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Lethbridge Herald Newspaper Archives

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Lethbridge Herald, The (Newspaper) - May 4, 1970, Lethbridge, Alberta Monday, May 4, 1970 THE IETHBRIDGE HERALD- Role Of School Need Redefining If the school is to take up the slack, then somebody had better start to plan the school as a community centre open 12 months a year and 18 hovtrs a day and staffed with more than just a few teachers. If we ex- pect the rising generation to be equipped to handle the vagaries oi modern life, to be inde- pendent of pressures which would have us all simply con- sumers rather than indepen- dent Individuals planning our own destinies, then we had bet- ter be teaching them how to do just that. Rather than hoping that they will grow up with a healthy respect for and under- standing of credit buying, al- cohol, drugs, government, use Stamps In School By TERRENCE MORRIS Central School Stamp collecting is a wonder- ful hobby. It is also an excel- lent way to improve the con- tent and appearance of an in- dividual- or class report. There is possibly no subject for which stamps -cannot be found to il- lustrate or elaborate some part of your work. Let's take a look at the de- velopment of Canada. Jacques Cartier will always hold a place of honor in Cana- dian history. In 1934 Canada issued a stamp which showed Cartier directing the first land- ing operation on the shores 01 what is now Canada. In the same year a fine stamp was issued to honor the United Empire Loyalists who moved to Canada rather than live in the newly created U.S.A. David Thompson is famous for his exploits in exploring and mapping parts of western Canada. In the Thompson com- memorative stamp of 1957 the illustration shows the explorer holding a sextant and there is also a map which indicates the location of his greatest explora- tions. There are of fine stamps that have been issued in honor of famous people, histori- cal events, national customs, wildlife, and well, the list is endless. Get your" relatives to save you their stamps, borrow books on stamp collecting from the local library, learn to study your stamps and find out about the details that are illustrated. The knowledge you gain will fcelp you with your school work and you will also get lots of fun by swapping stamps and ideas with your friends. The CPR The CPR brings about 000 worth of business to the city of Lethbridge a year. The daytaler goes from 60 to TO m.pji. Altogether about 000 people are transported in or cut of Lethbridge in a year. The passenger busicess does not pay in Lethbridge. That de- partment operates at a loss every year. The loss is made up from the profit of other depart- ments. The passenger train weighs about 61 tons. About 60 to 80 people can sit in a passenger car. By Deborah Ferreira. of leisure time and other criti- cal factors remotely related to the curriculum, we had better start teaching them how if it can be done at all. Most teachers are aware of these needs and try to meet them within the rigid requirements of the formal school system. But tins is not enough'. The last thing that most of the inhabitants these modern schools need is a teacher. They need counsellors, guides, and most of all persons- they can trust to "tell it like it is." They are confused by conflicting claims of hucksters on TV, moters of the pseudo-religious drug culture and demands to consume. Who can help them? We could, if the public would let us. The role of our schools must be redefined to meet tie needs of the students re- gardless of the expense, before these, roles are redefined for us by forces, now becoming active at college level, outside of our control, at undreamed-of cost and damage to society -as we know it. The financial crisis in educa- tion has focused the attentions of the public on the school sy- stem as no other eyent has done since the centralization of schools began in the iate thir- ties and early forties. It is unfortunate that none of this attention is resulting in any positive direction being given by the public to the school sy- stem. Few are really aware of the basic needs of pupils in the school. The teachers are re- quired by law and tradition to teach various bits of subject matter which are made up of more or less wen defined fads and skills. Some of us are be- ginning to wonder about the de- velopment of the pupils m oth- er, perhaps more important, areas. It is clearly impossible to take a child from his im- mediate environment and teach him without reference to that environment. The finer points Simulation Games By BRIAN WALKER Gilbert Paterson School The Social Studies teacher is continually searching for more effective methods of instruc- tion. One of the most exciting innovations in this field of late is the using of simulation games. The fact that these games approximate or sim- ulate actual situations, appears to have unusual advantages when coupled with traditional classroom approaches. It is not the purpose of this article to discuss the ramifica- tions of simulation games, for there have been books writ- ten on the subject. Instead, we will look at one game and its use in one classroom situation. The teaching of history in the Social Studies often promotes sleepless nights and severe headaches for many teachers. How can I let my students see the relevance of past events, is a question often asked. How can I instill within my students a sympathy for the past and have them realize that they are his- tory makers? At the beginning of a history unit this question usually arises; The student asks, how can we know that the events which took place last year or centuries ago really did take place? By using the archeologi- cal simulation "Atlantis" this and many other questions may be answered. I usually begin this game by discussing briefly what archeol- ogy is. Then each student is given a copy of a fictitious map of the continent of Atlantis. The map has been divided into six areas and each area will be studied by a different group in the class. By playing the popu- lar song by Dono- van, the students begin to be- come interested. of mathematics and history are lost on a pupil who has no sense of personal direction, and yet we have to assume that