Could not complete log in. Possible causes and solutions are:
Cookies are not set, which might happen if you've never visited this website before.
Please open https://media.dlib.indiana.edu/ in a new window, then come back and refresh this page.
An ad blocker is preventing successful login.
Please disable ad blockers for this site then refresh this page.
Louis W. Kellman, Brian Cartoons, Inc., Young Productions, Inc., Hal Tunis, Frank Freda, Suzanne Turner, Joseph Bonaduce, Ron Ronszel, John Caracciolo
Summary:
Baron Barracude and Trigger are alarmed by a mysterious repetitive sound. They follow the sound and discover a beatnik catfish, Gill Espy, playing the drums inside a cave, where the noise echoes.
Two billboard painters discuss the new Buick Convertible V-8. As the two painters are talking the painting of the billboard Buick gradually becomes real. The painters climb into the billboard Buick and drive away.
A Volkswagen goes through a carwash. A narrator states that no one can tell the difference between a new and old Volkswagen as long as you wash it occasionally.
An advertisement for the National Life and Accident Insurance Company in which a male narrator in an empty television studio addresses the camera about the company's dependability.
Relates the story of the Auxiliary Fire Service in Great Britain during World War II and shows men and equipment combating a real fire. Then describes the improvements in equipment since the war, and stresses the need for adequate preparation against possible future enemy attack, especially through trained civilian volunteers.
Shows Ivan Pavlov testing his theory of conditioned reflexes by observing the conditioned and unconditioned saliva flow in a dog, feeding fish conditioned to various hunger stimulants, educating a puppy to a meat diet, and observing a squirrel's response to danger. Distinguishes between blind instinct present in all animals from birth and reflex actions set up by conditioning to certain oft-repeated stimuli. Explains the process of checking reflexes and shows its application in the treatment of certain neuroses in human beings.
Tells the story of several children who build a snowman and give him a personality of his own. They use a carrot for his nose, but during the night someone steals the "carrot nose" and to discover the thief the children replace the carrot and watch the snowman through the night. They discover that hungry rabbits and deer are the culprits and then place food out for these animals.
Presents a factual summary of the basic United Nations Organization program for world security in 1945. Clarifies the structure, analyzes the plans, and shows how, by joint action to solve relief, food, and money problems, the world can be rid of conditions that breed war.
Surveys the development of blood transfusion in international medical history from Landsteiner's discovery of the four blood groups in 1901. Shows the setting up of various blood donor and blood bank systems in England and the United States. | Surveys the development of blood transfusion in international medical history from Landsteiner's discovery of the four blood groups in 1901. Shows the setting up of various blood donor and blood bank systems in England and the United States.
Shows the relation between the aftermath of war and the "pale horseman," epidemic disease. Discusses the plight of 100,000,000 displaced persons soon after World War II and the activities of UNRRA.
Contains scenes of the destitution left in the wake of World War II and of the famine and exposure from which so many thousands died. Discusses also the economic importance of food.
Shows a decontamination squad in England working to make the streets safe from blister gas. Demonstrates the use of anti-gas ointment, respirators, and clothing worn by crews, and explains precautionary measures.
Barbara Ann Scott demonstrates the fundamentals of figure-skating. Discusses edges and basic figures and analyzes a number of complex turns. The skater also demonstrates free skating.
Shows a Canadian farm family working together planning how to modernize their kitchen with new appliances and step-saving arrangements. Pictures the kitchen before and after their work on it.
Presents a comprehensive analysis of the paintings of Philip Evergood. Portrays a review of his paintings, as the artist himself comments on them. The film is accompanied by a piano musical score.
Erskine Caldwell, American novelist and reporter, interviewed before leaving Moscow, briefly tells of the civilian defense work he witnessed. Scenes showing how the Russians are carrying out their pledge of "All for Victory!" including efforts in huge metallurgical plants, the oil industry, the rapid harvest, nurses drilling, and Red Cross work.
A training film for the Dept. of Justice, showing how an escape from a maximum security penitentiary was made possible by the failure of custodial officers to carry out their orders consistently and thoroughly.
Footage documenting Bailey's travels to the Canary Islands circa 1971. Shows the seaside landscape and cliffs of Lanzarote. Bailey boards a plane leaving Lanzarote and films and view from the window, including shots of Mount Teide.
