'.? 4.-----.'i--..::;rf..,td.1.!:,,...::!!;~47:1tr:#'7**.:*:.'t!-.1.nt"..7".---::,-:1,.!...'*-....,::.:"Y;';1-r*r'.'-,:!.-:* .:7!..%!:**.'''.' -7 -'::'..*:: ';':* ' ''*'-* ..'...:---':'.:..-. -5...... - .-new.or.-.revJ. JaL :...% ..- ...... , !.11 -.'P. ,-.. ,,:'.::.....- ...:...... - :,.,:.? ;-..-,;;;....:.,:..:',,..:,.::.',,:,....i.r.'.:,:.', ;.,,4:,,.f '.....-....',....,...,.,.i!,' .,....s;,,,,Y,;,'..1.i.,..:Ly .v....:,;.-;:..7..7...:,,:.4,-2,' -...7..,::,,,,,-..;,' :-..r...-..,',' :::47.:::. ,:..ki ...... ,...,.;-...... ,:.,i' .,,,.;,,,, ...:,C.,,,::,,.,7..,..:., ,::',..:;....1",.' ...:;..,,::1::.,;,.,p . -; et ...... ,..-,-1..14.,,.....*1 vA...... ,.....-:-.7-.....;.1*.....1'...... /4-M,e,,,.41,:e,,,-.--,..i.s06,-,

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...... 4/ vV*0 E. What is Film About? 1. Display advetisements 2. synopsis in newspapers 3. capsule reviews in Cue 4. major reviews a, day after show opensin New York b. day nfter show opensin local area c, appears in magazinesone weekafterthe film premieres d* make-up is similiar toplayreview 5. maior spreads by magazines 6. recording of sound track

Censorship -41 l. Motion Picture ProductionCode of the Motion Picture Association of America, .?./&1.0 a, crime b, brutality c, sex d. vulgarity C. obscenity f. blasphemy and profanity g, costumes h. religion

2. "Recommended for Mature Audiences" 3. Community Censorship

G. Selection of Movies le Stars a, personal opinions b. .personal behavior c, talent d. attributes that make him a star

2. theme 3. advertising 4. previews 5. nothing-else-to-do-concept

VZO:.... ! ', ". :.".-:::,!.;',.1.:;. -!,::

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I.General Types A.7)olFH,cli f**) L.Athletic C.Religio D,Cultixral E,Charitable F.Business.1noProfessional G. Civic ILCivil Rights Educa t °nal J.Fraternal

noLocal arganizationsThece organizations have assistance to people as one of their objectives,iviany organizations cut-acrosc type lines and are primarily listed az, a means for research and reference.Listing is according to similarity of purpose. A.Republicans and Democrats B.Youth Guidance Council C.YMCA, YWCA, MCA D.Community. Chest, Red Cross, Heart Fund, March of Dimes E.Chamber of Commerce, Junior Chamber of Commerce F.Kiwanis, Optimists, Rotary, Lions G.Hospital Volunteers, Volunteer Ambulance, Auxiliary Police H.Parent-Teacher Association I.Elks, Moose, Masons, Knights of Columbus J American Legion K.Women s Club Colony ClubZonta

i. 4

. .

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. C.',11* *, :. : . :` . : ! :"?.. 1 .; ' . " !'" 4.1 . , "..V..4,,";."'.. Pe ...' 67. 1144:1010;.ritytouckitit .. . "i""P!!111.'"11'..etlr;','.!'ilr;tr'ilPfri',1141111.!;4"4.!::1' 0 " r * Por.:1`r^!:::#',....=,4 : -Pro '. :.:.; - atewITZIA.o.r.33-,,,em...... ArmoStiFf.s ted Vroie._+.0t1r; Rave students choose a movie or play they would like to see folloing the guide set-up for such a procedureand nlon.71." 47+11,1 4-4,, 2.Have students simulate planning of a .trip to a distant place by public transportation, Arrane ..Eor a travel agent to corne.'in and actually chow them procedures and problemc that mu.t be met in planning a trip. 3,Have f31:udents arrance to have .a dinner party in a local restaurant.Arrange With the culler to take 5 udrLts be- hiad the scenes in the running of a restaurant. 4.Have students prepare a brochure of city civic organizations.Some questions to be answered are: ae name b.address c.officers d.purpose e.programs currently sponsored f.past accomplishments g.how people can be of service to organization h.publications of organization

,C . . ..!....:' ;: ,:,:i . . ' :1 i :;... : ... t; *: , IIdit. '' r 5." '' I' ' **4 ' *'.' 41-' ";'**P!,!.-' , ' ) - ?:-.4. : ','",: n'-." `' 0 'IS q:C*, ^i'''':' :"'"":;,'''.. r';''"`.t.,,ri IV/ °' i':',,,...!.., 44T.:...... ' 4.,tt u:1-: .0 .1';''44'',:f : 4:0:11.4..... '..1 :1)' : ,i :Vr! : :,-' 4 Y. !: .

...... 1..1V ,...... , . . BIBLIOGRAPHY

I.Books the Great Books 1.Adler, Mortimer J.; GJ,:eat Ideas From . Washinerton Seuare Pres-sInc 'Mg Yor;-*",kleir. York-1066 Kierzek, John M. The ViacMillan_Hardboc2k_of English Third Edition, The Maci-Zilan Co., NellYork, Neu York,1954.. 3.Lindgren, Ernest; The...A..rt of the Film,the MacHillan Co., New York, New York 1963. 4.Macalli, Joseph V.; The FiveC's_of Cinemosnolay, Cine/Grafic Publicationc, Hollywood,California, 1965. 5.Mitchell, John; pandbook of TechnicalCommunication, Wadsworth Publishing Co. Lae, , oz.n.2,1,1962. 6.Stewart, Lanham, Zirmer ; BustnessEnglish and Comiliun&- cati9n, Gregg, Division, McGraw4IillBoOk Company, New York, New York, 1967. 7.Stewart, Lanham Zimmer; CollegeEyjglith aqd Communi- cation, Gregg Division,McGratizii71TBOOT-COmpany, n-i-York, New York, 1964. 8.Styan, J. L.; The Dramatic Experience,Cambridge University PreS3, Lorinn, England,1965. 9.Untermeyer, Louis; Modern AmericanPoetry, Harcourt Brace and World, Inc., New York, NewYork, 1962. 10. ; Modern British Poetry.,Harcourt Brace and World, Inc., fiewYak, New York, 1950. Ward, Herman; Poems for Pleasure, Hilland Wang, New 11.York, New York71§727----- 12.Warriner, John E.; gnALLshGrajmnarL.nyl.Con.jpoLition - 2021.ete Course, Harcourt Brace and company,Inc., New Y-Wo 7R:7wfork, 1957. II. Pamphlets, Periodicals, andYearbooks 1.The Mass Media in Sec onslar_y_ Ed ucation,Miller,Jerome ved 0%119b5 Yearbook,* v. SecondliTTOZ51 Teachers Association Media and 1.iethos, McLaughlin, Frank,ed., 134 North ISM Street,Pliladelphia,,Pa., September 1966 - May.1968. Vra .r . 1-,lrt.t./:,o.ty NIPivr 7nr1.7. T.41.r.o. Insurance Co. 1 2 j t . .

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1Ire ki

Occupational Relations

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GENERAL INTRODUCTION

The following units for classroom use aredesigned to provide students with a clearerunderstanding of the reasons for their behavior and attitudestoward various types and groups of people withwhom they will corn in contactduring their working life.1 The premise forthis study is that frequently in job cettf,.ngs, just a, infamilial and social ones, SI; the.re occu r. incidents or even aclimate of strained, abrasive or outrightlyhostile interporsonal behaviorthat could con- involved had used Li cetvably have been avoided if the persons a more rational basis fortheir actions or had a clearer ci insight into their motives for it.With recent developments in the whole field of personnelrelation.; in industry, it has became increasingly evident thatmuch of the friction that occurs between various personalitytypes and/or groups of people is the result of unconsciouslyirrational decisions based on assumptions, half-truthsand dictortions of all 9 kinds. Often, they are largely a result ofthose who hold them having had little or no real.experience with the persons or groups in question, hence nounderstanding of theirspicial problems or feelings. The techniques that are used in these units aredeaigaed to overcome or at least challenge the modeof thinking des-. cribed above.In each caso, the stf.tdentbegins with his pre- .perspectives ind decision making patternsand, through

. .

... - ,.....4. I rrP44so 0 i' " ,--'.- '.... la. 1,ci.. 4 attitudes.:...... :::,...... :.-7.. 7..------,. 2 ...-..,..,,,...,.:,,,,,,,?:!...,,,..-,,,,,.--...-,....,!:,.7.....-,-...-."...,,,,,,,, 7. 7:7' ''' i's.'",..1'...'7.P ...!,...... t y-,,....: ,I, . 1 ,.f.201:1.'-y :of the i.t17 w1 ca Piet)Will . ...1....arev.t .00%, 6.... it 0 41; AA./ 11,1,` 4.14,...,0 est, l'H6:061VP....tpiinP41...P.N, IP4 IP PI PPPPIPPIP P.14,14.0!PS Of '' .4% ;,,i . 1 .4.4.4., - ,

11, q. !'' . . . be presented to him by the very people who have beenthe ob- If ject of his prejudices. Thia type of involvoment (as opposed to simply being told how to think) it is believed,offers a

maximum potential for self discovery and as cuch approximates

more closely a real-life environmoat. In the vroceas it is hoped that the student will at lezot healu to queation the

pattem throush which he has, in ifhe past, formedhisju0Se" mento and made his decioims concerning Nwle.

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1. SAMPLE WIT I: Interpersonal Reletictir en.the Jbb SECTION I:Decirlcin 1$1,zing 1729DDS: Groun Discuzsion Pvcsblem

4 v 4 e lose-..1 tin come ("1 Ir--7C" 4me, v Lio .:

th2 -To increase inJiStat th e. mental process through which we makejudgr.:isen t... about people. -To offer a practicalexercise in decision making.

I.Introducing the Unit A.Motivation 1. Explainto the groupthat the upcomingunit of work is intended todeal with the subjectof interpersonal relationJ onthe job.Discuss and define the terminterpersonal relationswith them. ii 2. Ask them whether,in the course oftheir work experiences, they have everobserved or been involved in a situation inwhich friction orhostility developed between employees onthe job.Give them a few minutesto think aboutthis and to recall the detail;, of thesituation.

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:8' 0 .....1-ii .:1314r ',Fitt ,"ViPai V:4" 4 '37.4'47 riitlel Ok!it t'''..'111.kk ueVilliir'41,;`-s"rttilltirt 4 t4 AV' 4. .4 i9) f ' , 1 :7 f "',117:P.,t12!::7.1.7..,,p+11111,:71.!.V1111f1,!;?. 7...... ;..t 3.Ask whether anyone would like to describe in come detail the circumstances of the conflict he hos exparienced and its outconae.Hopefully, there L.1 will be v.r.-.7.:-.ber of students viho will volunteer to clescr:I.;:).,. :la experience such an this,Tell the

rev:: t carefully. v-erzch these cases and to t.ty eca1l tho. iC of 4.Once a sufficient number of these "case studies" have been offered, ask the students whether they see any similaritiea in these cases particularly in the causes for them and could make a general statement that might apply to Jeveral or all of them.In a fairly typical group the cases given, hence the comments on them, will contain such ideas assupervisors being out of sympathy with their subordinates' problema, antogonism between groups or individuate,'poor working conditions, poor -judgement being exercised by supervisorslack Of aommunication between workers, etc. 5 lifter these suggestions have been made and dis- cUsied'; tisk- the. students whether they think that in most cases workers want to get along well Well with -eich other.The answer to this Will obviously be that they do.. If asked to state why rzn A;fri; ir.41 thia is trues the students will almost certainly .",.. such harmony an the _Job makes the j

rk:;:day: easier:: and': more enjoyable...: .,..c...n,Jit.6:.,,,,^:i..4-^-,v;..k.& ../ i : ... / .7 t.:.'.!...".!...'''''''!.:i'5'..k?..Y'....!...... !i..."'...'''..4'41:14 ...'.:i!': C'',..:.',.4....'' i. 2. ,, ".:!':7',.-..-': ' !...--7',c.'''','..,4,:717'c' .0.-Thfl;'::::',''!..*. -I ..:. :: I '..''... t''..-,' 7: :*t:'.. '.-1 ''' ..!',''.. '.. 7 ...1''..."-...7"...'.'"2:i...".^ ' :pi .".. i...... ,....::. ,....:.:.*:,-.,,,:i...:..... 7.:,,.y...... ,..:, '. : . 7-" ....:t ...",,,;..:.,..., ....:.. .,. ;..:.....'...,..-.,-...,,.,,,,,A'. ;..:...... , ...... 7,... ;.:'; ,

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VAV:r...iti.it 1 ... 0' ?"*': ''''P rfrWi011ct..:;:?", !I.'. j7;ti'l P.41.11:tet tl.r.til!'tql..:..4,4P1";.0`.V.Ii 1...t.t IP' il4'r"1",tiOn! -1:5; WTI?. Islercr. ;IMO 17 tirva:a, 07,1;tp.#.$ oar.. -!Ai: tam. . 60At this point suggest tothe grouPs that if people. working togetherbasically want to get along but often don't the reasonmight lie in a behavior pattern that causeshrYztility or friction without the individual intending it to orrealiz- ing that: it will.Suggest further thatpeople in job environments arecontinually being called on to formjudgements and make decisionsabout other people--their subordinates,supervisors, co-uorkers, customers, etc.Suggest that perhaps some of the problemsthat arise might be traceable to the mental processthrough which these decisions and judgements aremade and for this reason it might beworthwhile considering this process and how itfunctions.

Problem Solving Exercise A. Introduction I.Point out to the group that ourbehavior toward other people--in other words,what we display to them through our wordsand actionsis really the end result of the judgements weform about them or, the consciousand unconscious decisions we make about them.Explain further that thesede- c sions arethe result of many influencesthat we are subjecte4 to our lives.Suggest that these in- into inteinal arid ex- - . 41 -r, . ....,....,..14,1,t1.)4Aeivided

.. : ....--- -.....,:,,..s.s.$,..,i4f,,,,,,,,,.....,,,.,:....,....6.,,,...,,,.,,....,...... z .1,- N. ,r0T :69.1,0,45. ,.... er,.1rnir..7.! 1.t.T.., ...... r.,,,.:H...... 11,...... ri...zAts,t011.,,,,.;;;./ ,.,..,.., u ,..40,40;,.'. ,.....,..s.y.ui:,: ...... , , , t . Ask,,...the..students..for...ci4gge a "*.. LII ... .., ......

. . .5 oC what oey_think,:Sresome of theinternal

vsliketql-Ktr .1.1.75,t! ; "'. '' P - factors that influence our judgements. Their

suggest!.ons should incnde cur prejudices or

prefereaces for certain personality types, racial,

1 social rxId religiouJ groups, etc,Also included

La this cou1 e. be c!Ir temperaent cr person-

ality, st3lf-.1nage, etc. External influences might ilud the varicus pressures we experience

from cowor%ers, supervisors, or subordinates, and

problem;'that we carry over from our roles in the

family or seciety.

art 2. When the preceding points have been discussed

adequately, explain to the group that the next

part of the unit will involve some thinking about ,J aproblem situation in which a decision must be made by an office supervisor of which of two

girls to hire for a job opening.Explain to

them that the details of the problem will be

given to them on a mimeegraphed sheet, that they arcto -read the problem caregully and, putting themselves in the supervisorS place, make the

decision that they thth lr. would work out best for

the company Alnd the employees who will be affected

by it. Tell them that theyldll have an oppor-

tunity to offer their final decisions and their

it as.soon as...everyone hes .

. . .

84.1. a 440 0 r- 3 '1 It1 ne nVnb *a.,- :le tn:Po ,,.yre:voil or' r e it:C t! 4 4*.'a"thar`theJr- rea one7.1houd be as--'.

I -4 pl- 49 Vig.y.cAl the. A.,this. point

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g.,

-41

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Tha stpa.evicr cf. ...eecticn coute.nng trm clari-

.1 cal has beepP. - tr.A. 4 %.. k.111.. Cr., ...... l. fc4r one

additicnal girl in hi6 lha pelorinel depatTmcat in-

t.. toms himseen afterth ef.7. tv9girl& have bfion fcmJ vhzi f3eem

tO 11,3.70 roe'7 +. VA Jo .1.4. ?I.1.0 ti::. j t that heioy

make the .-Einal choice v!!i,:h to hlre. The infnrw.tlon on

their c:;plicat:ims roma:githat cae of Lila girls is Negro,

the other wbite. The -dair.a pil is eighteen and a recent

El high schoel groc;us.te, The Negro girl has also greduated re-.

cently although she isnow twenty yonrs old.She han graduated at a laterage. beeacse st.aleft;school for a year and a half during 91-41.0.1tineshe get inarri.ed aud had a child. She returned to fixkish e".1hool afterseparating from her husband,

The dopart.mmt r4:iice.ntis made upof girls who have r,raeliazzefrom high school recently or are working part tizowhile. stilL a/;:zeLnding.The jobs in thesectiOn are cll. fairly ..ow jobsand the rate ofpay is not very high.

1,%)r purposes c.2 6iscassion, the Negro girl will be call2t! Joyce, the wLite exl, Ellen.

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. . . .. The SupervisorsDecision:

After making thefollowing considerations,the supervisor chose Ellenfor the position.He reasonedfirst of all that with achild to look aterJoyce would beforced to miss time at -workfrequently.Secondly, Joyce'scultural bael:grotuld and experienceswould give herlittle in common with the other girlsand makehruncomfortable withthem and vice-versa.Further it might notbe a good thingfor the younger girlsparticularly to have toassociate with a person of her experience, etc.Finally, it seemedapparent to him that Ellen would bethe more intelligentand industrious worker.

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BitProblem Analysis.and DecisionaStage I 1.When the group has had sufficient time to consider the problem (an overnight assignment is advisable for this.) and reach a decision,begin the discussion.First, let them offer their in- dividua3. choices and reasons,As they do this, start compiling a list of these reasons onthe board.When all of them have been given, tell them that they may off,ar opinions, if they wish, of the ideas on the board.,Encourage as much of an exchange of opinions as possible without any evaluation on your part.In the course of this discussion the group may agree that certain reasons are not good and should bealtered or stricken off.Do whatever they direct you to do.Continue to encourage the discussion until some kind of consensus or majority viewpoint hasemerged from the group.For the sake of example, it might be helpful here to suggest that some of the consenus reasons might be as follows: Ellen will have more in common with the other girls in the office and therefore get along better with them. The presence of a Negro in the office win be awkrnard and d i s trac ting - Joycewill miss time at work because she has

-.the Child to care for.- r ..%:" . Irowr - 10,-4

" f.rov

I . , :., ix! ! Olp AP ,!-.r...... ,1., 11 1. The consensus willlikely be that Ellenis the better choice forthe job. 2.At this point tellthe group thatthey will now be given descriptionsof the supervisorsdecision and his reasons for itwhich they will beable to compare with their own.Tell them that the next segment of the unitwill require somefurther thinking on this problem intha form of an analysis and evaluationof the decisiondescribed on page numbered. 3.When the group has hadsufficient tire to study the supervisor'sdecision along withtheir own, ask them whether theystill think that the reasoning behind them isintelligent and logical. If their replies show somehesitancy, as will likely be the case, askthe students whether they know the differencebetween a fact, anin- ference, and an Lenu.mtion.Through discussion the following definitionsmight be arrived at: El A fact is any,thing,condition, or event that can be proventrue and realthrough direct observation or experience, or onthe basis of a reliable historical source. An inference is aconclusion which a person draws from certainobserved or supposedfacts. An as flimmt.lortis something supposed ortaken

4. 44 P. tO rirg p. 4,piLIK . . . tr 1 4 '

r ea,. p

Tile", t 11"41.14* .1'1!""g rrr "11,12)00.1itfl -s 71- ' r!! , . k _11 Give examples for thesedefinitions to make them

clear. Emphasize the idea that assumptions are ideas formed from little or no realexperience,

in other 'maid; almost pure guesswork. Emphasize

also that if an inference is to be aftintelligent

one it oast be based on as manyfacts as are

available. Point out that good decisions are

based on the latter process whereasunintelli- gent ones are based on acs=ptions, orinferences drawn from too few facts or thingsmistaken for

facts.

4.Once they understand these ideasit should be possible for them to analyze thedecisions they

made as being based largely onassumptions or on inferences mdth very little factual support.

They should also be able to seethat these as-

sumptions were influenced largely byfeelings of

racial bias on the part of the supervisor or,in

the case of their corsenus decision, ontheir

own part: The supervisor was influenced by his -fear of -cord:admitting the morals of the younger

white girls and of causing an awkwardsocial situ..

ation in the office, both of which heassumed

would happen.His racial:feeling also led him to believe that the Negro girl wasinherently less intelligent and would be less diligent as a

worker. Afurther assumption was that the Negro

worzicl-. beiorceti t.e,kaji LIva j et.).i:o .... care for her child.

"`' A.. iv z; tov,:!. .1..4... " 117,v ,; iv...

1 C.Problem Analysis and Decision--Stage II 1.At this point if the group seesthe flaws in the ;.1 thinking which led to thefirst decision, ask LI them what steps could havebeen taken to insure a. better onehaving been made.The answer should be that more facts shouldhave been found and used in drawing the inferencesand that the er- 1 1 roneous assumptionsshould have been avoided. Tell the group that, in viewof this, the next logical exercise should befor them to place themselves once again into thesupervisor's role and assume that they havethe opportunity to learn more about the girls.Tell them that you will, provide an answer for everyquestion asked about the girls and thatthey may accept your answers as fact.Point out that thequestions Di should be related to suchconsiderations as the following: - Howinterested or sincere will,the girl be LI regarding the job, a goodindication of this being how much the job will, meanto her. - Howcapable will she be inlearning and per- forifting the work. Will she be likely tomiss much time due to conflicting outside interestsof any kind? , Howlong will she be likely tostay With the

.4,41. r ara . :LUC ompany 1 . 1.71,; i7;;;;.0,4: 4;7:47 /IP , .1'1 :. a - How sh's get ilonfirith theother'

. . . . . : 1.1.7? ,-rtorr-,'.",..1?!) P't "-**". -.1c.tr," ft'!i---- 13 - "*"."' 't :".: 2. Through this exercise you have the opportunity to provide a body of facts that can lead to a

clear cut decision of a pounder variety than was

arrived at the tirst time around. To.

this end, the anwers you give should provide a

clear balance in favor of the Negro girl. De-

sign the answers to produce a portrait of the

white girl as being basically nice and intelligent, but one for whom the job means littlein

terms of either money or career ambitions. In-

dicate caso that although she would probably make a good worker she is not likely to stay

with the company for long. On the other hand, provide a portrait of the Negro girl as one to

whom the job means more both financially and as an opportunity. Dispell thenotion that her pre-

sence in the office will cause anyfriction or a embarrassment. Make it clear that she will not

have to miss time in order to care for her child.

Fimally, all answers related to the intelligence ci or capabilities and trainingbackground of the girls should be designed to indicate their equa- a lity as candidates.

3.Once the students have been given enoughfacts uion which to base another decision, have them

repeat the process used in arriving atthe first

.one. If the unit up till now has been effective

*WA -the group will. be 4.'0144.1;o L..::1;.43

- . --" - . lit / , NIts tit Irt""*.'""'"*".. ,.r":"0"7"..-"irrr r'."," irs:141,47.11!t1,-1.-r:r.: decision and; perhaps moreimportant9understand which the difference betweenthe thought: processes

produced the two decisisns.

Note: One further bitof enplanetion shouldbe included here the unit just !"t for teachers of thisunit. At the stage of

after the students havemade their firstdecision concerning

the hiring of the girl,the teacher has achoice of directions is similar to thedecision to follow. If the.class consensus will provide an ade- made by the Supervisor rxtri-,er zargt1C,this In quate basis forproceding with the furtherdiccussion. this case it is not necessaryto include thesupervisors des. students' con- cision. Simply proceed on thebasis of the has been included sensus decision. The supervisor's decision i 4 basis for the furthersteps of theunit 14/ primarily to provide a would lead in in case the group'sreaction in inadequate or

11 an undesireddirection.

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ti SECTION IIIntergroupRelations Role Playing METHOD sensitivity tosomeof the OBJECTIVES- Toprovide agreater relations onthe job, problems ofinterpersonal empathy forthe role -To develop acapacity for of otherswithin the group. role within To increaseinsight intoour own the group* mr.perimentin grouprelations. us Tooffer apractical

and Rationalefor RolePlaying I.GeneralDescription A.Background techniqueknown 1.In recentyears aninstructional into oneof the as"roleplaying" hasdeveloped methods ofteach- most widelyused andsuccessful the skillsof humanrelationsthrough ing people It actual practicein alaboratorysituation. results in awide has beenused withexcellent world variety of areasranging fromthe business rehabilitation prom to socialandpsychological become oneof thestandard gramsuntil nowit has several ofits adap- educationaldevices.Through "oocio-drama" and"psycho-drama" "41 tations,notably academic or it hasgained widenoticeoutside the made aconsiderable ri businessspheres andhas even theater.more impact inthe fieldof avant-garde

, I. L.'S if: .*

:,7011? -.71:10^ 7 .? - r. 7,11' 7 7f.: - rc-- and more, it is coming to be accepted as one of

the mor,t logical and potent methods for giving

mcs-o :41/1)1 a merely superficial grasp of

Y.tht mans to be scmaone else or, indeed,

t.m:114.ts to be oneself.

;.) 1. Rs.Le nlAyiag is just what its name implies. A

sit=ica cc-Attaining a 11%1=n-relations problem ir;deocribcd, the characters involved in it are identiaed, and members of the class are assigned

to the various roles, acting out the role delini.

eated by the character descriptioa and composing

their lites as they go along, The scene is played

out until the problem is solved or, in other ina

stances, until the participmnts have had an opa portunity togain soce degree of empathy or ina sight into the person whose role they have adopted.

At this point the audience and actors together

discuss what has taken place in an attempt to.

draw come meaning from it for their actual life

experiences.

3 C. Rationale

1. The principle value of role playing as a means of

understanding human relations is that it provides

an opportunity for the participants to experience

in a much move real uly than is possible through

reading or discussion, the problems inherent in

-ilmeone else's role in society bueines4,.school, 7'1 #0.1..41 udir etc. Ccrt-,4nlyth:tx, ic cnr, of 2loct dff1cult things to learn and even mnre so, to teach. For

example, how can the lower level worker empathize

Li with the problems of the supervisor, or the white worker with the Negro without having some actual

experience with them. Obviously, role playing

can never provide the same quality experience as

does a life situation. But by its very nature, r LI this practice comes closer to the life experience than do so many other educational practices. At

the very least, it offers the rewards of learning

through trial and error without the harus that

often results when people must learn this way

in their actual lives.

II. The Role-Playing Method

A. General Principles

1. For the role-playing episode to be effective the

instructor must have a clear idea of what he wants 3 to accomplish.Broad or vague objectives which ii merely point to a general area of human relations tolbe.attaCked are unsatisfactory. They will

lead to.a role-playing episode in which the stuas

dents simply think up clever lines or try to en-

13.1 tertain the audience rather than working toward

the solution or elucidation of a problem. Cassias

der, for example, the difference between the two

1;3 nbienItivns: f. ev: thlatig,rej. g If ; . : C 1%' 4,...!a A A.., .0.4.. To show how misunderscanding can arise between ;

...... _...... O. .... Wes... .'"1.'"''''...... 010 the..j .' .Negroand white workers on ob.... . , . . . . .' ... 6. r.r71..,..-,:w.-.. ms-!... ..*** ,t..." iTt,-?.VP'Prr."'.:0 ":'.': -....' ', ''''i ....II' r. 0,..! F3'.1--.-..!!'; ' ..*". "171* 'k" - !' - IT fte7.17k-r..r.f",c:".:14 ...::.- :' it-`71-.1%-.:,? -.a - To ohm hat7 a series of rumors and assump..

tions can lead to a breakdown in relations

between Negro and white workers on the job.

Obviously, the girst objective is vague and gives

those piaying the toted very little to start with.

The second, however, gives the characters a framew workfor developing the scene and a guide to the

direction it should take. Whether it be a specin.

fic cause for a problem or a specific skill in

handling one, the objectives for role playing

unit must be clearly defined and understood by

all involved.

B. Designing the Situation

I. There are several approaches to the composition

of the type of scene o; situation to be acted

out. One of these is for the instructor (or

group of instructors), to design on their own,

the situation-that they think will best suit

the Obje-etiveri-th-eir ',AA to achieve; Ihis.method

has two chief advantages:

in It offers the best guarantee that the episode

"willipe*suited to-tHe-preCide objectilies-of the instructor.

66 If there is 4 limited amount of time to be

spent on the unit1, this approach avoids the

more time consuming practice of a group corps

sensus or group design of the situation, :* "

; ..1 . ../ Ak.f...1146 CilLt. ....V 7;04. 7-s/1". .1.,5.11,47k.'/....: 7-:1:- Xell e 4. iset v . . 7 , /.41.n!:3 . V:ft-f . 4,0.4. se .4:..,!6: 6.: e11. ,..ff,- ' :

, ...... 1-1 ..,. *AV...... ,60,

"..* .104":1V .7 V:4 ,r 49' 41,',...71""". 31.111Vir.vilet r"... Sr!fl'firrV/T. rj:,' 1 "'...10 . '* !I At times, however, it might be more profitable

to draw on the knowledge, experience, and inven tiveness of the students in the episode.There

are two important advantages in this approach:

- The students may have moreactual experience with the type of work environment in which

episode is to be set. This will result in

a more realistic situation being created.

- The students willprobably feel greater

sense of involvement in the preceedings0

Whichever approach is decided upon, the following

measures should be taken, Structure the situation to fit a specific

learning outcome you want to produce.

Makes the situation resemble one that the

students might actually Zind in their work-

ing lives.Keep it believable.

r Describe the situation in enoughdetail for

everyone to envision the samecirCumstances Ii surrounding it and to understand the problem

it presents.

a. Describe, the characters,their relation to each other and to the group clearly enough

to give them an adequate guide to their role.

-: la -20

IT!';'!-'.'"'"--"'-1* ?*.*'r` T''';!?*°,*:,* ..et !!,?'0 v vtI4r . . C.Selecting the Participarits 1,r th3 prit=y objective of role-playing is for each participant to achieve some empathy for :mot:harts feelings, it is usually advisable to place them in an unfamiliar role, that is one contrary to their own personality, attitudes, race or position.A further reason for doing this is that a student playing himself is often less to speak frer.tly for fear of exporp ing 1i& 2caliags and being criticized for thczi. ;Wolf a condition ot,ild dcreat the puxpose of the role playing method, which ciependa for ita e2fcc- tiveness on an uninhibited approach by the participants. For example, if the problem concerns racial feelinga, much taore interesing results can occur from having a white student act out the role of a Negro and vice-versa. However, it might also happen that you purm pose in to get a student to take the kind of obe jective look at himself and be subjected to the kind of behavior analysis that rolemplaying pro. vides.In this case, particularly if the stu dent is not aware of the true nature of his attitudes toward something, and would therefore speak freely, it might be well tc assiwt him to play himself.For enample, a vorker trho is aggressive or inconsiderate on the job without retiliztwl it mialt see hitt behavior more clearly 4.* d; PAM u44 nt7treitterl end ;iv,. mIztint,. rtttly-4.1 typtinwtt-ofby tho pty4iPneet 21

!."' "-I- .71... , I -- . . sk- v.,. 2,If possible, cast your cho.nacters and assign each his part a day or so before the episode is to be played so they can be thinking about their parts. Tell them the roles they are to play and the situ. ation to be acted out,Y.ou may vant to give them written character sketches of the pe.rsons they will portray, or a detailed written description of situation or episode.Encourage them to do some thinking as to the best way of playing the roles, but to avoid composing their lines beforehand.

D.Preparing the Audience and Participants 1.As has been indicated previously, the success of the role-playing exercise is almost wholly dependent on the pre-planning of clear objectives and careful structuring of the episode to be played,As a further insurance that the exer ciao will produce the desired results the follow ing preparation might be useful just prior to the playing of the episode. Re-emphasize through discussion the objective of the episode, explaining the skills and in.. sights it is desigied to teach. Read through the description with them once again. Talk a little about the nature of the characters but do not divulge any private instruci t1.1,1 ttelti;ratt hIATAtt the-ArillAtT0100 ts_ 1

22 - Ask each character in tum a few questions about his identity, background, role in situation, etc.This will get them to begin thinking along the character linos and will also begin to draw the audience into the drama. - To make the members of the audience more active ptirticip:Ints, ask each of the, (or a group of three or four in the case of a larror audience) to pay particular attention to oue aspect while watching the action.For example, one pe.on or group mitht watch for expressions ot emotion on the part of the characters %chile anothor watches for a key

statement or turning point in the episode. Another possibility is to haveeach member study one of the characters closely for

shifts in his attitude, or the display of a certainhuman relations skill, etc.

R. Analyzing the Zpisode

14 Analysis of a role-playing episode is much too

flexible a process to811017for any set formula.

In the long run it has to depend on the instrucft. torsinsight,experience, perception and skill in drawing people out. However, there are a fet1 question whichcan be used as a guide for sing almost any episode.The following ones are e9t4yie

- . /.., - . an, 23 : ...... a...... II- -...... ,

,"!tmt -"? - Mint happened? Did people reach an understanding? Was the problw solved? lihrttT.?as the status at the end of the episode? - Why did it happen this way? If tre T.7t13 rigreernant reached uhat made it possible? If not:, wilat prevented it? - Mat moteives foolingra %;ere displayed? - What varlations could have produced other ra..ults?

V.Evaluating the Episode 1.The group evaluation of the role-playing episode is particularly valuable from the instructors point of view,Through the criticism, comments or suggestions the students make ho can find ways of polishing his techniques in composing, direct- ing, and analyzing future roleplsying exercises. When added to his own observations on the sue- cess or failure of the exercise, the group comments will make it possible for him to acquire

13 skill and facility in making future attempts at this device more meaningful.It should be noted, however, that the evaluation period will, only be of value if the instructor cultivates a free, frank attitude among the studentse Only if he fents able to offer honest: opinions during this

* a :1;idieda.ii.y00 IALA1CJAA0 Z.

`NI subsequent untts awe as =is. 44 rot 44-1n ^ ". "'' ` : 4 - - 119 III.Sample Exercises in Role-Playing A.Introduction 1.There are two basic types of role-playing epi- sodes.They are similar to the extent that in each the situr.tion portrayed hingn;-3 on some "problem" of human relations,In the first type, which could be tamed "9rob1em centered," the problem end it:z c.ttcrapt3d solution recrlin thn chief focus of attention throughout.Audience as roll as chnrecters concentrate on the skills necessary to rectolve the situation, for example, the techniques of placating an angry worker or selling a television set.In this type situation it is best to keep the description of the problem brief and somewhat sketchy, but to describe the characters in detail.This will have the effect of making the characters concentrate more on the problem itself than on developing their personalities in their role. In the se:...oncl type e:pisode, which could be termed "charecter centered", just the opposite approach is tc:eded.The situation is projected in greater &tail but the characteri are given only a very ganeral identity.This means that they will be Eorceri to concentrate on developing their roles in the episode.Since the course of

25 the episode is largely pre-ordained they need not worry about the problems solving aspects

of it. Obviously, the type of episode chosen

depends on the objectives of the group.

2. The foll3-hill3 sectc.on c3ntainn e .mmpl? situa-

tion fcr er,ch type., Althouta each can ba L:ied

as it stands, the teac%ar ol this unit is free

to alter them to suit .z:he spsctiaa neecis of the

cicss or ovan to tham ony as guide in cores

posing hf.s cfn! if this seemn best. They atn to

j be used in e.=junntion with the outlins thet has preceded this.

LI J

, Sample #1--Problem-centered

1. Situation For the past several meks, the foreman of a construe-

tion crew has been having a serious problem with his group of four workers. An unskilled Negro has been hired to fill

14 one of the jobs and has not bsen able toperform his share of the work, causing the other.three men to work that much LA harder. To complicate matters, all three of these men are,

7 A invarying degrees prejudiced against Negroes and resent one having been hired to begin with. The situation comes to

Li a head when the three men threaten to leavethe job if the

Negro imeker isn't replaced. In an attempt to alleviate the situation the foreman decides to have a talk with the

Ll four men to see if they can iron out their differences.

2. Characters Foremanlie is a fair minded man and relatively unprejudiced

in his rnmial views. Althaugh he is runt what could be called "liberal" in his opinion, he is in favor of giving

Negroes a opportunity to break into construction jobs even rs t«.1 if it means some inconvenience.Ile has also been told by union executives that the Negro in his crew has been hired as part of an overall policyand is tobegiven every opportunity to succeed* Therefore, it is his job to try to get ai the other men to cooperate.

-102 , 1.1h4.t:r! Ilor!;tri7s--All three are ruerabe3:s of white minoritygroups and are outspol:.en in their views about Negroes and racial problems,Their attitude is the often heard one that other minorities have had to work themselves up without help, and that Negroes should be able to do the came.They resent the fact: that a Ne,ro without adequate skills for the job has been forced on them through outside pressures.Having grown up or still living in a city where the racial situation is very hrd, their prejudice is very personal and deeply rooted. Cue of them belongs to a "vigilante" type group in the city. The other two are similarly inclined but not active in this way.Their opinions and comments are long on generalizations about Negroes.When confronted with facts they tend to explain them away with further generalizations.Also they are inclined to look at the Negro's poor job performance as a sign of stupidity and/or laziness.

The Negro WorkerHis role here is to defend himself and to try to counter the arguments of the three other men.To do this he should have as good a background as possible in the facts of job discrimination, etc.Ile should also be able to anticipate and counter the kinds of racial comments that will be directed at him by the other three.

- . ',T. tie- 4-+ - !L :...,,A*-1"..4s* - f ..14

I. - t..- 4. ...ft..."141,.-If .; .1.... 7P? "11.4,.. ;. OBJECTIVES:

GENERAL: To have the class confront and analyze a situa-

tion of interracial hostility similar to one

that could be scan in any job situation.

SPECIFIC: To resolve, through an enchange of views, the im-

mediate problem facing this group of workers,

that of getting the white workers to accept the

Negro in their midst,

To teach the skills of countering assumptions

and illogical argument about race with sound

facts and sound logic.

PREPARATION:Onefurther bit of advice for this exercise might be to coach each of the characters in his role

privately. Advise those playing the white work-

ers that they should use those agruments that

they hear most frequently from people with strong

racial bias. Those playing the Negro worker and

El the foreman, on the other hand, should be told

that, in order to state their case well, they

should have a number of facts and statistics . alb it their disposal. These should pertain to the

Negro's economic condition generally and to job ci discrimination in particular.The accumulation

of this information might be made an assignment or provided by the instructor. Ineithercase an excellent and convenient source of such material

is the Ponort of the Presidents Advirorv Commts- T41 ------aimon Civil Rights, Inepaperback edition pub- r/ lidhed by the !pmf 'York, Timen is readily imitable. -.

-0". r" '7 "1! 1 71-7 4!1.11P-e .11.70 ver-7 .7 - 0., .4, - - -c - 124 Sample in--Character-centered

1. Situation The manager al theInfant Wear Departmentin a large

department store hasreceived several complaintsfrom women

cutomers in the pastfew weeks about theattitude of one of

his cniesgirls. In each case thecomplaint contained very little of a tangible naturebut consisted of rather vague

statements about thegirl's not being properlyfriendly or ;1 respectful, etc. The manager knowsthat the girl has a tendency to display aC times asomewhat aloof orsuperior atti- dealings with tude. This has been particularlytrue in her 11 have a talk with white customers4 The manager decides to complaints he the girl even thoughhe's not sure that the has received are wellfounded.

In their talk, the manager,though not realizingit, putting her on takes a rather bluntapproach to the girl,

the defensive and causingher to assume ahaughty and not by his very respectfulstance.The situation is complicated referring to thegirl's color in what hethinks is a harm-

less way but whichthe girl, in her presentmood, takes to badly.The scene ends withhis reprimanding her just salvage some of hispride.

2.. Characters . inrufficient Department Manacrer--arather inflexible man with sensitivity to others'feelings or the effectthat his state-

ments will have onthem. leoul4.110.6.0 proud d.r1 and verysensitive to any- wee thing that smacks of reciaiprejudice, etc.

...... - . . ,...... ,..,i.,;,!t....:. - . .. -..,...... "twr . ... .,..! Ill.# t$,,....vt.,..-e 1.25`, ''', OBJECTIVES

GENERAL: To hnve the.class confronta situation in which a break down in interpersonal relations is caused

by a lack of sensitivity to another'sfeelings.

SPECIFT.C: To provide an illustration ofpoor communication

skills leading to a complete misunderstandingof motives.

- . 5 :": z -- ", T ""-. 0' .5 '''"A" ""P .r-f$4.

31.

- -. - -1.-r -5,- "..t----ry".r. 5'" rnor:ro.ri:frs-?-, ter- Cultural Understanding

In our changing society, Americansare Over experiencing

more contacts with people of diverse culturalbackgrounds, Ponulations are becomingmore transitory. Hany people from foreign countriesare coming to the U.S. and are working in

businesses and corporations.Our industrially oriented student comes into contactwith large groups of foreigners.

These_ students are not preparedto understand or deal with the foreign and the different.

Students cannot be taughtproper attitudes and under-

standing by learning rules.Our concern is to bring under-

standing to our students,to remove unfounded conceptions,

and to help them developskills in human relations.Many

students are suspicious offoreigners, their actionsare controlled by their doubts andby not having been exposed to the differences in culture.

The folling unit willattempt to remove the mistrust, doubt, and suspicion bytnstilling a genuine understanding

of the culture and attitudesof foreign people. The instruc-

tor may achieve these goals byintroducing his students to

the varied cultures and thedifferent customs.The class will include theuse of films, representatives from foreign

consulates, discussions, roleplayings and exposure to the different languages.

In the following unit, theinstructor is given a planto use as a model.

32 Part Section I:Slides (obtained from Language Office) Nethods:Film (Niguel - N.Y.U. Film LibraryRental fee $5) Group Discussion Role-Playing

I.Objectives: 1..To expose students to differeat cultures through the me of films. 2.To explain differences in customs and behavior of dif2erent ethnic groups. 3.To lift curtain mistrust by familiarizing students with problems encountered by foreigners in a new country. 4.To stress problems of Puerto Ricans in the U.S. and to create an understanding of the problems of this particular group. 5.To help students realize thei own prejudices and become more sensitive in their treatment of foreigners. II.Introduction: 1.In order to acquaint students with different cultures it will be necessary to expose them to different customs and behavioral patterns of people from other counCries.' Often, by seeing pictures about the lives of others, students will be able to make comparisons and contracts to their own lives.

.0.rot r r P.., r . /-.0 ,or 4,04 1i! we", Vt.;Ir.*op r....rt --,4*,*teihwaraiNK- .?Trestithr -0 ea - '15161/0 .0..11. "140.11111111..--11.14

WO. 1..4 w NIS *NI ,. I

Or t. re't,In.!4.vt,107 -J,110'411fiffilitl trgii'vf '"Orri/.A.PLIAt.ilt.' 0' Pc".4 AP?33,'.."44:41,71r!..7,11 ,(Trerfec/1,1707--7 qcor,.- -

.. . . 2.Slides may be used to acquaintstudents with the island of Puerto Rico.The instructional aid mustbe aimed at the student'sachievement oi definite objectives.In this case, the slideswill familiarize the student with the type ofclimate, the land, the in* fluence of Spain in thearchitecture, the types of fruits grown on island, etc. 3.Beginning with slides of ElMorro and La Fortaleza (two forts built by Spanairds)teacher may explain some history ofthe island--t:_e discoveryby Colum- bus in 1493, colonization bythe Spanairds and the fact that Indians were distributedto work for Span- airds.Some of Puerto Rico'shistory has been writio ten because of itsstrategic location first aslink between Spain and her colonies,later as a bridge for Americans between Northand South America as well as a base for troops toprotect thePanama Canal.Puerto Rico became apossession of U.S. in 1898 with the Treaty of Parisafter the war with Spain, 4.Because of the climateand land, certain products are grown such as:sugar cane,pineapples, tobacco, coffee. Also some of themain Industries on the isw land are canning factories,rubber, cork and plasm tics factories, distillationof rum, and underwear factories. Maidenform, Lady Marleneand Peter Pan

6.0 ---have iactories.iu Awl:toRico. 41", .1 'Mb% ?. -or . i

611. . 1 P ; .

