JUNE 1925
THE UNITED AMERICAN
Page Nine
Two Lessons in Adult Education and Citizenship Training
and expression as well as their
class to answer, to test knowledge
<7 ROM THE following two model
understanding of theme.
of theme.
* lessons, prepared by two trained
9. Spelling — written.
adult teachers in the State of Con
IV. BLANKS TO FILL OUT
10. History period.
necticut, not only the teacher but
a Aim: to determine class in
Review
for
correlation
—
history
the layman will obtain a fair intel
terpretation of words as well
of Colonization.
ligence of the methods used and the
as knowledge of content.
sort of material selected and ar PROGRAM AND TIME ALLOTMENT
ranged in lesson form for prospec 7:00-7:20 Conversation and introduction. NOTE: Be sure words are used in con
tive citizens. Such lessons are pure 7:20-7:40 Explanation of theme.
nection with theme, but have sentences
gold, and anybody familiar with the 7:40-8:00 Oral reading.
expressed differently or our aim will
problems involved in training of 8:00 - 8:05 Relaxation period.
be lost.
adults and the difficulties generally 8:05-8:25
NOTE: With advanced class I alternate
Blanks and questions.
encountered to make the study hour 8:25-8:40 Written
answering of written questions with
spelling.
interesting, with the object of re 8:40 - 9:00 History period.
blanks. It gives variety as well as a
taining tne adult student, will ap
chance for self expression.
PRESENTATION IN FULL
preciate the comprehensive scope
V.
SPELLING.
of the lesson and the purpose of
I. CONVERSATION.
Take words in content first to de
selecting material from subject
Advanced class reads current
termine meaning.
matters in which the student has a
events. Use any item on immi
Write words in a list on board.
natural interest.
gration for introduction of lesson
Obtain original sentences from
The study of the new immigra
on “Restricted Immigration.”
class.
tion act gives an excellent oppor
Through discussion review the
Stress division into syllables and
tunity for analysis and discussion
industrial and social conditions of
any peculiarity of spelling that
of tne law from every angle and
Europe following World War.
makes word difficult.
whether the student agrees or not
Reach conclusion that many im
Have class write words from dicta
he will become familiar with the
migrants were turning to America
tion.
American viewpoint as expressed in
as a means of escape from such
Correct in class.
the law. The treatment of the
conditions.
VI.
HISTORY
PERIOD.
subject matter is most excellently
Next review the industrial de
subdivided, providing for an orderly
pression of our country, natural to
a Aim: To substantiate the
study and review. Such lessons
a period after a war, or a recon
statement in theme.
contain the very drawing power
struction period.
“We aim to treat all nation
that makes the school attractive,
Stress need for “Restriction of
alities in proportion as they
with a certainty of an increasing
Immigration” to protect the United
have contributed in the
rather than a decreasing attendance.
States, the alien here, as well as
building of our American
the many waiting to enter.
Republic.”
The lesson dealing with the Con
Class is familiar with 3% law.
b Review period of Coloniza
stitution makes the study of this
They will sum up its weaknesses
tion on following outline.
subject anything but dry and tiring.
as:
1 Different Countries which
There is plenty of action and color
a It tends to separate families
contributed most to. Colo
injected into this lesson and it is
for long period of time.
nization.
safe to conjecture that the un
b Encourages men to neglect
2 Sections of our country in
trained adult student will obtain as
responsibility to family.
which they settled.
much practical intelligence of the
c Tends to keep poorer charac
3 Difficulties in way of
Constitution in one such study
ter and exclude conscientious
clearing wilderness and
period as many a college trained
and desirous immigrant.
building of colonies.
student, pursuing adifferent method
d Unfair
proportion among NOTE: This conclusion should explain
of study, will derive from many
countries.
study periods in a higher institution
the principle of the New Immigration
of learning.
Restriction Law, in allowing northern
NOTE: (Class in general has experi
♦ * ♦
THE LINCOLN EVENING SCHOOL
Bridgeport, Connecticut
Advanced Class
ELIZABETH FORESTELLE, Teacher
New Immigration Restriction Law
AIM: To create among the foreign-born
the correct attitude toward “Restric
tion of Immigration.”
PRESENTATION:
1. Introduction through use of news
paper clipping or any phase of
immigration.
2. Discussion on present restriction.
3. Principles of New Law as the
theme.
4. Explanation of difficult parts.
5. Class read sections in answer to
teacher’s questions.
6. Class read theme as a whole.
7. Teacher underscore words present
ing difficulties as basis for spelling.
8. Blanks for pupils to fill in or
questions on content of theme for
enced these defects and realizes them
better than the majority of Americans)
11. PRESENTATION OF THEME
New Restriction Law on Immi
gration.
a Have theme on board.
b Teacher read theme as a
whole.
c Question class as to meaning
of difficult passages and
words.
d Teacher explains parts not in
experience of class.
e Underscore all difficult or
new words as basis for
spelling lesson.
f Class read sections in answer
to teacher’s question.
Aim: to test knowledge
of class on content of
theme.
III. ORAL READING
Different members read theme
aloud.
a Aim: to test pronounciation,
and western Europeans a larger pro
portion of immigration than southern
and eastern because the former, as
proven in history contributed more to
building of America.
THEME: “NATIONAL ORIGINS?
New Immigration Restriction Law
The new “National Origins” rule will
change our present method of restric
tion of immigration. Although this rule
will be permanent after 1927, the total
number of people to be admitted, may
be changed by a vote of Congress.
While the total number of immigrants
may be changed the proportion in which
people of different countries may come,
cannot be changed.
This law aims to consider: first, the
rights and protection of the interest of
the United States; and second, to give
fair treatment to people of other nations.
To do this, the law says that different
nationalities may send immigrants in
proportion to what they have previously
(Continued on Page Forty-nine)