Footage documenting Bailey's travels to the Canary Islands circa 1971. Shows rock formations in Teide National Park, a local harbor, street scenes in an unknown town. More footage taken from inside a plane, now flying over the water and landing. Ends with views of the ocean taken from a hotel balcony.
Portrays conditions leading to the establishment of the Social Security System and explains the subsequent changes in the law that have extended coverage to nearly all persons in the United States. Early conditions in the U.S. permitted persons to move westward during a depression, thereby caring for themselves, their families, and their own aged. Urbanization and industrialization eliminated most of these opportunities and as a result Congress met this need by establishing social security. The eligibility requirements are summarized through presenting a number of cases of persons receiving benefits. Shows the necessity of continued welfare aid to those not eligible for Social Security.
George K. Arthur, David Oistrakh, Aleksander Zarzycki
Summary:
Presents the world-famous violinist David Oistrakh on concert stage as he plays Zarzycki's Mazurka. Uses close up photography to show the musician's techniques.
Shows a typical day in the life of a model American teen-age boy. His health habits, diet, hobbies, and correct attitude toward work, study and play are all stressed.
Jos Limon and his troupe perform a suite of dances based on Shakespeare's "Othello" with lines spoken by Bram Nossem. Using the structure of a court dance, this interpretation captures the tragedy and passion of the play. Dancers: Jos Limon (Othello), Lucas Hoving, Betty Jones, Ruth Currier.
Shows Sydenham Hospital, in Harlem, the first interracial hospital in the United States. Pictures the work of white and Negro doctors and nurses in helping their patients to become healthy, useful citizens.
A public service announcement from the American Institute of Architects (AIA) in which the song "America the Beautiful" plays ironically over still images of trash, poverty, and destitution in an inner city ghetto. An offscreen male narrator says that if the viewer does not think the song and pictures go together, they need to "change the pictures." The narrator states that the AIA is "trying to" enact this change. Submitted for the Clio Awards.
An advertisement for Belvedere cigarettes in which a blindfolded prisoner is marched to a firing squad. The male narrator asks the man if he smokes Belvedere because of the instant-gift coupon in the pack and he responds, "I smoke em' because I like em." Then a general ask for the instant-gift coupon and sounds of gun shots are heard; cut to the pack of cigarettes with the narrator saying, "...please smoke Belvedere. He would have wanted it that way."
An advertisement for Polaroid's Square Shooter camera in which a woman reminisces about a visit with her family after they board a bus to leave at the end of their stay. The woman bittersweetly looks through Polaroid photos from the visit as her significant other drives her home from the bus stop. One of the winners of the 1973 Clio Awards.
From the series Ripples. It's wintertime in the U.S. and Canada, and children are playing everywhere. While children in the north streak down snowy hills on sleds and skis, youngsters along the Southern Atlantic Coast play on a hot sandy beach.The flat lands of the Great Plains provide miles of room for bicycle tag. but the con-fined spaces of a crowded city demand games like alley dodge ball. A snake is likely to become a pet for the child born near theEverglades. but not for a child who lives where snakes are not part of the environment. In these and other ways the program relates children's play to the places in which they live.
Episode 2 from Bread and Butterflies, a project in career development for nine-to-twelve-year-olds. Based on two years of planning by educators and broadcasters, the project included 15-minute color television programs, a comprehensive Curriculum Guide, and in-service teacher's program, and international program, and workshop materials. Bread and Butterflies was created under the supervision of the Agency for Instructional Television, through the resources of a consortium of thirty-four educational and broadcasting agencies with assistance from Exxon Corporation.
Episode 51 of Thinkabout, a series of sixty programs to help students in 5th and 6th grade become independent learners and problem solvers by strengthening their reasoning skills and reviewing and reinforcing their language arts, mathematics and study skills. The series is broken up into thirteen themes: Finding Alternative, Estimating & Approximating, Giving & Getting Meaning, Collecting Information, Finding Patterns, Generalizing, Sequence and Scheduling, Using Criteria, Reshaping Information, Judging Information, Communicating Effectively and Solving Problems.