.1.47 rf)..4 tie "1. .Onlitti , l V11,1 . wr4fl. 129rf " \""'*1°. .. ..4.1,...AsItifirls.Jor.

5.Pictures of the beaches, fiestas,churches and cele brations will expose studentsto many social customs and ways of recreation whichdiffer from ours.The Spanish influencecan be aeon in the celebrations especially those connected withthe church.

6.Words are also a clueto their civilization.Many words used todaywere first heard by the Spannirds from the.Indians of.PuertoRico, &me wordsare: .hammock 181 hatnac canoe us canoe Indian boat tobacco -tabaco hurricane Ns Iluracan Indian God of evil and tempests. Teacher may utilize shortdiscussion period (1) to .check whether informationwas understood and realms bored, (2) tocorrect misunderstandings, (3) topros vide an opportunityto resemphasize main pdints. III.Discussion To provide continuitir in lesson,to afford studentsop. portunity to use information-he haslearned and tome . late information to their needs teachermay use a film 'as a method of continuing study ofPuerto Rico, One particular film "Miguel" New YorkUniversity Production, N.Y.U. Film Library explains theproblems of a Puerto Rican in the U.S. 4.- ' ..t 1,Bertre showins tepel4er.cheuld. vtation...arcup 1. %No,: - ""151"1 . t*' r '.^.4 i"" "."*- 't 4'.". ; their -own .experiences withPuerto*RicanseDies

experiences students '-may have hadon the job me, v.*. 180 4-*" there-probleniti

IZZCZLIZU--1- r LM if* experiences may dealwith the manner inwhich these employees work,their relations withco-workers, ins of otherstoward foreignersand manager-employee relationship. 2.Through discussionteacher should listen tostate- ments hichgeneralize aboutforeigners. Discuss these generalizations orothers which theteacher may toss out tosLudents. 3.Some of the mythsmost commonlyaccepted as true are the following: a.Most Puerto Ricans areon relief. b.Puerto Ricans arelazy and shiftless. c.Puerto Ricans arecrude peasants. 4.Using these statements asa basisfor discussion, .ask students abouttruth or factsbehind such remarks.In this discussion,the instructormight "bring in somestatistics provingthe fallacy ofsuch -statements.For example: a..Concerning the PuertoRicans on relief,approxim !metal), 857, havealways been681Z-supporting: An article in the NewYork Times in 1952indicated that Puerto Ricans arethe last group of non-, -residents to seekrelief. b;Regarding statementabout Puerto Ricansbeing peasants, teacher maypoint out that themajority a Puerto Ricanswho settle in-urbanareas are sefi ..: . firmn. 414444014-4Willkodrf...... tentirili ,-.41.6 1. ? .,- .itx.ruerto..- 41.cd;"'" The. erncy *.. -from. 143: se, ca.tles : " Puerto Ricanin the U.3. La 907'. d ...'s .rate of the- - 4:777r17,70,07,44rrIT1 .84kr,,r,-.-t-Ire.!TtlisroP,r7V7,070.1-; - ,... . 3 5.Relating information.:previously learned about: Silanish influe-ce on Puerto Rican culture, ths differences in 3 characttar mny be ctreosed.The Puerto Ricen is not c:catrelled LI a strong feeling for financial gain. cn*:.tural baOground doea not otrePs competition but s'=esses more the einjoyment through poetry, muaic end clr.ncin%, rather than the accumulation of money.

v.Disauncion nay bedirexted to include ideasfrom Btu'. dents onwhyPuerto Ricans react as they do in some of the sitmtions the students have observed. What are solzs Of the adjustments the Puerto Rican must make or the problems he will amounts:: such as the language barrier, the fact that he is poor and is forced to 4.1 live in slum arms, the.problem of diocrimination which is not as prevelnnt in his homeland. 7.Discursion of the .problems of adjustment will lead to the showing of the film Niguel.This film lends itself to discussion by illustrating the problems and reactions of a Puerto Rican in New York.

IV.Film 1.Films ims Instructional aids are very useful in teach., ing human-relatima ekills.Teacher and stt:41ents may 9 make a list of qusstions or pointo to look :or in film stemmin3 from previous discussion on adjustment M

"*. Pue.:to:Ricans.,Some-Auestions . .P.4.44111W,

4 ...... 7'.,,,yteN1.111....,!..... ;, . w..../f:t t. .11,110:10.1! 071.r 1 tth4/14111 " .:... .. ,rtr ..,,,,p1 ow.tig****, ...WWII w 0.1 ',v....OW s'e .1? 4.14 erarivisr ev`ltfplF6.4111POTO riek'sr4rfrfri:rtrlt "'' . ,17 r 4 ., -Werra. a. a...Pols A.,.

a.How does the Puerto Rican feel in his new environ- went? How does his daily life differ now? c.Thzt kit.r ojob opportunities are avAilable?

d., OLO mi.srate? e. 1..; htyr..,:ted by hi3 ns5.bor.3 and co-workers? 2. AL:tez .11.1.1m lvv, Cal= the diocussion may continue, The question .oritten previously may be used as a bttsis for th3 discussion.Students should have dif- fcreaL idvo 4.ne.; cont:epts of problems of adjustment. They may cop thei": information about the life of Puerto Riceris on the isle.nd to .show why he may have reacted as he dil.What were Ms motives? Did he react as he would have in his own country.

V.Role-playing 1.In order to make the slides, discussions, and film even more meaningful to students,. the teacher may 3 uce rele-playing to help tha students relate what. they have learned to their own jobs and daily ex- 3 periences. 2.Role-playing is an effective method of stimulating real-life_oituatices.In this case, it will allow athe student& to -;/lace themselves in the porition of a Puerto Rican it the U.S.The student can react the way the foreigner might.react.0.a the other , - - ' irge Fe IP 1

,ihy% .iraik,,Asft SI . , r e h 4114,4 .444, 4e.t4.-: A 4.4.0. ! ,q441 see how outaide influenciaZ afiburaption. and- -pre- "."..1

, ----established ideas alOng with misunderstanding can.---i3S . da., fririt,:t.,,) \414:41.011,q)illir 1:0!Irrfilt 1 .1% mbp- 4Teltffjo.f V,IM, ran...00irt l.: othrr a or7 -,.h r - Iv Mr,-- P04. affect. their relationship, with foreigners, T ii 3.Role-playing involves a described situation, in which the characters are identified and people are assigned the character roles but are told to compose their own dialog and act the part of the characters.In this Ii way they actually conduct themselves in real-life situ" , ations and can later antaLils and discuss the dramas %thy the actors said and did what they did--how they felt, what could they have done.The idea is for each player to react the way the character would, not as he would normally react. .1 4.To realize its maximum potential, a role-playing episs LI soda must be planned carefully. The actors model their own lines so the instructor must be prepared to take what happens and build a worthwhile learn- ii ing experience from it.The instructor may suggest the situation and some facts about the characters, but the complete dialog is provided by the actors. 5.The following is a suggested procedure for building a rolesplaying episode. 1.Decide what you want students to learn from the episode.Is the purpose to learn how to develop a specific technique?Or is it to produce an underitanding of some principles and concepts in handling people? There are several ways of composing the situa-

. ..t tion..The instructor may.'design the, situation

it'l:the-, objectives and learning 'outcomes they ,,irel 4 ere anxious to ecbieve. If your objective is to 411 41:419 r ie. ai ...tr.. ...MAW

ny ..:170.1170 - rs. -1.,:e! q71!),17:- yfov,rtyq.#4,!,rep,. r1r.r..r.,11. f. 1.. . e. ...; explore the methods and personalityof a charac- 11 ter, define the situation closelyto give more

direction to players but allow enoughfreedom for actors to explore andconstruct the characters.

3. Make the situation resembleconditions the stu-

dents will actually face intheir daily lives and at work.Make sure it is a believable situa-

tion.

4. Use enough detailso everyone mIll clearly under.. stand the circumstances.

5. Establish the roles and selectparticipants.Do not have a player act himselfor he will usually

cover his real feelings.MAke it clear that they are to play their roles with sincerity and genuine

sympathy and in thisway develop good insights

into the problems and behaviorof the character.

A/ways give players dfferent names from their own as wellas charactert and descriptions

not genuinely fitting them.Thus the player Will feel less self-consciousand the audience will

not feel they aro Oriticizingthe player.Assign the roles so the instructorcan use the casting

Of pl4ersto give'speeific experiences to the

people who need them most.For example, someone

; in'thogroup may be more hostile to foreigners and

&lei 'shown theie feelingsof 'hostility..- -Have him

" tof the.foreiner .togeta broadéned'' , c11100 ^ . viau point, an insight into the Zeelings ., el! some-

. . h, rlr",Z1141/1:1!feNil,ttbtoilt, 05,4toirt . 30= -f.11001.0%.-9. arlogliT. -.f --

.; . t $ .i.. ; . 6. By assigning the parts a day before, each character

will be given the opportunity to think about his

ki role and identify with his part. The instructor should stress the fact that studentsare not to 1 prepare a dialog, but merely to think about the

'1 characters.The audience will also be prepared

and will not start cold.Pass our mimeographed sheets of tho situation.

7. Be talking about and explaining the objectivesit

is hoped that skills and insights willbo acquired.

It is important to explain what theinstructor feels lel the students should gain.The students should con-

tribute by talking about what they thinkthey might

get from the role-playing episode. Thus everyone is involved and the motivation, reaction and comprehen-

sion will be increased throughout the wholegroup.

8. Now the role-playing situationmay begin. The following is a sample of a role-playing episode al-

though any situationmay be of the substituted ac-

cording to the needs of the-studentsinvolved. The

dialog has been provided merely toserve as a model.

The students should not be givenany dialog, only

the objectives, situation, andsome facts about the characters.

Role-playing Episode .

14 Objective:.To cultivp f s irtlef's$1**000414044 *M4146044.4e.i. 1- .404-1-011114-rAt0:446.'" "ea*. 1;;;;ZiWZWer ;IVrit;a*Porior:0;Mt.1. vit444640.144art. "orsosp444...'clr:tn i; MB. ".:k:r?' .-.::'*77.^.7:61ore igner help-students-tealitehow-these'"''. ' " ts-cUlturemd ' iv'f4"11.7"1 P194119r". ""Iltitilliglidielicfill'or.1114144664;rolitrgiii":1"r!".117441"1117e" .Y4111"7"92:71t1S" 2. Situation

Jos6 has been transferredfrom one department in

a factory to a new department.He has been working

at his new job for four months. A.though he is receiving more benefits from this job, Jodg has asked

to be transferred back to his old position, He talks to Bill, the fore=n, about returning tu his former

job because he does not find themen as friendly, but Bill does not wish to lose Jose,

3. Characters

a. Jong;a young Puerto Rican, pleas t, quiet. Ha is somewhat depressed now and unhappy in his position.

Bill, the foreman, is efficient and takes pride j in his dePartment.He is friendly but doesn't really understnad why Jesg'should want to leave 11 his department.

0. Jain, another 'worker in the department. He works

next to Jose. John has been there many years.

111 He knows his job well and feels he should be given consideration because of his, ability ani

seniority. John is annoyed because he must work next toJose Ha is constantly finding fault with .? Jose's work. d. Vic, a co-worker in the same department.Vic joidalso..He has worked in this

; v4a,i 9444444441.442:4;4Atzw-764zi d e par taint-A 7 few- yearly *-sa good: friend cif; -;; .0%400 --totm ; '*- -.!:"..?tIl!!'71'7h1147','!1!.tr4!":t.i:".VC:Iritttr: '''':: .....11..':...... "7.*"r!t:'A "" ''''''....".,:-,- f-----',.'--:--'..7?:,. ,-,.!:-1-- .-- --7:--...-f : - --.---- -.7-. 7 p. -----1-7.7:Jobn.. The 'belong' ta ihe Same-bowling . . team and bi ...,....-...:...,, .....,-,..,4...k.;....:,it? 444 ,...ti7;.,74--,,7 :,,,. : 7i: .!....,..,,,..,- , :., ...... ,...0.,0/.,...f.,,....,...0.7,...... ,...p.-4),,,,,....,1.4...... 1.. rt.. , ...et ~I.". ..:Vat . ANI. 0 i., .4v,, ia, JseastA.,.....1.111...... ,44...o...... ".-,...... , ... ,". e... a .

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. . P3 4.Dialogue ii Instructor: Naturally people want to be a part of thegroup they work and live with.Someone left out of the group may often feel so unhappy his work drops off This hashap- paned toJose/.Bill's mainconcern is with the producw tion of his department although he sincerelywants to keep everyme happy. To accomplish this hemust see things from the other person's point of view.He must also exercise tact in handling situations.I hope from this apisoe:e we will get a grester sensitivityto the feeling which me.y not showup on the surface.I hope we will get some usable ideas as to specific techniques which can be used to help a lonelyperson feel more at home on the job, and thatwe will gain inrights into ,40,1401. 4 understanding fcreignotre.We will play the scene through, analyse and interpret it.First, Tim will play the part of Jose, Andy, dm foreman, Sam, thepart of John, and Carl the rift Of Vic.Letts tall( a littic bit &bout these people beforewa begin.. The instructor may use this opportunity to imterviaw the characteve.During the interview the students willanswer all questions as the character in the role-playing episole.By quese tioning the characters, the instructor gives thestun dents a chance to play their roles beforethe actual 'episode beginsand he Also helps establishsome as- T.-vette of their lima* .e.M:"Verettnotitie's for .to-iiiidioPio 4100

' I' . 44w, to see, %here flo 'you livmi

i7Nr. A I oI' e, 4'f141411. 4.141* .4..46444 v. -.1. %.;14,..4 .. 10/0;/1.* Iklyr ..o4,4 .

,...-:. me-!,- ..,4 tl.Itr,*-:711....1.t. t-to. tir!)1'!'±17rtw4.`!Y " o':1,74:Yrilf.T1!.....1t1,1741**":1,:i." " ,trieftliqiIr4; .0...!-Itp..14 `Tt'itMft`e 41er ; Jose: I live on McCarter Street with myfamily. Instructor: Hm long liave you beenin the U.S.?

Jose`C: I.came to the States about 2 years ago.Many of my relatives came before so / thoughtI would leave home and try to get a job here. Instructor:Toby did you decide to work mtAmalgamated? Jose:My couv in wrked here andtold D)::: to zpply when he heard they Lisedeci help.He workt$ in the dcpartment I cams frora,. Instructon:Flow n2 like to talk to Bill.How long have you wv...:Ited here? LI Bill: AboutO years.Before that I workedat Auied., Ii Instructor:Dr: yoti. have a big turnoverin ynt.sr depart/Rant? Bill:No ail:.Ou z. department ha r!one of tha bestrecords. Instructra:ThAnke BM; Old like to thlk 7ohns

how mg have yo:i.been here2 , John; A good many yewle.I itarted in this depntmentwhen

it Was 'just: apemtiv. . Inetruetb. P.m& you ;et a:Long-103th the otterit, the

.a department.; 6- , . ... John: Dh, get c:;.ong Ne, a slew fallen and Is bawl together 01.1J'ueadayst,Weivu beeq toher quite Awhile n6vileI vies toms of thone tun,:fellows think they know all the mowers,butdon't get too friendly

;# with elem., -Instructor It!..sr I tslk Mr fora fer mint:Us? How.do

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. . . . . w.39wr.Pv rt /1/10rilm!firOtI wflit ?Iry tr 7, or titr,".. ...# ti" Vic: Oh X like it4We havethpretty close group inour department, we liketo do the same things.You know, a friendly bunch. Instructor: That's good.3: think you haveyour parts in mind. Now willyou step out of the roomso I can ta3.k to the rest ofyou for a few minutes.(Hare the instructor assignscertain areas for eachstu dent to watch closely.In this manner, heassures audience participationand make the role-playingmore meaningful to everyone.)I want Jack and Bobto watch and see ifyou can find out why Joel hasn't been accepted into thegroup.Gene, how does Bill's personality influence theway he handles the situa tion? Pat and Barbara,see how Vie and John react to the situation and whatinfluence they have.Ken, you see if Jost; and Billever see eye to eye and why or why not.All right, let's begin.This is Bill's desk.Sit down Jod and Bill.

Bill:Jose, I've been lookingover your application for transfer.Don'tyou like it here? Jose:The work is interestingbut the guys donttseem to like me, don't fit in. Bill:Rave you had any trouble? Jose: Wall,no, but they just seeta to ignoreme.I'm left out,3: just don't like 'workinghere, .1 Bill:!lava you tried"to be erLencity-Wilhtheist

?..". 7". u, A1( ..114.1'...... rir 4, sr .0

:.0111*.r.r:' 04.1' !. vrt1:1,.#.* 'IligillE)'4.0# to.: '41001041 *riAl'-tr*t!Pt IL . . 45 Joa:Wall tried at first but theydidnitseem to respond. Sometimes I'm shy about talking because of my accent. But they didn't try either.Lately I've been having trouble with John.My work doesn't seem to be good enough. Bill: We've been satisfied with your work up until now. I didn't realize you were having trouble with John.

Li talk to him. Jos6 Oh no, don't do that.It will only make it worse. They are a tight group. Bill: We ll,if you don't want me tom-but why do you think they're unfriendly? Jowl: I've thought about it.Maybe because I havean aca cent or I'm from a different part of the country./ don't know.I justknowthey aren't friendly. Bi O.K. I'll talk to you about it again in a few days.

Try to.think. it -.over and _decide to stay. We hate to lose-agood worker .and it:does take time to train itomeone for -you job you know: Instructor: .0,K. let's stop :for a few-minutas and discuss ii whas --happened.-- -Then:we can continue. . Ken, what do .you think?Any chance of reaching an agreement? Kent It seems to me that Bill isn't taking the whole thing seriously.lie seems to shrug it off as not too im portant.I don't think he really understands the people in his office.- .. 1 .1JF:trying tolind out .'what s .".' 4''''-* : ':-",' .:',7";.;:'.'"*.'-''''.* '...'*4'''''. -*-**.*** ..7....',"!;*.4***.! ....!!**. ,*.:i -. *I7r.&!..1*: ' ' .:7.**v***,,,* ,- . .*:f *"...... *' , .****:L.,:,-. 7 "::- *- p.:41 vrong...it aeonisi to ma that Jong".warits some speaiel

...... 4 . 4 i . . A is..... bs.i 411...608...1", - , . , ..... 40 sn, I WO. ,..I. 'I: ....OP.,. ....0 1: .. yfq,..1,1,.../11,.. A.;.- . a...... 10...014. ...II vt .1 . .. 61, to , - . ..1614 .t, . 4- IC' iiindof troatinOni. Hedoesnti: seem.to Ilati-e ieally ...,...,-,t,t'fr*'* {!:.:!.#refre.T..", .r!*4'* "" A !". !: .. : : r'S'v rO rrl..tflP.Vr 1.!;?... : ..7,,,(;.1.4 r:.: , fi01! 41i,r4',1. ',.....,it*,...71.... ',U. ''';''! ,.i...,.trietto make. ft:Lando. ''..,'.....,.,..,;.:...... ::...',.,...... r 46 Barbara: Wait a minute; He is new and a foreigner., _Ir., seems the otherscould have tried to be friendly

Li towards him.Besides hemay be hesitant to talk. because he has an accent. e InstructorsWell this is spedulation. We'll have to go on to see how the others react.Let's continue. Bill:John, may I talk to you for a few minutes?I'm a. little concornod about one of the boys in our de partmentsJosg.*His work seems to be slipping late. .ly.Do you know what the problem is? 'John:Well, I never expected any more.He's always seemed kind' of lazy. You know how his type is.They work for .awhile but then v.* well, you-know. -Bill:I don't know %John. He's got a good ..record,and he learned quickly.He seems to be having* trouble get. ting along with the others. Johns. I'm not-surprised. He talks in a foreignlinguage . to that cousin of .his.Nobody knows what...they're talking about when' they get together.Besides, .st .the beginning / tried to give him a littlehelp,.:. you* know, I've een.aroundawhile, but he just didn't seem to be interested.So:why bother? Bill:.O.K. John.But I was wondering if youcouldn't be a little friendlier.towards:Jost Sometimes he does ..1,things a little differently but he is agood worker. ". --Ales only been here about 2 years.Ha, may be A litm

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himh to lunch. ;.' - .; : - i.i r.. : Jj . _ UM 4.aat- MiMillat. Om . &4110.11 m a.. M. M .1 +. . . ,

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1 . . 3

4;3 John: Look Bill; I told you I tried to help him. I don't think it'll do any good, but I'll ask him to have

coffee with us. You know some of the guys might

not be too happy. /Aonit-care, but he is a Puerto

Rican, some of the guys might not like it.

Bill: Thanks johno Could you ask Vic to stop in for a few

minutes please._

Vic: Bill,.you wanted to-talk to me? 1 Tall:. Yes Vic. You seem to-be friendly withmostof the guys.What seemsto be the problem with Joa. Vic: It's hard to say Bill. He doesn't seem to fit in. The guys like .to get. together- and have-a good laugh, but Jos; doesn't seem.:to. 15.ke to join-us. .Besides -he had a little trouble with John. Bill: Vic, do .you think some of the guys don't make an ..at tempt to understnnd-him.or don't ttyto-gei along with him? Viet I've tried a few times, but-he doesn't make, it too easy,Once some of the .guys were -talking about the riots and he got. pretty emotional about the whole thing.Seemed to be. resentful. Nobody really said anything, Instructor: Cal O.I. Jack, can you-give us somsAdeas. on why Jost is having so much difficulty? Jack: It seams obvious that some of *the workers .are pre. judieed against Puerto Ricans.John.mantioned his. how samr.'lifferentreParhiiiii .4,10.

isn't. used. i-o fooling 'around 1te way guys do 4041*Swg.. 0 . ..4 r .401166 01 . , . ii.mirt0 11104...14,410.3 610. 0040,6. 0401116.4...... ;:.004

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.. 44:4 , .0 Bob: Well, I think John is a kind of a leader.His sem

curity seems threatened byJosoee who's a goodworker.

He doeen't understand Jose but hedoesn't try to.

John just says he's difficult, notfriendly, and difft

ferent. Instructor: Huu has Bill been handling thesituation? Gene?

Gene: He doesn't seem to have a realunderstanding of the

situation, I don't think he should have spoken to

Jean and ViceNkybe he could have helpedJost"more . by getting him to join in eome of the activities.

Mhke him head of a connittee whorehe'll be forced

to work with the men on a samimpocialbasis.

Andy: 1.14 1 say something? As B:1.11?Well, it seems you aren't being fair to me, I just wanted to try to

gat to the bottom of the problem, seeif there's 4.- 3 anything / can do,I thought, or Bill did, by talks ing to the other men he could help them seethe problem,

Tina Whit a minute: I, or Jost, would like to say that none of you seem veryunderstanding or even inters

tasted. How many asked me any personalquestions?

None of you,When IesJost, talked to the guys he

couldn't fool around. Why note Maybe he didn't 4 ; . 4,00e understand some rA the humor or was shy abouthis

4, .1.: , 1 , S IN .:, : ; : e accent, . . , 4 .. 41/1. r - . . I ii Instructor: Mat i: Bill going todo.now?HAShe ;leached .i41r .; 9 .a poin*Mier. he can omdce,i .7-rs- ,.!+04:h0.7,4.-t.r0tOst 1111114,/,.. ,*, ,..7111 . 0 .7,, ? 1101001101141.01414. ..s1641111.0.8.1.4110...6 Iro ...0.110161.1. 444 r,* , iuld.,%. , . .4).4.4. ..C, I 4A 0. lyeAfl riturf....41'01A±,41#941101011*64141.40,04101111141104.00110911,440011faiiiithe4I.SUANIP98.'tof 41=11144141110,044

' '

. . 3 ;, t: . '" ' . I r . ...I *I. I, let50 Ai sok 41:.. Ariarr.. .-; ' "41

! ".40trt" ...... , 4 ;. Pat: He aske4 Vic to help.I don't think he did much to win John over, but he could havedone a little more.

He shoilld 11::,ve tried to enlistJohn's help or try..

to fin: out why John doesn't reallylike Jcse. 3 Instructor:These nre some possibilities.Let's see how else L. could have developed. (The teacher may re-

peat the epiaode with diffet:entutudeats taking the s=e roles. The students 10411 be able to see how

the situation ma7 develop with differentcharacters.)

I.) *.lou who have not taken a ro*:me, divide upand take

the parts of Joel, Bill, V, and John. The others

listen and see hero the intevview might havedeveloped.

There'll be a difference bftaause different people are

taterpreting the roles.

5. Analyse This ia the point where the skill of theinstructor

diltermines holm valuable the episode.will beand if

it will produce nnderstanding and skills inthe stu.

&Into. The, .t.netmicto:: ehot.:41 se3Auentions'ordirect his comments to important elemento in the episode so

the stndents will be stimulated into reacting. In

analysLng the eplaode the instructor should cover

the following poimts:

an WhAt happened?Did people reach An understand.

ind? Df.d theq solve the pralem? The value has no relaUon towhether or not a solution was reachedand students should realise they they m do not have to and the episode by reaching an agreement. b. Why did it happen? Could this have happened

in real life?What impeded the reaching of an agreement? Could it have been overcome?

c. What were the motives and feelings involved?

Bring out tha fact that people's feelings get

into the act. Try to dotal:a:no what these feel.

ings wers, where theyC4230from, how.they af-

fel.ted the episode, could they have been diminished.

Tty to make rtudents amre of reasons for actions

that the people did not really say but have unm

conciously motivated th e. players.

d. What variatims mould hnve produced other results? Why could Bill have done? What would

hms hanened if John h440 insteadeof* o? It makes the students realize there is move than onawayof handlinga situation. When working with pev:Ae0the situatiun is a changeablething with many poouibilities.

6. Evaluate and Summarize The finAl tnep should be lookingat the situation and seewhat can be concluded.By doing this,the Lutz-A.:at gui b'aura the etucluvta undarat:.trad to BLISLIV..!! tArttl:a. of u. tilt they bwe same

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, ib

.0. IndustrialWmSocialStudies

t atai

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This curriculum is desWled I:or theindustrially oriented

student0 Ui otivntim in school is based onvocational

training cradv.Itim. He is headed towards atechnical

school, a job, or perhaps a ayo-year collese. Re has neither

an interest in, nor a need to knoa,the battles and dates

that comprised the old Social Studies Curriculum.

Winti ucial SLudies? I:: is mx.cc hist:ory, more

thltn batt1.1%3 1.0 pooptc. It :h.n-

eludes the study ox huwan 6ehavioc, u443iii:udy a ithe economy,

the study of society and ics problems, anJthe study cl!

social responsibility.These ideas should be emphasisedin

our curriculum. Social Studies for the Industrial Prep student should be taught using the conceptualapproach rather

than the factual. Ideals should be stressed. Subject matter

should be made to revolve around people,rather than things,

or places, or years.And the interests of the students

should never stray from the teacher's mind.

The teacher's main responsibility is to.createan atmos

phere conducive to learning .ACTIVE learning.He must ietain the interest of the class, for peoplelearn best when

they are interested in what is being. taught. This interest

should be cultivated through the directparticipation of the

student. , .

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.., I/ ti,101!.,,44/411.r.0 V01.14 . . u s .4. . . . n!. " . %,.:;c.4 "

kr! ' " :' ,; **. : tr 1.10 '":10 504f ; ftiql!4:4 : A.44,44 op.ivs!..1.00440U400441.4, MS.i.1110," i..ge4r. 414W 41". 444 i#4.4'144 4\44:1". " 44%- 04Iopw itiImlowr.,

: 1' 12f1;4'11::!Wrieli't40$t`;:tetAtit,1101401';1fl:?Wtillitl. ;11114N1111,0/t40140'.friglte°,-.4111fitNitotft!e`lk#0140'sit'Ir!Olinti1/4e.':'''lillIfitt f`iftllgo$ Nip TccMns cintheth; should tle:Ive onc r:,otil in mind: the

tot:al involvement of the student in the learning process.

We are striv:i.ng for the elimination of the teacher centered

classroom. Tc:Qhniquc:3 sUch as projects, problem-solving, clnes-disculons, and toaching-games replace the lecture,

11.d question and answer recitaj:ions. The focus is now on

the student%

The tav.ting procedure alco requires a definite change. Perbps ohnntAr or tt exlmintions coil:id be eliminated in

favor of a final unit project. Or, if one feels that factual

testing should remain in the curriculum, perhaps review games, such as "hanmmae using social studies terms, or competing

teams trying to stump each other, could be successfully employed.

The teacher must engage ta continual re-evaluation of

his materials and teaching methods. Every individual student

brings his own needs, goals, and background to the classroom. The curriculum must be designed to reach out to as many of

these as possible. Juat as every individual is different,

so is every class. What succeeds with one groups may fail -

with another.Therefore, the repeated reoeValuation and re- adjustment of teaching materials are vital to the success of

any program. The units included in this.curriculum ate designed for

the new, conceptual. social studies. They may be taught sem

parately, each section included as it comes up in an American

Iliatory course, or it can be tauGht as a concentrated area ; . ; . "

a .1 citsty. . . a tudy...of. buainails.,.,.a&.d o'f,31../ it.op ,..}., I1,7114 0141. . 0:1011,0 I. .

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Nancy Ellis

41.2. .

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.- iimomu.441~4, r.n1 Objnet4vo: 1.To in3ti1l a knrmledge of the methods of industryand of business principles. 2.To drIvolop a comprehension of the responsibilitiesof 1..4 ductry toS 'Lc? ty To develop an understanding of urban problems. To bring about ca awareness of the role of the worker in American life. inculente trong positive feelings towards the various ethnic groups that are. &lexica, To motivate leal:nLog th:cough direct involvemant and parti- cipai:ion oL theunt.; dire.at students to:-Tarcis broad horizon.s aud towards diversified fields of erideavor,

U To teadh students to examine and evaluate all sidesof a given issue.

9. To instill qualities of ambition, understanding,and inte- grity in all occupational pursuits.

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I.IlltrCducti.C:1 to 11`43:1ne.:38 andIndustry A.Industrial Revolution L.Typz::; o. uir Ct...nz=hip C.Coui.,3on of Tcp 100Industzie3:1917, 1929, 1945, 1967 II.Human Utilization and Development Pre-Civil War Conditions Tinr.t.7,nition and Inciuo:ry The thc! System. The Eine-zo,eace Union3 Labor Iltalation:th:Lps Today ofj. utoation The Fa3ro n 'Industry Today

.; 1 1 rt v.r - r I oft B.Social Problems C. Soc4a1 Tnatit-t4mc. 4n anltibnn Environment IvoEconozlic and Social ac.,:;ponsibilz.yofBuninessand Industry A.Advertising 1.Ptopaganda Techniques 2.Psychology of Advertising 3,Extensive Use of Advertising 4.Ethics of Advertising B.Product Development 1.Early America 2.Impact of Industrial Revolution 3.Problems of Product Development 4.Creating a Market for Production 5.Necessity of a ContinuedMarket C.Problems of Free Enterprise 1.Evolution of Capitalism inAmerica 2.Prices and Profits 3.The Robber Barons 4.Business Consolidation Today

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Intxr.uctIon to Busino.ls and Industry

This brief unit serves as a foundatiin which to build subsequent topics in this curriculum,and it provides the student with a broad overview of the American economic structure.It briefly outlines the historical background of industry in the United States, and teaches the students the definitions and explanations he needs before he proceeds to other, more cc:plc= arcaz of study. Included in this unit are case studies of exemplary compc.knies which have exhibited characteristics worthy of men- tion:Studebaker (Car Division), a company which has fallen from a position of success and prestige to one of liquidation; Georgia-Pacific, a company which, in the last few years, has enjoyed a meteoric rise to the top; and General Motors, which has maintained its high position for 50 years.It is hoped that students will, be able to analyze WHY these changes occured.

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A, Industrial Revolution 1. 1790 - 11.315--afiricultura1 society a. industrially dependent upon Europe b. protective tarriff--controversial in U.S.-- agriculture vs. industry

2. Causes of Industrial Revolution a. Zuropean aubargo (Airing Revolution and Varof 1812 r 4 b. rnil raterials e, imm4=tlon--1abor d. tariffs e, desire for industrial (economic) ingenuity f. oi" capital g. e:tpanding domestic market due to transportation

Factory System begins around 1800--starts slowly (experiment) 4. Location of Industry based on Economic Fattors a. North Basttransportation, =7.1';cr, raw materiels b. transportation vital

5. Culture lag leads to Social Disorganization a. mass production and new machines b. society not ready c.. problems occur d. unemployment e. sweat shops f. exploitation of labor D nosafety regulation b. child labor i. no sanitation

Types of Business Ownerships 1. The firmbasis unit or cell of capitalist economy 2. Industryfirms produCing identical or similar commodities, 3. Plantphysical equipment of production unit. 4. Types of ownership a. Individual proprietorship--company is owned and' controlled by one person. I. limited capital 2. proprietor responsible for -debts

b. Partnershipjointlyomed by two or more individuals I dissolves uhen one member leaves or dies

2.- inadequate resources . , t- each partnerresponsible for debts

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c. Corporatiouseveral individpalscertificateof ipcorporationlcDn1 entitycorporationissues stockstock divided intoshares.held by stockholders (cAmers) 1. owns= not liablefor debts 2. permanent 3. limited liability 4. large capital 5. easy transferof ounership 6, disadvantegescorporatiou taxes,impersonal relationships, may become toolarge

d. Early America 1. many sma U.proDrietorships 2. great competitionwith each other and Europe 3, tariff slowed competitionwith Europe i 4. to remain in busincss,companies had to grow; a, those that couldn't dissolved company b. others grew bigger anddeveloped into corporations "1 C. Comparison of top 100industries-1917, 1929, 1945, 1967 1. Mhke sure c/ass has access to Forbeslist of TOp 100 industrials 1917 - 1967. 2. Discussion of top industries a, difference in assets 1. 1917--comparatively low 2. progressive increase 3. 1967 - very high a. number 100 in 1967 (GeneralTire and Rubber) has greater assets than number2 in 1917 b. number 1 in 1917 (U.S.Steel) has less than number 20 in 1967 c. number 1 in 1945 (StandardOil) has less than number 19 in 1967

4. greater change between1945 and 1967 than between 1917 and 1945

difference in products 1. rise of aircrafts (Boeing) 2. fall of railroads (Pullman) 3. rise of automobiles (General Motors

eras represented 1. 1917-World WarI 2. 1929-Depression -3. 1945-World War II 4 1967- VietNam conflict .time period on produCtiön

. . . 400 4., P4. 1 1)!.....1 ' " ... .,;::. % 'A. ; . A !. ^ . 4^.vtLorl'ol ft-Ka. / 7,4, ; ' : 4 ! ; : .1 ; a. :4 . 4 - 1- ,11,0 1::.7:4c%.,0,..norttrt.Otp,osill,.."..ww..eft:,tireti..10#trirolt!Prt;0+110$!.trt.4911110204.t,'Po's" irtttrivtffitlagtrtc14-11.44? s .^si;* t - ; ly !- .;

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IrAttisiiI*44,4001, 4'...40,14!erfil.7.011;1913t*..;7ptt:74".rr:I/04V05:-: r.rjr.-,174.-4#* : ':, ?!. ;, o. - - `, ,r 0..^4,1,k of .4: eatr,,,...... 440-"4,4. , -r....% - .7. fp, - THE TOP 3.00 INDUSTRIALS IN 1917 0 ASSETS 4. COMPKNY ASSETS COMPANY . 4 (millIons) (millions) 1.U.S. Stzel $2,450 51.Wilson & Co. $1.02 r: 97 I 2.Standard Oil of N.J. 574 52.W.R. Grace & Co. ,..1 3.Beth lehem Steel 332 53.Youngstown Sheet & 97 4. Arm.,-Ir LI: Co. 314. Tube ., r i Swift & Co. 306 54.Western Electric 96 .1 6.International Harvester 265 55.Colorado Fuel & Iron 95 7.E.I. du Pont 263 56.Great Northern Iron 94 I 8,Midvale Steel & Ordnance 256 Ore 9.U.S. Rubber 250 57.Procter & Gamble 88 10.General Electric 232 58.Atlantic Gulf & 67 ,.1 11.Int'l 1,1ercantile Marine 231 W. Indies 12.American Smelting & 222 59.Crucible Steel 87 LI , Refining 60.Ohio Oil 85 13.Anaconda Copper. Mining 216 61.American Locomotive 84 , 14.Standard Oil (r.g.Y.) 204 62.F. W. Woolworth 84 15.Phelps Dodge 187 63.Cuba Cane Sugar 83 16.Singer Manufacturing 182 64.Mexican Petroleum 83 17.Jones & Laughlin Steel 168 65.Morris & Co. 83 18.Westinghouse Electric 165 66.American Agric. Chem.82 19.American Tobacco 164 67.Lehigh Coal & Navigat 81 20.Ford Motor 160 tion . 11..Union Carbide & Carbon 157 68.National .Lead 81 22.Cambria Steel. 147 69.Sinclair Oil. & Refining81 23.B.F. Goodrich 146 70.Utah Copper 81 24.Central. Leather 145 71.International Paper 80 25.Kennecott Copper 143 72.U.S. Smelting, Refining() 26.Pullman 141 73.Goodyear Tire & Rubber 79 27.Consolidation Coal 138 74.Union Oil of California78 0 28.American Sugar Refining 137 75.Vacuum Oil .76 .29.Chile Copper 136 76.National Bicuit 74 ;. 30.General Motors 134 77.. United Shoe Machinery74 1 31.American Can 133 78.Baldwin Locomotive 73 32.Sears, Roebuck 130 79.Deere & Co. 70 33.Texas Company 129 80,Studebaker Corp. 70 A 34.American Car & Foundry 127 81.International Nickel 67 la 35.Standard Oil. (Calif.) 127 82.R.J. Reynolds Tobacco 66 36.Standard Oil (Ind.) 127 83.Associated Oil 65 37.Magnolia Petroleum 123 84.Cudahy Packing 65 1 38.American Woolen 122 85.Eastman Kodak 64 39.Pittsburgh Coal. 113 86.P. Lorillard 63 40.Willys-Overland 113 87.Atlantic Refining 61 41.Corn Products Refining 112 88.Calumet & Hecla Mining 60 1 42.Ohio Cities Gas 112 89.Greene Cananea Copper59 43.Republic Iron & Steel 112 90. -General Chemical. 57 44.United Fruit 110 91.Inland Steel 57 d 45.Liggett & Myers Tobacco 108. 92.United Motors ' 56 46.Virginia Carolina Chem. 107 :193.Allis-Chalmers -. 55 ,47._.A1uminum_Co. of America -104 ,94., American Cotton Oil- 55 . 74--- .Lackawanna Steel. -:-.4.6.^104 -95.Crane Co. --.".. 1" 54."..

. . 1 749 .7' -7,Gurrc. Oil --...,,,,..,-..7.=.7.-.....7.7403;.77.-,77496-..Libbri.: McNeill*:Libby 54.77,-,;-.2-4-::, ----,..:50 ---Prairie,Oil..&:-Gas,,;-,.....49.fr4.,,,,,,,,,,-,974,-Sinclair Gull':.,...... ,54....._. .., 7::: :''.: ..":::fr--7-7-t-4-'" 98 :..' Distillers Securities53 ' ./ 0. ..,..t'f,-', Ak.....446.'.-;;";-:iailirati..1.1.At,f.:ftne,..ar...A.Uv' '4:0-4' -v"i'CAzi01011; :7*a- .''P.',:14fei.:4'',..7,ti ';;*'; '''Ai"-;99 if. ,Pan- American Petroleum 52 ;:- 74' ' ' ' .4.. ' egii*e41,e ' 4:- .....- ... - .. . - ..',, - :- :. 7.: : ....., .,.... : L : : -*AOe United Verde Ekt..linS. .52, ,,,-,..--..,,,t..." 9:711WP ,: '1.41"70,:i14!rafitt. irtikkrialwr,lt Avoir*Arrotigt/...u.-...10:tta.,,,Irfrit44: Alres..ir:t1 rr ...-+ , ..tv}r,teforrl. 1...' 1 r+1,t4. 1.-ellre., , .. ,,!..rir, ."7"' 'T , : -- . S. --...,-., ,:, --,..-,----;-.,...-f.,,.6..4.4*.i.';;,,,;;;....;.. -:::-:..;..4 .0 'T.I., 10 -. ,... r..444 . ...t{4x., -... - ., - "A..., .." e., METOP 100 INDUSTRIALS IN1929

COMPANY ASSETS COMPANY ASSETS (millions) (millions) 1.U. S. Steal $2,28651.International Nickel $182 2.Standard Cil (U.J.) 1,7052.National DairyProducts180 3.General Motors 1,13153.Borden Co. 175 4.Standard Oil (Ind.) 87454.Pittsburgh Coal 172 5. Beth1em Scc..,c1 802 55.Atlantic Refining 167 6.Ford Motor 76156.Warner Brothers Pictures167 7,Standard Oil (N.Y.) 708 57.Glen Alden Coal Co. 166 8. Anaconda Copper Wining 68158.F.W. Woolworth 165 d.Texas Corp. 61059.B.F. Goodrich , 164 10.Stc:ndard Oil (Calif.) 605 60.Eastman Kodak 163 11.General Electric 51661.R.J.Reynolds Tobacco 163 12.E.I. du Pont 49762.Firestone Tire & Rubber 162 13.Shell Union Oil 48663.United Cigar Stores 162 14.Armour & Co. 45264.Radio Corp. of America159 15,Gulf Oil 43165.American Sugar Refining 157 15.Sinclair Consol. Oil 40166.Ligett & Myers Tobacco150 17,International Harvester 38467.Great Atlantic & Pacific147 18.Swift & Co. 35168. PhillipsPetroleum 145 19.Kennecott Copper 33869.Prairie Pipe Line 141 20. Republic Steel 33270.Marshall Field 137 21.Pullman 316 71.Studebaker Corp. 134 22. Western Electric 30972.National Biscuit 133 23.U.S. Rubber 30873.Richfield Oil 132 24. Union Carbide & Carbon 30774.Phil. & Reading Coal &129 25.International Paper 283 Iron 26. Allied Chemical & Dye 27775.WheelingSteel 128 27.Singer Manufacturing 26976. CornProduct& Refining127 28. American Tobacco 26577.Phelps Dodge 125 29. Westinghouse Electric 25470.Crucible Steel 124 30.Sears, Roebuck 25279.Low s Inc . 124 31.Tide Water Associated 0il 25180. National Steel 121 32.Koppers Co. 25031.American Car &Foundry119 33. Goodyear Tire & Rubber 24382. Crown Zellerbach 119 34. American Smelting & Ref 24183.United Drug 118 35. Union Oil of California 24184. Crane Co. 116 36. Humble Oil & Refining . 24085. Long Bell Lumber 116 37.Paramount Pictures 237 86. American Woolen 114 38. Youngstown Sheet & Tube 236 87.Sinclair Crude Oil Purch112 39. Aluminum Co. of America 235 88. International Shoe 111 40. United Fruit 226 89. Ohio Oil 111 41.Jones & Laughlin 222 90..S .SKresge 110 42.International Match 218 91. Gen. Theatres Equip. .109 43,Pure Oil. 215 92. Procter & Gamble 109 44.Chrysler 210 93. National Lead 108 45.Prairie Oil & Gas 210 94. P. Lorillard -107 46.Vacuum Oil 206 95. American Locomotive 106 47. American Rad. & Stand. 199 96. American Rolling Mills104 48.Continental Oil 197 97. Inland Steel 103 49.American Can "191 98. Pittsburgh Plate Glass102 50.. Montgomery Ward 188 99. Cuba CaneSugar.Co. 101 100. Baldwin Loco. Works. 99

,,,,,.. V1.13 TOP 100 INDUSTRIALS IN 1945

CC.IPANY ASSETS CONPANY ASSETS (millions) (millions) 1.St.findard Oil (N.J.) $2,53251.American Can $232 2.U.S. Steel 1,89152.Great Atlantic & 231 3.G:..noral iiotors 1,803 Pac if ic 7 A 4.Sccony Vacuum Corp. 1,04453.Union Oil (Calif.) 229 5.E.I. du :.';..41.:.-. 1,02554.Singer tinnufacturing 225 6.Standard Oil (Incl.) 945 55.B.F. Goodrich 223 .; 7.Bethlehem Steel 83156.Ptie Oil 215 8.General Electric 85857.Armco Steel 207 9. 57,1:.2.:as U. 35458.Loew's Inc. 207 10.Forti iiotor 81659.i.ciek-ican Smelting & Ref.201 11.Standard Oil. (Calif.) 73860.Allis-Chalmers 198 12,Gulf Oil 65361,Sun Oil 197 13,Anaconda Copper Viining C.116 62.Warner Bros. Pictures 196 14.Intemational Harvester ._. 59163.Deere & Co. 195 15,Humble Oil & Refining 56064.Plaelps Dodge 195 16.Sears. Roebuck 52365.3.C. Penny _194 17.AmeriCan Tobacco 46466.Distillers Corp.- 191 18.Kennecott Copper 465 Seagrams 19.Western Electric- 46467.Inland Steel 191 20.Sinclair Oil. 45668.Procter & Gamble 188 21.Westinghouse 45069.Schenley Distillers 187 22.Shell Union Oil 43570.Borden Co. 180 23.Union Carbide & Carbon 42871.United Aircraft 179 24.Aluminum Co. of America 42772.Continental Can 178 25.Chrysler 41473.Continental Oil 173 26.Republic Steel 41374.Coca-Cola 169 27.Montgomery Ward. 36975.S.S. Kresge 168 28.Curtiss-Wright 35476.Paramount Pictures 168 29.Swift & Co. 35377.General Foods 163 30.Armour & Co. . 34978.Lockheed Aircraft 163 31.Goodyear Tire & Rubber -34179.Weyerhaeuser Timber 162 32-4..Phillips Petroleum ..-317.80.Radio Corp. of America160 33.R.J. Reynolds Tobacco . 31581.Anderson, Clayton 157 34.Eastman Kodak .. 307_82.Douglas Aircraft 156 35.Firestone Tire &.Rubber _300.83.Pittsburgh Plate Glass154 30;F.W. Woolworth 29784.American Car & Foundry150 37.International Nickel 29485.Twentieth Century-Fox 149 147 38. . Liggett .& Myers . 293.86.Celanese 39.Allied Chemical & Dye T.28687.American Cyanamid 145 40Jones & Laughlin .27688.Hearst Consol. Publ. 143 142 41.Pullman ...... 27389.Standard Oil (Ohio) 42.Atlantic Refinine ...272 90.American Viscose 140 43,National. Steel ..26191.Glenn L. Martin 138 44.Bendix Aviation. :260.92.Wheeling Steel 136 45.International Papet------7...-::-.-!'25993,National Distillers ' U.S. 'Rubber ...,..'..' ..243 Products 135 -National.-Dairy.;,.-...,..- ----.:-...:.::,..1::;.:::,..;::.i::242-94.- IBivi . ,-:.., ..-..- 134;. ..-...,I.YouagstOoneer.L.k.j:Ube,::::-.-~7..-t'24095.National Biscuit --:132 49,United Fruit ...... ::.-..-.....:'...:.;_...: 7 7.: '-2 15 --*Ohi'0'1* 77 ;7=7504'....72id137Witter.:Agsociated-3=17,,,A, 7.77,7,-.-. 1.1""ik1C/..11 ry . ; .* . . 99.DOW Chemical - .1.4 fp,. -

. . , ^ " . . .

