Peoples and countriesJohn C. Winston Company, 1922 - Geography |
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Africa Alaska Asia assignments Book Carpenter chapter chart Chile cities climate Collect pictures Compare concrete continents corn cotton countries developed England Erie Canal Eskimo land Europe foreign FREDERICK RICHARDSON geographic material Glen Ridge globe grades Greenland Human Geography illustration important Indian industry interesting island kind lesson planning Li Yu live Locate lumber Manual manufacturing map studies maps and pic maps and pictures McMurry Merrill method Mississippi Mississippi River N. Y. Stockton North Central organized Pacific Pacific Ocean physical and political physical features problems questions railroads Reader recitation period Reference Tables region River Russia Secs ship South America Special exercises Special exercises.-Why SPEEDY BINDER Syracuse sugar Suggestions Supplementary reading.-Carpenter Supplementary reading.-Merrill Tables and Index taught TEACH GEOGRAPHY teacher Teaching outline tell the story tion trade tures Type Study unit of study valley wheat wheat farm Winston Companion World is Clothed World is Fed
Popular passages
Page 26 - How We Are Clothed"; "How We Are Sheltered"; "How We Travel"; "North America"; "Europe"; "Asia"; "South America"; "Africa.
Page 26 - HOW THE WORLD IS FED HOW THE WORLD IS CLOTHED HOW THE WORLD IS HOUSED COPYRIGHT, 1908, BY FRANK G.
Page 6 - Ьамгgeographic idea or unit around which imjjortant and extensive groupings of facts and principles can take place. It has two clearly marked stages. First the idea is given rich concrete descriptive study. The second stage is that of expansion and enlargement. Such a large unit of study centers in some important practical enterprise like the operation of a railroad. or in a physical feature as a glacier, a river basiu.
Page 5 - ... the opportunity for individual initiative with the consequent growth of self-reliance. In organizing the lessons around the four steps as above suggested, a suggestion with regard to the use of the long study time may help. Use one recitation period to assign the lesson and show the pupils how to study it. Expect them to prepare it thoroughly during the long study time spent at their seats. At first, supervise their stud}'.
Page 4 - In the intermediate grades, especially the fourth, the topics should receive rich oral descriptive treatment. The geographic conditions or ideas should be made concrete and real through demonstrations and by oral presentation and skillful questioning. The story of the Chinese (p. 313) will become highly interesting and instructive when given in the form of rich oral discussion. Thought questions and problems tend to grow out of teaching of this kind.
Page 2 - Advantage should be taken of the child's natural desire to collect pictures. Make special assignments to individuals or committees for the collecting of pictures on given subjects, as lumber, the New England fisheries, cotton, western irrigation, etc. Pictures from magazines, advertisements, photographs and post cards should be carefully selected, and then classified according to subjects, countries, or industries, and filed in heavy envelopes properly labeled for repeated use.
Page 16 - Problem: Why has New York grown to be the largest city in the world and the greatest trading center in America?
Page 6 - Eskimo land on the maps on pp. 20, 34, 35, 44, and 45 of the text. Do the same on the globe and on a wall map of North America. How could you travel to Eskimo land? How far is it? What kind of country would you find? Name the countries and bodies of water you can find in Eskimo land. Again read the text, finding correct answers to questions 1 to 7 on p.
Page 6 - The type study demands that the fragmentan* planning of daily lessons must be supplanted by a large simple plan requiring a whole series of lessons, all organized around the central topic. In the same degree that miscellaneous day by day planning is wasteful of time and scattered in organization, to that degree does the large unit of study economize time and increase coherence and organization. A topic such...
Page 2 - Collections. — When studying a country or a large subject, the teacher should encourage the pupils to collect for class use as many specimens or articles relating to the subject as possible. Rocks, soils, minerals, woods, products, and so on may be assembled, put in boxes or bottles, or mounted on cardboard, properly labeled and made ready for teaching purposes.