Thomas Starr King Middle School - Echoes Yearbook (Los Angeles, CA)

Page 110 text:

Informal Activities In the home room the boys and girls organize clubs. These clubs bring the pupils together so that they become better acquainted and enjoy social ectivities. In the different home rooms the pupils elect a president, vice- president and secretary, thus learning to organize in play as well as in Work. This also helps them become acquainted with Parliamentary Procedure. HOW TO PLAY KING'S CHAIR One of the games we like to play is King's Chair. The following tells how it is played: You may be King or Queen as long as you point out the places on the map before the teacher counts five. Wlien she has counted five and you have not yet found it, you may choose some one to take your place on the throne. If that child gets it right, she will ask him another. You are allowed to be King or Queen so long as you can point out the places correctly. Gloria Watson, A7 HISTORICAL EXPERIENCES The ninth grade pupils never feel that they have properly finished the story of a nation until they have found and read an interesting novel about the people. For example. Lorna Doone, flinglishj, The Hunchback of Notre Dame Clfrenchj, Heide CSWissj. Pupils are never satisfied that they understand a nation until they cani sing, whistle, play, or recognize some of its national music. Music has been called the universal language. One Hundred Four I

Page 109 text:

GROWING TOGETHER ln many of the rooms at our school the work is arranged in units. Incorporated with each unit opportunities are offered for creative activity. The activities suggested have all been original contributions of children in past classes and the variety increases from term to term as groups and indi- vidual members make their contributions. Among the many things that have been done is the writing of a text book by the pupils themselves. The following foreword presents the object of the class. This type of work is a class project. FOREWORD FROM THE PATH OF PROGRESS fl Wforla' I-Iistory textbook now being compiled from the best stories written by ninth grade pupils over a period of three years. In writing this book we have tried to show the progress of mankind, beginning at the dawn of civilization and tracing the various epochs of history up to the present time. We have endeavored to outline the intense struggle of people for civilizationg their strivings for homes, for food, and for all of life's necessities. Our chief object has been to show the develop- ment of mankind and the growth of these people who were our ancestors. We hope it will stimulate an increased admiration for the great fortitude of our ancestors. lit has been our attempt to tell a connected story of the great races and their progress from period to period, by making clear the manner in which each age of humanity profited by the experience of the one preceding it, so that those who read the book may see the necessity of studying the life of mankind as it has gone before them. We hope that we have made our book sufficiently interesting that it may attract as a story. History is often referred to as dry. Our ambition is that this volume will not be so characterized. Helen Shipley, A9 INFORMAL ACTIVITIES Graphic representations with charts and graphs are used by many. Innumerable maps are made showing practically all phases of life. Animated and picture maps are very popular. Dolls are dressed to represent the cos- tumes of different people in different periods. Many times these dolls are used in puppet shows and the one who demonstrates them tells the story in song or drama. Seventh grade children enjoy pantomiming incidents and presenting charades while eighth and ninth grade classes dramatize events in books and it is not uncommon for them to make their own dramas. Entertainments and programs of an endless variety find their place in different rooms. Original compositions in Music, stories in original rhythms and dances are presented. Holiday dinners and special period dinners make the past live. Debates, oratory and current events have their place. Original pageants are often given. Radio talks are presented from make-believe radio stations and sometimes talented pupils broadcast from real stations. Games and contests make locations an interesting entertainment. U One Hundred Three

Page 111 text:

vt . 'QA ' H ,.f lxgxga - '. 71,-3 . 1 E. 1 1 l l THE STORY OF PROGRESS The story of the progress of mankind is sometimes told by time lines which are built up as pupils present original illustrations for steps in progess. These lines are frequently built up gradually and grow telling the story so all may read. They are placed in a line around the Wall in the room. Groups of boys and girls make slides for certain phases of the story of progress and present these to the class. Several novels and some dramas have been made either in slides or reel and have been presented with talks and fitting music. We like to study this way. Some teachers help us to follow the story of progress by studying the big problems-transportation, irrigation, architecture and commerce. This demands the use of many reference books and magazines. Most pupils try to have beautiful note books. Some have made in the section of their note books for each nation, a map of the World which shows the relation of the nation to the rest of the world. One Hundred Five