. -. 4 1 1. THE TOP 100 INDUSTRIALS IN 1967

COMPANY ASSETS COMPANY ASSETS (millions) (millions) 1.Standard Oil (N.J.) $13,35351.Olin Mathieson Chem. $1,163 2.General Motors 12,91652.Kaiser Alum. & Chem.1,134 J 3.Ford Motor 8,09053.National Steel 1,129 4.Texaco 6,36354.Caterpillar Tractor 1,118 5.Gulf Oil 5,39255 Jones & Laughlin 1,110 6.U.S. Steel 5,75055.American Can 1,087 7.Sears, Roebuck 5,28557.Kennecott Copper 1,075 8.Mobil Oil 5,51258.United Aircraft 1,046 9.General Electric 4,85259.American Tobacco 1,033 10. IBM 4,66160.Sperry Rand 1,033 11.General Tel. & Elec. 4,51161.International Nickel1,023 12.Standard Oil (Calif.) 4,50262.Inland S tee 1 1,019 13.Standard Oil (Ind.) 3,34963.Uniroyal 1,011 14.Chrysler 3,14964,Tidewater Oil 1,011 15.Shell Oil 3,03565.Weyerhaeuser 997 : 16.E.I. du Pont 3,01666.Burlington Industries 992 17.Tenneco 2,90967.Singer Co. 983 r 18.Phillips Petroleum 2,67368.F.W. Woolworth 976 19.Bethlehem Steel 2,55569.Continental Can 957 20.Wectern Electric 2,49870.Georgia-Pacific 953 21:Union Carbide 2 41871.Minn. Mining & Mfg. 953 ,3 22.International Tel. & Tel.2,360.72.Youngstown Sheet & Tube 953 23.Continental Oil 2,07073.Pittsburgh Plate Glass950 24.Aluminum Co. of America1,94074.General Foods 929 25.Westinghouse Electric 1,93275.American Cyanamid 911 26.Goodyear Tire & Rubber 1,91276.Borden Co. 910 .27.Union Oil of Calif. 1,C9977.National Dairy Products 885 28.Monsanto 1,86578.Crown Zellerbach 874 29.International Harvester1,79479.Marathon Oil 872 30.Sinclair Oil 1,791CO. Great Atlantic & Pacific863 31.Cities Service 1,72181.Owens-Illinois 863 32.Montgomery Ward 1,70982.B.F. Goodrich 850 33.Dow Chemical 1,705-.83.Douglas Aircraft 850 34,Celanese 1,685'84.J.C. Penny 817 35.Eastman Kodak 1,6.73.85.U.S. Plywood 798 36,Atlantic Richfield 1,66086.Federated Dept. Stores775 37,Allied Chemical ..1,494.87.Honeywell Inc. 772 38,Procter & Gamble /,483 May Department Stores 759 39.Radio Corp. of America 1,47239.National Distillers & 743

40.W.R. Grace .!1,462 . Chem. 41.Boeing Co. 111,445 ..90.Litton Industries 743 42..Firestone Tire & Rubber1,417' 91..General Dynamics 734 43,Sun Oil. Lockheed Aircraft 727 44.Republic Steel -St..'.:Regis Paper 726 45.Anaconda 1,407... 94... SWift. & 718 46.Reynolds Metals 'Allied 'Store's- 710 47.. International Paper PrOducts;- 703 48.Armco.Steel 694 Reynold° 686 SO.'-Deere &Co. 7686 .Rubber :7,7;

1 " 3. Changes (examples) 1917 1929 1945 1967 a. Studebaker 00 71 01 te b. General Notors 30 3 3 2 c. Ceorsia Pacific 70

4. Reasons for Change a. Studebaiter 1, Albert Russel ErskinePresidentof Company 1915 - 1933.Studebaker then fourth out of 77 car companies. 2. Erskine dreams for company;but lived only on dreams, notrealistic. 1928 -merged with Pierce-ArrowCompany (Pierce- Arrow prestige) paidpash rather than stock 1923 - big spending to ex.oand 1929 - depressionsStudebaker capital declining 1931 - launched new car in midstof depression (expected deprest3ion to end soon)

Studebaker went into receivership(bank runs businessbecause of bankruptcy) Erskine committed suicide. Class discussion: Why did Studebaker fail? What qualities were lacking?

Georgia Pacific--OwenCheatham.Timber industry had been so traditional Georgia Pacific very unusual.At 24 Cheatham head of a lumberyard in Georgia--$12,000--boughtit. Saw tremendous future in soft wood plywood. Borrowed money on timberlands--loans wereguaranteed by timber. This process had been unheard ofbefore, but it turned out verysuccessfully. Very ruthless; but ruthlessness made company big.

Class discussion: Why did Georgia Pacific succeed? Analysis of General Motors 1. maintained top position in industry 2. decide what qualities needed by management for company to get to tap and stay there a. ,ambition .b. -initiative c., foresishtedness t, ; d. shrewdness ,:e.. ,leadership _f. 'ability to get most out of workers goodfinancial *sense ;4 influence of luck? ..

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1 f

XI. HUMAN UTILIZATION ANDDEVELOPMENT

A.Pre-Civil WarConditions B.Immigration andIndustry C.The Rise ofthe FactorySystem D.The Emergenceof Labor Unions E.Labor--ManagementRelationships Today F.Effects ofAutomation G.The Negro inIndustry Today

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: ? "".. ti ;7.4,, '.' - ' Human Utiliz tion and Development

The emphasis for this unit is on people and the role they play in the economic structure of the United States. It is hoped that by studying this topic, a greater understanding of the problems of the American working man will emerge. A comparison between the slaves of the south and the wage laborers of the north should help to establish a sympathy on the part of the student towards all of the unfor- tunate people upon whom social and economic injuries have been inflicted. A study of immigration should illustrate to students the problems of assimilation into American society. More important, students should be led to perceive the invaluable contributions to industry made by the skilled, western- European immigrants, as well as the problems caused by an overflowing market of unskilled workers,a problem which led to immigration restrictions and quotas. The studies of immigration and of the Negro in industry should demonstrate the vital role that all, ethnic groups play in the economic and social development of the United States.Ideally students should gain a deeper understanding of all minority groups from this unit. The section regarding the rise of the factory system demonstrates the cultural lag caused by the Industrial Re- volution. An explanation of the working conditions at that time serve as a point. for comparison with conditions and

16163 . 71 benefits enjoyed by workers today,The value of early labor ..1 unions in bringing about these changes should certainly be Iemphasized.It is hoped that an objective, in-depth study

7'4 of labor unions and labor-management relationships today _1 will enable students to decide whether or not membership

Possibly, by exposure to a study of automation, definite occupational goals can be discovered by students who are un- decided as yet about the future, Role playing, socio-drama, guest speakers and class .c... . 2 ... ,

...., Slt.....--,-.1.r. a . tit1 by t.ricultura1 scuth on plantatioas b e.::::7firrs rc.r;pcns ib LI -.Eor all nr,..,..,:".1 -of SIT:v:).s rInd :"...,:.-.!itial 1.:westment (aboa:: $13.5.--yec.r.iiore ex.- an i., ix in yin .,-;::ez,.1,.:L-!,...!1 $ in 1:.; or Ca . ) v a lu :::of s L2vr.::: 17)3 1C15 ..1.1".; 40 ln'f) S200 $250 ,iq500 S700 n... 2. z..f.rn..,.fi21d 17.7:.)11.d" wIl.I.I.,-.,.: 1:100 3..(,C)0 11;1 t3 1360 $200 4;350- $1400- 500 1500 2000 3. price varied eccording to p-Ace of cotton

c. Southern wealth based on cotton. 1. 1040's cotton prices down (too great supply) 2. .slava prices up; slaves a great investment

d, economic condition of sieve 1. similar to a well kept farm animal 2. not too different from poor laborers in North many (e.g. J. C.Calhma) feltslave was better off--betterhouoed,fed, and happier-- more secure than "wage sIL.ve" of the North

e. slave labor 1. mostly unskilled 2. no incentive to produce more than was asked

f. yearly expense for each slave 4. initial investment = more money than salary of wasp laborers

slaVery--economically unsound 1. cost of slavery so hitp 2 the Institut ion .very ineffidieMt in1850 s 3.loweredi general-prOsporitY of cotton production

Some fored:Shted men -urged South to develop -Manufacturing, but lack of capital, able .managers, and .Skilled labOr causedattpniptto fail,. And so southerneconomy,failed. 66047, 4

i 4 2. Labor Conditionsin North Priorto 1340 a.industry rathernew 4 I,scarcity of skilledlabor ieme 2,t-:ages relativelyhigh (until 1340's) b.wages of unskilledlabor = 113 to 1/2 than inGreat Britain more c. !"1 age' adquatfor singleLien and women, .4 not enough i'or ! family support d. 1033:iialtham,Hass.--conditions of textile factory,as docuzanted in r3.1 Tii,f'i-n-oty of: Faulkner is ;Economic .i -t-,r,11r,i'red 6e-e'er' 61 HIE vicitad 4. the .. corporate withina f:%.:,71-,1..:,1 .: cactory-m91:p:ol:i.r.hment nt Waltham, :.1 2,o.-ori. Ri. befeoreths:a of Me WalthamWill s were at work .....1 n the liwellWore s.,,tup. spinni..n.:1,tl.tv4T-v-Tn,., of. The establishment isfor 4 tLon W.'Lhe requisite co;.:ton alouc, ,.:..adthe construe- ..,, 'Ai 1achincry. empoyeri ^.4.::th::: Five Luadredpersons were .040,4 t...,- o-2my visit. a:.i some three,dollars The girlsearn two, z.ind '4 children a-week, besidestheir board.The little the housesr.artl. one dollara-week.Host of the girls live in Elfrom six provided bythe corporation, to eighteach,When sisters which accommodate is acommon practicefor them corm to the mill, it house forthem and to bring theirmother to keep built by some of theircompanions, in a dwelling rti theirown earnings.In this out of theirboard toclothe case, they save enough or threedollarsa-week tothemselves, and havetheir two mortgagesfrom their spare.Some have thus cleared off gi hope of fathers'farms; others haveeducated the the familyat college;and many are an independence.I sewa whole street rapidly accumulating theearning ofthe girls* of. houses built with blinds;.and allneat and'sufficientlysome with piazzas, andgreen venetian The factorypeople built spacious. spicuouson thegreen in thethe church,which standscon- salary (eighthundred midst of theplace.The minister's on thepews. dollars lastyear) is raisedby a tax The corporationgave them a building for lyceum,which theyhave furnished .a where theyhave lectures with a goodlibrary, and can procure. every winter, the . The girlshave, in best thatmoney librariesof somemerit and many instances, private Themanagers of value.. tIle wages the variousfactoryestablishments keep 0 freely shiftas nearlyequal aspossible, ,andthen let the girls the about fromone to another. overseer toin:form. him When a girlcomes to ..mill, hewelcomes her, of herintention of workingat the I..7i 1 .....: 'stay.It may.be. and asksher how long shemeans to 1 sik months.,or. a 'year, . A life.; Shedeclares.what .she or five,years,:or fOr sets. tO ,-viorkaccord iagly.4i,,..:.Ifcons i:dera herSelf. *zit§or,.and p o f114:1,tet,11(4e0P.':..tip: she.:Einds; that..she.-,::Cannbi:: Worlc'... 4 "".: '.---''..'' oitii.:.tho: tomOnniOn:. I'''nt-:".'.7 Eippo,..#0...t.0.t144--ir, .,..c.)#,,to....., '-,p,lpazt.4,:Iler..employer-.or.,he'rbelf''.0.1e--corscs.toi..;.,,.,,.,..:,...... ;. / thn ...L.Atets,A. ii/Liaii; COCa t; Loa-- .--4% ordi i-lPP.-'.WCGP:':;.t. ..1,,7,..,?-:.n.,.,a;,7,41,...,..4.:,.:!:..e.;,;.1,:..,:,.....z,.n..,.,,--r,...,/,,-,....:,..,.., itta.....?,,.....j:q:':.!.,.; .;«;.-:-1..7t:;' s'z'ke-- ,.' '",' ''-.... "t P',.''' '' -;" 0:4'7'.:2' ''''''''''''''k '-''''.ft- '''':.''''''''. '''' ''.'' #+.,-sti-slaiv,a----..ti-frrrt00."-tt.st'2..tvirt-ttit?..t...:7-*1-42.17.947-.Itti'!47,4..4rAL1.171:.P.erxiormirttr*vrt,,, . . . ttntr.....,.-:1*,ttt.n...tv....r.1:-,:.1-1r,,.

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The people work about seventy hours per week, on the r:vorace. T1 4ma c,F 7,nrios with no lrngth of the day, the wageo ecatinuic; tha same.All iOQli1tvell-drocsed youtv ladies.The health is good; or rather, (as this is too much to be said about health anywhere in the United States), it is no worse than it is else.T.-there."1- P ear7.,y factoric:s 1.unsafe awl unr,ealthy 2. 10 hotv-s (12-15 horti-s, 4 acm.-sunset) 3.even women and childrenworked these hours f.child .labor--Nechanics Free Press - August .21, 1030.Philacielpilia "It is a well-known fact, that the principal part of thehelp in. cotton factol-ir.s consie!ts of boys "nd we may safely say from- six to seventeen years ot age, and. to Ltzzltly duriri3 dnyo of the year, from daylight: until dark, allowing, at the out- one. ilcur and a half: per day (...iar rzeala)...and that too with a small sum, that is hardly sufficient to support nature, while they (the employers) on the other hand are rolling in wealth of the vitals of these poor children everyday. We noticed the observations of our Pawtuckey friend in your number of June 19, 1830, lamenting the grievances of the children employed in those factories.We think his observations very, correct, with regard to their being brought up as ignorant. as Arabs of the Desert; for we are confident that not more than one-sixth of the boys and girls employed in such fac-_, tories are capable of reading or writing their own name." g.unskilled workers paid $8-$10 per month-- quite a bit cheaper than upkeep of slaves h.debtor's prisons for .those unable to repay debts Labor Conditions in North-1840-1860 a,tremendous influx of immigrants 1.increase in labor supply 2.caused wages to go down 3.cost of living steadily increasing FrovicMhzt.i.nAintria by Poster Rhea Dulles comes this statement by a mill owner in Massachussetts:

. realalld my work-peoPile just .as I regard, my mchinery. .41 So :tong .they: can do my .work for what .I choose to pay them,. p sett"_ ou al 1

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...... I - 0.: .11 . . is fa,. . 4.44S,44. +itt.14.!4.67;04....4.41411k4.".4* ..!.....,akaWa$4.4).0..ii..../..a..004.40,1414. ..)!ItiVi Mew i.e....C-4.0"AS re144 .I.M.,V40.06,1 .. *.i.ns4141...4/4044. 4 '1U*1#3;itWilk4/447416001064';1;370t:nitWAIMAIlattitlWii*Oaittrait.4006170i atiekbeilPlitliahae#4.4114StIOA4M.40111,1/01/4491/4000.44tittiiii4410441$0=itiitOkeitlrgeilL; rt, tik4MOV4.t.ki)j PVIth 4,4 4.0000,114. .44.W40,0,44., 1,4046sVii":4,41.V.,10,14444g464401i. p/.4,0.1.11044.10.-. yatillediro.44./.4.:0Al~ilo.ingAg

. , ' . 41. ' 01; 414r.11:0.4%C. * Mlit;!rtli % ,1!,$,4 43...e. i 1144; fislorewil,otoo41,4401.-,Awreot.44 .0. ""414114.1. , . . . . 4.Pre-Civil War Labor ilovements I.lorkin.;::.raeneo Particsf:...."tor in Jacksonian Dem. 11 aellipted participation in re,ov:irnment but f.05.1.ed 2,end to debtor's prisons 3.equal taxae.ion 4,1..o-c1;..insinen's parties behind Jackson 5.el:.:ction poem of workingmen in election of 1B32 from La'ocyin imerica, by Dulles. tie (: Clcinics car trtien, laborers I:just .Porm a close connection And shaw the rich aristocrats Their poler in this election Yankee Doodle smoke theinout Thp:.:;c1.1c1,' th bi faction None. but cuch as Hartgorr1 Feds poc,r zu.id National Trades Union - 1034 1.to advance position of working class 2.no political activitiescompletely non- political--not even supporters of any candidate 3.national organization weak, therefore, not 'successful 4.concerned about universal education. (Why?) began using the strike as a weapon--success- 5. fully.Mechanics in Philadelphia struck for 10 hour day and got it. c.Class discussion: What is the effect of labor on politics.today? B. ImMigration and Industry 1.Why they came to America a..religious persecution .1.Puritans. 2.1380's czarist itussia persecuted Jews. 3.Hitler persecuted Jews -and. Catholics political tyranny I.mid 19th century Europe revolutions 2.Russian Revolution 3.Hitler s Germany 4.Hungarian Revo1ution-1956

, 4.* , economic restrictions . . , 4+.1i A.- Amer 1411 gi;Land ,ofpportunity : II . I,., ; 2!-,,Itish:,,potatot,-.±amine--1846-iand other similar,- l'e;<;

, -..4grmitvoi404406,titatli,%:.1416AstaftywAtdr.KAKielogrilitht*'416kuiTtliot,,1?-.;.41-1/Pr.%.2., 4 ',AA-v.)? i:,141:4,;(4su)..irri.'*.9,:e.ii-0 ti4 fl II*. ublesirt 0 p eve R .t..z.r 4.,; ...... :L. r. a 0 4. ..,,...0,...... ,0.$4,4441,4.141,k.rit?..v010,..,44%-wrifroe...A.ilett:.t.v.d , 2...i.....s kV.: 44. AL..' %,..-,-,44,1 c..) , , ,..r.prys7.- " 4,-.,r40,4':.'""?04' ",.4,7-'?...,,..S....,./0040,,k...414..Q.f.rt.01,-"./stTiket,oviz,t*Nt. PaA ? If: ...' 17'-.) ::;:`;, '...'i:':i'41.1Z.:.7.:::.';'.7n: !...:ii...... *:.` l'!:',;.:"':-. In'.'.; . :!t.,..i..:....':,,,!"-..1*.''. . y....' . . . .' .. . . - .. ..4 . ., a, ,,.., ,..- tr'LI, -9 #`.. a i;;, -.,c-i 4= ,.,,.,,.;.,,..i.lx!,...;,: . y,,,i.1.141,,,,..., ,.;',.;;;.i.i;.. U 4,..,:., Uo ip4,:.; atom, .,.. ti.,.. 4.....#1.)11.t,.u. 1),..i.,...16. ...A..7.ff.±:7.41:t,ac .6...4. d .4. .44 ."-""144'.*'.*""*.m4A4".4'144.."1""....4.4.41'ist'". .arry.nt..s-AS ta tele,- of-Ltber tV 49-;,.O.L-SymbOL-of,,--that.,haVon 411. .. t./14prsopparmilpnleirttytKeg:korovyvi4pot,pprittqAtrivon.Frio*mrpq 0 ....z..,...,..,,,.*.i,,,.!-...,..,----7., -.....g.-,,,,.,;-,... 1 .....'. i :';1, ,., , t,',,N:-", I' . ,'' .,.,4,-,: . . .., 4;1_,:',.,..4'...1,, .;,1 ,..., .,,...01,;;;,..,4,,...... 4;...v...%,.:,..4,44, - ',,,,.. .. ;#,-4 r .....0,- t. ....44"1t, ,,,44 4 t 04.....:too ,vo v. A , , The New Coloss,u1 ecma Lazarus(1333) Not like the brazen gi.rint of Crek fame, !nth conquerinlimbs astride frem.land toland; Here at our sc!a washed, sunset gates shallstand A lai3hty 17c:-.1an to,Th, vhof1T., gleme Is toe impriGonc.:d lightening, and her name Mother of Exilc:s.From her beacon-hand Cams world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame, "Keep, ancient lands, your storied pomp!" cries she With st_lent inr i.ve me your tired, your poor, Your huddled masses yearning to breathe Zree., The"wretched refUse of your teeming shore, Livase,L.cc b.cweiess, tealpest-tossed to me. I lift my lamp beside -the golden door:" 2.Conditions of Immigration a.very unpleasant voyages 1.immigrants stayed in the steerage(under the deck 2.extremely crowded, very cold 3.most people had sold everything to cometo America, therefore, they were penniless some came as indentured,laborers- or redemptioners 1.borrowed money from American 'tmaster for voyage 24,-. when they arrived in America, they served- "master 'until debt was paid. 3.memiejapsionert by .Henry' Bradshaw Fearon(1818) 11 . As we ascended the side of this hulk, a most re- volting scene of want and misery presented itself.The eye involuntarily turned for some relief from the horriblepic- ture of human suffering, which this livingsepulchre afforded. Mr, .. inquired if there were any shoemakers on board, The captain advanced :-hid appearance "bespoke.his office; he is an American, tall, determined, and with an eyethat flashes with Algerine cruelty, He called in the Dutch languagefor shoemakers, and never. can 1 fOrget the scene whichfollowed. The poor fellows came running' up. with unspeakabledelight, no doubt anticipating a relief fromtheir loathsome dungeon. Their clothes, if rag6-deserve that 'denomination, actually '..perfilmed the air,Some Were without shirts, others had this.. article o2:drest3, but-of a quality.as coarse as the worst packing .cloth..,-,. :.I.. inquired ofl.several, if, they, could..speak ..,..,;.i, 1.4*47..1..f....h :It:a:tt:orVidA'ipr.d gabt,ledit:.11SIO'Enzly.i.:no Engly--one,,:lr...... ,::;:...:Sti.:,. shiii'''''.''' .'-i $-. -''''. 1.1;:nrzl v tali:: Shiri. ":' tili.. d;..rile, -i...iii.S. 'firthif;"'1'.The:eookititr,. "Oa :74"41711=41gial-gIng;z4and',:rfacerssary;OeparUaell;Z.$73,7C;0;;A.494g.:gnr!ikr;G:::,:g..;;4---z;.:-;;.7"7"1-,;..=;;1 ,Inft.r,....lvv,,,:ysr:77iel,t theAfterceriery,,,.pax0444#;yT.-(4,-44.4,444:4:4qaCL6:74,.;a4c.,-..4464;&4.4...1%.,r...,- .1,!.,$1.:...... 0,,... .._._ .. . ItitlIa!4 .8 de i.,'tli ...... into" one' ca. those: VOSSeis .

54,.*';'..i'-,'4.59,(14i1.41:011,Ser,fi40:of?whom..clied.:ion.:,,the.::passage..i,,,...xue .price:...,-ot:i.-,..,.,-....,,.,;,:: ... I.'...... 4. . ,.... .0 , ., 701 or 44"0 r% "i.mr e n " rill Ir"rte'''--"'"--.""'i'" - .. . ii. ,...4, .'1.46,.....r...:.. .4.r.. I....i ...I...... I..ft.oaf...... ,..:.,,. . r,. .. ;: - k . a '"' 1

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Men they saw at our departure that we had not purchased, thicoun:.:4::nances ieal i i-iat sandarc3 of stupid gloom. v7trich seemed to piece them a link below rationai beings."3 3.Suggested supplomentio: a, tt.:!.pinr. ric:a by Elqa Kazan.Look for: 7 Reasons forst:ronz; it csorzire to coraz.A. to America, -9 methods used to get to America 3.conditions found in limer.ica when he finally arrived b.Tb...1 Island Cnilmd Ellts--pror3uced by NBC c. 1=le iallerA.tance--.ai:oduced by Uaroldilayer ;7f.c Relationship of Immigration to Industry and .Politics u.i0:cdurr:d vsii;bor fival-kct ca (mostly unskilled) b.immigrani:s needed money badly 1.willing to work for much less money than American laborers 2,replaced American workers 1 c.tremendous labor supply forced wages down d.early 20th centurey, immigrants majority of manufacturing labor force e.Southern .and Eastern European immigrants reluctant to unionize 1.strikebreakers 2.hindered the labor movement f.in politics 1.resisted Progressive reforms, because these did not offer pragmatic solutions to everyday problems 2.favored political "bosses" who exchanged jobs for votes 3.favored Democratic Party _ 4.resented Republican claim that Democrats stood for "Rum, Romanism, and Rebellion." 5.immigrants a large faction of urban, industrial complex 6.their votes were an influential block Assimilation of Immigrants into American Life

_ a, difficulties encountered 1 r. 1.0 -language barrier 4 a,.lack of communication with other, groups preferred live Viali separate 41.4 ; '14 3 ; erea or "ghetto",....which was-filthy*, 4 flo4+.:!111.1., . . . 1.. I . ini4tiriithTatid-4-bve-rCtotecled..."'''''. :11.1...... ,.....11...../.014.564./.0*./...661414416..A11.41.14..... OM, iniviven ...7.04:Nietotaisilimikftwitor000molotiiiiitiveetelaitxrnmeiowei qt*ta. iltietotin.raottEsiles.r.jachoOkai?.-;,riritz.., t.,m,

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2.bigotry a.e:tamples of bigotry 1.Know-Nothing Party (1050's)--anti- Catholic 2.Cali:c.;ornia riots against Chinese and Japanese 3.Ku Klux Rlan (1920's)--Anglo-Sazonrule b.reasons for bigotry 1.fPer o1 osinsr job to Ismigrants 2.lack of understanding of people who are differentto manypeople difference 1:4 inferiority 3.need for a scapegoat especially during tiro.ao of economic or political crisis (e.g. depression, war). 3.poverty a.povertype-petuates poverty .b.lack ofopportunity to leave the ghetto c.lack ofeducation necessary to break throughbarriers of assimilation d.lack ofclass mobility b.Assimilation Achieved 1.as "new" immigrants entered Americaand took over the spot on the rung ofthe ladder, the "old" immigrants moved up 2.very gradually education came tochildren of immigrants and taught them skills needed to get better sobs 3.children of immigrants, born in this country, did not have the stigma attached to them 4.1915former President Theodore Roosevelt deliveredan address on "Americanism" to the Knights of Columbus in New York.City. Here is an excerpt from that address: . "There is no room in this country for hyphenated Ameri- canism.When I refer to hyphenated Americans, I do not refer to naturalized Americans.Some of the best Americans I have ever known were naturalized Americans, Americansborn abroad. But a hyphenated American is not an American at all.This is Just as true of the man who puts "native" before the hyphen as of the man who puts German or Irish or English or French before the hyphen.Americanism is a matter of the spirit of the soul.Our allegiance must be purely to the United States.We must unsparingly condemn any man who holds

any other allegiance. .But, if he is heartily and singlyloyal ...... :ii.:..,.... T..-...::,to ,thig, republic;:. then' no :matter.:where he'...yas....born,..c..he- 11 id: ...' justcas...... goOd. an, American-,as, any, one -else,....,...--..-, 4.:,.--,,,,.,--..-...,,i1;.,-...... -0,.....,:-.4 ...... , .4..,..tdokni...41...... 4,..4.4%., ...? ,A4...... :MANI....4...-.14...... d...1A.4...J...... 60.06,..,041, ht.* ,{41.1A.o.b.. A,...ner...... ^wv1004 .40,....44.6...m...... ,4410411:11101.064.1.14 . P.ol,r ,or, y ,..., , 6. N... i -... 1 ery..4 I!. {...... -... .3 The Rise of the Factory System 1. Impact of Industrial Revolution a. Industrial iZevolucion enhancedby demands of Civil War., 1. discuss relatienchip between warand economy 2. analyze Viet Nam conflict andeffect on pr&luction,cost of living, in- terpst rates

b. A great surF.e of Industrialgrowth fel- lut;ing Civil War, 1, tre12endous source of ravmaterials 2. labor supply more than sufficient due to icamL,..raili.:s 3. growth oi Nesi; ats anagricultuzal area,_and the agriculturalSouth prov16,A mark:.3 for ine:ustric.1 products of Uorth 4. new inventlous improve 5. transportation and communication

2. Conditions of Labor after theCivil War a. increased mechanization 1. whetted the appetite of management for greater profits 2. tighter reign on employees

N b. longer hours than in pre-warperiod; people now toiled up to 18hours a day c. wages 1. often given on basis of amountof work done rather than by thehour 2. almost inhuman efforts needed to produce a liveable wage

Jacob A. Riis in How theOther Half Lives, Studies Among the Tenements ofNew York t TRIM explains abouttEraTations of the sweatshop:

-'`Theyare 'learners,'all of themsays the womanwho proves to be thewife of the boss,andt(who has) 'come over' (from Europe) only a few weeks ago..She is disinclined to talk at first, but a few wordsin her own tongue from our guide set her fears--whatever theyare--at rest, and she grows almost talkative. The learners work for (a)week's wa3es," shesays. Hew much do they earn?She shrugs her -0.- shoulders .t7ith an expressive gesture. The workers themselves, as though the ' 1"--, asked in their own tongue, sayindifferently, quastion'veroof from two f dolla .s. - 12 0: dozen . . . .

1 ifr..460,0A..6ij,41.411:044,44 41,1,/rIt...

*X-0;14.4ti:O. 004040..17 Tf...v..4iiiii41ildort.ttiffe, 01: ite.. $P1.31`,,,4:1r ,lqwlIvriPtiv.v*17.-tf.101.9.7,Iis:IsIortr74,14t! mItr07114',. ....;.. ,

but her own and and hcr husband's work bring the family earnings up to 25 dollars a mck, when they :,ave worked all the time. But often half the time is put in looking for it. They work no lons-er than to nine o'clock at night, from day- break. There are tan machines in the room; six are hired at two doll.rs a For ale Wo.shabby,smoke-begrimed rooms, one somewhat larnr than ordinary, they pay twenty dollars a month. She doss lot cc=plaLn, though times are not what they Were, and it costs a good deal to live. Eignt dollars a week for the family oj: 9ix and to boarthers. Flow do they do it? She laughs, as nhe pes over the bill of fare, at the silly question; Bre;ld, fifteen cents a day, of milk two quarts a day at Zour een-cs a cluart, butter, one pound a week at 'eight ccnts a quarter 0:2 a pou,nd.1 Coac, potatoes,and pichles completq the At' th:?. least calculation, probably, this gr,7eP.te,7'7 frr7 thtty A.r.0).r:rs a month, find in a few years will own a tenement sometshere end profit by the example set by.their landlord in rent-collecting. It is the way sqvings of (this area) . . areuniversally inve3ted, alto with the natural talent of its people for commercial specu- lation the investment is enormously profitable."J I. Demonstrate the exploitation of labor by the manager of the sweatshop. 2. Is the boss in an enviable position economically? Explain. 3. What are the costs for overhead in this factory? 4. How would you evaluate the working conditions here? Explain. 5. What type of investments are made with profits? How lucrative an investment is it?

e. William Hard and Ernest Poole in an article en- titled qlhe Stock Yards Strike: Competitive Wages and the Right to Live," published in The Outlook Vol. LXXVII (August 13, 1904), described theErail- fuleffects of poverty on a family. " 11 have never hada child come to me for treatment,' saida local doctor, twho has not had enlarged glands of the neck. These glands are meant to absorb poisonous matter. These little children live in homes So foul and overcrowded (and) they take in so much poison that their glands are over- worked. They suffer, too, from under-feeding and hence anemia. In the blood of a healthy person the 'count' should be between 85 and 95. Among my patients I reioice at finding a count of 50. have found it as low as MI

'.In such homes it is hard for family life to keep wholesome . 'and' .lure 'Any mon- who'has a famil,' o4. little children here,' said a Polish doctor. Jsimply cannot keep It alive on the un- wage' six orsevendoll.ara week,' especially since ',+.;%.:';:rr 1

. . on. . :"..."-te-Lt6ep - 1"., . st.t3c4i :1..nr."P*. . tftn. varr!.. nds cam .44447;;;:447;* LUTZ kra h1711:0Matilv;VOTI.til; b ay;;;41; b ut;:conie-a;--Ilorae;11*.V;taght-,;to 7.5.;;;ZT:7;:;;;;;:iirtatatalk,"7"",;14

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!Leif clod -with,..boatolexs. rc9.1.31 . ,I.1 A ' ^: e 114:. 74 c,141.14,,./ 4A,.. g,) ..t 4 %AC I, . ...a :0 2. be",,tr'11.0017.qr4fr.;ttelliMIIM. ;..V..1:01.1:#1111Mr.r.;,:'.;111.11$11:1;ifttritt4.1;-MtrtiVI'lltt". Vro..C16"15431...1:1:17:177"1:41"Mtl:Itr. r. 2,e -.=;..g T,..0 4 vz) ;11.4,4 b id f 4..

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laclz o:=r3.n!!^t7 rol.ontions 1. li a! a shop han.zdous 2, accidents frequent 3, xiorl...r;3 oft.= incapacitatc.,.d 4. neiCt;er job nor modical compensation

g sanitation minimal 1. rat:. 4nd roacsies 2, chi10-laporers o2ten acquired severebites f.ron rats diL,eases easily contzacted h, so.ggested reading: Upton Sinclair, 2112.21.21,211 D. The Emexgence of Labor Unions 1. Reloas for ionning: .YPNrol a to c.nai..1wcr-4u,%.; co &hLi rol s>f%.*44 competition on tile labor warket b.tocf.Inrror.f.. rment vIth n solidfront for the interestsof labor: 1. : ea.ly 2.restriction of immigration 3.estc,blishmentof a Dapart=entof Labor 4.prohibition of child labor 5.graduated income tax 6.government ownership of railroads 2.Early Unions a.Knights of Labor 1.aims and purposes a,to create industrialcommonwealth b.-universal education C. promote unionism for allworkers-- skilled and unskilled membership a,first leader--Uriah S. Stephensfollowed by Terence V. Powderly b.open to all wageearnerslexcluding doctors, lawyers, bankers, liquor salesmen,stocks. brokers, and professional gamblers "It gathers into one fold all branches of honorable toil."(Note the conservative nature of this union.) 4lethods employed a.fundamentally opposed to strikes 1,felt they were too costly to both employer and employee 2.lC60 slabor received some devastatatiro

- ' r . waae outs .4;. 4 ` 0 :1 I . a.. Knigbte of Labor forcedto. mon» e'vriv444 " s.der poeita.on or .-rt .. 4/1 INIO OP Will, WHY 40 ea& Orn WPO inNO dm ,..710,10:- . 74...0.1101);11400111.e ;;417:01010"VA'aerr'.."1:44;00.#4...."".."...1111.141470.0,4.4"dagenl.../.....*"...... a..41.4.4=0:01*^V4414r44.100/e;SOL474/1 1100tr4.4.09°.91115".44;- aPOVINAPIP 4"' -44111Z4 4 111441- ..1+ 44411444 11,11:!!".11Tr7.71.-.*--:-"77--/rrr'r""7"'''rt.s.'"':-:1'317"7"15'-'-.POixteil:ir did lid. telipotertie-47":"' ."' - .. ;6. .1± ,1010 au ., dosio.....44...... ftwara.....-.»...... 11105104,4,larmktomer srenpabotstr. .rpefelyrif rirmilm-,.xerro,-""411,rePel -* art .. 4.4. .744 C ' : ; ; : ; ru:; ;: ',-44 ; :. J b.The N. Y. E;un editorialized "Five. men irt thl.s countTy control. the chief interests of five hundred thous(ind woriroaen, and can at arly moment take the means oi ilveithood krom aad a hail: raillioa Ilece men boal:dof::the no:.)13 -order of Zfila 1i o Lbu o , riy can ;;y the nimble touch of elcost every telegrapil operai;or; can sliut up most o..;: fae millsnad nnd (-endif3n;)i,e:1 the rrAiroads. They cnri rn P7j_rtc,tP.r.v mArnifcvw-.-edgoods so as to alzho thf:=4:: ""b4"--" bmvino thornz,l-td the trndosmen stop c:an tz:i;ainst eap:tal, puttias labor oni.:10.1 oaLi:e..iv c and szub- born ceL2-procacticn, or for vngry, orvnized e.?.sault as they

c.Workers bkad confidence that a uniZied organizai:ioa \vas:.110 key to succeus: 'Toiling millions now z.'re walking-ft Sr!e thorn trarchin3 on; All the tyrants now are shaking, Era their power ' s Sone. Storm the fort, ye Knights of Labor, Battle for your cause; Equal rights for every neighbor-- Down with tyrant laws: 8 4.decline a.gap between elow, peaceful methods encouraged by Powderly and forceful means favored by workers b.national strike urged in 1886 to gain 11 an 8 hour day- 1.Pawderly would not agree 2.movement failed 3.blame placed on failure of Knights of Labor' to support it c.membership grew too rapidly--leadership i1 Could not keep up d,too grect a division of labor ieiv . 1.skilled and unskilled from all Indus.. 1 tries ..4 . 2,working towards different goals Significa:ce of Knights of Labor move:cent 4.gave itnr.etuu te cs.4.75;nuizritior, oflabor b,.. created a:solidarity of workers ..e.1; .. . ; ...... ,.144.,,k . tog. ..0.0. , .. /ffi.--, . . .. 4 ..III,- . ,,ii -...... ,14 /.. ,- 4..0 1.; . '. - . - . , , : 1 ...alb T1 ...a...... :::.I "ar . LI t11 A .. It .. VII !Al . IINID ...... met. .~...,.....O111...... 00.00P.... Al. ...A* ..."S,._r . ".1...." :4..41, am.... dill,... 6...L...... :...... i I, ,6,4,01111440111111011.slirt....immis, 4.40 -.404,4 4401..60...... ,....ertare-v.o.ftalftwooverst... a..., wewormokamaretiorko.4steplogvadluiGats% 64- *elm ext.. arc". t.v. ge sr.. . iI Ir....r...... " ..4.....oprip.m.p:_gir....ii...4.,.. '. ...ortirl,..f..4.0.1....j.11.0.6 .,...... eolro.....0... :...... f...... 41...... a" .1.41,...f.r«...... o. ....-: ...wet...... 46.0 ,,, ......

A l V41 '1( --07.0ce "1+1,4* IW': j.i!.;i:t aw.vmaeleamoerseira....4 ... oars.04 meih, "4""11.1f,,I.V. Wirf":11r91/710Prihirr:7` vtlf .A.41 . . . ;.

.1111 U. cir. Inc 1. a kat; and objc,..ct:i.ves a.immediate abolition o2 the wage system b.ceT..pl, .e.ci...Irtl.wow O.capita:tiara C. gi. incey:lbe on our banner the ch'..:orel,'Abolition of the \-704;3 syntem.'7.1.: is the historic pais ithc-.. vlorking Class to do aaywith capita1izm."9 2. memborship a,ntronc;157 supported by theWestem liederation of. 1,11oca2a b.Scaialist Labor Party the Socialist Party c, wo-rizing ,!.rot.ms that: Zavezedradical manna laoor:(e.g., ivaerican United lieL-i.11 rvi.ited Brotherhood d.individuals not aIliated with anyother group, but favoringideas oi 3.methods employed a.no involvement inpolitics b,overthrow of capitalism throughdirect economic action c.revolutionary practices d,strikes, sabotage, and violence e.never accept peacewith the enemies of the workers f.very much againstideas and methods of of L.. as shown by Dulles in Labor in Am,erica" "We have no fight-Irith--b-iinhers of the old A.F. of L. But we ask you use your reason withthe facts we have to tell. Your craft is but protection for aform of property, The skill that you are losing, don't you see, Improvements on machinery take your skilland tools sway, And you'll be among the common slaves upon somefateful day. Now the things of which we're talking we aremighty sure about-- So what's the use to strike the way youcan't win out? Tielem up:tielem up; that's the way to win. Don't notify the bosses-till bostilitiesbegin. Don't fUrnish chance for gunmen, scabs andall, their like; What you neea is One Big Union and OneBig Strike." 4.decline a.- limited arpeal I.relatively cmi U. membership . 2. too revolutionary to attract largenumbers

vitt: .v1.0.4r .1_1! trvr ite -ot.)n sakeP.. Itntatie"1"../ tbe .