all students who are under our care have this sense. Obviously, very few of them have. As pointed out earlier, a majority of children in any community simply exist from one day to the next with no di- rection from home, church or community. The school is ex- pected to take up the slack. There is not enough time, com- petent people, resources or equipment for the school to do this and do the other things which are officially expected of it The class is then divided into six groups and each group will act as an archeological team. Each team is then given some information about their area. For example, team two may be told that their area (2) con- tains a maze of foundations that have been excavated and that between the two groups is a deep pit filled with water. This information was obtained from a group of archeologists who had dug in the area years before. The team is then asked to make a hypothesis about their area. Included in their hypothe- sis are things such as: the area was probably it was used the reasons I think this are. A speaker from each group then reads his hypothe- sis to the rest of the class. Each group is then given an envelope which contains pic- tures of a number artifacts found hi their area. The teams now formulate a final hypothe- sis based on the artifacts. They decide which artifacts do not help prove their original hy- pothesis and which ones do help prove their hypothesis. This fi- nal hypothesis is then read to the class. Of course if you are located in a suitable area you can plant artifacts and have the students actually stake claims and dig. The results of this particular game should be rewarding. First, you have shed some light on the question of reliability of historical information. Second- ly, you will certainly motivate your students to the point where they may actually enjoy history. Thirdly, they will learn to co-cperate with others and realize that a team effort is ne- cessary for success. Fourthly, you have obligated them to em- ploy their imaginations. Last, your students will have fun playing. Educational TV 3y MANFRED SCHUCHAKOT Gilbert Paterson School In the past years Educational Television has been a very con- troversial media, today it seems to be one of the most promising audi-visual tools for the classroom teacher. In tiie following paragraphs I would like to explain some of the is- sues involved in the purchase and application of E T V equip- ment. One big issue appears to be the cost of the equipment. Granted one could spend a small fortune on ETV, but this is not recessiary. Before I quote some of the prices let me ex- plain something. The Video- tape recorder on tihe VTR is the meat expensive piece of the equipment. The VTRs used un- til recently had used at least a 1" wide ma- chines use a 2V2" tape. At Gil- bert Paterson we had the op- portunity to use a 1" VTR and it worked very well. But it is a heavy, bulky, and expensive piece of equipment. A new product on the market is the W machine not larger than a stereo tape it produces an excellent pic- ture; it is portable and it is cheaper than the 1" sets. While a 1" VTR may cost about 000, the VTR is available for less than Other equip- ment needed includes a camera and the monitor TV set (any TV set may be fit- ted with connections for about In other words, for around a set may be pur- chased which should be in the financial roach ol most school's or even households. (I am not trying to sell It has been suggested that personnel lias to be hired to run this equipment. Not so! Any- body who can work a taperec- ordcr can operate a VTR. The camera is no problem just like photography, only simpler. We, at Paterson, had never seen a VTR or run a camera, and yet after one hour of introduction we man- aged to run the equipment quite well, and with a little practice we.became quite good at it. In the past much AV equip- ment has been made obsolete by improved technology, The IGmm film might be suffering by the large scale introduction of ETV, but it might as well. Films are frequently out of date; they do not cover the topic as wanted by the teach- er; they are often not available when needed; they are very ex- pensive when purchased. Do not interpret this as suggesting that films do not have their uses. They most certainly do. ETV could and. will replace films in many of their tradi- tional uses; ETV may make in- formation relevant to the student as well as more per- sonal. A video-tape oil pollution, produced by a Calgary studio showed actual pollution in the Bow River the same could be done with the Oldman River. This type of approach has a lot more impact on stu- dents than a picture or a film of polluted areas far away. The Department oJ Educa- tion will soon 'provide a taping service 16mm films are copied era a master tape atnd any school wishing a copy, s e n d s in an empty tape, amd gets back a recorded one, free. of charge, for permanent stor- age in the school, available to the teacher at any time. A new development in educa- tion over the past years has been team teaching and ETV may be exactly that. Recorded tapes are available of experts amd master teachers giving a science lesson, for example. The classroom teacher shows the tape to the class and Chen does her own teaching, or she may replay any section of the tape to clarify a point. Or the classroom teacher may pro- duce a tape herself and then use it in the science experiments, for exam- ple, can be shown a lot better on a TV screen than on a ta- ble crowded in by 30 students. Efficiency is demanded in in- dustry and education. ETV lends itself well to in-service leaching a teacher tapes an actual or a small part of one, and then she evaluates herself with die help of other staff members. This makes in- stant feedback to her approach- es aind techniques available, and improvement is almost au- tomatic. The students are the ones that will benefit from bet- ter teachers. The uses and applications of ETV are infinite depending only on the imagination the teacher but one tiling should be kept in mind ETV is only a tool assigned to assist, not to replace, the classroom teacher. It is meaningless without the teacher. Properly used it will make a significant contribution to the development of more meaningful learning ex- periences. ;