Table Of ContentGATEP/AY TO HEALTH
A COUESE IN HEALTH AND FAMILY LIFE FOR SECONDARY SCHOOIS
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Vincent Anthony MLgLiazzo
June 1950
UMI Number: EP46474
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This project report, written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillm ent of
the requirements for the degree of Master of
Science in Education.
Date......................................................................
Adviser
Dean
This project is submitted in elite type with my
approval.
May 17, 1950
ii
PREFACE
This is a unit of health and family life study to be installed in
an advanced biology or physiology course* There appears to be inf-
adequate stress placed on healthful living in many courses, consequently
this unit is prepared with a hope that it will help rectify that
situation. This unit is prepared to perform functions that have
definite objectives, which can be realized through a simple student
problem solving technique.
The unit attacks primarily the most important problem of everyday
youth, that of personal health, an element so important to his
security. It aims to relate health ideals to everyday interests and
experiences of the student so that when he has acquired these ideals
he can care for his body in a simple yet practical manner*
This unit emphasizes the principles of healthful living rather
than the conplicated and factual technique of definitions and anatony
charts. The material is presented in the functional approach
1
developed in Crawford’s Functional Education, and Stoddard’s Education
for all American Youth. ^
Claude C. Crawford: Functional Education. Published by the author,
U.S.C., Los Angeles, I9E7I
^Alexander Stoddard et al: Education for all American Youth. National
Education Society, Washington, D. C., 1937
iii
This concept of education emphasized "doing1* rather than "knowing
about1*; "acts'* take the place of "facts". The student does not learn
the names of the bones as an end of learning for example; rather he is
taught how to develop healthy bone structure, or how to care for broken
bones. Knowledge, facts, skills are important only to the extent that
they contribute to the student's more intelligent meeting of his life
situations. The format is that suggested by Crawford in his, How to
Write a Course Syllabus,^ and Oxide for Curriculum Projects.^
The approach expressed above can also be supported by the
following statement from Deweys
"Terms and proposition record, fix, and convey what
is abstracted. A meaning detached from a given
experience cannot remain hanging in the air. It
xnust acquire a local habitation. Names give
abstract meanings a physical locus and body.
Formulation is thus not an after-thought or by-product;
it is essential to the completion of the work of
thought.
3
Claude C. Crawfords How to Write a Course Syllabus.
C. C. Crawford, Los Angeles, 19hS.
it
Claude C. Crawford et als Oxide for Curriculum Projects.
C. C. Crawford, U.S.C., Los Angeles, 19lt9.
John Dewey: Democracy and Education. MacMillan Company,
New York, 191^1 Page 265.
iv
Burton also places stress on the educational principle that students
learn by "action** and not dry "facts". He writes:
“A good learning situation consists of a rich and
varied series of learning experiences unified
around a vigorous purpose, aimed at a rruuber of
different learning products, and carried on in
interaction with a rich, varied, and provocative
environment.
Jesse Williams, a pioneer in the field of teaching functional
physiology, has said:
"It is interesting to note that at one time
physiology in schools was merely the teachings of
anatony. “How many bones are there in the skeleton?"
was a typical question. As the texts inproved and the
method changed, function was emphasized, and in many
texts today the presentation of function is the goal
of endeavor. It should be remembered, however, that
knowledge of the structure and function of the body
is of value only insofar as it helps the boy or girl
to live a finer and more vigorous life or lays the
foundation for further study in this field*"*
We know that the learner retains and develops his mind more when
he is placed in a ”learning-by-doing” situation such as formulating
projects or field trips* Throughout this syllabus the idea of student
activity is stressed. To quote from Blaydes:
5
William H. Burton: The Guidance of Learning Activities*
D. Appleton-Century Conpany, New York, 19hiu
7
Jesse F. Williams: Healthful Living. The MacMillan Conp any,
New York, 1938*
V
"The method of teaching by projects is widely
accepted as a desirable procedure in education. It
is especially useful in the sciences where many of
the materials are of the so-called laboratory and
field types. The project method also offers the
student the opportunity of learning by activity,
seeing, doing, and handling*4.®
It is intended that this syllabus will be placed in the hands
of the student as a guide to promote a healthful happy life.
Glenn Blayes et als Methods and Materials for Teaching Biological
Sciences. McGraw-Hill Book Conpany, Inc., New York, 193S.
vi
COURSE CONTENTS
CHAPTER FACE
PART I. PERSONAL HEALTH •
HOT TO DEVELOP PERSONAL HEALTH
1* BODY STATURE: How to promote good physical development .... 2
2. PERSONAL GROOMING: How to develop a healthy physical
appearance ........... 7
3. BODY PROPORTIONS: How to select a proper diet 12
U* ELIMINATION: How to maintain good intestinal functions and
avoid disorders ...... 16
S>. STIMULANTS: How to refrain from using stimulants....... 20
6m HEALTH SCALE: How to develop a good health scale •••.•••••••• 23
PART II. COMMUNITY HEALTH
HOT TO PROMOTE COMMUNITY HEALTH
7. EMERGENCY: How to prepare for and meet first-aid re
quirements of everyday life .... 26
3. CONTAGIOUS DISEASES: How to prevent and avoid diseases
that are “catchy** or contagious ........... 32
9* COMMUNICABLE DISEASES: How to maintain the body free from
communicable diseases ...... 37
30. NON-CONTAGIOUS DISEASES: How to prevent the spread of non-
contagious diseases...... UO
FART III. FAMILY LIVING
HOT TO PROMOTE HEALTHFUL FAMILY LIVING
11. PEACE: How to maintain and develop peace and harmony in
the home................ Hi
12. SELECTION: How to select a partner and plan a happy
marriage ........ U9
vii
CHAPTER PAGE
13. SURROUNDINGS: How to maintain and develop a good
environment ....... 53
1U. SATISFACTORY LIVING: How to achieve them ost from life 57
Bibliography............................... .......... 60
List of audio visuala ids ........................ 63