4 4 . w4h, 1:4::;;;;;Iftw4.---.47.=.47.474..;;;;;:::"42747ZitrOUS441.7.tear.17,0r.373.0.LCIICe.;22kIntaxs,colas-cf.t.-7 AvAtittepreau4. 4.4. Aria Sr -."""*",",."-r"r"-. . CL, Orr:aut....attic= of ut ?'rty in 1919 IlaselNe. ~ftsilia4yellonMe. attracted -many .IWw foilowers 0.*ø. -116 .. ., 41 1. .t. ." 6. .6...6, v ID.. . tirp.rofet.v:Neirar!...,- .. re*,

It 5.si3ni2icance a,centered attention on the desperate needs of unskilled workers b,gave an awreness of the strugale between classes c,broke into complacency of country and de- monstrated necessity of change d,, failed in its ultimate goalcould not convince America that the T.lay to help the worke.r was to eliminate capitalism American Federation of Labor 1,aims and objectives a,concerned with iinwediate, practical goals b,improvement of wz.N3es, hours, and working conditions A c.no impossible utopian ideals .d.strict recognition of the, independence of each tri,Ide leaders'nipSamuel Gal npers a.distrust of idealistic reformers b.purely pragmatic ce ideas--narrowtowards immediate goals only d.lacked foresight e,very realistic 3.membership a.originally (1881) open to all workers-- 1.skilled and unskilled 2.all, races, religions, and creeds b.later became open to skilled workers only c,each member union responsible for its own affairs ie.methods employed a.education b.no direct participation in politics c.formation of legislative lobbies to en.. courage state and central governments to pass laws favorable to labor d.economic and industrial. actione.g. strikes e.per capita tax on all members to build up strike fund 5.merger with C.I.O. (Congress of Industrial Organizations) a.Rise of the C.I.O. 1.energed as result of conflict within . .A.F. of L. between skilled and un- . . ...,.. ' skilled letter . 4 ntint. II In 19.10711 , vokitAm."*.,,a....00n beC aline LIP MCC 1501332 Z 13n01C1 Lied 11.Claiiitillts WO .1..V41.144

ea 14... . 11 wood .. 404114 1144,... 4041;'44 . a IN444. ....;.4.414 4Rios .1064. 444..40 44.111. .1.

I f p - . 0 . 1 . 0 # 0 , 7 4 r er,!rilmrsrevaPnrrIperfrArr.:?? !e.??,717141liMer's:,,,r/lirf 11.1re.c0 ityrwoonifft., r!?,#..,Avw , .

. .:.;.;. ' . b.Leadership of C.I.O. 1,John L. LewisUnited Mine Workers 2.very frzressive 3.traditional opportunism of A.r. of L. 4.no long-range,unreachable ideals c.A.F. of L. - C.I.O. 1.. raergo.r accomplis1dFebruary 9, 1955 2.both skilled and unskilled workers needed strong org;An.izations 3,leadersCreor;!eli.lany.(A.F. of L.) Walter P:mther two groups would work tcuether to 4.better the standard of living of the workingman 3 d A.F. of Break--Spring, 1968 1.-disagreements between Reuther and Ncany 2.C.I.0.--Reuthermore concerned witn social_ environment of. country 3. Aa. of L.--I,Ieany--narrcw outlook-- con.cerned only with bettering position of A.F. of L. 4.Class:Discuss meaning of break in regard to position of labor. Row will this effect labor's bargaining power? E.'Labor-Management Relationships Today 1,Discuss position of Labor in the American structure. 2.Discuss the strike as a method. a,Gather information on some of the recent strikes (teachers, ho8pita3. workers, Bell Telephone, UAW, transit)Give opinions of the strike as a method. b.Argue the ethics and responsibility of labor unions toward society. c.Should public employees have the right to strike? d.What are some of the immediate and lone-range results of a strike? For labor? For society? 3.Proposed gmest speakers:(1 class period each, preferably 2 days in succession) _2. Local union steward to speak on role of labar union, necessity of joining union, and explanation of methods used. beReprebentative of management to explain how management views unions and labor, barmful effects of strikes, nnd what the poeition of labor" ulanagemont relationships are today. C1ea3 chould be prepsred vrr.:11 in laNtme::e, Po that they will understand. what the speakers will ... "..1111-" .4 QuesLions L.'c. out p. "11 disownst

11 . 46ort "Nor 01.10.0.02....466* ....oft...IWO 41....000,.. -wow.* F. Effectsog Automation 1. Evolutioa of Automation a. natural result of Industrial Revolution b Effect on production?

1. mass production . 2. more prooucts manuractured inshorter time 41 3. greater diverslty of consumergoods 4. incrcaJed efficiency 5. more profit forcompany 6. good clunlity control 7. less laborious tdsks for writers

2. Problems of Auto=tion a. employment 1. many people put out of jobs by machines 2. r.-,4f.nc....! no ' =n.rktItable 3. can create many new jObs a. training proplams needed b. coma people replaced by machines are too yonn3 to rntire, but to old to be retrained What becomes ofthem? b.increased leisure time for allgood or bad? 3.Computer IndustryExample of Automation a.How did this industry replace workers with machines? b.creation of new jobs 1.examples a.programmers b.keypunch c.repairmen 2.demand for trained labor in this field a1 class bring in classified ado-- Help wanted N/F b.Invite speaker for IBM training school to discuss training program and placement. 3.salaries and benefits .c.extensive use of computer-have class compile a list of the diversified fields utilizing computers d.class visit to school EDP office to see how computers work G.The Negro in Industry Today 1,Civil Rights BilI-oanti-job discrimination clause a.Equal Opportunity Employers b.enforcement of anti-discrimination laws : 2 Discussion of Western Electric Plan a.. ,Wei;texa ZlacLric establialled 2 plants *in Newark

m -:-":""1-:'-""-1-":"*"4"`r"--t-""r4te"7""--".--feats -in the past that-they lack confidence Sy^1 ealesflP^ ..tir " pr.:* i'14I *4 ." ewoo TOPINW"rtvraileleritignilrvg.relleriliMPrilielirtrelt"Olt41,9011rIMMOP1,1"011° 11.1111100034 '111,11triPtSeirmf. "4004* . . . 2. brin3s Larger labor market to Western Electric 3. as workers are trainedand gain confidence they are transferred to main plant

b. problems involved 1. lack of understanding on part of non-ghetto workers in main plant 2, re-education o2 gLette residents

.2 iopccd_ speak.= from industry to explain ',Wynn- tn3es of th4_s type pro3ram to bothlabor and management, and to discLss solutions to majorob- I 3tacies.

3. Labor Unions' Attitudes 7.4:6?.0 Poll by William Brink and 1,6uizHarris inThe Neriro 17Avo I lit on .1,11 _AmPrj.ca. LABOIC

Total Rank Total Non- Total Leaders and Y41^ South South % % 7. % 17 - Member of union 19 23 11

Not tOnember Cl 72 C9 83 Discuss haw situation might have changed since1963.

b. From Etapatuzzlat_the J Conventiorlipe.csaraLejLuzg. zations in 1 :

LI THE C.I.O. STANDS.OPPOSED TO ALL FORMS OP DISCRIMINATION 'This is not a Negro question alone,notnecessarily so. -Discrimination as has already been said,-has been practiced .down through the ages. Movements have been createdthat have fought acts of discrimination, and they have been crushed. Leaders who have supported movements designed toalleviate J the sufferings that trail in the wake of discrimination have been persecuted, and they have died, just because they believed . . in-their very hearts and souls that discriminasi tion should be eliminated. It is the firm resolve of this orpnization. . to continue this work everlastingly in the mute, in the shop, in the factory, in the social and political life of the community. That is one 'of the reasons why this organization was originally founded, because those uho associated themselves together in this ruovemeat believed deep down in their hearts ankin thoir.souLa. t6t discrilz=tion should beabolithed."10

.p. "1.41, ^' rt Par -P. . . - . .,1.1...*.reavralwr- o ...earw * ~ - ammo. " ..;;;;47.wrceoiedowarser,;;Ze ;;4111144010701:Stliii0W04116400411114WINtsvaiaibiesiosole:444.01104110116QPIMPVrPer 4#.1.41101.4111141Pbrate*Owtegonvkaare 51-41001% ;SC, 4 v.! 11VVellit,ilert Ir !,100!!41/11.10 1 VEAliviett".- "I:.tailVt0044,:p.V.rfith,..!'iraf. Vv".....440,1todOve Ip?..... 61.0.

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4...... ,; . . . , - . .17 Discussion and analysis: 1. If, as the C.1.0. says, there is no discrimination, 'why do so feu Negroes (particularly in skilled labor) belong to unions? 2. What is the effect of non-membership on employ- menZ:7

4. rc.41;0,.tit At udes, as flie.covArd by William Brink and Louis Har.z. in T119 ;:az...c.ajliazplution in rimer

_,. I a9 JOBS HiLLD Wria.uf,u0

Total Rank Tot:al Total and File Hon-South S outh tam 7. Lebor 16 19 14 Building trades 6 7 6 JaniZeor, sweeper. 4 5 4 Transportation 4 4 4 Skilled -gactory 4 8 2 Other labor 3 2 3 PERSONAL SERVICE warm7-auggm 12 8 14 Other personal service 4 4 6

WHITE COL1AR 5 7 4 PROFESSIONAL EXECUTIVE

refalEatIon . 8 11 Other professional (A.D., Clergy) 6 4 6 Businessman 2 2 3

arm 6 6

pNEMPLOYED, 11 10

RETrRED, ON PENSION 7

b.FIEIDS OF EMPLOYMENT IN WHICH NEGROES ARE GETTING BETTER BREAK Total Rank Total

and Non- . Total Leaders File South South Leaders 7. 7. Public jobs, local Overnment 13 15 13 33 Social wcwk, cducarl-on 13 /0 16 10 1811; White Collar, clerks, secretary 8 19 .soxv1.ce;_u221a4.c1c4:Ica1 11:a.! 5"....-. prratm ,....,EM.;;Forg'7,060"(3,7=:::,,== iF 41.1110101".""ge$ 44.1'.. Lawyers are.11.4-r.4ote. riprg,v-

...... , ,i ' . rel. ... 4,4;1 'Is.7.! !;,..14 .! ',ell, , 4 {,* Pn (11.*,,;(0q4-' .1. '1 40. lit.. ; Nip....:,...... so 040.400.Poir weINammoose.anul~6164410/00106441.141;bounaiiNIPiimmpaibirm...animoduakt.. =roaar. 1.40011110/PoW.1110 O.VO

0.9 -17:,fda.r.l.m.trro`, I - *greirtfrifft7114rt174°"..!4.1"... 11141b:21"...rr? «. . . ?N.:A ...... :

; Total Rank Total and Non- Total File South SouthLeaders

Enginoering 4 7 2 . 10 Ftctory labor,unskilled labor 5 4 7 Skilled labor,mechanics, plumber3 3 4 5 Electronics 3 5 2 9 liblte collar, higher salesman bookkeeper, foreman 3 5 2 /1 Nursing 4 4 4. 1 Transportation: local and inter- stateCaa,bu:J, plane) 3 2 4 4 Small business: supermarket, grocery 2 2 2 Sports 3 :7 3 3 Big indu.stry, plantz, large pri- vateinduy busaiess 3 15 Hotel and restaurant; waiter, maid, domestic, waxe r 2 2 2 .1 Automotive trade:mechanic, car wash, repair, tires 2 1. 2 Technicians 2 2 1. Business 2 2 3. 2 Administrative, supervisory, executives, managers 3. 1 1. 4 Utilities:gas, water, power 1 1 3. Electricians 1 3. 1 Military 1 * Show business, music 1 2 1 1 Hospital labor 1 1 1 . Personal service 1 * 1 . Operatives 3. 2 1 3. Labor Unions * 1. 3. Elected government (politics) I. * 1 1 All fields better 6 5 7 9 None 3 2 4 1 All fields bad 4 4 3 4 Don't know . 22 21 22 3 *Less than 3. per cent,

. v., v.-4. . i 4...... ,,,.. . a41. ...- .20 44t.r: '4, $ ;41011.*".0000104 3.,011, *"01410411'4 4I #11401114 6.1%.41061104404-: -.:.s..16401tiosciwieciap-vo.okattikk r -mos, istt vc."-alke-trit . . . ,7;10. 4.111.r.41.... .1.41040.14. :6,*44,11!...,'"*..4140.*".17Afe"!".1: 1 It ,. *! " . '.

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; c F OS 01? Eiiao"roEu T til H ICU YsiEGROES GET WORST 11REAK Total Rank Total. and Non- Total Fide South South Leaders % % 70 % ,44,4.4.4.44 1,a;:,ix 13 17 9 40 Construction:crane operator 10 1.5 7 30 littc.1coll!lr, cl: necretary 12 13 12 11 147t3indu,pintc:, inrf;o private LL.d1=1Lyand bunim'co 7 6 e 22 21cctricc 7 10 5 12 , Ytabl:ic jc;i), local govexnmeaC 6 3 9 40 A.ciminist=attNe, sup=vicory, 7:1 6 10 3 18 ? Mit:o collar,,'high= calosman,, #1 bookke.ner2 forelmn 0 -. 3 Trancportz:Id.on:local and iater-.7 5 ar. (4.-_, ...1nrrt) 6 6 6 9 Factory labor, unckilled labor 5 6 4 5 Small buziaers:supermarket vocery, small retail store 6 3 7 3. Bucaness 3 4 3 4 Labor Unions 2 4 1 23 Civil service:post office, police 4 3 5 2 Engineering 5 5 4 1 Doctors,dentists,lawyers, clergy3 5 2 3 OperatiVes 3 4 2 3 Utilities:gas, water, power 3 3 3 3. Hotel and restaurant:waiter, maid, domestic, waxer 3 * 4 1 Technician 2 .2 1 2 Electronics 1 1 1 - Civil service:office, clerical1 * - 1 2 Elected government (politics) 1 2 * 3. Communications 1 * 1 2 Automative trade:mechanic, . . car wash, repairtires 1 2 1. - SoCial work, education 2 2 1 1 .. Show business, music ..: 1 1 .4 Sports * _ * - Military * - * - Hospital. labor.... Iv * * .... Nursing ,..... * * 1 - Personal services * .* * - -.* 1 - None ... . - All fields bad ::. 8 8 5 Don't rr-ow 25 21 23 4

. ' . r , .aps . t I...Or,. ! , $4. ' 4.440-40444.4 ',tom e, 44.4 :01,61.1 t64 666.+7116, v ro..e. mo - roe In. . . . ,.. . , . .1%.....ws 0..3.40"4. ...616.666661066,...6666.66.6666.61116161171001666666666616116666 ' 1.6 6 ....A...a... 1610

" , . . ,. - t..,, ..044.44;.4...,.,.,..;.:7s I: 1. 11%:, 4- ,}'-/ )t: 4..4 P',18 ''...';a.t. : ,?' 44.414444*414444.44111141844166644440611.04414411,411441.0141414/1114141.4.1144.4$4414oliisPeousweepots,...;pswoommo....a....Air ~as : akorawn .16, or, :044$4 $.4.444.$44.4,, d. NEGROES ASSESS CHANCES OP EQUAL PAY FOR EQUAL WORK

Total Middle Middle Rank Total Lower and and and Hon-Low Middle Upper Total Non- Upper Lead- File South Income Income Income South Urban Urban Income ers L. % % % % % % % % % % Would A get same pay as white 33 43 31 49 5.5. 25 25 22 43 43 \,! , Less pay 56 47 63 48 36 63 63 66 48 48

Hot sure 11 10 6 10 9 12 12 12 9 9

(CLASS: Note differences between South and non-South; lower and mid- Lacome groups. Why the diliereacei)

e. Projected change in economic opportunities

1. WHY PAY WILL BE BETTER, WORSE OR SAME, IN FIVE YEARS Total Rank

;v. And File

Will-get better paying job 16 Will get promoted 12 W111 get raises in pay 10 Mbre legislation 8 Will be better trained, educated 6

WhyIlorse or Same Warbeon Micial Security, welfare 6 Prices and taxes will go up 5 -Discrimination, will still be there 3 Won't be working then 3

Not Sure 31

2. WHY WORKSITUATION WILL BE BETTER, WORSE OR SAME, IN FIVE YEARS Total Rank And File Elg.Retter

DilmaTmination in jobs will decline - 17 Will be wider choice of jobs 10 ... , Mbviag ahead as a vace 9

_.. ..;.:

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.,ilaimPrritc.ramtvetre I. MIOrliterVinref irrgrMer3ORTiOMPTY.V0e941011401#44104ttbitt, . ... . y 71F4retiirrOirtlit1101111111,.0e,RITr11:71rer..!4 Total 'ilbank And File CI ,Whv Snme nr Wnrsn Fe Uill. not oe oT:king, retired, Aisabled 19 Personal hcalth will be better 2 Will be iewer jobs 2 Hot C"Y" 29

Polls were taken in 1963: Discuss any changes hich might have occurred since then.

U. Conclusioa: 1. Analyze changes in the position of labor from days sy=tcns to t:(Nf4n7, 2. Discuss changes tn industrial production. -3. -.Why ie educatton and training vital to potentiaI employees'? 4. 10bat TootAid you,the Anintovee, look for in a company? 5. Howdo you foal about jodining a union? 6,Whatcan be:done to further lessendiscrimination in. industry? 7. whatdid you learn fromthis unit?

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4 A.The RicaaCities B.Social Problem ! C.Social Inatitutions in an Urban Raviroment

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Th lo unit ventures into the area of sociology ea it examinee the sne.al. inetitut5..onc of "n urbnn area, and tha pxoLltad.:. cia.404 Ly u'acaa t114:: by stvadying thcsa tottce, eavclicp rt deep social

=area= and an cap:4th)- La: p:oplc SO. so la fl0 11 incol.u-

able preblar,. Perhaps rh.17 bfl trifloentmA to will, part in socitt7es ondlcss post for anctnra that iiU proviee for a better world. To aid in this tmdorstanding, the reading of Two 111...1 fastt, edited by Charlotte Leon Meyerson, is strongly recommended,This book is an illustration of urban problems, as seen through the eyes of two seventeen year old boys. These boys talk Agi, student readers, on their level, not gl them or above their heads. This direct communication can easily lead students to a deeper understanding of the two boys and their problem. Other suggestions for teaching this unit would be the problem methods, class discussion, and pertinent field trips.

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Ito rtf. 1 T."*.,!^. ... CS 0 44..1 ' ...' 4 " 4 ". en fr"r?-tonN Y, :' t 4:4;.... Z: r: '. ..: t44: . ..% :t0 S0tlr4 , :: b or 0 '3 . UN 4 JI.C9: iU1 t; 8I:r Cla: 4i.tCope1:4414;:1 La.CQ r...111 rcmair.nd

'0. 11.. 1-...,--, *r.-1.11:1;.:-.v I.nza:: vnt-.::: fa-trlInsportntion i (c...... ,.Chicap) 3.:Ii....-9.--lit-ta...,..,.,:..2.;.:(414; c::::::. 4 . 2. 4.4 44* 4.4 .i. luicge pui.tuiiii:A.4.,..,..4,Ii...,a:i; Obeta11 MS SO 4444 C410.:t ...... - - rlIvel.1, Pelt of cii.-.S.04--1)rou6LZp. 2.Charactoristles of a City a.'arse populatzon b.relatively more porple per squareblock than rural or suburbnn area 0,industrial area d.large mixture of ethnic groups e,representatives from all socio-economic groups f.all governmental services are offered gbuiltftup aream.vory few open spaces h,huge, well-organised political machine i.few near-by recreational facilities(parks, ball fields) I.more cultural activities(museums, theaters) better transportation 1,more anonymity m. more fluid social structure 4 a. non losing residentialpopulation to suburbia

B.Social Problems 1.Crime a. Definition and Characteristics 1.=Ira a violation against society 2.established by political authority ofsociety 3.society is negative . a.Li one conforms to laws, society isneutral b.punishment for doing wrong offlea1 reni rhront

b6 14. - 4. tiril.roft4I-6ettaraitratim - 444,44, ., 4. 44. 614 40" Lem &mow op. 441046010010.6- e, AM& . ., .9 -,41401,-r 14040 - 4-0.4 /41114114641.4.4444. as. 4.. we. 1014-41114444644.-.114.4MAS 41114.44 ..-.414104.604011 liememior eb ova eop .0,14.. . C :rift f.!..1.trr' . Meat 113:Mr4105 a ttley Anaicao soge a 40411111146:411 - 44444441"44 v441.44044.046.1S6441P, S .49110., "00".'0°- 411" fl,91411,46.1", rr4Iw4librty- -- r :"M.1, 110:111,r, 401*- -*0 4,-4 4,11 168 2.social. or cultul:al determinism a.people behave accord:L.:As to the customs G17 ZOcicty b. ;.iaiLazes society 3.pcychintric Cc lines a. driaL:t lcads to crime b.plea of "tc!:!morary insanicy" C. in evir,'anco of. the absence of ..; 4.sociolo-cical aK,rnacil ttt'l_.!--t is 1.KJreci1,4e2.:e1:1 on envirormant b.crins is a 1...iroduct oi social conditions 1. 3.economic poioit Srnr...!:Ccr.fn c" gert-a!':1.7 irelfittonth4.pr a. dllLO la ci..614e61 'ay 44;:-aloty 5.unattaiaable Lor.la a.society emphasizes goal of success success is money b.society then constructs obstacles to the achievement of success c,some resort to crime to break through obstacles 6.philisophical theories a.Thomas Hobbs I.awn is basically bad 2.society is a good influence 3.the less the effect of sociotrosithe the chances for unacceptable =tervior Rousseau 1.men is basically good 3 2.society corrupts c. lan Locke I."tabula rasaftemiman is bora a "blank Palle" Ac 2. A lances determine goodness or ass of individual asPunishaaat 1.inprieonmant a.ice euxuall A. to Leighton nonaoriainalt" IMOa rehabilitation ...... 3...3.3410131.3333.3. db. - Oilimailielftammaile - 4--, ,,-.1.44164-r. . sk. v...... - - . -tsobemegiva,. ILI, mitogit.o.$644, ....., -iii ,..-- A 46 0 .4.9: A-a.d.,. Ca *oh ao vislioi, .440*. ,. ,...40016,0 ..,..4,. ., sit. . .. 41...... ,, ..... , 0 8 ...... 4 & 46 & 34 - - -- ... 31433. 3e.....3. ,414/110. 41111.,.... 3,.. ...-3.0,3311111133.3.1, 43+ - 3 3. 3 . f ...... -.3.0,3 . ... -411010111.1. . -.0.3 3 : -sa------a 114.. .5 r !' ".1 .' ... r.-...... : .. &* *.AISIliodsZinirmairsimoirviatein*aroatiokesius ''""..." .."-'..."ita-4415f/rni f"ilftiveterm.! ?t,l'itrfmake, --- .014 Wel! vol... z* r`-`,""m,r0""- 189 4.vac ioloLO.cal L. CozieLy1.3 rcac::ion to crime consistmt with other patterns of behavior in that :xeicc7 b. H H 1.LA poz40.1-.ic3 a.,-zressivetenckr.cioa 2.crinin.z1 Lcnposont for these

c.hatoroo.enivaur r:ociLltiez hx:de.r on criminal thrtn cociaties vhieh are composed of the peme land of n,lonie e.3u3Eos;.:ed rielJ Tr:.p--local or county a.Class L'Ince3sicri: 1,innhi you ii.te an exconvict Lo work int. you .44 2.Carl a parboa with a hIstory of crim- .141:a "Lc, 3.Should the maior eurpose oc: imarison- cent tpunienment or rehabilttation? 4.What egnn be done to lower the crime rata? 5.Why is there a larger rate of crime in urban areas than in rural or suburban? 2.Narcotics a.Definitions and Characteristics 1.drug addiction se psychological and physiolo- Oval dependency on effect of drug 2.an overpowering desire or need to continue taking the drug and obtain it by any means 3.a tendency to increase the dose b.Causes 1.social characteristics of the addict a.involved with minority group status b.from poorest, most overcrowded and physically dilapidated areas c.low income groups d.porly educated groups a.large breakdown of normal family structure 2.social characteristics of areas of high drug use ai slums b.extrema poverty c.subculture of street gangs prevalent denow timing Into affIttl.t evens where children tuff= f:rem r.rental nogoet

4 4* -.44.4 S. ....

rad/. ; r11100. 4,:".

000.00 4444.444 .10410.111,. 000,* rWer .411, 0101' ss ...0111. vo. 44000 ,

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b. ci:r.c.?. et' n streng ft:tiler figure c. crotcnal wIri,1cct d. rebellious ai:titude toT7ardc society (. -m:.-adouv. parscnal ixoccuriLy le.: norl-Hi!,3rec4.i.vis pexstAvALii..wb ,

.^.1 Ia. SO SO ID. 0.0 066, an6 10. AA T4 -.. . * b. '04:a...nufln it d1.1,f,.: zenccs, 6104; rcLie.,cos, distczl:s percepi:ica c. 11(7.7 to indicate a .

r".-71,14.110, ileroin) a, ci:3nrc-3saots e."" k g! " _ .4 e. am:sine/is and leawargie feeling d. hg1y ad.li*tive 3.Hallucinatory Drugs; (LSD, tiethedrine) a.extremely dangerous b.induces schizophrenic state from which one may never recover c.proven damage to chromosomes de far-reaching consequences Ii I.may bring severe brain damage 2.may cause psychosis in laterlife 3.extremely harmful to children of users 4.Stimulants (Cocaine, benzedrine) a.activate user b.excitement and loss of fatigue 3 a.after effectaftmextreme depression and restlessness dedanger of overdoseamcan kill deConditions of Addiction 1.becoming addicted 3 a.usually through peer group Robert ?Acton intiftwaigum kaki& Sakai& relates an in* terview with an "I was at a perty-fteverybody wan having a good times-I wanted to be one of tho crowd-4 thought that if it didn't hurt t4!tte i wouldn'thuxt fteft..that 4111.ag41 the bell collio. v.n:41 11111.. "C ttgC .4=IIOs 4 SVO thrto Pt'liedouE a few caps, said, %en, 11 you want totry.'I

MIL ..1*****11141010410..41"101**11-..... - 409111141110~141111101.40.1140401111101k 044541411.4 4***'.06081111.' 104"1/0,4"- 1,0***10011....*Tmere..!.;.. ~wee. .0- .....11110. he.* st ......

. . -5 V.6 %.111414.,.. . 4., . .10; e y ...; , 4. 4.. 4.404/04:4114%v.*******. .0111140....a*WW***441101111;,..*111600810410,1119*ftvlaavalwavollegle. **mew 'damage** 6.6 ..e.r, b. tumally begins %Ilea marijuana C.WA]. tend co shy auay irom oid friends to nnsoci.nte with other addicts as Robert Nerton

'ifts soon es the user realizes that he must begin to plan :or his svpnly, L ic Ijpa fcv As:.imileticn into the Y.;.; i. 1:cu viz..1 to Lrx.L. of his kind from whom be muot obtain his suxily.Ea thus learns 1.110 vtricu7 cnVices nne, cv.stom by pnrin Colch biz prob- Are sn!ved."

2. tolcrnnce a. ixdy adapt:, to clet.t Laken ., b. p=or.rcsr=4,.,... incrczln or drmn cnn t..44.41 4^^line+g

3. crirAnql. rtnti.spity a. navcocici; and crime 1. ISIN2 hons^1.n, 17!eJ r.e.thofirine man in- clucc violent L-..thavior 2. sl.ln,n.,71": of hrhtt z..1z.trortlly entsnsiv2 3. addicts cannot hold steady jobs, therefore, have no moneyresort to stealing and other criminal activitios. 4, in 9Rarcotics and Criminality", Harold rinestone relates in Hertoes teS pc:cis]; z ott.a.a.e. "They were Isnatch-andiograbl junkies, supporting their habits through petty thievery, breaking into cars, shoplifting, and a variety o:2 'scheming' such as 'laying a story' on la sucker' in the hope ot gaining sympathy and some cash. Some enterprising ones actually had girls out 'hustling' for them through 'boosting' (shoplifting) and 'turning tricks' f1 (prostitution). Detpite the ragged state of their clothing and the harried nature of their existence, they regarded . themselves as the members of an elite, the true 'down cats' on the best 'kicks of them all, 'House' (heroin). Many of them were still living at home, although they had long since exhausted the last reserves of patience of their families and 'fenced' inch of their movable property,Few,11 any, of them had finished high school, and on the average, they had littla or no --loymeat =prima. Their attitudes towards workand the.aily routine that steady employment pzein Ii cup:KIM Itcrto entiretTP nnitivel.'Their nber"nc hazard was the 'man' (the police).Once they became 'known junkies t- that is, known to the police--they vere frequently picked up and multi:taw suaceiced--mostly for rgiae.nmeancra =St =3a- c:LT.01,fcr 2hor: gftualaccc. . . ttuliee tiecriwaa ivivibot of the Iravolving door through vhosoentianceand exit the 4am pereous iota a wmatstaih;tUOCuatlimit

141161wellbebralba11.-wo. .6011110 :40*. 41101111.7*11/1011417,116146t rogiomr- -..mosmovemowdo.keotorommoss.-004:,.....1.44.v.

. amoMr.er,r .6** .* - moop. Aft. - 11."r .- - agnim rEA '04.4 *M. . S 1.**.-sofewa....-- - **01*. *"...r.-**. . swervo.....0*.;....le, .0,11110.4*,041- *****1.611* **W.f.,* .41111**,-..., The (w.:.:zlion al:iNf.!s as to We reint3nnship of the young Lo zLe -,:est of the criminal world. The ILI- 7,rfston 4.r.t"rvie.Tainer, them ns that these addicts 17c-,ve petty 'o.--,.-NratorsI WOO, LISViSe az o2 criuibal population or ult6erworld. Ic is co Lfc! now Choy could :.=e oLL:arwiue. The iy ro o2 hi tiLla in t harried .4 in

; Litai;; ba was haccily co plan majorcrimas." J.11 a posit:S.0a . I

A. r!;Irly dqclth n. ovrcloco. b. 1.7.ck oz.! witr5.tion c. prone to OiLu.la:;es

t. .771!Ctrra 1.wittdr::=1 0.9 a.°emirs if druct is discontinued b.very aaan.:.4i c, 1.ft"mr.1-111tv. A 01-mline Menace-- Drug Addiction" reports on withdrnral in mr...ntort rnriin1 Prthlme: "About the sixteenth, to the eighteenth hour of with- drawal and after the patient has awakened, cliz,ht lacrimation,.. perspiration, and yawning Appear.Restless-, ness and nervousness ensue and become proaressively worse as the hours go by.Twenty-four hours after the last dose of the drug is'administered most patients are acutely miser- able, complain of chilly sensations and of cramps in the muse. ales of the back and extremities.Lacrimation, , Par" spiration, and yawning become more marked.Recurring waves a of goose-flerii and dilation of the mils appear. Patients become increasingly restless and continually move from one part of the bed to the other. They twitch their arms, leas, and feet almost constantly. This twitching of the lep has given rise to the term 'kicking the habit.' Patients usually cover themselves with blankets even in the hottest weather, curl into a ball and present an argarance of abject misery. El They may become so uncomfortable t they leave their beds and lie on a hard concrete floor in an attempt to obtain some ease from the mu:cular cr -ning and aching. They are new* LI seated, gag, ratch, vomit, save diarrhea and may lose from 21.vo to filteon pounds in twonty-feur hours. All of these symptoms increase in intensity until tbe thirty-sfxth to forty-eighth hour after the last done of morphine in given. The peak Intensity of abstinence symptovs from morphine is 4 maintained from the fortymeiehth to the seventy-second hour !'.-.4 of. aSzaziaonco,after whir.b 1.t :Icalxi: to decline.;nye to ..;: e zn.te.r.1 thvz a c;L:r:11!ta.1..as: 130:42 of: worpl..!.:te a p.....!.veri, prrie- tically all acute cympsoms have disappeared and the only , ..... rf ., CAlisielaiiii:41 Agtelialialgo sevit lbegvibesies :4.6:-ctiluis, gum: usgsauasS . ..!»...,. 44,_.!1, .1.....t,....0,2,...... :: e^wirc-pevr :111-0A4 *83 reoll. ma:aev*: ill).- ; --=.1wIt vt4istft 101.411"16110. -.AMMO 14* iligh norsiat .for as lona as --:- 1 ---r-: ....itz loathe." --7--.-:-..- --1,---- -.:---.. .74,- . . 7 . ' 4 ,-.0.4.4 ,,...-04 't'. I, , . `, " : .1 . 4". .'- . .1f, 1111 . ' / /.1. Pe. .A.5 41* TM. tr 40400 .0. le. 1-1*t * ,.-* '114,t,"%1400,"0" '-`1-f**.. ."*. SP0110.00!*11r, ' "***:"!14111001110 ,17 111,4Art#6,40,..- .. .-4.-- 7-iNirrePtstryt"'"".....1.1111!Illre - "'V ...... 1

2. i7:-.::rtly'yr.!7,dtrarn1.11:-; it.neLyee:d Lo avoiti relapse 0. -I.r.,.r::7-1:-..!clici:r.' 7^rscna1 rennin:cc!! c, tr.:.c.:%.1.1..1.7.7f.: coincitzent to drug-gl:ee enviroancnt d.very kew avaiiablo treatment cenLers

a* CL14:4;: iit.:U/c,Liou a.very uniikeiy b returnq to original crv4 tr-,mrc.p. pi:6,-)lonn he Lc.Are..2. c ciij z aciciict:J) Lau; it 71.1:-:..,1.1.7 rzal.ze cuvlete . 3 +IL . f,SIrvolltrA 1.1111.^s Prole.setrt I.ruovie--e t the poic';on. Arm a 2. fret? ul Rain 3. a,member of narcotics squad of local Police Deperrrmnt b,social worker connected with treatment of addicts g.Class Discussion: 1.Discuss the purpose of laws forbidding use of narcotics 2.Why is this problem becoming more and more prevalent in nonurban areas? 3.if you mined your own business, would you hire a man with a history of drug addiction? 4.How can society combat the problem of drugs? 3,Juvenile Delinquency a,Definition-child, within specified age bracket, who bac committed a crime. b.Social Trends 1.Negro, Puerto Rican, and Hexican delinquency rate is exceptionally high. ii 2.mare delinquency in loan classes than in middle or upper 3.direct relationship between urbanisation and detitmonc7 a,highest rates in urban areas .b,lowest rates in rural areas c.worcaZ p:obl.taa our LA issuer citio, cbart.c:yrivad by physical deterletlon .and povarty. . 4:4 01.....-,..1 **elle No . .

0.01,0Air. .! -.«...0",044001.1.4044...... 0041191.4141*****404spaillifipepipoy,,...,1**.v.,... ..41.111101.%.,!. . ...-0-Nommetaks...w. ,4114103. . ... - *U. ....11, *wt.* *. . ..

. . ;,.,"..041010.4qUitlitt:.4 . * . Tr .51 .7. ;Al ; ; . 4 Ptl '1.4 '; 1.44.1 ;611; r810, +MOOS * 1 Mt., ANON, 6411 a' ...a . .- 1. * * .r ,vg.6 re! -rft.-A-wrri."1,61/0115.101,11rrA4,fieselpriegotpaveituraTooneeiIhrrmaivimpiet ;Tett-, lompit- f c. Causes 1. juvenile delinquency has high correlationwith nreas 2. 6oal of tpwaxd mo;.ilLty in social Oaf:3 structure rt. use of crite to achievemobility b, ieel zhere is no other My

3. .o-ak s:71fuctt-re, oftrtn no 'father 4. lower sLi)culuze valuz:s of "tro=sle"

d. GrInr.; 1, causes a. r:2ny lo.eLnb=s 7rivn nevcrkiwi-a a ra1 hc=, b. very natural for i:eens tO2ozm scriAst but -,..!1:11 cnr.1^ f,A^m hrTI!Irc!In6of povrt7 and inrecurity, gangs areanti- c. hopelessness and despair; no opt:Wiest 2or l'utura; caly the prccant counts de many are mentally deficient e. most want to break away butdon't know how f. aangs serves a definite purpose: l. substitute for many things Lacking 2, reason to exist 3. source of personalsatisfaction g. in TheEhostileneratioa,Harrison E. Salraigey-OU.-tt out:

"the source of the disturbance. lies in the home and in the community in which the youngster lives.It begins early in his life. It starts with lack of love and care and attention The child who is cared for does not become shook-up.He and his friends may form a gang but it will not be anti-social in nature." 2, -meMbership a. based on geography b. most gangs are integrated .0. Harrison Salisbury examdnes the racial composition of gangs:

"ikkhUmedmeStoyveaant is a Negro ghetto, largely created In the last twenty years. Eadford-Stuyvotant gangs are all Negro. Thera Aro no other ethnic groups on which to draw. Here Negro gang-bops with Nowa gang. Hera is a laboratory. demonstration that geography andpropinquityanocrecita 44.4..- iurcauaoa-ftlia at tho hu4zt of street conbat.

/ 14 . 4 Ate * . '`. ,44/1/44.11

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A - * s v i *. ; * * 0./ t r r *b.T 61615...... , . ...-.1.111.1141 arlot.' -7**141; -...... 114.41444/.. now 1,64..0.4 - .....111144,5 . Nn . kn.y-,rAr 1.441,101.0, 11101.1V.,'. Ar mifirri, 0.1M*:11110fttriwiliper.----,-1111911.. Ifrstr-t- . it is not that street company doas not frequently pit a predowinately Ne3ro gang against a group largely made up of whitcn. Or thn battle line may he drawn bntween Puerto ::icens nnd or Iley:iccas and T.hites of mixed oFigin. But uLually :he ethnic or race factor arises :.!rom theaccleent of :cegregated housing, low-income migration or populata ditrADent. For the mozt part vtlite gang boys t..116 noz l.ecause skin ia color4.:Li black but becamn they live lin the Project'or on the other vade of SOM3 1:-.3a1 or i,-.:134nary l'n^."

e. Delinry,mey Ccntrtll 1, stnto traininf; school3 and homes for emo- tionally uistrubed children: a. controlled environment b. vocational acnec-4c traininr; c. goal is tc rehabilitate, not punish

2. crea projects n. evlirm.!nnt vinend no pt.odlInt of envirnrment b. changaa in commaity as wall az individual neccssnxy c. recreat. programs, school improvement, sanitak.A d. proposed speakers: 1. representative of Job Corps to exa. plain how program iRias, success of program, and how it helps to combat delinquency 2. member of Urban League to speak about its various projects, particularly its nem employment centers and how these projects can help rehabilitate delinquents

3, social workers a. don't wait for troubled youngsters to find them b, go out onto street, "hang out" with gangs, talk their language, learn to unft derstand their problems C. three basic rules: (gangs knowand under" 3 stand these rules) 1. If social weraers sees boys with weapon, he asks them to twrn it in or he calls police. 2. If gang takes dope or even possesses any type of drus, he informs police. 3. Police must be callcd la to try to stop any gong :light.

work very eloaely uLa koatissaakia' aro, I.- -b....It.- e: Lel'? : *S*1* C .. . iNdl4... . 011.0 , 4 740.00' r 44^ *,4,110b0041%, dr4 - oftiont very wwmbeN441. ^.41 -

M4 ...low - -,..-.....!«. rirgro- - .01w-dr?? .3. -- -: - -... yi.., v. .e...... , ,..Iv* 1... *VP -14 r . s''',100-8-tTP- - , -; -tar . . 4. police a. purpose is to control rather than torehabilitate b. prctntien of society from delirfInents C. chr_rges og "fiolice brunlity" a: Salisbury depicts in Tho 1:hook-Un 0,1-bratim.

"Leroy is a Negro boy, fourteen years old, large for his age. Be lives with nis ldowed mocuer in ed iiook LouJos, a great pnblic houqinp, projlct just two blocks from Smith-Ninth Strcat evvuing ha uc.s aZaadin:-; outsid:: a neigh.. bozh;;;...2 Cc...... 4Lus u:len aa nv:iaod a !nalge under his tibt-fiti:ing cket. 7h..1 bulge 1,41s a zip gun, 1oadt:4 with n cartrirl. The officer took the gun from Leroy. A second policeman came up nnd is.roy rut h..1.5 117n6q behiud him, He nlilped 1.:11Lr 11:.=zu:ii3 ever *:;:a2 Lcy's next denends on whose story you believe, The office-a::: say Lt-:or ,11.17nie !-7cm 441'21.- rne d^zhnd thn ,ttrf.e.t. One officer drew hi3 pistol nild iwe chase.he tired three shots. -a be. Et=!,12d nne crn went off twice more' by accident.' Ail three buileLa found thciz -aay iazo Loy' 10 Zall, dangarouzly 1.eLrle2d. ',Why did they shoot?' his mother asked. 'How far did they think he would get with his hands in handcuffs behind his back?' At the hospital Leroy's mother insisted that he was a rlod boy, that he did yell in school, that she had hoped tor him togo to college, that he must have found the zip gun in the street, that henever belonged to a gang. I could imagine what she felt. A thousand parents have wept at the bedsides of their boys.Always, they say, he was a good boy.MA was not a bad boy.Hehad never been in trona ble.He didn't belong to a gang.And most of the parents balieved what they saidwith their heartseven when their minds told them differently."

de effectiveness of police, Salisbury comments:

No area of New York hasmore need of public facilities than Bedford-Stuyvesant. No area has fewer.Instead, the city masses its police lest the Bedford-Stuyvesant situation 'get out of hand.' Nowhere will you find a heavier concentration of police than in Bedford-Stuyvesant. Nowhereare the police quidker to wleld their nightstickson street- corner youngsters.Nowhere are more.youngsters jailed for fimmlawful asseMbly.' And nowhere is theremore gang activity."

0. Supplementary Aids: ShoolizikSzartia by Darrison E. Salisbury 4 2 Hoy 514443 .§cou .-,...1, C1GssDiscussion: . ....4...... i 1. What are the causes of delinquency? lc! ...+*?, ... ,. . , ...... _ ...... _._ .. ...___... _...... , dos.efts umili. 4.1 .41 ep. teas as grabmosetir ow erowiir lir _ . ear* Asa. al.:4141 ...... -..ummeem...... , Amewom 41160.1*1110empermew/9 -'' . " ., - ,..,.., ....i. 4100fr0000pt4reioareto. *4111111111111114,-4- 4 .41" ' , .... . t . ..., . '1 -3.''What are ihe most effective ways of Combatfi'--"'

Ai 144 Jellus4U44416/ 7

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a charr.cter stw.iy of a delit-tquent yoi...7r.ster,including i:ricruily backound, en- e:.-1,2r3cter..u.30.c9, -peer IL1ov..7 can he be helped?

