A Guide to Methods and Observation in History Part 10

25. Are visits with the cla.s.s made to places and inst.i.tutions of historic interest?

26. Are mock elections and other civic procedures allowed?

27. Is map drawing required? If so, is the work done in cla.s.s under the supervision of the teacher, or at the pleasure and convenience of the pupils?

28. Is the stress laid on artistic effects in map drawing, or on a graphic presentation of the facts in their relations?

29. Is any use made of genealogical tables or historical charts? What value is there in so doing?

30. Does the teacher demand thoroughness, completeness, and clearness in the recitation of the pupils, or does she accept vague, incomplete, and general statements?

31. Does she interrupt the pupils while they are reciting, or wait until they are through before commenting or criticizing? Does she ask other pupils to criticize?

32. Is the teacher alert, vivacious, enthusiastic?

33. Is she herself thoroughly interested in the work of the day?

34. Is there unexpected variety in the cla.s.s procedure?

35. Does the teacher seem to enjoy clean, harmless jokes and amusing incidents with her pupils?

36. Is everybody "into the game" all the time?

37. Is the aim of the recitation kept constantly before the cla.s.s?

38. Is there steady progress toward it?

39. Does the teacher praise discriminatingly the good efforts of the pupils?

40. Is the teacher at all times a friend of the pupils?

41. Is a definite, clear summary of the significant points of the lesson made by the teacher at the close of the period?

42. Are important generalizations formed, and valid principles deduced?

43. Is the fifth formal step (that of application) taken? If so, how is it done?

44. Has the recitation period seemed short or has it been a long, tedious hour?

45. Do pupils leave the room with faces aglow and minds keyed to earnest thought, or do they seem to go as if freed from a prison?

46. Do pupils comment on the day's work as they pa.s.s out? Are such comments favorable or unfavorable?

47. Is the pupil's judgment here of any great weight?

48. How does the teacher busy herself between the change of cla.s.ses?

49. Has the work been such as to make pupils interested in pursuing the study of history for themselves?

50. Has the work been such as to help pupils to think for themselves, to be accurate, to be resourceful, to develop the historical habit of mind?

51. What was the chief weakness of the recitation period?

52. Did pupils rise and recite by topic?

53. Did pupils outline the lesson and then talk from their outlines?

What value has this?

54. Were mnemonic devices used? If so, was advantage gained thereby?

XVIII. _The Review Lesson._

1. Is there a stated time for "reviews"? If so, how long is the time devoted to reviews? Is this wise?

2. Is the review lesson really a _new_ view of the subject matter, or merely a going over the material a second time?

3. Are definite unifying questions given out for guidance of pupils in preparing for the review lesson?

4. Is the review lesson conducted orally or in written form?

5. Is there interest and enthusiasm in the review lesson?

6. What seems to be the purpose of the review lesson--to drill, to test, or to organize the material in new connections?

7. Is the final review worth while, or can the same results be obtained by constant daily reviewing?

8. Do pupils make comparisons, judgments, reactions?

9. Does the teacher employ any but the large organizing questions while carrying on the review?

10. Are review questions of the kind that will confront the pupils in real life?

XIX. _The Lesson in Civics._

1. Does instruction in civics occupy a separate period or separate term in the history work?

2. Is a special textbook used?

3. How much time is devoted to civics?

4. On what phase of civics is emphasis laid--national, state, or local?