OS on CO i.shc.d? 1-32,:.thods used in i";

(: 1.711,2.17: cl cond t ion of this institution? r,hlrir.n 1 ,. rtv.c. 4 1, tep.onlent is direct result of over-popule.tioa and pove.:ey 2, .7:10 c.k.1 ii.o taiticc, and wualthier neonlq nywed out a.resideni::!.el lend vn.lues b.sour!ht more peaceful areas 3.immigrants and poor laborers moved in a.near places of work b,cost of living low b.Conditions 1."Report of the Select: Committee Appointed to Examine into the Condition of Tenant Houses in New 'Stork and Brooklyn" in 1657 exposed the following, as related in The Social Setting of IntOlerance by Semour T. Nandelbaum: "It was four stories in height, and cut up into suites of apartments, consisting of room and dark bedroom, for which was charged a rent of from $5 to $6,50 per month.It was evident that no thoughts of providing comfort, or pre- serving health, had entered into the plan of construction; and it was quLte as apparent that, in the business of let- ting, no rule Was followed but to secure the occupancy of every part of the building.The place literally swarmed with human life, but life of so abject and squalid a character as to scarcely merit the name.Dirty, half-naked children, slatternly women, and deeperate lookIng men filled the craMped rooms and entries to suffocating popul.ousness. There was no provision for ventilation; the drainage was insuffieie.nt, the tinks th!latched 1..:c...ndition, and the entire Gtructu 7r. th:r...cliz with nau:lzatir,.cr, smzlis.This-building fronted upon the street, and was divided from a rear buiiciing by a coa:InQd yz..2:e1; t'..1rcugh. it.7:!.le latter Ins. ccaotrrctlri n1 irr nf hit the rectir.: re ch.cnner, ionatelv -darker .-.;:smaller:: and unhealthier.- ...III case of tireso -contracted -is 'every -avenue 0± e&ti ctsearm. " -

T" 4. /71 T's T '0".4T .'! TP:TZ il*.11"/",1'1.1.131g4"Pt... *4.4, ''.';esttO,'? , . . r 1. .445'1 . . . . . 9 st1.1.1 J. niumiordr,t.:Lke advantage population, . :...t!, , e.;. r

1-.9d end robbedvPitbmt mnroy. A15' x 20' suoure rented to a iiy oE 4 ..or rootv. cost i,i15,00. '.uhere Tfi.ntnr.. A n7t.r., :Cot cook- r i.;() y.toLeiaL.:11, A

otrok.)....; 1.4 S.%*.;ko.:. Co oo4 roo; oor'oir 1 C.; 6y ST5.:-.10 a wekiA v:an .:7111 1-7.1re month in a Etler woule noi: think o2

4"I'- -s rly4c$ h'73V" no pl.,ti.ce to play--no

v 14 ..,11'1h 5. 1.1 ro ...00 Oi ro-r "41'11,1c,-,9 and vice c.Housing Projects 1. pi.o.jo.t.ti:s Ltaay casez institutioaa- L. lized slums 2. intention good, but in practice projects often fail 3. admission based on income-the lower the in- comet the higher the priority for living there 4, no discrimination allowed a. law income rule b. makesminoritygroup ghettos out of projects

5. whenfamilj's income rises past minimum figure a0 they must leave project b. forceseconomicand social levels to remain low

6. majorityof residents either unskilled workers, welfare cases, unAmployed, or disabled 7. littlemotivationfor improvements of conditions 8. nocommunicationbetween landlord and residents 9. Salisbury uncovered example of what can be accomplished--Chelsea on the lower West Side in New York City a. "We set up a model apartment. We showed the new people Fung to furnish their apartments. Weexplained about timepapuentoand how they could buy second-hand furniture much cheaper and fix it upwitha little paint. We :1 visitedevery 2amilyas it came in. We toldthemall about their newcommunity."

t . b Chelsea not*a slum . . c.* no Annge or delincuancy there di . Oa , 11 g LAO 1.1 1.6.1t 0.40 AI .16411Ord rah; Igto . . s . . r,....3Cal..' r t , ir.i or.. .I ` .41.70 . 1004 as... -.is 41.4%4 0,44 rt. . e. 750010. '74

. *Ver. nl r.1,, ?' ,, .

etr .Arriqf Alttr.rt to tn... e411"' 5V7111 0, fr niriesfi- ? ?-erint,11-1? ; A;

. , dill 1.caus.-as r11-1f-tition

tceia.rtg cic..-,Tair about LCUr i:o of

rr. I 01,4,0'..,..111.0 :3 4.r...71 or, Civil 01.r3orcier3 : - prcv:Luo,

-y rtnti-clict..--jsairmtion 3,sx.yn 5. improve z.,.ciucatioy.). siur,13 rirrro.17'3 on ti acifivities b.alt.e.mate suctgesteci by some public officials 1.tighten up police activity 2.stricter penalties for rioters 3.shoot anyone who looks as if he is about to commit a crime 4.scare potential riotersby very strict punishments c.analysis of solutions 1.Civil Rights Commission suggestions-- very effective a,spent months studying situation b.attempt to solve problem by eli- minating cause c.positive approach 2.alternate proposals a.very negative attitude b.attempting to stop violence through use of more violence c.shows complete lack of understanding of issues d. . "white backlash" e.Class Discussion: . , 1. .Discuss conditions of slums. 2,riov do slums lead to otLar social probtoms? 3.'Why c7o 1:1:any DE the 1.7e.deral. Housin;; :Projects .1AL ... . !re: ;°11 it.; youx.opialon.cex 7 " .1 ..a. et tie) 1;* n. ...L.....9 . , ne %I. riortAn.d Oil* 44-it*L4..t lorvoin,AtooftitcAr341.4,` . a,t Pup11 n 4 rt 4A, wydue..:": cAlti ad* 604.: lAnidtawimd),Its is44.11,1reito atuo.1wrci ;", t.... 4. . .I4. . . . , 1 *. t 44 We* Cr 444 ei:.4... . or..

1.'4 ...,.. .'., .'.. :?: .,:l'i ii i ,:t ,:«: i i '..*- '' !:,' t -:-!;i;:,'Piii,-;::,-.....3,,::.', !-IIrP.-.:,..41.:,,,c4.-;):.ii,..!;-;:::-..-:; a?.1..74::.'...0:i74:-.1;,"; - '.:-....;,;.a,:1;!...:1;i ! 4 .s :4 i.: .....z.,:::.,,,.;!.;!-:', .'e.. -...../.11,:-..ei,,;i,-; : - , .....1::...... S. i 1 94.,44.. .. 1....M6.:141.1114111.,01"... 4.9 ...9..46.4.....,144,4.4411444104444tif .1.1.8.....14 144111.4i.Y.,.f..9 1401"1.2,W.11,..4.04l I r 11141;11.44...!..0~;.44,... 0.4 04 444 4,4,.,,, 1...... 1...... , ...... 1..y ...... ,.... .

...... , . . .', 4 t ....p-r,i, . N1 s 0:11p.t9 .71:t.11 !Mr et rtitt,lrletet:',r;eNt :',0,*gtic.ItNr!_iiijIzt. ..ir>r vit.. A.,,-I9..ttlea;11ri.!..?i:20 .:X .setv.-ltvesrif,t,";-yroVrtfirrtl,,tht,'-'criq''.:"VO riti"°-"i''!` f'!..1)0,1' i: ': rr,', kil:142,:$1 ""t?:-` . . . ''' . . , . . , ;::: : - , -- :!++. . , --4:. ,-.. !::;:;;.:,- :- '-, ,.::..:::.,-.;:: ':: 4.-..:: ' 'is:.:;:..,.'': 0.,':: ,;,. .74 a , . . ' ;...j. :.. ,,;; .,...... :,... It!' ...... 4 1. Divieh class into small (2-3) groups. an ar:.:a In vacial I. 11 T.7:1117.iniotfm D. C.. Chicar,,o, U51:7-.11:oc. HrtrlPm, Cl6weland conjitions in area. t7.!77 tyfindlinmed iata p.;.'.us, 0:7r.11.::tu.,±n.,:,.e? 72Z. r C.:on. 1:r o ro.c Q., k..1nInac thn

I-9 Ilviranu to el:nlain how n - r, e 4. Al, 444.1%1 ,40#.4c7c.0.: v 3 C ciycinar.1.-un dmy in linrIPm.. r,- 1 . " 0'1 ; ; . 9 .

Z1:1 a ... L.1.1.1.44,n 4 0 ti cas.ai 2.In Ithat ways arethey strangers? tsrctiLudes 4.What type of faaly background dothe two boys have? 5.De scr the Juan. Describe Peter. b.FamilyJuan 1.Describe in detail, Juan's family. 2.Describe in detail, Peter s family. 3.Why does Juan worry about his younger brother? 4.What did you learn about his 19 year old sister? 5. .Where is his other sister..Why does Juan admire her? 6.What does Juan remember about Puerto Rico? 7.Why. does his family talk about going back? C.What does Juan remember about his father?His graddfather? 9.How does Juan feel about the way women are treated in PUertoRico? .10.How did Juan's family communicate in Puerto Rico?Is it different now? Row? 1.4 11.Compare the economic situation of the Gonzales family in New York to

::! chair. situation. in P-....ertc Rico. . What 'is relationship with his* How does be feel about. him?. tte, . 4. da.argaiMaaaaar ao. 'imp ON., *...... afor . w a frmaa aw I +W +gra.* aa.l.a . . ava est 4. . . " f ;:.: ; ; 1 I. Q 1:11.4'1 rn...143v- a1.onL,r, our:i.ng . . r

;4..Zer!../40('..,r;f:.ic;:;'.:.tr;j!t .;naro,LLWCS ..' . . '. ig At T. .II. 4WD "9. J. Ue..1.0; ....I....,.., et et a. .% . -

."*":''fl: r-F.71,1Itzest:.:t:mtrr,rzy.'"tiott!1't'vtrert..106.riltvertrIt-rot.4.4-fmmt4Ipsetlf-vrti,14:,.ri",'.7totrYlvk *g-Itreistr-e: r ile ,...m.vzirrro,7;-,!,mril,,,,-.trr fIttyirv:...:w.t.r.*-0- . v.!.. I.: tz.- 1 t. ,. ;.:..-, ....:.,..,...... :...... :...:....,...z..:.._..:.... .,..',,,.:,'...... 1....::',..:. ,' ...... , N.,...... '. . ' .. ,...... 11 16, :7niai7..?. julnt ..7oelilif;o about cteal- n? 'ihy did he sL.eal? efv; .7.c1=:./.1!or trct TInntinl? t'! i cf.!btAvA-.:(!n 1-lanuel'5 stealinfc:; aud Zuan's stealing? 19.li;.A.Y does ..ician iecl about his step-- the:: ii0c1 d0:36 Leci about 'nix 1-aothe:c? .1.:117?

1.71riln .7: 1 do.2n, re -1 aboui- h4' r.nrcni"^ 2,itow does Peter's Lather discipline him? 3, c:-14 1d1.....cod did Pr.vc.e3: zs

4. 1'....T.nt Pc.-.tev in oncliscipl4ne? 5iqhrt dons Pnt:nr 1:r.Y1'in a p;irl? oL. Decczibe racer's seci.al 7. rr.r.7 ri!."21:r":" 7.7!"'!"1f14,i h:i..m? C.14h:it happened to rcE--er 's sister? 9 Her.." d :34 "Li CYF "Peet the fmmily? 10. Describe Peter's relationship with his older brother.

d. Neighborhood--Juan 1. Where does Juan live? 2. 11(ml does Juan feel about his home? Inv? 3. tnlat are the dangers of Jusn's home? 4. Why are the projects an improvement? 5. What did Juan learn about belonging to a gang? 6. Why did he visit his old neighborhood after he moved? 7. What is the difference between a boy alone and a boy in a gang? 8. What ere the advantages of a gang? . Imayd idn 1 t Juan join in? 10. Why do the young boys get the want of a'fight? 11. Ekm does Juan feel about the police?

e. Neighborhood--Peter 1. For how long have the Quinns lived in that nei2hborhoed? 2. Haw is thn building holding up? 3. Ekni does Peter feel about the nearby GiUM? 4, Eau dons Pter

. : in tho slum? . , .1 . I 4 ,i1.4 . A: 5. Is-Pacer prejuo LCUU agaxnsc , n ob. ,r-,- l-.- - - --.-- - -4riwo,o..44-,-,..3;.-too iifitoas s.!Piimage..1-440,00.*AA.141#-+.4v:«14 "TO fi VeVi' 11111:44+'eS 1 'um /5 N nil tk..: fit crh l ro ft - ......

-C:. - 1A.-- I ,! tam. , S amp 4* mom ri 1 't :.I.P . a f'',;. . I 4 * 1 on eve: si.,a.r wvi.i.. - to 4. t'"iIN'r."..1..,1101/144riltA1 .'7='7'tt'!"":41.0071Plitr.ftlititft'rElr"Itt'r'":141i.e"..1.*.'n' 4.414,14" 4t4sT-nr."7.4.' tyr;..";..t "jt",41.7..4:-ItlY rfAljr " Describe Juan's school. -9 1.(17,7.7on.id .Tttn edunate hischildren? Utly? 3.lihnt ia the Ad u t a ? 4,Voat type oi ciasatr; doeti juanhave now? OW Li 0 e. :4: . d 4:1 4.a ? Do3s :ftionn tf!,q $ciloul i.s iair?

7a coito? How 0:33

11 oi Cit" toachr5? Flow do tile studen1:3 Zeal ;:,chool.? 4r tee - 11 '.71at Juan foz thc: Ettture? hnipi.r.r, him attain It?

:loon .71.7.nnr."1/2cirin4.!.! the best place for him after g2.-aduation#My? g.SchoolsPeter What types or schools do Peter s friends attend? -) What is Peter's school like ace- deraically? 3.What subjects does he take? 4.What is his goal? 5.How do the teachers disciplinethe students?Flow does Peter feel about this discipline? 6.What is the racial composite of Peter's school? 7.Did Peter feel there was ever any prejudice? What are the goals of Peter's classmates? Why does Peter want to go to college? h.PoliticsJuan 1.Compare Juan's interest in politics . to Peter s. 2.What does Juan think about the people -that run for office?Does he think our government is for allthe people? 3.When will the people run their govern- . merit according to Juan? .. 4.What does he thiak about s.it down 5.How. does' ,jwit 'feel aaout ii;Ceopera-- PH:Orr,' by. Ntgroile and-Puerto-- ...... 4 4...... e. Jr...... eeed *me... or t 4....."...... De ereee.ateepeer. .401.64.4. Oa 411, ...... 8 .. WI... . .9 8., do v.. 'I ..... re...... Irtee Are..oe ....ft 1 ,P!... h.tet 1.14i,tUk41.1.04 1:C4f t,!-44.4.44,....1yier..p.1.1*)144Aff.flik...4t314,0.0pelTiiv.../.",,',-,A4;44, 17.1.1 To' .r.,14 "" ri 1, r Tr. rt ores. 4144, 4 nip ,....cove... .3-1.irrne,;?. , .1. ,:e. A ,:r. ,..}41,ir ..., *SO-Mr ',f ,,,,,r..:, ..,..4...,;.4.. .., .. ;,.. ...,...pe, el,...."...lotees .0.,.... ,...... ,...... t...... J17:0.*1, Le..4 re Ce:lie .. ...! ...... A 4:...17h6 t....s.b._tb..a....,....d.i.,...zer.erite.,-betveen. .., . , , 4 7., % . 1 .. V, - ..1 .11 A . irt 1 .0. ?..r...... "4) fy...fir, 1'I'7 e .44." til.e e or.. I i.i ite.i17^,eoll !W.... e.44.4 I, eel *e. a ..,.. el a ree...... r ,..,..,7.:;.,.14.'...... ,:,.....,;;;;...... ;;....,:q4..:...... , . . e, .44: 4 .....rt ...... e, ..,.1 .i..dg 11., 11.;,, V. 1.: , Is... : x iwri:a...... a...... 4.4,i 1...!iiftii::;-,;.LI...:.....1141iii!.*14. 4:14, ,,....,...... , ... ..4.,,,,.. ,,, ..,,,,.., ...... R.I .....1 ' yotmP:,..et..nel....4...... mbre . . . ..41,-. ,4,1 A..., ..- 4. . fr''',...0%.V,,, , q.,.1,,,,,,$.c., ...,:t.,71.,...":".1 9;P:i1MM..S. ;....7t,r7,.:7'Po.??'.1*-1,,,i.1.7:trflkM,!:,10,.:lett:t.1)-.:::.,:;- : -,. !:., .4- ,,. . .., ,. ,,.-. . e....irt,Y1141.$41.1,%.!,44,1,m-T.,4phis.14,:,,:, ,.. ,,,,i.. . 4 .,,...... ;..;.,,,.., ::r!.e,, /Iv r , :::.:..1.-i.e. r f 't ' 0 i: 0,i f;iit "to rt-.1: . , ! ,...1.' ...; ,'.--.,.;..-...-...,,- ...... ,...... ,.-.. ..:,, !' Jr..> . '

10.i:11.3a. x.cspo.tv,a do M..'0i-int does Juina tt:o future? iiPol.; (...11(.4; eth.or pay ai..:tc..,1.1.;:loa o

r; :enno,dy' 3. Uto

4. cinr; L ..c!eol.

1. j:ir.:13ro077 21.10T:t:0 r,5..can c.1...t Wb.y? G. 1...7115, arct cr,c1 Ricz-mc eAllen11'In5 I Goals and Idealb--Juan I.1.1:ly are pooplo. tr out, 1.1?n N? in 3 tt problems T 2.Where would Juan 1 1!:e to Live'? Why? 3.Why will he never get there? 4,Who does Juan admire? Why? 5.Juan agrees with Hitler on one point. What is it and wily? 6.How does scapegoatin exist to Juan? 7.How does Juan feel, about the m ddle class neigh:)orhood nearby? 8.What advantages does he have over Peter? 9.- What advantages does Juan think Peter has? 10.How does he feel about religion? why? 11.What is he looking for in a girl- friend now? 12.Juan claims he would like to be like white people.Why? 13. Who does he blame for his problems? Goals and Ideals--Peter 1.Why does Peter admire his brother? 2.How would he.want to bring his .children up? How does he feel.about white southerners? 4.How does he feel about demonstrations? Why do Negroes and Puerto Ricans have a hard tinle gottins a:head?. .6. 1.111:t.t-tzind o othe lIng,roor., nttend?-. . , aLunt. schosl.,buSting? : 7 4.4';'' ...... n . ' 11 f." ri.mtn1 *.t46ul.d, thenproi,tem-.ot- 1.4111.7., in t;(In f, t-r)Ile?tg:*- :40" W. :('f,. 't. P. ir. rt Y. I. A,Poolos416 ,:Mt OrPtio..visae,14.111--- .143 c 101. y .P , , 1.8,41 -re,.., !.::" '... 4.::_,, ...... 11...!-'4 .:..:::. L. :... L"..,....: :....:: : -,,-.7efor-,414.--I *-3 t 7tIt-tmclIttorwt:rette,dR#70'1::+tr,`,1e...rrt't*.si'ttivt7tsbrir:.!tylr443Tittile 'rt-jr.`:.A..!:'41":??!* t!'471./ r V ta q f.- '4:11pip-t/A.,:ifylirs v,b, t!?,ft yttf pp.:.tstr-j*.a4r,... . , .1 ivpzim-r..,:v1,,,r.7re , , , t 1 .:;....- :: :. ;: .4.... ::.:,4.:..:..:.,,.::..: ..::i'.-. .7..;;;;...... -...... , ; -) 1 1 , 1, ....,.. . 204 i of the tvo boys do vou most ildtaire? 2. U:lich do you ec1. rill have a more LueceL.Latl J4 2 yoLi weri.1ir.. businsssi nnd Juan v.nd bon epiilled 5:or ne snme

tilat 1;;;A the neces:inry qual.ifi- catios) and 7ny? i1h:td1.1 would you Xather have as a co- and wby?

c. Social Y.notitutioas in nil Urban EavIronment 1. Forlily a, c:.Inci.lciri.clri.cs 1, viany oroken homes 2. oiteu lack strong father imaaa 3. many Lworkin3 Loi:iaert;- 4, activities cent:ered outside hcme a, all older members work away from home b. availability of a car c. most leisure time activities are away from home

5. lower class parents a. mork long hours to try to raise financial standards A). rarely see children ..

b. signIficance 1. gamily relationships often unstable 2. 119 strong guidance for children

. a:\ children often neglected b., sometimes parents guilty of severe ',discipline without affection

3. parehts often "too busy" for children 4. children lack security 5. children look to peers for security and affection 6. children forced to grow up' too sooil'

2. Education . ,.., ...... a. conditions . 1. Nery largeandimpersonal-,:. 2. overcrowded classrooms

......

. . . . . 3.. understaffed ...... tfe Old 'unattendcd *buildings--' ... , 5/ ,1,..::.,...... ),.ar?.,1!,!,,,t"y1.,,....34p,.:,....7:!!1.3ft),I ...,iei

. : . 11. ; ! C, Lce az3-.i.citant nrincipal of a Brooldyn school

4 adult*: and .the world they live ia. tL7:.! z7.7:. to

1.I W .:. V I Tho (aviAanis iu ort i

b TT:vinQ (..YC! a

cclIoc0. 7177.. n-:c.01.,:lyn told Hr. Sa.iisbm7y:

"7'114' 17""'"'"";1111i. 4t.a Sme.tcachrs don't " "levA. --4 ke-tmi school thr...n nr.7ho::o. olca-hot*".= than they do at homP end bettPr thpn thev do on :..he street, It is not eat,y ior many ok them, 5:ey are not mature ::::noug'a Zor uducatioll. Latex nrn nryt 1.c.PnA7 171.dri. 10.10 donit want an education."

c. high correlation between low reading ability and discipline problews

7. environments discourage education 0. children lack motivation

b. possible solutions to problems of urban education: 1. pre-vocational training for non-academic students 2. apprentice syctem 3. 12 month school program a. in depth education b. keep children busy

C. supplemental aids: 1. movie: a the Down Staircase 2. movie: To ILK lal.th Love 3. film: Children Without Religion a, urban families not as religious-centered as rural families b. church attendence negligible among lauer urban clacses c. social agancies ccnnected with churche .;z1 1. "1...4 o :.;!.11:111 .2i supervise.only their awn members

P40 V cL.&d " ""r^`tl,"-"A" `"!".`"'-'1".!- ."`' ` ""fr ' .' 8tua11 runciz. sLiZ "I' ,;!$"' 44! 7.7'11 1 , . . . . I 6:, .411.6041 ,.."roe *a /,...A.....644..1... - v.. L., ....gyms*. +. - igniOkii)64,400.4 fe?ft 4.,IiAtftte;l «-.4.41,

, eiA 44 t oi,V1,01 8-...W3./,041...... itswoili.117111.,....;.s.tm *,..A1,11.110,14)delth4h4V0 g 1,1101.k.r..110,... Saw.qt.,*1 .1,A Fel &/14. I.. 400.14.1141-1,...11.64/...... ^

...... ,. " ' .. ' '4:ri , ..',., 1.; ;.k; .':,,, it:. .:. ",..'..+.1, ;.' .!. .:4,..i. :1400:: -;;:',.; 4lr' 0 .,..'.... iii :!....., '44: v.', i il.;;'. .. 1,4; Vi.. !:''t ;,... ..' ',; ;. , ::i i' *. ' , ;.-' '.,. - . 'i,,.:$ ;;.1 .; ,.',',.,?.4 i. , 1 .... '. '...... t 1. 4. ,4:,i4.e..4.44A0 11,YR 1( 1,..1,06.194.14....: 144*.;V11141 fl l 4.41. I: f,;....! 4...... 4.,4444 . 414;4 4., .. s' GIST 44.4 W.. a&Whit: j,s 4,1..4 01...4... . rsidlltse..a/ i/ft...09..r. Ht.! 1. .ka sIng...t.:, 4 O. tat, .t. 1 .4.1 ...1 ,, A 1,4 9 1 ..,e .. 1.1,, 1 ..,r, A... ,... , . ..,. - ...... ,...... $41. '''.:' '''''tr.f.,1--....;=1'4!i'01:ta'ifttt'it 4-.?:1;.OreitAJttl!.ii.`..-"nt*/.7.,1rtrflitovisc.r4e?t7P.,:111rrktVerfilsit!cg'n-11:.7.104,7e"'

c, It, 1;:t .....i . ,,,,..:..!..L ., ...: ..4 ,...... es'I; ;:" ,...:.,1 .:" ...... " :o..4. : :j.. .;. ,.; ,..,4,;.',,,n,,,,..,.. ,',,,,!,;;; ',,, ,,,, D. Conclusion: 1, What factors influenced the rise o51 cities in Afficrica? 2, Is thcro any relationship betuoen 11.7.1ss and social problez s. such as crime nn0 delinquency? 3, Pow do the lives oT: Juan Gonzales and ?eterQt6.na rnJrro socthl dif.fcrencc.! in urban 4, lihat roI(i should.nduoi:ry play Li helping solve mb:In problems? What can you as au individul do to aa:d in ths.1 3ocLal prcblco? 6. - Kow can governmcut ac4enci3s aid I, Compare. tLe coLldions 02 r.he nocial institutions in large urban centers to your own. What (3.7:.d you lennl from tLis unit?

. . . . ' : d . . 7 . .. . '1,.` 1, q ; `c.:-.V.e.,Vi.. #,Mtividel!.. ...1+.1. ..e Pciev ot-:1'

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; ;;I ;. . 6.. ...I , IV.ECONOMIC AND SOCIAL 'RESPONSIBILITY OF BUSINESS AND INDUSTRY

A.Advertising B.Product Development C.Problems of Free Enterprise

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7.11o. ei:tphasis 'this unit ot on social responsibility on the o2 rtn m7o.renesso:t: the knricrm economic structu ze.it is hopc-...d that s;:-,udents -will beable to understand various economic issues from both the vic:opoint

i?.nd

tandindusi.:.ry: a role. in tlIcy will be involved.The goal not to decide right and rong, or to place blame., but rather to si;udy thc.,subject from both sides and to broaden minds sufficiently to allow for theidea of compromise. Advertising, product development, business consolidation and profit-making are some of the fields encountered. The student should be able to understand the role of state and national governments in regard to these and..othev issues. He should develop the ability to analyze theadvantages and disadvantages of laissez-faire, competition, andconsolidation. Included in this unit is an article written by John D. El Rockefeller in 1907.Still relevant today, it provides excellent advice for students.It can be used to motivate them towards realistic occupational goals and towardsthe success- full fulfillmene.of these goals. Suggested teaching methods include projects, roleplaying. and business Attracts, in addition to class discussion. : . . , ; ., ytt a : 1. . .4'4". 44441 1" ..4"/ 4 ' 1.' 4, . 1 ,1 'V ...1114... .01 1. -

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A ADVERT IS IN G

1.Propaganda Techniques 2.Psychology of Advertising 3.Extensive Use of Advertising 4.Ethics of Advertising

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el r" 4/ . f.r I proCiuct idea. that evewkrorte elsel is usingAc ruin oro n.c,roes;

d plain 1.identification with advertisement 2.use of ordinary peoplein ads 3."common housewife" idea e.transfer 1.transfer desired image to product 2."more doctors recommend la 3.use of picturesto create image 4.Preoident Johnson speaking uith apicture of President Kennedy in background f.name calling 1.insulting competitors 2.degrading competition g . card stacking 1.eliminate all unfavorable evidence 2,present only the facto advantageousto product Psychology of Advertising a.Motivational Research 1.probes three levela of human consciousness s conscious rational level 1.awareness of Ilhat isgoing on 2.able to tell. why

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b og.-Color I reaction to color list mnnv nolorn widely used in adver- a, tl b. .11,50/e clasf.; givo ima;;as and adjectives cul r e n,, tianr b. impulse C 0 ..11`:7.14

r. LS f?1, t.1 6 40.c.,1 e. pASS1011

2. pale blue culla b, quiet C. peaceZul d. sky

3, yellow a. bright b. sunshine c. happy

4. black a. somber b. conservative c. sophisticated d. quiet

2. effect: of color on consumer a. Color Research Institute test on package designs for new detergent 1, three different packages filled with detergent a. one predominatly yellow b. one predominatly blue c. one blue with splashesof yellow all three boxes filled with identical_ . detergent . ,purpose: to see howmuch package .' influenccas consumer

4. results:. .

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. ,. , . .. b.!..17...b1.1.1^ .:box-- left ..wash dirtylooking . I . . 4.,. .1 . ., . i'^ .660 ,...... 14.,...... 4...... i.... .1,, ,:"....p.: ...to. 4:....A..Y.:{...0 14.f..,-0....a.:....11.,... 44 vi.s.0., p ....qt.,,3 0,...... il....i.iiii,..: iji....;AiIOU ill404,3.4'7 7-1 ,ti.i,i,j). 4,0L. 6 AP'aA kli...1." A.....;...A...... I', .' b.color and "iropusle buying" 1.Du Pont survey on shoppinghabits innerican housewLyes: . out oil ten otoday I s purchanccare decided inthe store,. ere th shoplmrs buy oniru1se.!1 2.color rA package vital ,toiropulse buyin3 a.must attract ;31-topper b.must invoke ..:avorableresponse to item pt.;ycho1osisl.:8 repo.r.t on color a,wormo tracted to red b.men roost k.1;.:tr,:ed toblu3 Gerald Stahl, .eyzecutiw vice-president, c laLas Vane,: Packard's The 1-1:!.(1drvi Persvaders: .nriou have to have a carton that attract:: and hypnotizes this woman, like waving a flashing light in front of her eyes."' c.creating an image 1.importance of an imageas ad man David Ogiloy proclaimed: "Every advertisement must be considered as a contribu- tion to the complex symbol which is the brand image .. Many manufacturers, even among the new generation, believe that women can be persuaded by loic and tgrument to buy one brand in preference to anothereven when-The ao brands are technically identical... "The manufacturers who dedicate their advertising to building the most favorable image, the most sharply defined personality for their brands are the ones who will get the largest shgge of these markets at the highest profitin the long run. II " 2.image-building a.use of slogans 1.Lay's potato chips--"Bet you can't haveone!" a,invokes challenge or dare b.invites consumer to ac- ..capt challenge: throback. to clAildhood by

(--...rthrd, tif in slogan inlanguage .!.:."I ." , . . . nit . 4 ; rt...Aotisvo 7.? I; ,...useu.1..iy:%°). " "" ',.1 vet.

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. . . , tclii3ziWtti;t:'', !If *A. t!..;- j ttl. 1.rionn. Uay" a, appeal to patriotism .I.Liiplhes--(4)..nc.: Iv.6/,..-2.A.c.an, nr.t=ally it'3 ttle best c. musf:.cal jf,nz;L: 1 .... ,..aincr 1:.?y--imas.c of strength 9 ..... littin note variation--ima2;e of stney flight 3 very cntcyinvitos whistling and Tipae.3.1.c.116 you off= a Tipa- t.illo o a. smoking--entr=cly mnsculine 4 rv.re 1 C. eppeal to botn sexes d, implies equality for warz=.--app,...!al to co;2:111icd caeer women e, r.-testion iomatmaleness of produce 4 ,Pepdi-Cola--"Jota the Now Generation" a. appeal to youth b. appeal to those uho fear growing c old c. impulsive, active, exciting

Miller's High-Life--"The champagne of bottled beer" a. beer--traditianally lower class beverage b. appeal to upper classes c. elevation of image of beer d. transfer image ot champagne to that of beer

6. Chase klembattan Bank-"You have a friend -at Chase .14anhattan" a. fear of banks--fear of rejection for loan _ b. bank--symbol of authority 1. capable of disapproval 2. resists closeness to public I reluctance to divulge persomal finance finances t. slogan geared to 'inspire trust I bank is a "ftiend"

7..-jello--"Thern'S'alvnyroom for Jello" light dessert- ;:' t' I i(4444 : n b .. .1r IA . . . . .14.,...t. ow ...A. 0 go 1.164INoam.i.. mo14.00.1. Olt tr, rt. pc d t ...... 0.41....,s, V..~-. ....4.4 i,iii.14#N444.10)0tiOris.kiV1,141.,ot.A:4444'.-raiim.1109f10/4)F14ets$0.001.4;dtif:Nbtii4:11%.!0.,1-iha1-; 0,4W..vAo 414404! ioi010/101ilia-.1Itttifiki4;1:1*1441ef!:f.,.....,,,,;414 01 .4 '- ."'3,. 1.1f, # .4 *11,14010.4 ,..4 .,4ie44,11.84dWohtic&Ive,,1.i.1.11,1644....4 . 11,+61i.... 04. . !.14.4. r .1 :1*. , : : :;

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... ..,,,, . , .,,, ,.,',.., '..,' , , .; /... :,:i., ,,, ....t.... :.2....,.,'';,.1;,i... i ;..' 4 :,4 .i.,:;;,...;:ki.,...,:;, .. .. .,.,',,, ..;:i,: 4, .1,. : ...?..4. ,.,.10.; .. ;..!:: ..... 4.: ... b, useof pictures' 1..Wiriboro 2. vey ru3ged manwith tatoo t t). vil:ility c. smoking - -very masculine trait d, strength

2. Imperial itilrgerine CA i crmin t.pponrs onuser's head b. appe,als to ego og consur c.- 1.1411 richn:::s el vt:cdtIct o, luxury product

30 White Ol

. girl 6...,..lc3eda:..., white owl D. C C1.7.7..)1:.1::: 3 i: cyL.:3:l , f.).1.1.;.2..,::il 1. :7 n.::: iransc --. o Ir. c ..1..E1.11: m'"' ''"1" Srilooth). rtrre smokir.3 , u0 &A.:LI::: calt,.7.:nd:ue--c1.snr woman e. appeal to masculinity

4. Fresca a, ice,'snau, freezing sensation b, used primarily in summer c. refreshing d. cooling i e, perfect refresher for hot summer days

5. Dove - -dishwashing liquid a. detergent turns into a dove b. dove -symbol - -peace, gentleness c. Dove for dishes - -thinks its A

.. , hand cream d. mildness tee

N e. 'gentle to hands .i c. Naming of Products 1. cars a, wild namos 1 b. implies power c. strong,,exciting, masculine , 1 d.: examples: ri if 1. Eu stan0 2. Cougar ....-.. . .:, ..... - --3.'.. Valient ., 7; - - a , , ':' i. 14 . Inver ja 1 . .' ca - .,

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.5 39 actor shove le.)t5..on a. very scul.ina

L11. i.,..)lion :b7ochness . , Ca C1=2100: I, Jade EE: 2 r :,, .... oun-up ., 3m 007

-.1 f 5 0 A ...., - Hc0.-Knrate Cid S:-.)0

Wish VIAfilimcnt - 1 . ..L 5.3 0 lei fo!".' cyn rinti . b 4:4 C. attev Y inys oi using Pond'sbecomes 7 EJ d. always catches her man by end of commercial

2. Clairol a. very plaln, drab gIrl b. sees "blondes have morefun" C. becomes blonde d. immediately very popular

Listerine a, subject has trouble in relationships with people b, is told--"You have bad breath" c. tries Listerine d. overwhelming succeas

e. Identification :i 1. .Time Magazine (July 12, 1968) states: The old commercial is being replaced with the . 9 truly new brand of ad with miracle ingredients-some honesty, ,.. . . . and it has transformed the viewer into a ;Jame humor consumer . qie identified with the characters who for one look almost like real peoplefat, scrawny,drab, sassy, ordinary." .2. -Am Vance Packard explains In Dag gidden

...u...01MaNPersuaders: MAvvo...Y II , .-: .

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5... , . ,; 5, .... 3. E=mplo.-; of use o.2. identification: Com3t clennoer--Josephine the Plumber Alka-Selr--'Do mai:tar -what zihape

your ftomach is in . c. comr..1c.n everday !otinewif: in almo2t all 3 .1 hour:chold good cda. d, tired ralevavn :7_n Hertz commercial

4 1.7ry Wrols, D.,:nsident of Wells, Rich, Greene ntlat=q) Tiv.e -iya;Yare7,5.11e: w+etnA.A.,4Anw

I 4, .111 haw,: to talk p=son to person 1...7ith people, tise peoplcl no?tc.! *.-Irmni You htvo to tmich shell 1.1.v.:r.-74nner:;; nnd vra*r., ehan7. themwith f=ny vinettes. ,os n ' 4-e% 4 -- --I A.saka. t,..LtA;;W 6440k4 7- a ptc o thc.2y111 .4 4.0

.1. a1,4 ticnal security a. kl-1%. (41..icovereJ :Zood rclaod to ..it:eLwity b, home freezer--"frozen island o2 security" ca accazding to 1!18s and Gulier Agoiley c. do-it-yourself-toolsfrees man from strain of inter-personal relationships 2. ego-gratification a. exphasis on consumer rather than on product b. exaltation of roles commonly associated with drudgery (e.g. housewife) 3. creative outlets a. easy to prepare foodsallaw consumer to add personal touch b, enjoyment of putting something of yourself into product

4. sense of power a. cars--horsepower b. gasolineadds power c. cereals--Cheerios--"I get my go"

g. Gimmicks 1. games a. gaa station bl supermarket c. chance of wimning 2..stamps n. value

." ;`' : Couipe.A.Sa.t:i.4)11 s ...s .4...4%01114 1 . . . , AA' oft a :;' V. se prieps.,,, .. 4, . 4":' 0.0 t

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14'',44,r0f 4 pi:el.,,r4 4tç4j4I In 11*.04.,31 ,,,..13,7, ..pi! tic 3. Useof Q. TV 1 1. n31,1- 207,cif! TV ail7 tino for commnrcials 1 2,000 aJvc.isers onht-dir:- r',3cut billion 3. cost of I Ilinute commercial average of $22,000 4. mazimum a. act.:13---musu L;eoll auLileic onnooncersvvoj.ces must nave "appetite 7 . cAPptl,.;44,

5. pact 2 yu3-:-.'11--preduc;: advortf.cct-.1 incrcaced by

0, reaches 95% (5.;-: nanions homes 7, oopirwnteE; t.id o imovkoo ..! vhich ap- 7 b.-. : ; 1. I b.! a, cipxotte woul,.i not apcaccr (..nrtc:n nrc7rm b, househola pnoduct:3 lean coward daytime il../.4:o3-zzmm.:r2pc,r1le to vTmon

.1.164:4 4.1 1. %adio is about the only way you can reach some markets. Take teen-agers. They dontt

watch television*. . , They certainly donst read,. But they listen about three hours a day."13 Spokesman, Radio Advertising Bureau 2. much cheaper than TV advertising 3. "saturation campaigns"--same commerical over and over again on many stations 4. personality of announcer important 5. not a universal media

c. Magazines 1. tremendous advertising volume 2. opportunity for selected audience a. Good H9usekeepinaproducts for women b. Beventeen--adolescent girls c. Es...quiremen d. Yield and Steamsportsmen C. Life, fubv=a7rr groups f. iSrtune-mbusinessmen widely-read a.inwaiting rooms" b, in households of subscriber

. . Newspapers.

ol66st.. ad v er Lis. tno medium 2 paper.'-f-mort?. to. istr .th-an 01 k, . i..,,t.k,t; .4. /:. " i" pr t.7.' itseJ. ** *** ,". ri...!`tV /:,..1iC tO'' ; soN. ."...... s,'. ., "" sati.. eit'PhOr.N4443-01114.',7,0;lr.-4'.316i+,?+:4k0;,,'MlTetal4rwrovr4;4.e; 1-metifzkolis+4040.1k-h-.:101,!!6:41,0101.-i-e44166:4,7.di: .4;100impils, moo , a .4 . . . e 4'Pr ,.".# 40..4. re'".. , !!! 4rt,11444110..4.../..(1.M1,,.1../. 1.441. 4' 1....!../: f4.1!...1.V.. f! 44.01 . trfl "! .; V; '7

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'!,:".NozttecJ!iottlii'elthtnii:t*A+,..0*4?ft,11,.emiT:lit*Oti.oteilrvitict:i:Riotit'itttiPiaratr**,,PrOvth ,..r.qt#01.:Itlbsitfitt))/dIIV:Pi:19"1:t1900t9iPl4i1Pi!"eki1ill; irfY'+$4.;%'.1"4sofeW1:;,1!:,t,...

'";" e.01.-.11er arca o.Advertisinz I.billboards 9 nubile t;:anportation store diplaya 4.Ethics of. Advertising a.Constructive eaects 1.helps consumer become aware of variety of products-, 2 bJ:-irtg;; out virtu:its of producn pz-cluctical dc:Ilarisiverust proveit is 4.ct!! be used for beneficial purposes a.safe. driving campaign AmeY.4can Cuice(3eciety 5,keeps down price of newspapersmagazines Harmful effect:: 1.pduct:J are di..ugercus t equated with having good timesto encourage conaumption 2.people manipulation attempts--motivational research 3.play on impulses of small children 4.develop attitudes of wastefullness c.Curbs on Advertising Federal Trade Commission a.can only advertise proven facts b.no subliminal advertising c.no overly exaggerated claims and promises (3.condemnation of improper business methods e.against the advertising of false bargains f.Time IliagazineJuly 12, 1963 states: . Federal Trade. Commission recommended by a 3 to 2 vote that cigarette ads be altogether banned from radio and TV. The Commission specifically objected to ada that equate smoking with good times, and noted that in January alone, viewers between twelve and seventeen were exposed to a total of sixty cigarette commercials .. Better Business Bureau--10 rules for pro- moting high standards of advertising and selling.

.i,,Serve the public with honest 'values. - Tell the truth about what is offered. allno.r so t Lta S ignif-icance may be understood b4 - ---,-1H64^.-4"-" S-'." tbe trust in es --as well fee- the -analytical ""

WO .M.POT 11*/* Z:Viktble0.14.4ifeWAViiiPiviiPFAV:04%.;iiiiPiA Wa.%AkirOhOik icei047X,;fteAllOWlik044":1-Wr444441aitte'r'e

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11.11111.---. d Tn.11 clni-temnrs *,-7bat theywant to know-- I-71mi; they havea rizht to know e.nd ought to know about what is offeredso that they may buy, wicely andobtain the rna.mi- triUM satisZaction 21:Ota their purchases. e.Bn prepared and willingto make good as promised and without quibbleon any guarantee offered. f.Be cure that the normaluse of merchan- die or sevices o:e7:edwill not be n azardous to publichealth or life. g.Ieva1 arial decepti,:a con- cealment of which night to be misled. cause consumers h.Advertise and sellmerchandise or ser- 72, vie ont:mar±t 2zd re.r2i.irora at- cking"-e,r jV 4.1.1.6. %./1.1e V J. 1.0 ;-"Irt""'*/rt unfairlyupon their produetB, services,S. .0 ...0 za.C.a '-'110:1:3of: clo47.-i,t if tectimonialsare t.v.Pdu^e only thoce oi compeent. and honest in ;itoewhat iTLO 4:reLI:Lrl.ot---..s:e you sell. .they say about what Avoid all tricky.devices and schemes such.. as deceitful trade-inallowances, ficti- tious list prices,false and exaggerated J. comparative prices, baitadvertising, misleading- free offers,fake sales and similar practiceswhich prey upon human ignorance and gullibility. the public a.1 can refuse to buy product b.can. complain to company about ad c. can write to Federal TradeCommission or Better -.Business.'Bureauin regard of ad. not an effeCtive curbon-. advertising 1..:rarely .invoked.. 2.take commercials for granted exaMple: Rheingold beer 1.-ute of ethnicgroups to aell.-beer 2.researched results .people resented ad :b. ....sales. were down' ,Changed ...... , ....Suggested plass,..Projecta ...... "'7::'.."'..-:".'a . ,... ' 'Develop -..a.. 000Klet.04 ...... ad a ...0aing,...eaCii .:Of.:the-...... ,..,.,,,,...... ,:...,-,,:...-- ...... ,...- _ :H.1.-:.;.-...... propaganda.';.echtiques .;:::showing--.. how eaCh.:. techni-. ..;.-..1.,,.., ...... :,...... ,,,..,,,...... ,...,..,...... 1.,.....,.,..7,ttr...... ,,,..,..quite-,,...sa, .i.,,...-.11.,..is--ei :.,_,..f.1.- ...... ' ,.- ...... 1 .'i.4;1 pi 1_ -L,. ....1' 1 1.7' fcl'. r. L. 3._",(.. cpj.- ,...,:sii: '."' .--..,-,r1,-!,. - " ,...... '::- .lir ..-"'.:"., . ',.:-+.- -,-,..: -::.77...' -- . ... 1,,,2416...... " ,'L,' .1..... -p-r.: i ','-''. te '''''' id.';".,.4.-.4:';';,".4'i'kf::-::';:.:*:ili.,',',.';f'...:.:.;;:: : :-'...i.., . ,.,,',. ',.. - -,- ...-...... ---..--.. .-,- ----, ....-:- . *. . . .. tr.,:r - . . . . ' ...... ,:.4..I.F.;;;.=,;;;;-,i-.pit.,?c.:.,:,1.;':,;:i..4.,'.....;..,,,L%;`..2:4:;Lti7... 4....,:,;.:i'i!::::;..i,i,:4-.;111.e.-4471,....:;',;.:,-;:::-ti. . .. , . .. -,..;,e;im.,..,...::i..:..',.,..Z..::: .i.(;.....:;.:.,....,6.-;',, ;.. i . ',.-::;.....- ... .., ::, ..,.il.:. b. C:.)rn.imi.: Cllnic by having clas,-J actually participate in types of teuts vs..e.,3 hi adve,tinc-r-s.TPts should be geared to hif;10, L.round table discussion of certain products 24 iree associatiOn of product names , 3.Lzages of r:roducts psycno-ccs:aza.;J. or rolc-: phiying involvingproduct:,

a 1.):LS:r1C3 u of C.-13.1'" in Hnve stu- give tj crIcc:1.-nT, to d.Conduct test slar o nat of Color Research ItistituZ..e.Test J.;:ame product In-arJr-Jed in different color pacicages and dismiss signa..1:..t.cance. -.. of results. e.Clacs discussi.on of inlacr.es and personalities of f.Nave each member of the class select 6 products and enstvze th r.! responoibility or lack of..:it- dis' played in. their advertising campaign. g, ; ach T.:=L:L n"r off the. clar.:s c1c 2 products and write andjor draw an advertisement. for it. r-1 Mien completed, have the cla3s dlse.uss public responsibility displayed in these ads. h.Invent a hypothetical product.Divide class into groups of 3 or 4.Each group represents an advertising company trying to gain the account of this new product.Groups must create advertising campaigns revolving around product.The classroom becomes their medium.Postersleaflets, taped. broadcasts should be encouraged,Scripts for filming commercials should be created by each group. After 3 weeks the class evaluates the campaign of each group.The- following criteria should be the basis' of evaluation: 1.originality 2.-responsibility and honesty 3.importance of statements .made One group ls selected.as the company that won the account' 'of .the product in- question.The wholti.class joins this group to.work on film script and eventually films their. commercial. Read The Hidden Persuaders, by Vance Packard ..Read.;10:.di.--7-tisEsThig1=TV Commercials of. the -Year...... ,76Igct'an.advertisement or commercial:that :you find..N.Irtieularly.'distasteful and...write .a ter expLaining your dislike ,to. ' the company.. manu-7.,..-: nr.oduct..- -.' ;«,; '.! .'4'..':1'..' ., -,., .;.; ,it....: '...:i : ::.::.!.!.. '..--,...... ,:';:.' ...... ;s::::,-;:o ...... ;..g.:7 .. :;...."..5, :".; ::. -',.' r:!.., t , i'.. ''; ... ,, ...i....!. ' 1...... :.4.1, r..',...' : 2,4 .;I,. ::',., a : : AI ki...3 -.1.-...,..41.,?. ..,-: -.. :-.4.''.,. -..';'.4-..,:..i.;:r;-,., .- .. . :.- i'''.'-'; '.:' f...,.:.::, f 'Tr:, ,....4. ....1...... 1..,;...ir , i c.--i PA! ''''.--"--""."-'""....."."'''''""*"...."-"-`"'''''----"--"-'^-*------.mmx,N,;..,:..-i77.7".,".:7

: 3

B. PRODUCT DEVELOPMENT 9 3 1 Early America 2.Impact of Industrial Revolution 3.Problems of Product Development 4.Creating a Market for Production 5.Necessity of a Continued Market

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Product Dg-,volc.)-font 1.Early 2imarica a,new products: considered I invexitions' produ.7tt created to fulfill nind of consumer c.capacity to consthne greaF/than. capacity to produce d mostly Lecessitie3 ;few,(tucuryprod4ots 2.impact of Industrial Revolut;_on ef in e d of] (lc t %nit s b,mnss rrl?oduction c 1.utornat!..on d,capacity to pr,dduce overd.ng canacity to consume moL-ive :;:or produi2=:ionpro2it amking f.many lulnur,ygoods 3.Problems of /Product Development a saturai-Aon-.-- 1.too many production companies 2.rpn-rket flooded with goods 3 consumers am at least one of most marketed g.00ds 4.tnree possibilities: a.sell replacements b.sell more than one item to a family c,come out with new, improved model 1,push button phones 2.jet plane improvements 3.color television b.dependence on business cycle 1.prosperity a.production high b.consumption high 9 c.full employment d.whole economy benefita e.high demand for luxury products 2.recession a_ ;consumption falls b.manufactur ing surplus

_CO prices fall _ ' d.low profits e.employment cutback = J-7 'fa-low demand for luxury products ._ 3.. depression --- a.li.ttle production or consumption b lt emilovment

' . . . , ''''''''' ,",;;,'pl '3..",...`""*4:A;';';''''4"t:,'--"4 ..ILtt Le aemanu.-ror. manurac cured ,sooa ' *:: ,1i"''' ^11'...,. .,' -..""-qt.t1"ijtf-.7'!"*,.!' i',/,i'4:'.t.r".4:'1"1,!-.1r.e1;',..!:;...'!...A!,,r.-!:;1,4,..^ ..T.! ri??:,":"f i11:!1*.!F.41/4,:vt 1.+,".1,';!; c. n 1-1Ais.i.: be demand for product 2.product must fulfill people's needs J9 6 Coc1y err: ol:s a.fcrd--!Ed1;e1 1.ve-r7 cpr,nAvc car 2,his ad campaign 3.veryew salec b.F.111 1.crcated for Air Force and Navy 2. igavy funds pulled out 3.plan r.,. too heavy 4.C.,-eating a naritc-It fol. Production jr 1.11ducerint o buy iuore g 1..use oil style carpetingwalloclixtur toya117-sell 'and coloredmore carpet to. match outfits . C. sunglassesfor sport and dress. wear 2.use of color a.tissuesto match every room b.telephones , 1,to match rooms ,;. 2.bright colors promote impulse calling 3.. improvements a.power laeqn mowers b.bigger refrigerators b.throw-away products

1.convenience . a.no return soda bottles , b.paper. plates, 'napkins, cups paper clothes 2.everything replaceable, aa Vance Packard k, relates in The Waste Makers: c.nlannod obseta2cer.-ce whole economy is based'on planned ob- seir;scence, rtrid eve.rvbody who cnn read. . should lemcw 4t.. by now.:qe make good products, we induce people to buy them, and then next year we deliberately introduce som:.:.thing that will mai:e those products old :la8hLohe6out dateobsolete . It i.sn't oran:1ed waste it's a sound con- ...c; nronn.:7 ="---r;rooks .induztrial dc:7,t!sner in 'Elle Fante C ,;3= ro vaual Pacizzu:d 2.types of industrial obsolescence obsolPscence of fmction uu;::cod.nd 2.new product performs bette'r 3,can he ver ..?nnoc1 a.jet plane b,color telavis 4 cn can be manipulated obsolescence of desirability 1.styling change 2.quality still good 3,less desirable due to change obseledence of quality 1.product break down or wears out 2.planned time period 5.Necessity of Continued Market a.relationship to employment 1., high production rate with steady market 2 a.full employment b.good wages low market a,overproduction b.low employment effect 1/hole edonorny 1.full employmenteconomy prospers -2.little employmenteconomy falls 3 Qverproductioncause of depression effect on other countries 1 ini-ernaticnal trade 2 ikme-eican o.f exchange , . . . ,. -:.s" q . ", : ,. 2 ;011' 11-'...;,;.--"" .4 - .1..t.a ':.11; 1.1 I . . tir t''"" 't /. -4'; ;, ' - ..

""4+0160/1'4iLlit".!41.".ti44'4";05e*iot*tvio:14;eimttio.,,z;%`=--;:.;,i:'',' .4;-""oi*41;',4044.4;44'.;/',..1,i'..iP'0iio'ci.-1,101...4.-;'!gitif:e.,4,6 41.1 rAJrAte.rw,Air,A?.0.17,4710:?, A d ue t, arrn'eareal.:t

wsu.s.oi.".euranikeik,vvovvistaii4omatoli.A.,*vo*nc.a.ounn1.4 if b. Discur,:3 ecaics 0j3UC.i tacicsaa planned obsolescence.Are these meuhods boost to the economy or are theymereTy used tomake money at thn oxpr,ns,-, of the public? c.Take a survey on the car-buyinghabits of the American consumer: 1. 411 J:v le. d a rcanuorasamplingof people, male Zemale7 tcen-a3ers, andadult3, frera all socio-economic classes, 2.Nsrsovr,,- 4.F their 3z:lsL1:Tgo purchases were new cars 3.Er.tzablish 1:sw manycars there arein the 4.Find out how often they trade in acars. 5.Determine -tthy car war.; traded in atthat -." eta a1 t-..%.t.. 6.tazad cn..zcsult of survey, discuss methods of -marketing.-used by automobile companies.

recta.mad^ 4TNcluch items as cars home appliances,TV set:Li -r.thich 'Malts: product obsolete.T.That, changes mIght occur in Lthe future, which will cutdate present products?

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PROBLEMS OF FREE ENTERPRISE

I. Evolution of-Capitalim in America

2, Prices and Profits

3, The Robber Barons

4. Busimass Consolidation Today

. . . ". ,"" - , .

7 A. it. t IA% 4ç w 7""'4 '-'07 7 stt4:": -?.!,r1-iSvirs..:.-;.-!-A -.?;itfX*9-.4*.:1.041"1?trW :-"1: err* 0.4 ow. *Am.. rOenr..., ,i:5.1644,447i.00/WP:7;.0,rii}ti74a..011:41/. ... kqr.h:ir',ziktOriOAK4ai.4iirrilet4iriea,04;44*grSi'd-1.-,414Mxiern,7:' 'ittiifii"1&...k.:ACPAlta'vii,'.4f1444311f.:&1-`t444U44 ;19.-i;i,..,,iiiv..,.%).t,:414.144W*04%4.4!`..ii0-74'4400.5..4,.44,1:,4f 44iWAcutios kVA: hit 9.ligtit- . . .

;?: C. Problems of Vree Enterprise 1. Evolution of Capitalism in America, a, definition and characteristics 1. no central governmentbureau to determine

, amount and .kinds of good produced 2. means of production generallyproperty of private oL;Aers trying to mgke aprofit competition betueen businessmen to gainprofits A 4.- basic economic righta: : a. free enterprise orthe right to start vou.e mn.buniness b. 'the tight to choose your occu?ation e, the right to enter into contracts or legal c:greements 7'1 d. the right ta own private property, to and todispoee ot it as you

see474 t . the right to- invest. your. money: in Hyour own businees or in a61:wine= in vl.:Lch ymu huly semritiPs . C. the right to save or spend your money as you choose, g. the right to buy uhat you please within i the limits of your Income beginning of American capitalism 1. joint stock companies a1 formed to finance settlements in America b. parent of American corporation c. colonization involved financial risk 1. 1580's--Sir Walter Raleigh j a. financed his oun expeditions b. attempted colonization at Roanoke c. England gave no aid or support to colony d venture failed e. .Raleigh lostfortune

after Raleiov hla failure, people reluctant to invest sought a more secure method of investment

stock companies--relatively secure many people investing small amounta if colony successful--gain dividends if colony failure--lose only original investment

reval 4 structure.. of :.;-.tockcomparaps, t 6 1.4Ort"a64-:"J. of. - land or IQ: VZ-: . , (-.1 . . ri .... trade..

-- iiSm.k.r.iir.itrt4;iorl.4-kik.:,40.rti.4;leitogw,;.14riftiikik-iiiiika,r446....- e n nen- 4 . . I Ars: so. cv 4.1evur=ros.csaim.vivnr-Jr.,v ii:49.061t 4`.1.ts." atfur frac' e-.= :,'." , , ''"": 7"''Y'1" ' :- - - 6..C'i/.4" .11 1 ::ce-nd - ...... b, some companies sentalter to sett le initia lly --"indentured co:::vrtrzt:.;" I;orked in American settle- matt for 7 years tobuild up land or begin abusiness 2.dividends 5:Lven to company J.a2i:.er 7 years land or business turned over to stockholders 4."indentured carw,nts" irne examoles of stock companies 1.Virginia Company London Company .3, Plymouth Company 2.jamestoun a.9.1%*.r:- nermarinnt Ergiish rettlement b.economy 1. c13-" " .a. all citizena produced whatthey ri could b. all products put in"common store" c. equal distribution of products

2. system failed a. no provisionsfor individual f. inititative b. people not working for themrelves :7Lit c. no incentive forimprovement d production fell

3. klassachuseetts Bay Colony ae settled by Puritans b, followers of Calvinism c.religion and economy related leCalvinism based on salvation a. salvation canbepredetermined or earned byhard work b. during life--ignorant of predestinatio: c. members of elect unknown d. all must attempt to earn salvation . salvation earned througn industry -a.As Edgar A. J.-Johnson points out in "The i:aconomic Philosophy of John tlint.hropu: "Wealth was conceived .to be. a me_nifestation of God

,::.,..:-...-...... bounty.. and. God i.S....,beneVolen.Ce,',.. entrustea ,..to..:.raen,,who., MUG t : husr....,..

ow-a-,i-'z.t.-, Si.e..../ards...':.,..;:s.'..1.."/;'),4::C-Totti.).7=1.::.111.qi;:.,.0,-c:,9.0.1.0:4:48,..:::.:...t.:79,,. l'....1 24. I, ..!:...11.7. :47 9 P.,s :':',-.....: ...;....,...,,,:'..,..,.;....,.. iii5i: ''Otilly..:-.:Saiictioris.;.::.,....but..,expe0.3: 4;1! Me a..., '' tOi:,:accumul6te.,ye... ..i .... '0..:17r..-0 :!;.=....4.,:i.';.":'.:',.-`;-! . . 7.lt.:"...:!..7.!.t..1.t.4.!t: '...!..4.11110. a 3:th4".t1-1 PTi" ''''. 'Ie. S '4' a,,,,ift'-'frii,'.6.:.*: beneliolen t':. GocV;-,;.:tbe; actitlis1,-,:,:l: ...,.-.,,,,',":,....,..,...... -_ , . .-- ...... -.... 1' . ', : ...... - '.'' . : .... `-'. '".4.4 . ;4.'s:A...010,;k...... e,...0.'4.....6.....4r...... ),§4,!:s.!...... f. ' .i....;:e. ..Laili....i.ia...:,..11..: ... 4.: f.de% .0.... j- ... .!7, ..,.., ., ; -,...... :-.04.i,. - .A -, '77 .?-7.---7'.!.71. n'W*77'..:7Z. ,;... .4,...... " 41,,,,,,eiepii411 tit;et*14.7,0,144mitah, r4 s 7,., 11176''''':4.17:4;441g"'".77:'":' it'''34"4"*.4"/Te:""1-'71::17'1"!':''j,W"..4'..-."'.1 ',..t'llf.4:11... !!!'7.,:-.. .../.., .;..r: .. ;4* ....- 4. e -e. . .., . ,- -, f,.....,...-. 37.. ..; .4.4.: ,-... 2.- --- -\=s4r.- e- Ari- ,-,,-.' te....4t, ...%...... :,,....44 al Y ..4, i ..,4 i - -, ..=i' i EC,' sP ,' 1-1.1,....e.ei- re t .,...... ,,...,...niti, .b1.ritOtle?:,f "."":,. .j. - se-. a .... 1 V. C ' '",' -- ,fe .., , 7 -

h6-411bitui01-.4nentofprititive.i::cipplmunism.:.7....,:::::,,,:::::-..?4,..1,7,:7.2,::...... ,..:...,,...,.. ,-,.,.. . ."--.- .".. .,- ,-..-...:,.,.-- .---: ,:.....:.:...-...--#...... :.:t.:.,....,..:-.::.:...,;.:,...4...... ,.:....,1.:....?...:.:..,..,..c.,,-,..;..., - ; .; : ::.. :::::,iii...... ,:.::_:;;".,'1:i.t.:.:4,.; .;-;..': .6a.t., '..ev,i,...L4 :: 14 uj::..), Lit.:14.;kiii..}.,:.,:.i.u.c.ii.:.:-.;:w.ir:i:ii,t1...,,...??.',,;«::;ty..t.04.1.; .1....,'... ia 1...s..iti 44...... * ii;;: *;40 i+.., * 44 4-;*`!#,...'....r;.'.

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.,,.,,,. p., ...... :I!..,.! ,,i. i...... ! Ojr. ... 4-, /Algol ' :rt).. ' , , .., , -... . ;=`, ' ,' .... .!::: ...... ;,1 ., 0. ., _:144 ij...S.***4014P14/44141".....,,r1I--- h,*--r-- -Altair, ' ---filt,.! ta...... -ti6141.4%J., t ,:.r.,.1.trbrCti*4'1.6e1-vt-cPr..6.. '...,...... ^....s..1 onom 1 t' -itt in t or ----r-k .-i-0.0....--4---- : ' " = 1,''..,...... ?,?: rtr ...-.. '',,:: :.P'-.-; '2.,-.' 1:*.:.-.r.,,,'. 1 f.. ;': 001 . ,i ,v.-..af:; zi ', .' ...... , . ... b., accumulation of wealth 1, sign of. God's favor 2.siE;nifies salvation of soul after death

3, Puritana very idustrious a, worked hardto gain salvatien b. goal was individual profit. makint:.; A 4, laid groundwork for American capitalism

4. Mercn;ilirn a. British economic policy towardscolonies theory. wealth equals power colonic:5- c-.41:isted for, economic .benefitof

moner country . vlrtual mononoly of trade--

o 2 ii! facturing in Englimd gradualc;cte.-..x.:iolt to int.:la:nation:al trade g.triangular trade--very profitable for colon1si.:5 colonies-- !-3 manufacture rum 1 return to export to Africa-- sell rum West Indies--. buy slaves t. sell slaves buy --molassesand other ship to island products

c,growth of capitalism , . . I..: ,Constittition''' ...... a'' 'free 'tradeamong ..all states ':.'

b.proVides ;for: free: enterprise , , .

. ., .:: . .:.:.:...... 1:,.-....:.,,c., .,governriientr,..laizfaire :.., , '''..- ...:' d i . safetruard 0 ',- riaht :of :private property ..,- 61i ...... : : . 0 , ' .." - . : National 'Bank , . , . . .. . : . ..;....,- _.., , . ---,,;:---- .,!a, ...,Alexander.Hamil3,con,,::- .,. :!-.! -,- ..::,:-:..:±:,..! . -...... -:-..-:' ...-.,..,-..,,....i. ::.-:.:..,.:.-"- .:-...t. bank, wou1.0.....,be under -private :oigkerabi.p. , .. . .2 - . , . , ..-1 - - ,.9.,T:F....44c.,',-.:.,..g9YPT_,F't.44t-;!.3:14b.'44iI.,.!L.:;."4T!',7!-7.:-.=.t.,F.-.::,JTDW.5 "4,'.,:..'..4.-..,;..-....,:;;;;_,.,...-3,.,4.,,i,,-itteaue.::crect :, ..,.:;,.,,,.:,..ii::...;1.,..., ,: ,1:..1;'Y'..i:f, ;.;, i'.4.ii'ir.4.*; a iti,;;ti, :,c.i ' ':.'. 1 u...... ,;),-,1::...,,. i !,...4:1:4;:,.. ..,...,t ;;;,..1;;;1:,,,,,,, .J.. ,, .:;,,.,. ,...Api . . . ,..;,,,,cif e7ri --,, ,,",--17 t4-701.rf,?!':!:er-r 1 '71- :t r 1 ^t ...,?0T...i.r.-.!!'..emlt:..,t?`.01e14,r...r..:-tq4?fs^4!Te-.paild _ bt iiirt , 0 .....,;;,,..,...4..%..-.t....,1,.... .,..;,..is,..,...... vit,i,.,...... ,,,,i,ii,,,, . d. e Jac o..con bank-dangercus monopoly harmful to common man not a central, uniff:ying institution private commerc..L.al enterprise run for ithe profit of ci-lareLolder.::

4aflItence.OFC.-..cnt a,:crontier trait.; individualicra and self-reliance ;-.1. bad to adopt to changing conditions b struggle against forces ot nature democracy a.all etbnic groups b n11 ,tn,-.1-,d ecmAilv ingenuity aonevi :in1ention6 needcd b,uncivilized area rosourcefullness. 'required 1.1.v..tng 3 waves of settlersas explained by 3. N. Peck's A New Guide for Emiarants to the West (L836) onromowns erw.welgawarpmererwartr*/ ters "It is quite immaterial whether he ever becomes the owner or the soil.He is the occupant for the time being, pays no rent, and feels as independent as the 'lord of the manor.' With a horse, cow, and one or two breeder:: of swine, he strikes into the woods with his family, and becomes the founder of a new county, or perhaps state.He builds his cabin, gathers around him a few other families of similar taste and habits, and occupies till the range is somewhat subdued, and hunting a little precarious, or, hich is more frequently the case, till neighbors crowd around, roads, bridges, and fields annoy him, and he lacks elbow-room "15

cla3s of. 'emigrants purchase:, the...land sadd f ie id. to..-:fie14,Ii .0.1ear.'outithe roads, throw rotigh:', bridges, St.reaias.,H'...put.:.- up .::',1-1.6tIrt::-.10g-:::.h.$6066s;:.....wit.h ,..:g 1:4s.. windows.,.- end bUildI mills, .-.schoO1-1-houses, courti.'hotiees-.- -.and. eXhibit

,the'''_ipTiCtiii.6' and .fortits..:of -p 'et(' . : .-p . , =7., -3.,

3.capitalisti 'The men o-f:.capital d enterprise corie.The '':;ett is ready to sell out, and -take Pdvimtage cy.:: the ribe o;f property--pu01 farther :into tho intel'ioT., and beconie himself, a man of .capital and en-e.epl-4se u tiraP. rises to cpacious town or citysUbtantiel edifices of brick, entnz..ive Zields; Orchards, garden:::--colleges and churches are seen15 . post .Civil Waz. era.. argovernment laissez-Zaire policy .14th L:11-..q.91:merit. 1. .21)To state shall make or enforce -any law 1.,7hic11 abr lase the Dr 0.1r,e.s.

. itzmunicp cc ititl'ea:.; 0, United -States; nor shall any,stai:e deprive .tny prca or 1iflitsrtv, or plro- perty:without due process of law; nor zray aay cl on. uithi.n isjvziodic- tion the _equal protection otne G. passed to help Negro 3.interpreted by big business as a Constitutional upholding of- laissez- faire growth of private enterprise large scale córhpetition between companies 1.- ....Small companies driven out -of business 2..enCouraged business consolidation business consolidation 1.causes a.growth of mass production due to Industrial Revolution b.fierce competition. c.increasngi busnessi costs 1.advertising 2.salesman 3.machinery purpose of business consolidation a.to achieve monopoly of industry b.monopoly C41 no competition c.complete control of price structure types of bu:aness consolidation

: : 4171: agr eernen c..., between :2_ or more. . . oulD . lr, An ...1.!, ,i1 1. tt....h t: e 7: : 7 .. , . , . , . - ".' .1 t4j ;,;,-.47.1+0;r1V, :;..4*.:7714#*:1 ,,,7 ; .**r.,;":itct.K.7..11.4 t:w4 . tF!,!;,..41 !;! +,

. , tem 1114TIN .4 ...... ?sr 40 4.; '.....,."0-.... -

b,tructs 1.combination of independent co7..pozationr, designed to gain ccnt=1 of: largc part of the mar:zet for that commodity, board of trustees holds stock for member corporations and pays mei.obets 6.i.vi6eacis ouof con- co lidated profLts 3.horL:ontalmora3er corporations co2pot 0" .1th en.= ir,.diicizy vecalmci::;a:-.2r corporations ilwolved in production of same produci:

f'41 43"7 glrAF cmporatioa OT41 :.;controlling ion of otock of other companies 1.) reanr- 1

f7.1 r- d. 1.4.4%:a o%reAo 'W 1.company acquiresstock of one or more other companies ;1 2.nam owner dissolves other cor- , ; poration 3.controlling corporation ab- sorbs resources of company taken over effect of consolidation a.companies cooperate at expense of

public and small businesses' . b.movement towards monopolies 9,small businessman cannot keep up is driven out of business.. ...:- d-. 'prices driven- up through lack of c ompetition legislation- Passed to .curb consolidation a.Interstate Commerce Act--10137 1...to -curb railroads 2.prov is ions -.a.'.. just ..and reasonable rates ...... b. forbade pe.rsonal discrimination . -1. no special.rates'- .:2- norebat-es .- :forbade discrirainatxoni......

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1697 - Ma-A:alum Freight Rate Case a.Supreme Court Ca3e b.ruled that regulation of railroad rates not a power ol Congress b.Sherman Ant -Tru,.,t Act-1690 pha.bits comomations in rest-zaint of trade 2,fo.;:bf...ds iTion.opolie.s and attempt to mononolize .e rarely u3ee1 at first en:co.v.cemert a i.cW Theodoz.e noose- 1 . veltZorthern Securities rnretryari tl b.l'rosident TaftStandard _. . Clayton Anti-Trust Act-1914 1.prohibito local price discrimination 2.no interlocking directorates 3.no contracts which forbidbuyer to use goods which compete w3..th those of the seller .11 e.g.United Shoe Machinery Company a,monopoly of lasting machine b,insisted that shoe manufacturers to whom company leased lasting machines also use its other machines c,known as a sty:)Lig contract Federal Trade Commission Acp-4914 1.established Federal Trade Commission 2,prevention of unfair methods of competition

2..Prices and Profits . .,.. L.41 a. -the price 'system ...1. price = amount .of money given in. eXchange for ...... one unit of product, ...... -... 2.-- law of supply and- demand .

... ., ..a.price varP div'eCtly with 'demand ..-.-.----..'..-,, --.....----, - ..' 1. -...-. high elemand--prices rise-...... 1 ow..dernand--pricco'all...... :.. ..,-,. .2 . . . . . ,:i...... , ......

- . . !

3.overproduction-forces prLcs down b.profitmaking 1. pro-z.itc = net mccrne of a bucines 2.revmue cost c.141.1,2.13 profit g revenue = incomederwca from sal, of goods b.coon all c:Tenoesincurred in production of goods 2.fixed costs a,do not change with quantityof output exampleo I.rent 2, real estate taxe5 3.five insurance on plant

a.vary with quantity of output :.. b,examples 1. labor 2.materials 3.factors of production a.land I.physical site of company 2.cost - rent b.labor 1.all efforts by people to create good or services 2.cost - wages or salaries C.capital 1.goods used to produce other goods 2.all wealth except land 3.cost - interest demanagement I.ability to lead company 2.reward for ability--profits

4.Jones 'Bakery , Prof it.and Loss Statement. 6.10.410111111101MAIIMM 1011.1.1101* . . . . vet Income 210,000 . .. , . Cost of Goods Sold ,)

, , . ---. - SelLng iancrAdministrative::Expcnsez.-..;.....,..,:y-..,;;..,. 7.-- :;',.;..;;;-"...;:^,,;:..;:,: ;..; .4 i;',.7.- ,'t i','-.;1- n:?..17:.-; r.:: '...t .:I.:: ,t. .... : .4 -..'.. I 4.1 e. : Onn -, :-.,!,..,.... :..,:i 4i..,.:::.t:,:::: . 110,. 04 r,...... ,....r.,..1,...... Ii'dzia,...'"a2.4, .. s c,lars?'- . of ... ,;.,,.. ' '- ... . ' , :. ,,: ,i.. ...;-..... t,-... -.i. 1, e r*',1r. k ' .. 4. ti,1 et " ' .Itlt; - r "1 A' "I' 'T, ..:"? '''' , So.laries or 2- t'-'8 1 efinlf.'..n. 10,, uQ eile L ..) 4 4.. ...'Li'

,zSalarr:of:::;cashier---"t".-.1;'0 rtill". . 1 ,,A. ,;47144771dArtrie.4141*M007'4.4=71014bigPIAtitt0- ,a,..., T.ts. la? 7 7 .: owl . ,. . % ... . , , ., .. , ,.....s.,. /, ...... "" ...... "..., .. ;0, ...., 4, 11.4.10,..41.0. unAwe.s...41114b,va.,.4.-rs...,,,...i..,.:11.,...... 1 4 r ...or.. ros,;,.....4..I. fl il.i.4..not..,...... yr...btwotiii...CW44,YLIA1,00filrele:10.14'. 4.0.....1 WV iAs.,'*.....4.Mt-'4.P.'"'1,48".... ".40',..'"*.' '''''' *!,"."4...,,,, *",. At 1. f , ' '.... 'd 1 -.''.- 7 '!.. : ,'fr, ' : :."....t,!1,,:,..f;',...,;;;t::!fr....',.,";r::::..::::' ..' ;;,..g2... t..1 . '' . : r .... . ,,,0_ 9 1 ,.... ' ; ....:. ... ,.. , -, . , - , . rift. Pft '-' - .., ..--. .4 -,. ,.,... ..-T. , ,. . i IA . ...1.Ltslier:()tiS.7147.1)On Lie 0, ...... 1 it. liI:r4 ...t.,4 m4,=e,..i?,..747 .....,:-.4. 7 o.,-!. r::- c... ..,,1)4,,....., tvilfit4/117416N4111..., .r. ,.,f.4,, (I .ero.Ittri,J.. ", ... .1 4, . 1.-.. ,-,.....t , A,r ,... .,- ....,,... ,, , .... , . ,t., f8 <,...TLI.,14i.1.....1 ii. i!e.;84...4,7.:4!rt.1...its...I mv..sgu...A4,4...4.:4so...1,,A..a:ssql.,....t...g.8 ....s4r....8.,".700ii,r1.4.4..e...i...m.iptlimoi."...8/4.4:r4.1.rt,.40:044.4f....1.4...7..4.ft:We.,7:. 4 in ',on 4...4 04.0. imr.1/41.-.; k, . ".....Y.,.4.4.6.1.1 41/ 4144 41% 1;i . i.1.1.444$1,i;',,.;,,,,.....,,,,c.; ...... t ...... l'.4 , 6!".*,Tit.'!..14ifil.M. Thi. 4friMMetSretilii:i'd?O'140,6.1e;tfl''e'diettliiiT10"61;ttl-V.A'''. i ''T''i'''119itfl"..1.*:7 C4Itit-/1:641. 44-.:4i.f1417St'41'44;th.fitiri'd..";(1.flt0.;ktii..041,1t0210;iiiiM_Ttntifiri'8. ,.: ,''..,..,....,,,, .,"- '....;! 4. 4`...... 't.,!, 4,.,''':7''.:.;:?/:.; ',4"L..., ' IP.!, /....:-...;'."....,..., PI:,..,. `,...,1:..!,.:..C:';',".i.i.jo: .8,: .. . f 8 .10'1".7,:, . 8 .....".:fi,' i. ' !1T 448,.....1,. ,;,..y)..::..-.,',. ;!;' ,...z.,;4.,;:,...,r:. ,, ...,If...... ,' ",.;...,,'%J... t . , :::.4 .. -:', ..., ...:. :..,.;. i...:.'. ..,.27.,..);:,:.:-....,..1.....: :.,.::::. : ..!....;. i..,.:..,;,..... LnL.? 0 *A. . ., :;!;.....:,..w.., i...::: I- i. ::':.,',';''.'::::'; :i,''' 41I''; i""...;''1.-. ' :, i . -. ,. .., I.! ''' " '' ''' .. ' ''''''.' '' ''-"' '.' ' :-::.' :: to Total Cost oi Operation 714,..renr0.81.193.500 Net Operating Profit 16,500 Other income (none) Other eyzpense: Rent 4,000 Land 1,600 Store 2,400 Intevost on Borro%:led Capital. 5,000

ilec. Lt. 7,500

-Is th4 3.. en -efficiently...run biasiness? -- Explain. WhiCh expenses...are. fixed. costc.. -Vnr4.1ble in9t1:4? Which .expenseintvolve the .factors of .production:-. ... If 1968- turns: out 'to .be a bad- year for Mr.. 'Jones3hpiq .could he adjust .his. budget?

The Robber Barons a,methods of gaining industrial leadership 1,introduction of new product 2.introduction of new method of production 3.opening of new markets 4.new methods involving use of raw materials 5.development of new organization of industry. these factors utilized by big business during last half of 19th century robber baron 1,more interested in private wealth and power than in improving American economy and production lack o:E business ethics and social responsibility took advantage of government and people to further their ONin financial situation motivated by drive for power Cornelams Vanderbilt (1792 - 1877) raised new New York waterfront little formal education , borrowed e,3100 from hi.r.; mother anvi.bougn... ferr:ted people fror. island to island x.-,,t, ,.- b. . buc.inec.s. '

4...C441410 041.4. A $.1,,a3 Y - . . ft .-1;4s1. 71 .4 . . , : ." " . - ;r4,04.414..:..4-441-4).40#4;zzr)- Ft oicr-iril tea monatatql 4..nya865:..,fot:q $10.4.0 0 0 0 ...Jo." I... tit,* ilipo:111C.).:Ii. "..1r46^,,ts; ,e vtOe4i,414444.Sio..1;+,4Atel,0 1114.: 411,41444,,,,}40:A47,.....44.,,,Asivq4.4o,,A.Y. ,Vilpia N.i.0,!.

. 1,.(11,01

%.% became interested in railroads vthen in his. late 60's--in spite of the fact that he was afraid to ride in them no business scruilles 6.manipulaLed stock--bribed legislators 7.bought New York Central, Harlem Railroad, and Budson River Railroadmonopoly between Vian- hatten and Bualo moved westward and controlled most major railroad lines implmoved va4lroad service a,steel rail b.standard track gauge

10,sOlidified railroad. stook.. .11.n.state T.Torth abot $100,000,000et his death

. - Andrew CarneF,ie .- I.Scoztish immigrant 2.fiv.st jobbobtsin boy earning $3..40/a week, tthen woaed for T.Jestern Union and on railrea 3.worked Kilrd,s.r:v.s.ld money, impressed influential people, and accumulated capital entered steel business a.Becseraer process of making steel b.tremendous organizer c.know very little about steel production himself d,hired very capable men 5.against monopolies and trust 6.company was a partnership 7.company later became U.S. Steel--firstbillion dollar corporation 1900--Carnegie worth about $440,000,000 became a philanthropistgave away about $350 000 000 John D. Rockerfeller I.successful businessman at age 19 2.formed Standard Oil Corporation-1870-- 1st large trust 3,eirmination of middlemen destruction of competitors maintained -monopoly by cutting prices until competitors went bankrupt,then raised prices rapidly forced railroads to give him large rebates by 1877Rockefeller controlled about 95% - of all U.S. oil rofirmries 9. Itt Coeimopo 1.0-P1 -14rA oar i. ' -,, 4. -e ir ,.4,%.:....1,..61....1`.:, .!. 3,40,wi.',./.:,,:t. ' " '".pp..,..1i310111, ,:r tjtalin Li . r g.4.1.14; ti;o1 I: 0..-1.ler.. gave ,aa.....-ar ...... ,...... , I c 1 .:Aci 11.11tItyrc-iiti....,,.., Ar.-10..:,..!17.:; ...... woo . aa 6 ir, trio 44 1;0 " ...... 11.....1....,...****110.401.1. wig 6.1.14.0... 4 N ... k4.14),:iVAPing;:i4i

. ,.

. . v.;k4r.;.4,....ait.....4..F.t..0..*01, . . 00,4 . --1 r r. . . ', ' . - . 1.4. _ . . .. Ttl,.qt..;;F;:iffit.ii pii141:1;4774.4.;i0... 0/".' C-1.0 115.V0i..14?-::.ei lib: Iji,e4..f..4 tiyAd4,,,i,r,-;0.4.4v4:43§.,9::44ti..43wgx;f7...4.*.k.,:t jy,7..:1;14.?:ii*....,,;;',.',4;;i:::FirrY.Fio. ,*..--''..' II:- ..e, e:.,.. 4, .4.r r..'-: .....v.%ft%.4%,,..,..es.:7.4.. % i ..4 tm..444 sir..9.....,:. 41.i....i.31 41=ANel...41,i.. ,..114..1:.4. 1,4r 4 44.1.,i..ilki.-i:n.y.i..,,Nii...... ;,,i,...iik,i,d04,4.#h,,;,..4,.,,P,w,e5.1,14,46,...44.0j4,14,44.,,,,44,i,;,444,...t.' 44,4,...... 4...4iv4;;;,;;,..ps,;,..,;.;...1,,,,, ....,,,,,,4%,,,,;..,,,L.,%...f- .4,,,,,,,ii,,,;,,,,,,,,,,.1

. . . fi/'',?fil:^11,::.;11'4::"P`%44%^.!.4iii.!iiL'Iql'!'':*iith'i4/T..4tri.r"4'itt**.ikli-i.aXi.:3iii!liqfk;tft;?Vs11/1.0!(000ifiti474.4nii '. '110'401.4:11.. 'A. 41.4q4i1.44-Mii.$'i1441, *1:1,14. .e;-.1i'''tilirileri,4°Iiii.!a..." ":''''14.".i'f.".1' '' .%44ifi.1,711; ''''""1"?; 6

'...... I if . :: 'Cllien I was ten yea):s old, I had succeeded in saving some, money earned in various boyish ways about my nat-ixe place 1 wau c,nly fi.,.ty dollars, but a neighbor needed just thrt amount, and I i.oaned it tu him at seven cent interest.At about the same ti!ile I was hoeing potatoes for a farmr at thirty-sevenand ene-half cents a dayix Well, at the end of the year I found that the money I had loaned out at intr,:rnnt had earnedme three dollars and fifty cents,I toc.)k.thz., 5..nterest in ray hand and by an easy ealeutation found tbatt ,-cpresented almost ten dayslabor. iiroin that tiule ()award 6ecerau.nedo make ioney O± for ur,*;. The very best advice that1. can g-i.ve to any boy or young man is to snve.There c glorious oppw:tunidesahead for him; but ho can ha be 1-flady to take adventage of them unless he has cultivated the h.:lb:Its o2 economy anc.: p:usee? He mu8c save.all he caa, -in seas1.41 and out.0.2 Lc:assn. first =parlance of mine tau4art0- -0 a lesson that I have remembered 1,17 It c .e.y 1.1c!on m.vselg; Ittamht ma the virtues of self-reprecsion, of prudence, oco7.1cmy and self:- respect ingrained som::e of re- tying upon oneself in every emergency of life, of not having to depend upon anyone, of realizing that all one has is his reason of his own efrorts.That is true independence. Extravagance is our national curse.We wake more money in the United States than do the people of any other nation in the world.But we are also more extravagant than any other people.The French are the richest people in the world because they are the most economical.They are economical not only in the matter of money, but in all things.Ride through France, you will scarcely find a foot of arable land that is not under cultivation. They economize their time, their energies, and are lavish only with their opportunities, with Ithich they can afford to be lavish, for by economy they have prepared to take full advantage of them when they appear. But don't conceive the vain notion that wealth is everything.No man has a right to hoard money for the, mere pleasure of hoarding.I believe that the gift of money-making is imparted to a man just as the gift of poetry, or sculpture, :or the art of healing is given to a manjust as one manis endowed with a genius for mechanics, another for finance, and a third for industrial enterprise.And as each of these gifts is bestowed, so must it be Used for the general uplift- ing of humanity,That is another lesson that should be impressed upon the American.ybuth.To make a selfish use of his opportunitielk is to deft the purpose for which they were given him,Every man awes a debt to humanity, and in accordance vaiith the manner in which he discharges that debt wiU. he be judged.' -- -

, ,. . ;!,! ,-t1,77 -7

, .

!'ir.1.

. ,i .1.1 -.

At the beginning, the boY must look to his health; without health one can do nothing.Health is a ble3sing that tcanscends all other earthly things.The man with nothj.ng but good health is rich compared with the man of wealth Ntho has lost his health.Therefore, I .would say to the boy who is beginning iL& and wanta to take at:tvant-age of all the rich re,..7,ards thotz:come fr-. a meritorious effort, guard your health. Do not sacr:.fice it. to ar.ything else.Cc:: all the frech air you can; none of the pastimes of boyhood is to be ignored. I look back upon fishin; and wood-chopping days in Ohio as the happiest of my whole life.Don't grow oi'd bef.ore your time,iiia:Lncain an interest in life clad all liv-Ing things. And then a young man must be both practical and per- swaying.Don't attempt to do more than you c:m carry out .-.iuccessfully; but, haming take.n counsel With YO1ltSZ L1OW nothing to stand in theway of your success, once itis planned wisely.Perseverance is the great thing.The young man who :nicks is.the01-40. Who succeeds.There arc innumerable opportunities ior the young man who knows just what he wants to do, and will do it with all histre.ngth.Don't let your ambition run away withyou.Move slowly but surely.Alwayo obey instructions;you must learn to obey orders before you can hope to give them. I would also say to young men, be earnest.Earnestness and sincerity are two of the sign-posts along the road to success.Inspire your employer with confidence in you.It is chiefly to my confidencein men and my ability, to inspire their confidence in me that I owe my success in life. Don't be afraid of work.The sturdy, hard-working men 6 make our country. great.And don't reach forward too eagerly. One of the great evils of the day is the anxiety of young men to get to the front too rapidly.Lasting successes are those which are carefully, even painfully, built up.Life is not a gamble, and desirable success cannot be won by the turn of a card.Be satisfied with* small results at first.Culti- vate a due sense of proportion.A man who is engaged as a, chauffeur is expected to be a good chauffeur, not a director of a bank or the manager of a railroad.The caddy who at- tends strictly to business' on the golf links and accurately and promptly follows the ball, is more apt to make a success of life.than the bookkeeper who permits his mind to wander from his books to the work of the superintendent out in the shop. .. I have the .utmost faith in boys1I must have, for I have the utmost faith in the future of our country.All that is needed la to awaken them to their opportunities, and for* this wa must depend upon our religious and educational institutions,I think a college education is a splendid thing for a boy; but I would .not- say that it is absolutely ..-necessary;T hada I t the,advantage' a a college education. had .a...good r.a.other.arld,an, exce.11ent fathe.:, mid I 111m )11 . to 4.nel that whatever I may have lost thrb,trh rlilure- to 3..-.;;;;;;z:;,-....-aedure-7ar-dalreger'education.:173nade:.:;up*::.through-Lmv home trz:,::.-::.-;:.=;;1,47:::- , home cir.cie. iatar; Two . 571;ereI stlicis';.3.. .V41 :Leh' ... AA./

.4. t. MN. ..64..t..1.4 I.*. , . - / ry., o'brr, *4,4 e ...M1111+1,.. ,e, vtimg.n.t.*

, tfe 91?!/1!!'01:1.1eti ,,e/ i'f#2,:i.4%;-=,^-.:;P:!1.to!,t rstiirtlellyr ? Fn.1.1....r.-.1,-cs

that he can never get at .college; but .at. theame time I .am not decrying the advantages of a college education, and should say that whe.rever it. is poss ible a boy should have it,

. Botter thancollege education, however, 'is the training that: a boy get3 in the technical sehool3:that.have sprung. up all over the country,This is an age of 8.pecialization. There is an unceasing demand on every handin the pining industries, the railroads., the industrials,, the mills,' and the factories.formen' with 5pecial,technical Itnowledge- that will enable them intelligently to take up the important work tb.:fT: is go..In3,onMr::ra is a cr...cat advantage that,the ooyt .c.L.3.z.y years ago 4 6. eLtjoy," - Now' one may enter a school aad learn in his./-ciu.th uglily of the :things .that ithe hardest kind oti labor we's needed to teach in bygone days, ,ne gets the technical knowledc that enables him to begin a 0:72. the boy or.::;.fty yx43 'cLET,o LYA3I deny empha.;.:ically the aSsertion that. opportunity has been rePt-e4ctrql or' --fndivirlun./.. effort stifledbv. reason 0.:E the growth of the trusts,On the, contrary; the, trust.. have open.:-.A wider avenues .and greater .opportuni;:ies to the young men of to-day than those.- of any other generdtien ever en-, :IOTA.In the old days, before the; unlon of interests, murderous competition made any...business venture precarious; hut'aside from thatthrough lack of time, opportunity, and capital,. the young man was kept -within a -very restricted field.... It is combination that has .prodUced- the. capital to open up mines- 'and factories, to build 'great industrialplanta and the monster wholesale and retail establishments.It is combination and capital that have set the railroads shooting in a hundred 'different .directions all over.the. continent. The reduction. of the work' of. the. world to scientific principles has- opened posSibilities 'for- young men in a thousand different lines.And .only'.the beginning..has been made.At

the , beginning of our- present. economic' era, ..men, brains, and- ability were needed. to take hold.., Thoie men have:about per formed their tasks .now.'But. who ... that. has faith. in ...his country Will-accept the theory that the work 'h as. all been done; that railroad 'deVelopthent has reached its limit; that the-.. steel- industry .ean .go.--.06..furthert.. that in coal, iron., copper, lead,: the indUstrials,' euiculture,, chipping, .finance,. apex of develoPment..,has 'been. reached. and.-that .this is re-. 'quired for the .future steer.the. bark straight?. Even were this so, every generation would require thousands of young, ambitious, and vigorous men to take up the work where the retiring head.3 leave off.But it is not so. Our material.progress, great a3 it has been, has only marked the beginning, and it is to the rising generation of young Americana, and to those who will fthllm the, that we look to carry the work along.They are the inventor.; ok the zuk.ure I ...the deviers el. - ;and label..-saving appliances,.of more

. , modern methods.They a-re the 'new executives, the future mask. 1: "-",---".---ters of .finance, the .creators fof material wea3.thand the . . . r Mik as rt.". ....", - - $: tAme e ,r,..14.4g410,f ,...414J 4NA4aultsek,:ke ,413.141114kit !Wiles 0:41:6144.1.!', ''!1 *4q,..',1r444..14: . 1:45.,:71.1t: owiteu411+4.141! . . r: .. .7 : t

.4:fr!... 4.141444,414.1'..4.0. .;..i+e.:11.i$,,a:1.01,t.4114A+.1'..17,Ai ,r).t.i..i:*:.17;i4.:N',...kiiietiiii;,14i.....64.ir.4,..H.14aistkti rate 601.1.:.111/1.41tipi'im*P".1.40.4.-eit:t4li1t1seirli 414) 14:4 er.k. h., a tr. dx4

. . . " , rf, ....fr.- ;,.;., . . ,. , . . . . :' .' I; !' 4.".;-; ...... ;, .: :'s .* ' .. .5,5, 5 557r

In thP enlarged iield which consolidation and concentration have creat, there is no po,sible limit to the suc- . cess vhicb an ambit:Low, yourl. Tan may achieve. The demand youna, men ri.nd ,.;tamina already greater than tii2 supply. They are abJolutely necessary i2 ; the greet incerects which have been created arc) not to fall into decay. ProgreL., is the keynote .

; 1. Mei: events in Rockefnllcr's early life seemed to ,hape him fol:nhusintns ; ". What ci:aalil-lcs does l'Iofoller emphasize for =CO,: in t 55j bu2inc:Is? Does he thin that the gtowth of trust.; has stifled in- div opportunity i ATen.ina7 b4 do-ts he see in n b=iness world that 4..-; dominated by conecntrat4on and combination? 5. Is this statement still relevant today? Explain.

other Robber Barons 1, J. P. Hbrgan--financier 2. 'lames Fisk and Jay Gould a, financiers b. Erie D,ailroad c., cornering gold market-1868

3, James 3, Hillrailroad 4. Daniel Drew a, financier b, railroad tycoon

the Gilded Age 1. years following Civil War 2. political corruption 3. no income tax 4. government laissez-faire 5. economic-Darwinism 6. lack of business con^cience

., ...BuzlIneps Consolidation..:Today'

: a.''., tight government ;regulation b. '.'.diVeri. ification .of...Corapar45.4,3.. 1.1:., Ford-own.g..,Phi7.6.ci....:. ... 2 ....:- 00.03:74.1... MO 'O:r.s : 'owns .Frigidaire'

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Class Discussion: a, Discuss the relationship between Protestantism and Capitalism. b. How did our early history provide a basis for a capitalist economy? Why did efforts at Jocialism in the United States fail? d. How did large-scale competition lead to business consolidation? e. How did the various types of consolidation against public incerost? 2. Discuss the advantPges and disadvantage3 ofun- harnessed free enterprise. Illustrate the law of supply and demand. What were the long-range legacies of the Robber Barons to the American econoEic system? Could the era of the Robber Baronsoccur again? Why not? What factors inMenced theappearance of a "Gilded Age"? Explain. . Class Problems and Project: a.Tom is a junior in high school. For the summer, he has decided to begin hisown gardening aer- vices.He can work up to 40 hours a week, spending two hourson each lawn, and servicing each customer once every two weeks. To enable himself to accomaatemore customers, he hired his younger brother to work with him at $1.25/hour, giving him thesame type of schedule. Going from door to door throughout his neighborhood, Tom acquired 30 steadycustomers, with the understanding that hiscustomers provide all necessary equipment. By advertising in his local paper, throughout the summer (8 weeks) at thel rate of $10per week, Tom received Jix additionalcustomers.

1414at is the maximum number ofcutomers that Tom and his brother can handle? How much per hour should Tom charge, his customers? What economic factors must Tom take intoac- count before making thia decision? Is it worth $10 a week for Tom to advertise? At the rateyou have proposed, how much pure 'misfit will Tom makeper week?

The Acme Pen Company :produces About 100-,000-

pens -d.year:And sells:them far $1per pen. . . -' thebasla of 'a .produCtion of 100,000 thecom-

. , 7 F , -';. l.: panY ...pays.. $20,000- for: materials; $40,000 for:- _labor .45.,900..zolc_smallLvariable-ekpenJea.aaa-- . ,. %. ... , ...,,Cri'-;.: -,er LIP!. ,.. !::1; ,4-6.gli." v ro n5A#42m"'.1"4..1.4.-4...... ,--...,...,,,,,j, , 4 .1., .,..,,%4 c, 6... 6 ,,, 4. :v.,* ,...4 ...+.1-'01.v.,-,!, *,*eari. 4...... ?. ...i.,...1.5.''',> $- . i T '''',"!. ,':., andAnterest:charovj,'c,-. '::.:1.'''.4.''"'..'.,,,,V-.-:.,,',,,, . . . , . . . , ..., ' 2 ,;' . ;114-4.- '114 ; t - . , .. . aliA4145: $!.1 ,?,.*U1,4..irt, 044) I .

., ; 1,0 Pio! . . 'f' iri...... /,..S ' 4.. ".,14,0 .'; . - Yr_ if the company get s:.a moderate amount of new businc:Ls, the variable cost...; willgo up, but the ifiv:e.d costs will remain thsame, as long as the com?nny is not producing at capacity. One large wholcJaler has .requeJted an order of 10,000pens if the Acme Company will lower its price to $.35 per unit. 1.On the baJis of this information., draw un a p7..o2it and loss statement for the Acme Pen Company, clearly differentiating between fi::ed and variable cost..;, 24What is the production costper unit of this company? J Would it be economically wise to accept the order from the wholesale company?Explain. C.Role Playing- A 1.Divide class into z;even small groups. 2.Groups will represent different phases of industry: a.financial backers (1 group) b.suppliers (3 groups) c,. retailers (3 groups) 3.Groups will act 'out different forms of business consolidations. 4.Novement.s of each group will be recorded on chalkboard. 5.Student:i combining must explain why theyare doing so. 6.ClaJa discussion of motives and methods of consolidation will follow completion of project. Role Playing- B 1.Objectives a.for students to Jee the economic principles of competition, price, and profit at work b.to understand business methods and business ethics c.to understand free enterprise sy,:tem by actually taking part in it. Supplied a,large supply of old magazine:; b.play money in small denomination, including coind Teacher acts as banker. Class is divided into 5groups: a.1. group iv auppliev - _b.3 groups represent* retailers*1 proprietor, 1 small partnership, and .3. corporation

-remaini.ng group- consumers v Ittf, 7, "'"4",.' oi .0 +0,11.1000II,,Y1 - ' z' '"' " " 7 ' "" ' " attlelent '-?:;kif-'wit .1.1100; 4:MALY' .consumer .is..:given $20

e e - ee. I. - eertem,It'le .4,00.:,....td ?1,10 *".* !..^ , . ****. ***,...

.01 ' Groups: group. I - 3 students a.mgituracturer/supplier b.in charge of all magazine distribution c.set Ttholesale price per unit based on supply and demand for each type of magazine d.hand in worksheet explaining hypothetical cost or production, and projected profit based on prices set and supply of magazines Group II - 1 student a.vroprietorchip - retailer be NO assets c.set up business based on assets 1,cost ol: magazine6 . . 2.advertising 3.hired helps if any d,set price per unit-may vavygv>1: mnazines e.hand in worksheet of projectedprofit op IIX - 2 students a.small piituership - retailer b.assets = $200 c. other class members may buy intopartnership for $100 if one partnerwishes to sell out d.partners set up businessusing same ideas as proprietor e.hand in worksheet ofprojected profit and loss statements itemizingall costs group...12 - 5 students a.corporation - retailer b.assets = $500 c.other class members maybuy stock at $1 per share if one of the owners wishes to sell some ofhis stock d.set up large scalebusiness e.hand in projectedprofit/loss statement itemizing all costs gLoupar- remainder of class a,consumers b.$20 each. c.companies compete for largeshare of business d.consumers shopfor magazines e.may buy intopartnership or corporation f;each consumer hand in statementexplain- ing advantages anddisadvantages of shopping at each type ofbusiness .. Rule.: laissez-faire rule b object ir:; to moli:e money c,teacher to.kes passive roleacts as banker r:nd may ia t as advisor if necessary, but students cnrry out activity for the most part on their own

Ue Conclusion a,each business group hand in itemized profit/ioss statement L. How does this compare with projected stat:ement? 2.If dilference ic large, 'why? JD,' Hou successful were you as a businessman? .Why? b.class discussion: What factors determine success and failure in business? 2. Mat business type has the best chance for success? Why? 3. Mat were the advantages and disadvantages of dealing with each type of busines3? 4.Do you feel that some types of business regulations are necessary? Why? 5.Who is hurt the most by the laissezi. faire philosophy?Why? 6.What did you learn from this activity? D.Conclusion 1.Responsibility of Big Business to Society a.Economic Role of Industry? 1.individual profit making 2.help national economy b.Social Role of Industry 1.aid in poverty program 2,job training for culturally deprived 3,provide for education for workers 4.pollution c. Have students write to various companies re- questing information on their contributions to society, and asking what role they feel industry should play. 2.How does industry capitalize at the expense of the public? 3.How does industry benefit the public? 4.Do you think any-new regulations are needed? Explain. 5:What did you learn from this unit? BIBLIOGRAPHY

Books 1.Ammer, Dean S., Aeadings and Cases in gconomics.Boston: Ginn and Company, 19;)3. 2.Bailey, Thomas A., The American Pageant.Boston: D. C. Heath and Comirany, '1901. 3.Brink, William and Harris, Louis, The Ile_gro Revoktion ina America.New York:Simon and Schuster, 1904. 4.Chamberlain, JohnTlie Enterprising Americans. New York: Harper and Row, PuoILWErs, 003. 5.Dulles, Foster Rhea, Labor in America.New York: Thomas E. Crowell Company., Tg6U7 6.Fairchild, Fred Rogers, Understanding. Our Free Ecosiomy. New York: D. Van Nostraaampany, Inc., TM 7.Faulkner, Harold Underwood, American Economic Higtoty. New York: Harper and Row, Plins,171/4707" u Jones, Dialdwyn Allen,American Immigration,Chicago: University of Chicago Press, 1907 9.Kennedy, Thomas, Automation Funds and Displaced Workers. Boston:Harvard Ifi1M711137- Graduate SchoolorBusiness Administration, 1962. 10.Laslett, John, The Workin man in American Life.Boston: Houghton kliffliiiTolupany, o8-"*". 11.Handelbaum, Seymour J., The Social Settinof Intolerance. Glenview, Illinois: Scott Foresman and Compiif,r96-4. limn, Arthur, lamirtrants in Amer icanLife.Boston: 12.Houghton lax:f1 :12-1.9..). 13.Nayer, iartin, 1.1adicon Lvenue12.1,ats Mew York: Pocket Books, Inc., 196' 14.liayerson, Charlotte Leon, Zditor, TWOBlocks Lipart. New York:Holt, Rinehart, andHinoton71175. 15.Norton, Robert E. and Nisbet,. Robert A.,Contenyarm Social Problems. NW York:Harcourt Braceand World 1r7a7l7CLig.A.

.r ":1;-.0., :1"-.0.'!It_11.

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BIBI.Y.CG1API71 (continued)

16.Hash, Gerald D., Editor, Isgues in American Economic History.Boston:D. C. Heath and Company, 19(14. .,2 17,Packard, Vance, The Hidden, Persuaders..New York: Pocket Books, Inc.713d3. 18.Packard, Vance, The Faste Ivinkers. New York:Pocket 3 Books, Inc., 1961;7 Rozwenc, Edwin C. and Roehm, Wesley A.The EntLepreneur in the gildednw .4g9.Boston:D. C. HeathEdaompany,-1765. 20.Salisbury, Harrison E., Thp. pook-11,32. Genvation.Green- wich, Connecticut:Fawcett PublIcations, Inc 1965. 9 21.Spence, Clark C., 21,9., Sinewa Anactrican Cqpitalism. New York:Hill anr Wang, 1964. 22,Wilhelms, Fred T., Heimerl, Ramon P., and Jelley, Herbert contsumer Economics.New York:McGraw Hill Book Company, 1966 23.Wright, David McCord, Capitalism. Chicago:Henry RegneryCompany, 19C;2.

Magazines 1.Forbes, September 15, 1967, p. 54 - 61. 2,Time Magazine,July 12,1963.

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INDUSTRIA LPREP CHEMISTRY

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INTRODUCTION

Chemistry is a.subject. too often avoided bywork-bound young- 1.1 sters in high schools.Perhaps the min renconsare:there is a definite college preparatory design to it andmore often than

not, the material presented is not ofinterest to this group.

The Industrial Prepchemistry course isan attempt to introduce

students to the practicalaspects of chemistry, in relation to

their occupational interests andtheir personal environments.

High school chemistrycan be made interesting to mostyoung

people. Changing the method of formalpresentation to one that

is more laboratory orientedand deals viith practical,relevant

material.; ......

The chemistry unit for.the Industrial Prep Programoffers a series of experiences whichattempt to discipline the thinking

of a youngster,whileat the same timearouse a curiosity to the

role, of chemistry_ in his.daily.life. .Much of the workis con-

cerned with the "how" oflaboratroy techniques andprocesses j rather than the "why" oftheoretical chemistry. There are more lab sessions scheduledthan lecture presentations:-Topics of present day interest are brought into the laboratory withexperi- ments in air and water pollution,plant and animal conservation,

analytical work on toothpastes,lipstIcks, ccild cre.ams, other personal and householdproducts sl.:ch as fab:ics(bon natural andsynthetic.) A sizabl.c.porcicr. vorlsis devoteJ to 250 ,I...,.,...,...... 00Vetv,,,V64,,.././.^,019,0,011171.111VIIMOOneits)..**0/10.,VMOM04.000.14..MITIVIW[0.1.0.1Mr., 1Mola.rolownroatnnw...

:CY:DIME:CAL ral.;:r CIIEMISTRY: ITaRODUCTION . Page 2

areas of food additives such as coloringsflavors and preservatives.

A nuffbor of students have the opportunity to work in

commercial labs, therefore, much attention is givento safety

lu the laboratory. Neetings held with repres'entatives of local \ pharmaceutical and industrial chemistry firms'help establisha priority of teaching units for theco=se. Concentration is

placed onthe following skill developingoperations: a. 'Physical measurements includung determination of melting points, spetrometry7-infra-red..and ultra- 'violet spectra,etc. / Use of various types of analytical balances. . i\','... c.Thin layer chromatography, f.,vc / , ,)"9/1 Ay d. Titrations 0t' V , e.Performing crystalizations. 0 \ ( c..J.: f.Performing didtillations.

g.Preparation of reagents. h.Laboratory maintenance. i Cleaning specialized equipment. A good foundation can be built for fulfillinglaboratory assistant training.. as well as_offer 'ing...studentsan .interesting and rewarding science education experience with high school experiencein these areas.

,4!

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Unit I - IntroOuction to Inductr:.n1 PrepChemistry

.4 Objective:To create an intostin challistu and to meti. vate the student oo that hewill seek knowledge of the subject0 t

A.Why study chemistry? 1.There is evidence oS! chemistry in this roomaad in our daily living.The glass, the window frames (alunlinum)most articles that you can see has some relation to chemistry,Chemical processes have brought us new and better things for a more leisurely living. 2.Show samples of steel, plastic, rubber, perfume, nylon, etc Why are these articles important to us? Howdo we LI obtain them from naturesChemists create new and better products.Show.newer metals, medicinals, teflon; advertisements-may be used in place ofactual samples.

. . . Chemistry as a vocation or profession. 1.What kind of work does a chemist do? Look around the room and yoti will find many examples showingthe kind.of wOrk-the chemist "does.A chemists contribuft tions to scientific discoveries may be summarized as follows:a)He makes new substances; b)He analyzes substances for their composition.

'16 ' ret 252 To avoid error in his thinking, the chemistworks in a special manner, called the scientific method. a. iPe .AWS,.ft4,...... 041{45 nets hImmolf n definitesroblem.+.r.sAar His problem is narrow in scope but the question is clearly

defined.

b. Re aqheys gp.,many. rclinbl.p,factsas he can about

lis,4WW/..... oroblm, Fla can obtain facts by reading authori- ties, and by performing experiments. He classifies his facts and icrutinizes them carefully. With an open mind he includes all the facts, even those

which may disprove some of his pet convictions.

c. He makes a guessor His scientific guess is basedon all the facts he can possible gather. He tests hishvottsterimentan in the laboratory. In this step, the chemist gathers

. morefacts which have io be classified. '.

/fi .1i ht of this experimentation, the chemist

a". . . ; --timnstaskyaschtsi.s. He may even discard . it for a new one that will agree with the ob-. Z. served facts. ElgItatamatE Make a list of five applications.of chemistry thatyou see in your home.

2. Name three men who made significant chemicaldiscoveries in , the nineteenth century and give the contributionof each. tfakea report on the' life of Levoiiier, Midgeley, Richards,

.Haber, Funk, Davy or iny other notable scientist.

7. : *,"!IF1: 7: 253 Unit I - Sectioa I.-Chnmical Cymbols

of the Objoctive:To learn the symbolsand valences of some common elemeutso

, Symbols are used in many areasinstead of writing out

words and phrases. This practice save timeand space. The symbols and charges you areexpected to know are

listed below. Svpbol. CharRe (When T%,.:19E4.911.11 is a compound) 43 Aluminum Al +2 Barium Ba -1 Bromine (Bromide) Br +2 Calcium Ca -1 Chlorine (Chloride) Cl +1 Copper 1 (CuPerous) Cu 42 Copper II(Cuperic) Cu -1 Fluorine .(Fluoride) F -1 Hydrogen H -1 Iodine (Iodide) I +2 Iron II (Ferrous) Fe 1=1 III (Ferric) Fe +3 .42 Lead Pb +2 Maimesium Mg Mercury I (Mercurous) Hg2 +2 Mercury II (Mercuric) Hg +2 +2 Nickel N -2 Oxygen (Oxide) 0 +1 Potassium IC +1 Silver Ag +1 Sodium -2 Sulfur (Sulfide rc 74 +2 a T. ,CV. .6,1;. f " .s..,, .4%%.

n. hadicolc bound to eachother Groups of atomsthat are -chemically The followingis and act as one atom areEnown asradicals. a short listof common radicals. Chltrize. Nnine! of Rndis...,11 argjael; +1 Ammonium. (NR4) -2 Carbonate (CO3) ..1 Hydroxide (OH) -1 Nitrate (No3) -1 Eitrite (NO2) -2 Sulfite (SO3) -2 Sulfate (SO4) -3 Phoophate (P04)

:Please notice in the listof elements thatthe first capital and ifthere is a letter of thesymbol is always a (lOwer case)- letter. second letter itis.always'a adall must be written In the-case-ofradicais,-each new:element instance-the bicarbonateradical with a 'capitalletter.. For together acting (11CO3).has three differentelements grouped

as one. All radicals have acharge. chargei -(Valences) we can Using-iiiMbols and 'knowingthe We-Will take up formula make the:formulasofMiriiiCompounilc.: memorized thepreceeding writing in a fewweeks after we.have

lists.

;!'.; , . . . 1.1:11..:: I ctii i- Thu Oyst..c.ia rjectivc4TA) leara the matl!ic 14bf):tory mcv.r.urcmcnt5. A In the united States .1nd GreetBattin Tie use thr.: foot- pound-uccond systLa oZ iuci ..1:41thr.N.= tticn inntric system.But, in science, all. 1.a orld includingthe United States and Great ntitnin U50 the tnetricsystem. The metric systeta is gaielng a- :::)st:lold :earn asevidenced by the weight markings on cereal boxes andvoiumuu mark- kags on liquid cnntainers.The weiglits are marked in ounces and grams and voltriemerkings axe in quarts and litera.The calories we are cciacerned with infoods is a metric unit.The metric system is a decimal system similar to our money system. leGive each student a meter stick and havethem measure -. the lab tablet their height, books,and other materials brought to class for that purpose.Have students =faemorize-the prefixes most toed in thelaboratory.

4 L. L.+. 0 08. . + - Milli. ft. one tir.-.sandth_ilk gm .001 1 millimeterii.grolouof.aioeter is .001 m 1 alligrammj,jofagr1wma.001g

CAnti4;:sonehundiudth ta 0 1 1 centimeter Tv irk of 4. mettr. 01 a 1 :=1:Ipsmft-Its ofa gramft .01 g

- - * _16--. r.. r . *. 256 Deci tx, ono tenth .1

t. 1 1m .1z 16' e 1CCM:- 04. a t:93.

Kilo et cne thousand = 1,000 3. :413.ry.2tor u 1,000 'Inters

1 it ir.f-rarn tga 1,300 grams 1.4 AEter you h.21,tzt mainoxized the p.i..7.25.os rnd you %low the rudimonts of the metric system, it will be a surprise to see all the areas where we use the metric system.If you watch international sporto events, especially the Olympics, you t1 will see all. measurements in the metric system. It will be necessary for you to be able to convertthe metric system to the English system of measurement(PPS) and visa versa.- It is: helpful to-memorize the following conversibnunits: 1 Length:1 meter a 39.37 inches (in.) --I- la& al 2.54 centimeters (cm) meterIV3.28- feet (ft)

Weight:1 kilogram u 2.2 pounds (lb) 1 pound la 454. grams (g) approximately 23 grams 1 ounce (oz

Volume:1 liter (I) e 1.06 quarts (qt) 1 quart "Is 946 ID itlilfter n (ml)

Tt to sionaurcd the smut all over the world. -1t Tervev,tuvl: .1. , ,*? "1 , C.:7.eirx or Ces,roti- gratle therrc,.r.-.7!t3r i9 The tv.-.:1,,rattlrfrt rrn7,1 bntween the freezing pointof watec F:nd the normal bo5.1itr, point of ateris divided It into 100 vyal parts. uater OCmC SA to0°C and br,i'st 1.3`..3C in the rtetv.e syntx,m.

Fahrenheit Carttizrzcie (Colcitts) r. (-212°!later Boils 1000

1800 ,...320 Water Freezes 4, Ii 3 From the above comparison tte can see that a1C° tempera ture change is greater than1F° temperature change.I.Co a change equals 1.8F° change. In order to convert one temperature scale tothe other, 0 use the formula below. 3 1. Md a +40 2.Multiply by 5/9 or 915 Li 3.a.From oF to 0C use 5/9 b.From °C to °F use 9/5 3,Add a -40

Example:Change 4-200C to its corresponding oF reading. 1.200 2.60 x 9/5 e 108 3.108 4400 40 ISP +411SoF

+4440C 44er now ebnnse600F to °C.

1.69°F 20 iov- :;/'; a 4

20°C

; Suggec Rez.6 ing Shapley, A Treasury ofScience, pp. 42 - 47.

a 11 a.4 a a. 4444

a 4a. 4.4

lb .e 44. 41.-

4 a 16. 4 41.4 a -

444.4,14.11,44. 6 4 s - 0. - . . . 64 11. . a.;; a a 444 ...... 41444.

46.

44.- .4...qt. 16. 259 Unit II Sect:_on I - Tha Ilature o.Watterand Change Objective: To g5.ve the stucicut the correct idea of matter

and change matter underL;ocs.

A. Fiattcr is Enyi:Iiin3 Lhat occupies space and has -i;eiE.tht.

Salt, brand,]rh7..d,mter, snri raper are d:/.fl'ereratk:nds

sr::tcr. Suchthi7.133 hcnt, lit, r;riond, prttl dice- aro not considered matter since they have no

weight.They aro different form' of energy.The differ.. eat forms of wergy nct on matter to produce chemical and

physical changes in matter.

1. There are three states ofmatter:solids, liquids,

and gases.

Generally when we think of water we imagine it as a liquid.Butsas you well know water can be frozen terice (solid- or boiled-and turned- into a vapor (gas). (Demonstrate threestatesof matter using moth balls.) Thi. changei of solid-to -liquid and-toa-gas are phy-

li-Cal-chanies =

o. Comparison of theThree States of Matter 11111. AO w Property Solids Liquids Gases 4.1411.1 111111.4111111144 .011141111110.11640dd. 1111111MIOr 116 416.4 . d aura. a. - Volume Have a_definite Definite--takeindefinite; shape and volume. shape of con-expands to tainer. fill container.

Molecules Cling toga- Move more More freely

ther r-tr.T.nir r-ea.4%117. AnA ell1nrAtri..d 1 exert pressure.i

4111110,01.....04,,moo. ; ;60 2. There cxn over 110 sizx,Ile anbstonees called elements tht hnve berm ftr,minn.A. The %.tr.d element mean a subsicc T:hieo hna not bnmdecomposed into sim-

;7.er c.:hztc:n7-:cs Ly orcnnnry ciin1 roans, We are

c.1:11:0s n1r reactienc vhery a heavy tomis .1 c4it t.:%) fr:Lnple:: .ntems as the ntcmf.e boa6,

3, subcimnou ere Athn: miNtures or c,:nounds. 4 comp*und Lwo or rilre alcwants ccm-

ned in a ti.:::Einae properan y ueifsat. ilmivw tare is composed a two or more parts(ingredients)

not bound together chemically and in nofixed propor-

tion. 4.What are the different kinds of elements? Elements can be separated by their characteriess tics.We have metals, nonmetals, and metalloids. Metalloids consist of those elements that exhibit characteristics of both metals and nonmetals.Ex- amples of metalloids would be boron, silicon,arsenic, and antimony. The general characteristics of metals are usually shim), conducts heat conducts electricity can be drawn into a wire malleable Metals will usually combine with oxygen,either at roomtempertiaaor at 1.1&144-a tcuporitit:urca,fm:galaa oxides, The names orrecently Cilicovcd v.etal5end in

u:aor ium. Sodium, ccaciun, ponloitl-a,and alumlnum arec%.:.Wkcso1 the Inn and Ina cadinzAWetnls such an

zold cc:Iror,zinC, ro.d irm Oere dicovered beforethis

systf:la caminto lass., Th3 eharectcvistics ofnomaaLaLIre almost the opposite that of metals. The general characteristics ofnonmetals are: poor conductcrsof electricity poor conductozs ofhent Wit dull, waxy appearance Recently dIscovered nonmetals have nameswhich end with n or ne.Examples are oxygen, nitrogen,fluorine, chlorine, bromine, and iodine. 5.Matter is composed of small unitscalled molecules. A molecule is defined as the smallestunit that can be recognized as a particular substance.Examples of mole" cules are:* H20, Pb, C2115011, Al,and C12. The building blocks of chemistry areatoms. An atom is defined as thesmallest portion of an element that takes part in chemical changes.Examples of atoms are shown on theperiodic chart.

Student Projects, 1.Collect samples of elements anddisplay each in a bottle mounted on a chart. 2.Collect samples oa mixturesuseeti 1 u Lo.aadLlcrh in a bottle mounted on achart. t C.%""Itts: "erIVPI-ififig iri In the houseand display antis in a bottle mountod tnt cart. 262 r METRIC SYSTEM B

. 3 in:- wm. 21.10 ml.m cm3

2, 30 cm.= mm. 22.2 oz.= g

3. 12 decimeters= cm. 23. 250 g,,- kg.

4. 325 mm.= cm.

5. 10 itt.,4 cm. 24.

6. 1000 yd.= m. 35.5 cm. t 10.0 daci^t2tz 7.500 m= yd. 335.0 mm. 10.0 km. 8. 10 crt= ft. Heters 1 9.1.5 km.= m -.4 .10.1. km.ge ft. 25. 225.0 mm.

11. 100 km.ge yd. 25.0 cm. Meters 12. 10 lb.m kg.

13. 10 kg.= lb.

14: 200 gen- 'kg.

15: 3 gm mg.

16: 350-mgot

17. 100'il1. ii 1.

18: 1 19: .56*-1;=1' 20; 175 Cc.e

r r, p3 i WriIe the forrzlas for the conToundn. Tctit

1.Hydrogen Carbonate 2.Carbon Tetrachloride 3.Copper II Oxide 4,Calcium Hydroxide 5,M.uminum Nitrate 6.Nickel II Sulfide 7.Hydrogen Acetate 8.Potassium Chromate 9.Calcium Chlorate 10.Barium Hydrogen Carbonate noLead II Nitrate

12. Iron III Hydroxide 13.Magnes.ium Phosphate 14.Copper:I Sulfate 15.Mercury. I Carbonate 16.Zinc Chloride 17. Sodium.:Peroxide

18.7-Silver, Sulfite 19.Potasium Bromide 20.Amonium Sulfide

464 Unit III - Periodic Table, Structure of Atoms,

and Formula Writing

Cbjectivc: To learn how compounds nrc formed fromelcmcnts.

A. The Periodic Table In 1303, Dalton stated that each element had adefinite atomicweight which was the same for all atoms of that cle- ment. Attempts were made to group theelements so as to find

some relationship between atomicweight and the properties of

the elements.

a. Johann Dobereiaer - 1829 - Triads

b. Jbhn Hewlands - 1863 - Octet Theory

c. Dmitri Mendelejeff - 1869 - Periodic Law "The properties of elements are periodic functions

of their atomic weight." He arranged the 63 then known elements in order of

their atomic weights.

d. Henry Mbseley - discovered a property of the elements called the atomic number by using the wave length of

x-rays.

B. Structure of the Atom

1. Niels Bohr 1913 - Electrons revolve around the nucleus,

2. Nucleus- Protons is Neutrons

2. Atomic number- the number of protonsin the nucleus. re, 4. Atomicmass SUM of the protons and neutrons in the nucleus. Show electron arrangement in energy levels.

2totona, poaitive char:A Vautronz, no c15r471 - 21octrca: nowativa chtri-A.

Draw dia-6.:4as of varicu;; ntc=3 mtvalic end nentl,ztel1;t:. C. rematicn of Compoundn

1. Ionic bonding - Ccpic:.tetra:Icfor of mi.! or mn.ce clec- troas from one atcA toanothnr,

2. Covalent bondins - Sharingof one or more electrons between inoms.

3. Show examples of salts - NaCl,UtC12 and their elec-

tron transfer.

4. Shgu sharing of electrons inthe diatomic mole:ell/ca.

H2, C12. Organic compounds ere covalentlybonded.

D.Formula Writing If we know the number ofelectrons shared or givenby one element and the number receivedby another element, we can then write the formula of thecompound.

+1 -1 +1-1 Example: Na Cl WW1 The compound isneutral. +2 -I -1 42-1 Mg Cl Cl almmem MgC12 42-1 mgc12 mtmgc12

Lifith the list of charges memorized, we canwrite hundreds of formigaso- It Li cuatomary tawrite the positive element first and the:negatiVit elementsecond. ln some:eases two er-morecompounds are formed by the same elements, we use aprefix in the name in order toindicate the number of atoms-of thesecond ollemento

Carbon monoxide va CO Carbon dioxide = CO2 Memorize the following listof prefixes. mon tri -3 v4t; 5 di4.. 2 tetrn 4

Webd..4.041, fol/vtitz emlywrant Cel. P200, P905, CS'i 0.11641.114r tht

- - .11. 26 Unit IV - OxyRen

Objectival tic uill study oxygen since it is the most abundant eMment and illustrate cLaA.act:xistics of gases.

A. How and when was oxygen discovered?

1, Joseph Priestly, and English minister, is givcn credit

2or the discovery og oxygen.He heated red Ebrcury

II Opide (dercuric Oxide) with lens and decomposed

the oxide. 2H50 2Hg Oil\ Iletested the gas several ways, to see if it would burn, support combustion, and sustain life. Priestly

made his discovery August 1, 1774 and had his experi-

ment published. Carl Scheele (Swedish) probably dist" covered oxygen in 1771 but did not write it for pub-

lication, it wasn't until after Priestly was given

credit for the discovery that it came to ltght of

Scheele's experiments.

2. Some facts about oxygen.

1. Alr is 20% oxygen by weight.

2. Water is 09% oxygen by weight.

3. 50% of the earth's crust is oxygen in the form

of sand, clay, limestone, and rocks. 4. A large part of living ilant and animal tissue

is oxygen. Priestly visited Lavoisier in Paris and told him of

his experiments. Shortly after Lavoisier performed

his iamous 12 day experiment. EU LIQWW 1146.1a =nett 1 EG7 . . .. FILMED FROM BESTAVAILABLE COPY

,- r, t. p " prc:?^_rcd by gractionol I. 1 , 6.

Tnntolr!"!.1 Slightly soluble unter A little heavier Lilan air It C:1t 0. be liqui:!.c.c1 413.61.):: 7'; 5,Chemical properties: Support corabusion Combinoa with materials that-.burn,(Orydation) Carbon + Oxygen Carbon dioxide

C + 02 -----) CO2 The lowest temperature at vlhich asubstance will burn is known as its kindling temperature. 6.Factors that control the speedof oxidation: 1.Nature of the combustiblematerial 2.Increase surface area 3.Increase temperature 4.Increase supply of oxygen 7.Conditions necese=y for burning: 1.Combustable material 2.Supply of oxygen 3.Combiistable material heated toits kindling temperature. To put out e. fire you must remove oneof the above conditions.

268 rvoi1.- Wm.**.Stne6nt...I.-

3.Write .rt7:(:!.1:t on thediscovery of my:Tn. attnmfibsre170 2. Ifinke .v,rtical. diagramof the the ern=decreases as heightincreases. Devcse an experimentto showthat a.vateI: containsuncombined onyilen,cnd b,va.;;er containscombined oxygon.

%.1

1.8

269 1.r1 t. V 1!

o;;.-.ive: i.:itic chc,Atical nlid physical proper::5.cs

"" 1CV"1 c 0.nl:thin vc,7cr.nic 8,1nre.s and i nic 3fin.Large amounts of. it is in the tttr,orpNry.rn ø r!rieMont of the hydrof!en on earth is round oho4'11y combined with ()I:11,7:r Clements.Hydrogen feu.nd frt7ntrf,-, :17-1(1 ohmi.nals. Cavendi4h arst ra.de hydro6ca fromacids ...a 17G6. 2.Hydrogen can bri prepared several ways. a.Electrolysis of water, J 21120 2112 + 02 b.Reaction of a dilute acid and metal such aszinc or iron. Za +112304 ZnSO4 + 112 Fe + 211CI FeCl2 +112 c.Reaction of sodium and water. a.. 11W 2Na + 21120 ---ww4 2NaOH + 112 3.What are the properties of hydrogen? Pure hydorgen is colorless,odorless, and tasteless. It is slightly soluble in water.Its boiling temperature is-259.2°C.Hydrogen is the lightest element, weighing 0.09 g per liter.Hydrogen molecules are diatomic, that is, each riolecule contains two hydrogen atoms-112. There are two other forms of hydrogenthat differ in . 6,

.7 40117 on.i?,Thny nre called deuterium and tritium. The different weights of the sameelement are known as

isotopes. 1 n 270 6.!Mat nre the u:-.L3 of Hydrogen is uricd in the 'oxyhydrogcn lAccatorch, the atomic'

. . e I itinarogerl ...1 Z.:i CI 11" "'IV" h

. a ./.. s, ... Oa/PO ere.;. A.o Jo

1.Nake c o..'zhe PAar

.. a,. o.

a. a. . * .

or I s4. 'So . , . e..

,20

:7 271 VS. A. Typi::;11

Water is nbonOnnt anr.1 di(Jtribu;:ed cm- pool-v3. Three c.J: our t,:,cly 1.3 ..%-.Z.cr rail 75% of the earth's slIrfaca cc..verd with m.tc:r to cn average depth a onc: It aloo

1, In cr)::!7!:,

2. In the ;,.traor.iyhe: c vP.por.

3. In common things ouch as cabbage, spinachand potato,

up toCOL

1. Physical rmperties of: water. Water can be described as a liquid, colorless,odorless, tasteless and heavy,. One cubic fccet of water weighs 62.4 pounds. Water freezes at 0°C and vaporizes to steam at100°C at STP. Two of the mast important properties of water arethe way it mizes wfth cr diceolves othersubstances and the fact that it expanda whea cooled frvm 4°C to 0°C.

2. What is a volution? The addition of sugar to coffee is a daily occurance.

When sugar is put into wter and diallolves the resultingmiw. ture is called s sohytioa, A solution is auniform mixture

(homogeneous) .12 a dissol7ed substance or solute in adis- solvtm liquid or There nre rieverel kinde of solutions, depending uponthe amount of ,:olut: th7.4- cal- be dissolved in agiven &mount of solvent. /1

1 ly..!olvcd 1, A solutR;: 1 .1., 1 ii:k in n lot o2 solvcnt.

2. Aconzent.rz,tati 1tt cn 11::stloL c ;:ejr a little solvent. 3.An un2aturLLed boiu. 4.A caturntod solution contains alltl.y.e solute tbnt can I. ditLolve cit The above terms are very general andof little use in the 16.-.)ratory.The ehecnis;; mnn.y g-zz.zo of salute are dissolved in a certainmound of solvent. He calls these known solutions norrinl or rnolnrsolutions, r, formula weight t 3, A molar solution is one that contains one ri of solute for each liter of solution. Examples: Na - 23 Cl - 35.5 NtC1 = 58.5 g - formula weight CL]

Put 58.5 g of NaC1 in a one liter volumetricflask and

add water until the volmme of the mixtureis one liter. This

mixture is now a one molar solution(1.10.

To make a .514 solution ofiCTC1, put onehalf the formula

weight (29.25g) in a one litervolumetric flask and dilute

to one liter. We can adjust the solute or thesolvent in

order to make any strength orvolume of solution required. Practice making the following solutions.Uting NOR as

the solute, how would you nx&e: II

a. 1 liter of 111 solution; d. 1 liter of a .5H solution;

b. .5 liter of a 1 M solution; e. 2 liter of a 3 M solution;

C. 100 ml of m 1 m solution f. 500 Int of a ,1 M solution?

. 22 273 Uormal Soluti.ons A norTni solution consists of one co2..L-:,:yrOspt3Ipirtht par 1.1:or of soluticaL. An 1.1calivq).uni: weisfat. of a compou(1 ine c;,;:ii3ht that

con).;.1.n3 x.7c1.311t of a compound is found by dividinr:; theformuth weight by the to1:01 pocitivo ch!:trgc, +2 -2 Examples:1-12 SO4 = 93 formula weight

93 i!.9 4g i7- one equivalentI::cight

Na 0i =3 40 = formula eight

40t= 40 g sus oneequivalent weight

In compounds where the total positivecharge is 1, a normal and molar solutionare equal. Practice making the .following solution.Using Ca(002 as the solute, how would youmake: 1_. liter ofa 1,_N :solution; b.-2 liters of a .5 Nsolution; c...:..200 :m1 of. :a 1. .N .solution;

d. 500 ml of a .5 N solution;

e. 1.5 liters of a .1 N solution; f.250 ml of a .25 solution?

5;, VT7 -

r1 fn:1 op the svrentIrnm/s prneticilly I:zI.T)nrt he alr. nis unitwill help us

to lenym nbout thn air and seehow the atmos-

phere mkes the world 0 morecomfortable place

in which to live.

A. Mat 5.s the caoposition ofthe air? 3y velu= nix -,.

73% n5.troaln

21% oxygen

.9% argon 1 99% The remaining .1% is made upof the remaining gases

in the air such as being helium,krypton, zenon, and

carbon dioxide.

-Air-i6 a mixture. The percents given for thecomposi-

:tioh.of Air 'vary to a -slight extent..This_tends to show

-a mixtUre sirice.veknow:compounds :do. not_v_ary.in

6climpijsitiOn.=.-:AnotherAifference:isthat-pqrts:oLa:imix- ture keep their propertieswhile compounds attain new

properties. Air may be separated bytaking advantage of different

boiling points of liquid oxygenand nitrogen. If a beaker of liquid air is placed on thetable it will boil vig- *ti orously.The first portion will be nitrogenbecause it

ilas a lower bt;i11.4;po.7.:10C vhile the temzxrnture of boiling oxygen is about-182°C.

/4 275 C.; 1!ei:7,ht

cnn knows hew h ii the c.!-rthto at!nor;phene

0"P',12 but scieatistsbelieve itreciel.c:sseveral hundred miles above the earth.

Tito first seven miles above the eart:h is known as the troporTherc or turning sphoro, beec,uce here the cir in tur- bu7.cLit. =Is is Vele clouds foy.m ue 811U.2, rain, awl thunderstorms.

Above this region is the stratosphere. It is about 20 miles thick and the temperatures uswaly are betweell -65°F to -05°F.

There is little known about the regions extending 50 miles above the earth and more, but scientists are constantly doing studies as to improve their knowledge. There is a layer that reflects radio waves back to earth known as the Kennelly-Heaviside layer.Scientists believe that the beautiful northern and southern lights, called aurora borea- lis and aurora australis, occur in the outermost region of the atmosphere. These brilliant colors occur when excessive electrons are emitted from the sun and pass through the upper atmosphere.

D. Nitrogen

1. Discovered in 1772 by Dr. Rutherford.

2. Lavoisier in 1774 tested nitrogen and found it could

not support life or a flame. Re named it azote (without life),

Mitrognn is importnnt for its use!, in rmmnnfm, dynn-

mite, dyea, IIMStudent adr.«14.111 P;:olic.Ln ,

wtygon? 1, How vou1d you prove thatair is /Mout 21% impoEtant pnrt of sir? 2. Why is carboa dio:Lide an

3. Uhat is dry

4. Flow is carbon (1f...0:Udeuseb.11 4n the h(we? What is thG major use ofargon?

. . . _

_. ::-

. - Uni.t VIII Thc Uns Inws

0cetivc: To 1:rirn tLc mnthematies cenccrndwith the physical proocrties of Lnses.

A. Cases are easily compressed whichindicates that there must be grent distnnces betweenmolecules.

1. Boyle's Law

The volunn o:e n Ary gnp vnriesinversely with the

pressure, provided thetempo5:ature remains constant.

P V = Pl Vl Measurement for pressure may be oneof the following:

30 inches es 76 cm = 760 mm n 1atmosphere in

14.7 lbs/sq. in.

B. Effect of temperature on the volumeof a gas. 1. Charles' Lew Charles discovered that for everyC° rise in tempera- . ture, the original volume of a gasincreases by 1/273.

Example: If we had 273 ml of a gas at15°C and in- o the'temperature to 16C, the volume would in- -." 41, cieaii by 1/273-oi 1 ml.The new volmme of the gas

I. - id.11 be 274 mL Lord Kelvin devised a temperaturescale that has

no temperaturesbelow zero. He simply called the

lowest possible temperature00.

In order to changeCentigrade temperature to tnlvin (Ahnniuito) juA add 273 to theCentitYmede

-temperature.

7'271i 121.cample: 20°C r- 201-273

-10°C ,,,-10 -1- 272

Ygn rw-qt Ilse the Loien tcr.s.erna-tx.o.scnio when e me

the gas laws.

1:7 \73. Charles Low f TUT TT-C-.(7

You will see the letturs STP inconjunction with the gas

trl (P) law, they stan4 _._ .) stnneard, (T) tr'rrf.,n1ture, rnd

precsure, Standard temperature is0°C and staadard Nessuro is 760mm of mercury.

Problems: 1.Change the following Centigradereadings to the corresponding Kelvin temperatures. 0°C, 10°C, -200°C, -40°C, 27°C 2.Change the following Kelvin readings toCentigrade. keit, 50°K, 2730K, 00K, 10000K

Problems: 1.A sample of hydrogen occupies400 ml under a pressure of 758 mm.What is the volume at 600 mm? 2.A gas 'occupies 20 ml at0°C.What will the new volume I7-g) be at 100°C?

Universal Gas Law P V pl . T1 A sample of helium occupies2.1 at 20°C and under a press.

voitnnn t..7111 itoccupy nt SOCnnti . sure of :).00, whot pressure of 600. mal?

" "" ol.t.'",..4,1"..109. 14° Unit - 5..crl p1iCLo.! Cbjc.:ctive:To stvdyehelTiLcal. iLv1 pLy:1 group X,the alkali bietalr,'e electron th itsouter- A.All the metalbof group i hn,re ca2 most orbit. of the alkalimetals. 1.'Sodium the most importiAlt Found in 2,it makes up2.4% of theearithts crust. compounds.only. 3.Sea water is 2%salt, 4.Also found inunderground saltdeposits.

B.Chemical Properties 1.. Highly electropositive. 2.Sodium plus waterreacts to formhydrogen and sodium hydroxide. 3.Must be kept inkerosene at alltimes.

C.Uses - -- through fog and I.Sodium vaporlightsno glareseen mist. 2.Dyes and drugs. 3.Catalyst

D.Compounds of Sodium of other chemi- 1.Sodium Chloride--Usedin preparation calo, preservativefor butter, meat,and fish.Also put on snowand ico to thm. 2.Sod all,: unter from the air. v:_th fats, :dortdw; sonpA solution (D.7 N:201-1 reacts with COIin the air to formNa2CO3; D:2 SCS react with.sicids to form water.

Baal + EC1 wrstr5. D aCI + H20 Sodium tetraborat.:: andSodiura PhoGphato are used ;as watersofteners.

E.Compounds of Potc.t.Iura I,Potassium nitrate(valtpeter) Used in gunpowder,fireworks, explosives,and meat preservatives,

2. Potassium Chlorate

F. Flame Tests

Sodium -yellow Potassium - violet

Rubidium violet

Lithium -deep red

14 30

. 2S1 Ac 1,atierp 4-t L.* Lt 4.1 6.1.0

Oh Th rfLk:y ecbur.-f! mbSCLncc9 Erince they can be Lip- plicd to our daily life.,Acids, bnson, and salts mnko our c.iviliatiort possible.

iThat is an ne.-10.? t '4 TY1t.my people th:;.ni:ztr..: 1l acicin are liquids.We use them as solution.", but more than three fourths of all acids aro solids when in the pu.J:e state.Citric acid frotn lemons and tartaric acid from grapes are examples of solid acids. Sulfuric and nitric acids are liquids, but hydrochloric acid is its pure form in a gas. Properties of acids: 1.Acids contain hydrogen. 2.Very dilute solution of acids have a sour taste. 3, kids in solution turn blue litmus red. 4.Some acids react on certain materials, some do not. ri Three common. acids: 1. acid or oil of vitriol, H2SO4 2,Nitric acid' or aqua fortis, EN03. fl 3.HyArochloric acid or muriatic acid, HC1. Why is sulfuric acid so important? No chemicra manutfactured has as many uses assulfuric acid. 1 Sulfuric ocid in utt,ld in making: 5.Perfumes

1.1.11 2.4rp los iv es 6,girt...Li:Lc:Lai bilk 3.Dyes 7.Other oleic and chemicals tot

. 3282 CfmtLct procor.s .Cormkin3

1. Sulfurisbum.,!d to wkrsulfur dio4idc. S 02 802

2. N OW X.; C mustmake sulfur trioNicle.When a mix tu:re of SO2 .nadnir is brouZiatin "contact" with pomlered plgtinumhented to about 400°C;sulfur t.K.I.o.xidn is form2d. inum 2f-;02 + 02 ------)2303 Vcmadium oxide isnow used as thc.1 catnlyze:v. 3,The third steplcfAs simple, sincesulfur trioxide rill react withwater to make sulfuricacid. so3 + H20 H2SO4 This method isnot satisfactorysince pure water acts very slowlyin absorbing thesulfur trioxide frmes.But, sulfur trioxideis quickly absorbed by a solutionof 97% sulfuricacid and 3% water. 303 + H2S047---)112304 SO3 (Fuming sulfuric acid or oleum) 11. This fumingsulfuric aciddissolves in the 3%of Tenter to form 100%sulfuric acid., Li 112304 503 + H20 2112304 It is by this methodthat the 100%acid is prepared. B.Nitric Acid Nitric ac:d isusually prepared bythe action ofsul furic acidon nodilyt. nitnte.

NaNO3 + H2so Nal1S02 HNO3 There is noapparent chAnge sircethctn is rcvorsi- ble. Mon the mixture is heated,the ulL/..ic acidwild be disi tilled off firstni.nce n4.td.c ^cid point than eulfuricacid.. .32 283 C. Properties .1

1. Uri5t.able

2. Depmdalg ozi cuacc:ntla.a, it may boil at 03°C to o 120C.

3. When the 100% acid bells, it decomposes,

4103 .m.421-110 + 41402 + 02

D. Uses

1. 75% of the acid is used in making explosives.

2. Dyes 3.Lacquers 4.Films 5.Nitrates&TA other chemicals

E. Hydrochloric acid.

Hydrochloric acid is prepared, both in the laboratory

and on a commarcial scale, by heating a mixture ofcommon salt and sulfuric naid. 2NaC1 H2SO441"1"14 Na2 SO4 + 2HC1. The hydrccen chloride gas is dissolved in water to make hydrochloric acid.

F.Uses 1.. In plAtingmetals. 2. Clean brick, tile, and porcelain.

33 284 Scetioa II - Bases

A, n:At basoc? compou3es that coatnc: one or morehydroxide

rnd turn rod litmus bble,

azawples of br4Ins nre:

NaGN, lye 1:3002, milk of mrignesia

ca(0A)2, limetxiter nmoaium hydroxide ("ylmonia")

B, Properties 1.Allboses conta:m the hydroxidegroup. 2.V-Iry dilute so:au:ionshave a bitter taste. 3.BASSS in slAution turnred litmus blue. (base to hkae) 4.Some bases, such assodium hydroxide, dissolvewool.

C. Calciumhidrold6e. .CalciumhydrorAeisa base umdefrom lime. Ca0 4- H20 ,..*Ac.11.Ca(OH)2 lime .1,- wator. slaked lime 4:

D. :Sodium-hydroxide, This. substance is commonlysold as "lye".It is the strongest o:%1 the commonbases.Its most important uses arein: I.Flaking- soap 2.Refining petroleum 3.Making other chemicals 4.Making rayon 5.Pulp an5paper inchuiLry

. at' 51 31. 285 E. Preparation

We can make so05.11m hydroxido in the lab by the action

of sodium and writ:cr.

2Na + 2H20 2HaOH H2T

F. Amaionia water.

Armnmaia used in cleaning is a dilute solution of ammonia

gas in water.

NH3 + 1120 US N1140H

The formula NH40H is a true base which will dissolve

fats and oils, hence a good household cleanser.

Section III - Salts A.What is a salt? If we add just enough hydrochloric acid to a solution of sodium hydroxide and neutralize each other, we will obtain a salt.and -water. HCI + NaCI + H20 All we need do is evaporate the water and the salt remains. formed by neutralizing an acid with a base. Aasalt is.a Component of a metal and an acid radical.

t 7 Salt -NCI NaC1

111103 NaNO

112SO4 Na2SO4

112504 IvIgSO4

4. I . I.1 AI:

35 2136 Qd?

%7Irm ns Indin,evpora4on ofsea wnto.r it) V.1() mno3 utod. \1/4

There are salt mines in some countries whore sall!`can be mined in much the same manneras coal,

Much of the salt usod in this country is from salt wells.

These wells are drillcd in the samemannar as oil wells.

When the salt deposit is reached, water is forceddown to dissolve the salt, and the brine is pumpedup. The solution is evaporated to form crystals of salt. By re-dissolving the salt and re-crystallizing, the purity of the salt isin- creased.

Salts generally don't affect litmus but ifa salt is made from a. strong acid and a weak base, the salt willturn blue litmus red. If a salt is made from a weak acid anda strong base,.it wiAl.turn red litmus blue.

. . . Student ects

Teit five liquids used in the home with litmuspaper. geport'your findings. 2- . am.. . 2.Test the saliva in your mouth with litmus. Is it acid,

rietitral: What ihCiad it be?

2617t Unit XI - Types of Chtuical Reactions

Oil::ective: To learn the four gonern1 types of chemical

reactions°

A. Every Chemical reaction has a chemical equation. Since there are thousands o2 chemical equaLions, it is not

necessary to memorize these renction equations. It is

much more sensible and important to know how touse these

equatione. It is reasonable, though, to expect you to be

able to write simple equations. Lut, we must keep in

mind that in our Industrial Prep Chemistry,we are work-

ing for understanding rather than memorizations of facts.

There are four general types of chemical equations:

1. combination

2. decomposition

3.. single replacement

4., double replacement

71 B. Comb init

In thidtypd'of reaction simple substances unit to form

mote complex. ones-.. ,Elements may unite with elements; or elements may unit with compounds.

The.general formula for this type of reaction is:

B AB ExaMples:

1.. Cu 1- S CuS

2. 2Mg + 02 2Mg0

3."Ca0 + Cl2 Ca0C12 Gale:um oxychloride or !I bleaching powder) *4 4. 010 + CO2 Can

37 '498 c. Docomposition: broken complexsubstances are In this typcof rcnction,

down intosimplersulg;tancos. A + B Generalfomula:AB

Examples: elec, 1-02 1, 2H20 1"""'"i'2112 4.02 2. 240 tIwl 24 2KC1 .4- 302 3. 2KC103 EnD2

D. SingleReplacement: of another element takesthe place In suchreactions, one Li element in acompound. A +BC AC+ B ri General formula: A + BC BA + C

Examples: CONO3)2 +2Hg 1. Cu+ 2HgNO3 Fe804 + Cu 2. Fe + CuSO4 74 ZnSO4 + H2 3. Zn + H2SO4 2NaC1 + Br2 4. C12 + 2NaBr

E. DoubleReplacement: double exchangereaction between These reactionsare a

compounds. Examples:

1. Na011 +1.11103

2. BaC12 + H2SO4

3, HC1 + ARNO3

38 289 Unit XII - Foods

Objective: In earlier times man ate food to sustain life.

He prohobly ate only those :Coods ullich he enjoyed. This manner of eating often resulted in dietarydeficiency diseases. For example, if he avoided miIk in his diet, certain bone diseases such as rickets occurred. Skeletons of ancient man definitely show the pravalence of this disease.

As civilization progressed, mnnis food habits have not always improved. The increased use of soft foods has led to

the decreased use of teeth. This results in poor teeth.

But less civilized people who use harder, rougher foods have good teeth even in old age.

Today, nutrition is an exact science. To meet economic necessity during war and famine conditions, for families with limitedinccmes, for heads of hospitals and other institutions, a real knowledge of the essentials of nutrition is absolutely necessary. Every educated layman needs to know certain simple food principles.

A. What is a food? A food is any substance taken into the body to (1) promote growth, (2) replace worn out tissue, (3) pToduce heat and energy for doing work, or (4) regulate the body proces-

ses, such as digestion and assimilation.

B. What are nut.rients?

Nutrients ae the es:;ential food ccnstituents. The fin-

portant classes of nutrients in food are:

1. Carbohydrates 3. Proteins Vitamins

2. Fats and Oils 4. Minerals 29(1 10 Carbohydrates Starch (C61-11005)n, and sugar(C121:29011), are examples of carbohydrates.This class of compounds containcarbon, hydrogen and onTgeri in which hydrogen ond oxygen arein the same propm:tion as in waters1120. Carbohydrate foods: 1.Potatoes 2.All cereals 3.Candy, cake, and other sweets 4.Small amounts of fruits, vegetables,and nuts II.What are sugars? There are many sugars known, but sucrose,glucose, maltose, fructorse, and lactose arethe most important. A. Sucrose is the scientific name for cane sugar,beet sugar and maple. auger,These sugars are identical and have the same formula Cl2E22011. Thisis ordina iry, table sugar. .::::. Sager cans grows- best in the tropies.z.- l'ilètto ; and Hawaii- are ptinCiplè. prôduóers. Thl Sukai 'beat; Colorado, Nebraska;Michigan, -Ohici; and- other states prodicè laige quantities of beet sVgar. Saccharin, C6H4COSO2NH, is a Substancederived from coal tar.It is about five hundred times sweeter

than sucrose.Its formula shows that it is not a car-14-

. -bohydrate and it has no food value.

7'1".

, also callc:d-;5:2pc sugnr,since B. Gluzse, Ce.-12.6, is is mAde it is found in grapes,Comorelly, glucose acidisadded to from starch. A"little hydrochloric sta7:chsolutionisgently actasa catalyzerand the boiled, causingthis ohan3e: HC1 C6111005 13.2.0 C1205 starch + uater Clucose The acid isneutralized byaddins just theright of salt which amount soda, and themall amount is formed and isleft in the syrup orglucose. Glucose is used in: 1.Manufacturing candy, syrup 2.Jams, jellies, preserves 3.Soft drinks 4.Beer 5.Chewing tobacco

C.Maltose, Lactose C12H22011 1120 Sucrose, maltose,and lactose havethe same basic formula but theydiffer in propertiesbecause they There is also have differentmolecular structures. another slightdifference:lactose andmaltose con- does not. tain water ofcrystallization, while sucrose Malt is sproutedbarley.During thesprouting process, an enzymeis formed whichchanges thestarch to sugar,maltose. , tlkciout57., of lactose,whicti is called but it Ilas milk sugar.It is mit as sweetas sucrose propertiPs vthichmake it usefulin prepéringmedicinal *tablets'.and .sUgar coated-pills.

. 292 T77 Mat are 5:a:::7?

A. Fats arc cm:pounds of carbon,hyrIrogen, and oxygen but the p::oportion og H to 0 is not the same asta

carboLyd.zates. Fats are sometims calledorganic salts s5nca they are composedof acids and glycerol.

For e):emple, stearin, a fatcontains stcaric acid

combined with glycerol. Its name is glycerol stcrate, C3H5(C03502)3 No natural fat'is a singlecompound. They are

all mi=ures.

B. How are fats useful to thebody? Fats are excellent fuels whichyield twice the

heat and energy as carbohydrates per gram. Fats also

protect tissues and organsand are the reserve food

supply for the body.

C. Hydrogenation Hydrogenation is a process by whichhydrogen is

added to liquid vegetable oils andfish oils to turn

them into solid fats. This process changes the un-

saturated oil into saturated fats.

Unsaturated compound: H H

I C C H H

Saturated compound:

1:1 nrt

42 ;7,:! ,..,;7,7....;!,... , .7.ti ,-: '11 293 IV.Uhat ars A.Proteins are ocalcd body builders, they replace tissue in the body.Plants can build up protein from sinpler su5stances.Proteins cannot be made by the body fro'2 carbohydrates and fats.We must eat protein food such as lean meat, eggs(whiL:e), cheese and fish.During the digestion process, proteins are broken down into amino acids.taraino acids are organic acids that contain at least one NH2 radical in the formula.Amino acids are carried by the blood to various parts of the body and reas-

semble themselves into proteins.

V. Minerals

A. Minerals are found in most foods. Life is notpos- siblewithout them. Without minerals no animalcan growand reproduce its kind.Someminerals are essential for digestion, respiration, resistance to disease, regulationof the heart, and clottingof blood. are the uses of mineralsin foods? B.What 6 4 Blood contains iron. Thehemoglobinof thered 1 corpusclesneedironto transport oxygen from the . lungs to all parts of the body. Bones are largely 4 calciumphosphate. Each of the. elements in salt, NalC1, is useful. Sodium is the basis for salts found Anthe bile.And chlorine is used in the stomach to

form hydrochloric acid, kiCi. -These fluids are essen- a tial to digestionhence we can see why nnimals search for salt Tr.diecI:: needed by the-body to 294 ForLuna::.ely ne food rich in these

mincvlls easily round in the market.

1. CL.1c:ium 2c,uad in milk, cheese, vegetables,

peas, and beans.

2. Pnosphorus ..ound in milk, cheese, eggs,beef,

aad bcaas,

3. Potassium found in milk, vegetables, andcereals.

4. Sodium found in salt, butter, fish, and meat. 5. Chlorine -round in i:able salt.

5. Ungnesium found in milk, eggs, chicken,and

beans.

7. Iron found in beans, eggs, raisins,lean meat,

and whole wheat.

4 8. Iodine found in sea food, drinking water,and

iodized salt.

' .41. !<

: < < <711?....<1!, j.

d. ,

. 295 .1111.2.0.. VIC. Vitamins

A. Vitamins are organic compounds that prevent certain

diseases and assist in regulatin,s some o.i! the body

processes.

In 1772 James Lind, and English surgeon, discovered that citrus fruits, such as lemons and limes,

would prevent scurvy.Hence, the name limey for the

English. Swollen joints, bleeding gums, and loosened I. 4 7'it teeth are symptoms of scurvy.

B. We cannot store most vitamins in our body so we need

a certain amount daily.Standard units called inter-

national units are used in measuring vitamin require-

ments.This unit differs for each vitamin.One unit

of: micrograms (micro = Vitamin . A equals0.6 millionth) Vitamin B1 equa ls 3.3 micrograms

Vitamin Cequals 50.0 micrograms

Vitamin D.equals .025 micrograms

C. Vitamin A Vitamin A in its pure form is a pale yellow, thick

liquid having the formula C20290H. Vitamin A is

stored in the liver. Lack of this vitamin causes

slow growth, poor bones, poor teeth, night blind-

ness and nervousirritability. The body changes carotene, the yellow pigment in vegetables, into

Vitamin A. Foods rich in Vitamin A are liver, - . .

- carrots, tomatoes, sweet potatoes, and dairy pro- 44,

. . ,. tg 47'4.;:,.4.4.4.;-. :..,;4:.

45 . . " FAI _ . . . D.Vitamin. B B1; Thiarail-iedeficiency leads to beriberiand neuritis attacks.The best source ofthiamine is brewer's yeast andwheat germ.It is also found in leafy vegetables, B2, RibofIcNinis a solid and its formulaisC171-1 206144° This vitaminaids in the digestion ofcarbohydrates and preventscertain skin disorder Niacin preventspellagra (disorder of the skin). Foods richin Vitamin B are liver,pork, chicken, corn, wheat,peas, nuts, milk. ci E. Vitamin C,aecorbic acid. Vitamin c preventsscurvy and isfound in citrus fruits,tomatoes , cabbage andlettuce.

F. Vitamin D Vitamin D,the sunshine vitamin, ismade in the body by ultra.violetrays from the sunacting on ergesteral and cholesterol.None of our foods is agood source of thisvitamin; it is usuallyobtained from fish liver oil.A lack of Vitamin Dinterferes with the body's chemicalbalance and with its use of thecal- cium andphosphate group.This upset affects the

a,, growth of bonesand teeth and is known as rickets.

46 4.,7! . 7.1 297' ORCANIC CHEMISTRY

Intrcuction:

The name "organic chemistry" was originally proposed as a name

for tlie branch of chemistry hich deals with a group of compoundswhidh

were thought to be produced only by living organisms. When Wohler, in

1828, succeeded in making urea, a compound in urine, it was the be-

ginning of a new concept of organic chemistry.

Our bodies are composed principally of organic compounds and wa-

ter. Our foods are organic compounds. Moreover, with the exception

of the development of atomic energy and its related chemistry, the

greatest recent increase in chemical knowledge has-been in organic ci chemistry. Considering these facts, one must know something about

organic chemistry to be a well-informed person.

A. Sources of organic compounds

Many organic compounds are obtained from plant and animal

products by suitable processing. Examples of materials so used

are coal, crude oil, corn stalks, hides, bones and hair. Many of

the materials now used were formerly regarded as wastes.

No-one knows exactly how many organic compounds have been

discovered, but the number is about 1 million and is increasing

rapidly. All the other compounds number about 35,000.

B. Why are there so many carbon compounds?

One of the principal reasons why carbon compounds are so

V! numerous is that carbon atoms have the ability of linking together in chains, rings, or other shapes by sharing electrons

with adjoining carbon or othceatoms.

The ease with which carbon.atoms link with other atoms often

tid results in the formation of two or more entirely different com-

trlf pounds having the same.empirical formula. Such compounds are 298 called isomers. /17 0410 :

H H H H-C-C-C-H H-C-H

Isobutane

orgailic compounds and their reactions different from compounds and theirreactions? proPortion of inorganic compoundsare soluble in wa- er. -.f..ajority of organic compounds dissolveonly in ouch

sol.itzats alcohol, carbon disulfide, ether,acetone, and

zthicroform' organic compounds are easily decomposed by heat, i.s a1.1P)uP ' f_norganic compounds do not decompose easily by heating,

reactions between some organic substancesare very ChemiG° theyare not ionized in solution, whereas reactions ==low becau 4(6 e; t r oly t es are almost instantaneous because of the "-4M:,men ;9etween oppositely charged ions. t traction itizanic compoundsare ionized in solution, and the speed Some is proportionalto the degree of ionization. In gen- reacti.0 c compounds are ionized to a lesser degree than orgo"

L-morganicoftxPou.nds.

1.15rdvocarbons named? - ROW 30 attoying the compound isoctane,we can learn a little orting of hychocarbons. -boutthe

48 299 .J Th3 following isomur of n-octnne is called 2,2,4-trimethylpentane.

H-C-H H HHH H--C--C--C--C--C--H H H

H-C-H H-C-H

In the formula the carbon atoms in the chainmay be numbered 1 to

5 from the left. A chain hydrocarbon is named from the longestchain

of carbon atoms. Since there are five carbons in the longestchain in

issoctane, it can be considereda pentane. Trimethyl indicates that

there are three meehyl, CH3,groups attached to carbon atoms in the

chain. The numbers preceding trimethyl indicatethe points of attach-

ment of these groups. The name 2,2,4-trimethylpentanemeans that there

are five carbon atoms in the chain and that thereare three methyl

groups, two attached to the second carbon atom and another attachedto the fourth carbon atom.

A few of the common radicals whichyou are likely to see in names

of hydrocarbons are CH3-methyl, C2H5-ethyl,C3H7-propyl, C4H9-butyl, and Will-amyl.

E. What is an unsaturated hydrocarbon?

Another series of hydrocarbons is called the ethyleneseries.

Members of this'series can be obtained by cracking petroleum.Ethylene,

propylene, and butane are the first three members of this series.The general formula is CnH2n.

49 300 H H H H H HHHH

C m C C=C-C-H H-C-C=C-C-H H H H H H H

Ethylene Propylene 2-Butene

1'1 In each member of the series there is one pair of carbon atoms .4 which is joined by a double covalent bond. Since we can form a new

compound by the addition of certain atoms, this series is unsaturated. 1

ta+

50 301 Safety In The Laboratory

To keep the laboratory a safe pthce in which to work, certain rules must be followed by everyone in the lab with-

Rule 1,DO NOT FOOL ARNIM The laboratory was not designed as a playground and the following should be avoided.

16 running 5.punching

2.shouting 6,. pinching 3.throwing objects 7.dancing 4.pushing 8.general horseplay Sooner or later one of the following will happen if you food around. 1;Chemicals will be upset. 2;Equipment- 'tail/ be broken, 3; .-PerSons will:-bi' injured,. N. 4.--txpeiiniente will

Rule 2,KEEP THE LABORATORY CLEAN ir ty laboratory- is- ungightly and unsaf e Swt4ep up alt broken-glass at onceo 6,4 Y--Pack".iip af;w. 1Or anirth:ing:Wach may cause some- "one to trip, ... 3,Clean up all epill's of Water..or chemicals immediately. 4.Place.- apparatths and chemicals away from .the edge of the laboratory tables. 5.Put away all apparatus end chemicals which are not - . being used 6.Return all chemicals to the reagent shelf promptly. .. 51 30Z 7,Put all Oak: te Trata-tin ls in the containers providcd. O. F1:1gh 11-10 oink well with water afterdisposing of chemicals. 9.Dispose of unlabelled chemicals. 10.Use common sense.

Rule 3.HANDLE GLASSWARE PROPERLY Cuts from broken glasswareoutnumber all other injuries in the laboratory.And, most accident happenbecause glassware was not handled properly. Broken skin isan open door for bacteria and poisonous chemicals. DO EDT: 1.Force a thistle tubeor glass tubing 'into a stopper. 2.Force a stopper intoa flask or bottle. 3.Use cracked glassware. 4.Use chipped glassware. 5.Bang glasswareon stone table tops. 6.Clean glassware too vigorously. 7.Cause sudden changes intemperature when using glassware.

To avoid these accident PLEASE: 1.. Don t use cracked glassware. 2.Polish chipped glass witha flame or emery cloth. 3.Clean glassware cautiously. 4.Use pyrex.glassware Where possible. 5.Use the correct method of puttingglassware into stopper. 6.Use correct method of removingglass stoppers whichare stuck. 7.Use the "hand saver" toremove glass tubing stuck in a stopper. 52

. 303 Rule 4. TiaY.,T CULYLLTCZIL3 112SPECT 'Limy danoerous clleatico.ls appearper2ectly harraleos.For example, nitroglycerine is a colorless, oilyliquid, which does not seem dangerous.And yet we Imow of the tremendous explosion which results when nitroglycerine is setoff.The fumes from carbon tetrachloride have a delayedreaction. There is no bad effect 'w'aile the fumes are binginhaled, but don't be fooled,Those fumes are being absorbed into the body and doing damage to the liver.Other chemicals react very rapidly.Carbon monoxide has no odor, no color, and no taste.Yet death will, result in a very short time and from very small doses.Be careful, take no chances. There are three ways poisons can enter thebody. 1.Inhaled through the nose and mouth into the lungs. 2.Swallowed through the mouth into the stomach. 3.Absorbed through the skin into the bloodstream.

To prevent poisons from entering the bodydo the following: 1.Keep all chemicals which produce fumes inthe hood. 2.Do not eat when working with chemicals. 3.Do not drink from laboratory glassware. 4. Do not taste chemicals. 5.Do not keep food where it can come in contactwith chemicals. 6.Wear laboratory apron and goggles. 7.Wash your hands thoroughly after handlingchemicals. 8.Keep your laboratory table clean at all times. Rule 5. USE WATER PROPERLY

Water is as necessary inlaboratories as it is fcrhuman

life. But, there are certainconditions under which water

can be dangerous. fall. 1, Water spilled on thefloor can cause someone to

2. Water squirted by mouth,hose, or wash bottle can cause a surprisedvictim to spill dangerouschemicals.

3. Water coming in contactwith electrical apparatus

can causeelectrocution.

4. Water poured into acidsand certain chemicals can cause explosions. the fire to spread. fl 5. Water put on buring oil causes

. 303 Demonstrations Three States of Hatter: C. ^. ,e,tr

r -

Tt 000 Naphthalene or paracliehlorobonzene, sold asmoth balls are excellent for showingthe three states of matter.Us- ing water is not as good because the students cannot see or smell water vapor.

Catalysis: 1.Heat about 8 - 10 g of KCIO3 in a hardglass test tube. Test for oxygen with a glowing splint.When oxygen is evolved stop heating and withdraw the splint.Add a spatula of Mn02 and thesci for oxygen again.The reactions resumes without additional heat. 2.Manganese dioxide maybe used with Hydrogenperoxide to release oxygen to again show a positivecatalyst. 3.Iron III oxide is a catalyst in the presenceof Potassium Chlorate.

Electrical Nature of the Atom: 1.Rub a rubber rod with cat's fur.The rod is now nega- tively charged. Test it with a pithball,Show attrac- tion then repulsion.Show the cat's fur carries the opposite charge.The explanation should be in relation to the mobility of the electrons andstationary protons. 55

i I 306 How to Ilvite. E-s.ne.rirnn p t: . e r en. . 1,h./..-

Period Name woo *no ..y.wele.

IMM. .41IMIP11001....a16SW.I.J.1.6.411.4Y

Plmher nnd Title of Exneriment

rAr. Purpose:

Materials:

Procedures Results and Observations

May take several pages. May take several pages.

Or- i/.. I . . 9

:4*".**. '*7'!'...! Conclusion:

AA.- 1 . :,:- 'AA. "- -""" "'"..... -* * . . . . .

.7r ..r,./4f '.,..7!!'"'

, 3 07 Eperimeut /

Laboratory Observation and Description

Purpose: To observe and describe accurately in a scientific

manor.

Many of us think we see and observe all in our fieldof

vision. But, there is much more to observation than just

seeing. It takes concentration, intelligence, and patience. Let us see how good you are at writing a descripLion of

a familiar object, boiling water,Be careful since we must noteallconditions and surroundings that may affect our ex.- periment. It is important that we learn which conditions

are critical here.Important conditions may change with each

experiment. The following is a small list of trivial and important conditions pertaining to this experiment only. This

is a partial list since we don't want to give any answers

away as_yet. .1

Trivial Important

7 . : Th süàisshJ.âingbiIghtiy. 1 Method of heating muter.

Experamentdone at night. t Type of container.

1 raining. 1 Source of water. The-roomis- .cool. Source of heat. -

- 701.

. ; .: .i.,,,' '

. . ;;.:, ,. . 7;' *!!* rx.occdure You have the use ogpll laboratory equipment in your Tocr andifyou should rantother equipment ask your instructor. Set up your apparatus asshown. Use an amount of water that you deem sufficient.

- p.1:

r- --1 1.Examine water and equipmentcarefully, 23 Light burner. 3.Let water boil for 10 -15 minutes. 4.Record your observationsfrom the time you start to the end of the experiment.

Some suggestedobservations. 1.Weight of water before heating. 2.Volume of water beforeheating. 3.Temperature of water beforeheating. 4.Clean colorless liquid. 6.Weight 'of water after heating.

'f* 6 Volume=.oi. water c.Zr e(AL 3.1.42 . . . Temperature of waterwhile boillaga., Time It"took .to boil 309. D2Dx;it:; on container after boiling. 3.0At: boiling water is turbulent, 11.After adding objects or more water--it stops boiling momentarily, 12,Water condences on objects hold above boiling water, 13,Boiling tc.tmperature is constant,

140 Boiling temperature is higher with dissolved material in the water. 15.No odor. ri 16. Mist forms and dissappears. 17. Bubbling sound when boiling.

.18. Bubbles start at the bottom and go up.

19. Bubbles enlarge.

20. Boiling can be fast or slow.

., 44. , ,f * ,; *

' "ri 4 !*. :59 011oo,

Ef_perimont 2

Laboratory Techniques

Purpose:To become familiar with commonlaboratory equipment and their proper use.

Read directions of the entirelab before proceeding.

1. Bunsen burner.The burner is one of the,mostimportant

piece of lab equipment. Its proper use and care will

save you many minutesduri4your lab period.

101 To light the burner, hold alighted match just above

the barrel and a little to one side. Your-hand should el be below the barrel.

1.2 Turn the gas on all the way.

1.3 Pass the match(not your hand) over the barrel.

If the flame is yellow (aluminous flame) there is not

enough air. Turn the barrel so that mreair is mixed with the gas. A non-luminous flameresults.This has two advan-

tages over the yellowflame: 1. it is hotter and 2. it

burns cleaner.

If there is a rushing airsound you have too much air.

blow itself,out. Cut down on your . _The flame may lift or

air supply.

. I, /..;1'' ,. '.4t ,. r 4. o .',. t OXIDIZT.r7C PLANE -"Th 404

riT rT ANL'

;

NON BURNING GAS

BARREL

'AIR .REGULATOR

caS ENTRANCE

Fig2 .

sr It . -;

0.4411;:=.frtinik 1t.1.(6;:i:t.,

4 ' .

44 :1r

771,' 61. 312 the gas is burn- The burner may"strike back", which mans Do not ing inside the barrel. :Eurn the gas04:acialy12:11. decrease touch the barrel; it ishct. AfLei- Ithe burner cools,

the air supply andrelight the burner. and put Take your burner apart,clean it if it is dirty,

it back together, Suspend a match in thebarrel of the unlightadburner.

Light the burner as shownin Fig. 2. Why does the match

not light?

Each of 2. The centigram balance ortriple beam balance. the three beams carry arider.The rider is movedalong

the beam to providemultiples of 1. g, 10. g,and 0.01 g

Unlock the arrestingmechanism so that thetriple

beam is free to movelike a see saw.With the weights Put the at zero note wherethe pointer comes to rest.

object to be weighedgentely on the weighing panand

slide the rider so thatthe pointer will bein its ori-

ginal position. The 1.0 g and 10 griders must be in the slots on the beamfor correct weighting.The 0.01 g

rider may have any positionin order to balancethe beam.

RIDER

ARRESTING POINTER rt..L.I .1.....1.1..LLL:411. 4-.")I = s'4M7r. ;

'!^',- 7 L'""1 ..CRRITNG HANDLE ' 4 4. i , .. ,.+: t

' . , 11 'L....

..11EIGIIINCPAN

. 1 .: .4 --: 313

, 62 Weigh sevcxn1 objects such as coins, a ring, ball point pen or any light object so that you may learn to weigh quickly and accurately.

rl;1

ti4

314 63 pig. 6 SmellingChemicals

1.315 CZ. Fig. 7 Fading Filter Paper

New

en.

en=

MM.

4.4sorwoll

Fig. 8 Pls. 9 Read the bottom of Water Bath Method the mmliscus of evaporation 316 I 1

.11::periment3 Worl.C.ng with Class i.1

Wany times during the year we needspecial sizes and

shr.pcs of tubing.To buy all that would be requiredand to

store it would be impossible. The most economical method

is to cut and shape the glass tubing tofit your individual

needs.

Purpose: To become familiar with the safetyand techniques of handeling glass tubing.

1. Cutting: In order to cut a piece of glasstubing place the tubing on a pad (or else the file mayscratch the

desk). Take your file and draw it across thetubing

once in eachdirection. Grasp the tubing in both hands with the thumbs behind the scratch.Push your thumbs

out and your hands back andthe glass 'FM break at the

notch like a match stick.

Fig. 2 Fig. 1

2. Right arIgle bend: CAREFUL.You cannot tell hot glass

from cold glass by looking.Have your asbestos pad or wire gauze on the table so that you may put yourtubtng

on it while cooling. rut the wing top on the Buns= burner and light it. The flame should be even across 317 ii 66 spread the flame over the top.The wing top is used to

a large area sothat no kinks willdevelop upon bending Hold the soft glass. Cut a piece oftubing 15 em. long.

it in the top partof the amne and rotatethe tubing back and forth in order toheat evenly on allsides. As

the glass tubing starts toget soft a yellowflame will

appear whieh is aresult of sodium inthe glass. When start the the tube issOft enough (it takes experience) bend while in the flameand finish the bend outof the

flame.Hold it in positionuntilfirm and allow it to cool on your asbestospad.

the edges are sharp 3. Fire polishing: When tubing is cut rounded off so and sometimes uneven,The edges must be Hold they will slide easilythrough rubber stoppers. the sharp edges in a Bunsenflame until smooth. The

smaller the tubing thequicker it will becomesmooth.

Be careful not toallow the tubing diameterto become

smaller.BE CAREFUL OF HOTGLASS!

tubing in the mid- 4. Jet tip: Heat a16 cm. piece of glass tubing to dle so that it becomessoft. Keep rotating the heat evenly and avoidbending. When soft take theglass fire out of theflame and pull apart, Cut the tube and

polish.

318

6.7 110 Do not use your wins t-op for thisprocedul:e.

5. Inserting glass tubin6 in a rubb= cl:opper: Lubricate the glass and stopper with watm:. Hold the glass near the stopper and with a rotatingmotion push the tubing

through the stopper allowing it toproject about 1 cmp

2 on the other side. V the tubingwill not go through--

STOP - see your instructor; you mayhave the wrong size tubing orstopper. Always take apart glasstubing and rubber stopper 1:or sto::age. Show your right angle bend and jettip to your instructor.

: 319 6f3 E;.-d:lcnt 4

To SeparateSand and Salt lb equipmcmt and todevelop Purpoue: To make uue of sonic techniques used in thelaboratory.

fine sand and 3.0 gof table salt. 1. Weigh out 5.0 g of Add 50 ml of Mix those togetherLa a 100 ml beaker.

tap water andstir until all ofthe salt dissolves. filter the water, 2. Set up your apparatusfor filtering and salt and sand mixture, through the fil- 3. Save the filtrate(the lipid that went

ter paper). evaporation. Pour 4. Set up your apparatusfor water bath dish about one half of thefiltrate in your evaporating evaporating and evaporate.Taste the residue in your clean dish.We assume, of course,that you have used equipment throughoutthe experiment. 3. g of iron 5.Devise a method forseparating a mixture of filings and 3. g ofpowdered sulfur. Write it out as

part of your lab sothat anyone can follow yourdirection.

69 320 ic!nt 5 Point of a Solid Crystrtt

Y.U"v,-. To detenraine the temperatureat which a particular solid malts.

.4his

im. moMM Fig. 1 Celcius Thermometer With Fig. 2 Melting Point Tube Note the Thermometeris Not Touching the Bottom ofthe Beaker

1. Seal one end of the meltingpoint tube by heating in a Bunsen flame.

2. After cooling put about a 2 cmlength of the crystals in the tube.You can do this by pushingthe open end of the tube domm on a pile ofparadichlorobenzene.To get the

crystals to the bottom of thetube turn it right side up and tap lightly on a pad or somefirm surface.If that

does not work, strokea file 14htly acrossthe opening of the tube and the crystalswill vibrate to the bottom.

3. Prepare a table in your notebook torecord both temperature and time.

Time/Minutes Temperature Observation

.5 6111 1.5 71 md Continue until theparadicniorobenzeue is wall:a cca- pletety. Be sure to note mtereit starts to melt. 70321 yr.,,irt,e,WN.17-:..!.;le4";?,

4.Put 180 ml of water in a 250 ml beaker.Set up your apparatus ao shown in Figure 2. 5.Slowly raise the temperature of A.1 renter until the pars- dichlorobenzene is all melted.Take readings every 30 seconds. 6.Now take your readings as the waterand paradichloro- benzene slowly cools.The temperature at which the para- dichlorobenzene begins to melt or begins to solidifyis its melting point. 7.Make a graph using time as the abscissa(horizontal axis) and temperature as the ordinate (verticalaxis).Plot both curves, heating and cooling, usingdifferent colors for each curve. 8.Study your graph and write a summary report onthis experiment.

.. 713= 1Toriment 6

Closed Box Li Purpose: To use the scientific method to describe an un-

known and unseen object. ;

4 . 1. Take the box that your instructor assigns to younnd

look it over carefully.You are to describe the object

4 t inside as ful3,57 as you can. Then make one or more scientific guesses as to what it might be. lj 2. You are not'to open the box or destroy it, otherwise you

have the facilities of the lab for your investigation.

3. Write your experiment carefully being sure to list all

your procedures, observations, and your conclusion.

aJ 7.2 323 Experiment 7

Preparation and Properties of Oxygen 1.J Purpose: To prepare several bottles of oxygen and test the

oxygen for its properties.

rl r riIi ;17-t %oft,

Fig.1

Observations of Figure 1.

A.Space above oxygen mixture.

B. Oxygen mixture does not extend as far as the clamp.

C. The hard glass test tube is on a slight but definate

incline.

D. The delivery tube extends through the rubber stopper.

At the trough end of the delivery tube is a small glass

bend.

E. The Bunsen burner must be held in the hand and moved

back and forth.

F.A 100 ml beaker is handy for bailing water out of the

trough as the bottles fill with oxygen. You may set up

a siphon if you wish.

1 pi

4?4 Proceduy:e 1. Veicsh out 8 g of potassium chlorate and 4 g oE manganese dioxide, mix well so that oneuniform color is 4 .. seen. The manganase dioxide acts as a catalyst andallows r the chemical reaction to proceed at a lower temperature.

Transfer the mIxture to the large hard glass test tubeand

set up the apparatus as in Figure 1.

Fill four vide mouth bottles with tap meter and place

a glass plate on each. Put two in the trough upside down and have two ready to replace the others when filledwith

oxygen. One partner handles the bottles-and the otherhan-

dles the Bunsen burner.

Procedure 2.Have your instructor check the.apparatusbefore

heating. Heat the test tube gently and allow a fewbubbles

to.escape. Why? Place the delivery tube under the first bottle and begin collecting the oxygen Collect fourbot-

tles oxygen and then.remove thedelivery_tube from the Why? trough. .- .7 : . Z.. . The bottles of oxygen can be removed from thetrough as

follows. Place a glass plate over the mouth of thebottle under mater and put it on the table mouth upwardwith the

glass plate on the bottle.

Testing Oxygen

Procedure:

1. Insert a glowing splint into the firstbottle of oxygen.

Make a note of your observation. Pour about 5 ml of limewater (calcium hydroxide) into the bottle to test the gas produced by the burn5.n3 splint. Diake a note of 325 your observation. Uhat is the name o.2. the gas? 2,31.;..ce a piece or: sulEur outte Giza of a match head Ln the deflagrating spoon,Ignite the culfur in the :1 1.1=1f:en flame,Fete the odor of the ?At:formed.Lower the burning sulfur into a bottleof oxygen.Note your observation. Add 30 ml of water to the gas in thebottle.Shake

. with the glass plate over the mouthof the bottle.Test the solution with red and blue litmus.Result?Clean the burning spoon by heating it inthe hood. 3.Place 50 ml of water in the thirdbottle of oxygen. Quickly cover the bottle with theglass plate.Beat a piece of picturewire and, while still gloving,thrust it in the oxygen.Do not let the iron touch thesides J of the bottle.Result? Ignite fl 4. Obtain some red phosphorus from,the. instructor. Li it and place it in the lastbottle of oxygen.Result? When the bottle la filled with the gasproduced, imam the burning phoethorus in a beakerof water.Clean the diagracI4ipoon bjfb'urnini it in the ti-oix1.` -Place 50 al of water in the bottle,-shake and-test iiith ied end blue Maui paper: Wife illiordequatiOn for each of the- leactioni

ál 326 75, Experiment 8 Elements, Compounds, and Mixtures I J Purpose:To recognize the differences amongelements, compounds, and mixtures. o. Haterials:Pyrex test tube, magnet,iron powder, or filings, flowers of sulfur, carbon disulfide,sand and su- t 1 gar or salt.

Procedure 1.Weigh out 1.0 g of iron filingsand 1.0 g of flowers of sulfur.Test each substance to learnwhether or j not it is attracted by a magnet.CAUTION. Hold the magnet below the paper with the ironand sulfur on it so that it will not become necessary to cleanthe magnet. Test the solubility of eachsubstance by placing .5 g of iron filings and a pinch ofsulfur in each of two test tubes and add 10 ml of carbon disulfide toeach test tube and shake.

CAUTION: CS2 is volatile and combustible.Keep away from a flame.

Procedure 2.Preparation of a compound.Weigh out 7.0 g of iron powder and 4.0 g of flowersof sulfur, mix until the color La uniform.Place the mixture in a testtube and heat until it glows red. Remove fromthe Bunsen flame and allow the reaction to proceed until, it nolonger glows. After the reaction is complete,immerse the bot test tuba in a beaker of cold water.Sea if you can name the LI new compound.Break off a piece and test itssolubility in carbon disulfide and testthe remaining with a magnet.

.74 327 Experiment 9 Preparation and Properties ofHydrogen Objective:To produce hydrogen endstudy some chemical.and physical properties of the gas. flab:minis:Wide mouth bottle, thistletube, delivery tube, water through, testtubes, dilute sulfuricacid, and zinc.

Procedute I. Set up the apparatus asshown above with one exception.Do not Dour the sulfuricacid into the thistle tu e untictiLL.j2m.aorour set .Be sure the stopper, thistle tube,and delivery tube all fittightly so that there will be no leakageof hydrogen. Fill. 5 test tubes with waterand invert them in the through along with one widemouth bottle.Ask the instructor to check your apparatus.Now add 25 ml of diluteauto. furic acid to the zincthrough the thistle tube.Collect three test tubes of hydrogenand discard by fillingthe test tubas with water.Fill a test tube with hydrogenand carry it mouth downward to the Bunsenflame and ignite the gas. Repeat until only a slight popis heard.Fill two teat tubes and one gas bottle withhydrogen.

7928 Procedure 2,Allow one test tube of hydrogen tostand mouth upward for 2 minutes, then brills it mough downward to aflame. Result? Place a test tube mouth downward over a test tubeof air and let stand for three minutes.Bring each quickly to a flame. Result?

Procedure 3.Thrust a burning splint into a bottle of pure hydrogen. Hold the bottle vertically and mouth downward. Slowly withdraw the splint and insert it again in thebottle. Describe whet happens.

Procedure 4.Dismantle your apparatus. Save some of the liquid from the hydrogen generator and using the water bath ...gthod of evaporation, evaporate to dryness. Describe the residue. Write the word equation and the symbol equation for the reac tion of zinc and sulfuric acid.

78329