Episode 4 of Thinkabout, a series of sixty programs to help students in 5th and 6th grade become independent learners and problem solvers by strengthening their reasoning skills and reviewing and reinforcing their language arts, mathematics and study skills. The series is broken up into thirteen themes: Finding Alternative, Estimating & Approximating, Giving & Getting Meaning, Collecting Information, Finding Patterns, Generalizing, Sequence and Scheduling, Using Criteria, Reshaping Information, Judging Information, Communicating Effectively and Solving Problems.
Lesson 2 from the Agency for Instructional Technology series Amigos. The goals of this series, in order of priority, are: To expose children to basic Spanish ; to introduce children to Hispanic culture ; to create an interest in the geography of countries where Spanish is the primary language ; to reinforce skills and concepts taught in the regular elementary school curricula.
An advertisement for Kodak in which singer Paul Anka performs his song "Times of Your Life" in a sound studio while his partner and children watch outside, interspersed with still photographic images of the family together. Anka's daughter enters the booth to greet him and an offscreen narrator plugs Kodak film "for the times of your life." One of the winners of the 1976 Clio Awards.
An advertisement for Martini Bianco in which a jingle plays over various scenes of the Old West, a wedding, and beachgoers lounging and swimming. Submitted for the Clio Awards International category.
An advertisement for Wembley ties in which a jingle plays as a man tries on the product and a woman stands intrigued next to him. A male narrator addresses the camera about Wembley's new "muted hues" product line. Submitted for the Clio Awards.
Explains the role of fuel gas as a source of energy. Begins with the history of gas lighting. The cleanliness, efficiency and versatility of gas is investigated. Describes the production of various types of manufactured gas, using natural photography and animated drawings. Details the production of coke oven gas and carborated water gas, including the collection of raw materials, heating, cooling and purification. Examines how the by-products of the production of gas are used. Shows how natural gas is obtained from wells and distributed through pipelines to population centers. Discusses the importance of research and education in gas conservation. Discusses future technological developments being made in gas manufacture through testing fuel burning equipment and studying new chemicals.
Shows life in Texas, Oklahoma, New Mexico, and Arizona, and the topography, rainfall, and other characteristic features, including the imprint of Spanish and Indian cultures. Irrigation, stock raising, mining, agriculture, and oil extracting and refining are among the occupational activities shown. The exchange of goods and services with other sections of the country is depicted by animation.
Animated drawings review man's dependence upon water for life. Describes the sources of city water supply--wells, rivers, lakes, and watersheds; water-borne diseases; and methods of water distribution. Specifically traces New York City's water supply. Also depicts water tunnels, aqueducts, and modern methods of filtration and chlorination to insure purity.
Reviews Alaska's geographical features, locates its three great climatic regions, and indicates the major factors that make Alaska a true reservoir of resources. Depicts activities in the seven great industries contributing to Alaska's economy--lumbering, fishing, mining, transportation, agriculture, fur farming, and the tourist trade. Includes many scenes characterizing Alaska's natural scenic beauty.
Follows the newspaper story of a little girl rescued by some Boy Scouts from the time the reporter learns of it until the completed paper is sold on the street. Explains the work of the staff members and the mechanical devices involved. Suggests the importance of the daily newspaper to society.
Shows from the point-of-view of a bus driver on the job what happens during a day's run in a well-equipped city bus. Covers all aspects of the driver's job, including his preparations of the trip, his driving skills, his courtesy in dealing with passengers, and his responsibility for their comfort and safety. Uses scenes in the garage and the office of the bus company to illustrate problems involved in maintaining an efficient transportation system.
Shows the raising and harvesting of a crop of wheat by a family in Kansas. Pictures plowing, harrowing, and planting in the late summer along with a variety of activities in which the wheat farmer engages. Dramatizes the struggle to get the crop in before an impending hail storm and reveals the risks involved in wheat farming.
A city boy visits a real western ranch for the first time and sees cowboys rounding up, roping, and riding horses; watches cowmen roping and branding calves; meets a fence rider at work; helps to shoe and feed horses; and attends a rodeo. For primary and middle grades.
An advertisement for World Book Encyclopedia that is narrated by a man. The scene depicts eleven eggs that have the faces of historical figures painted on them, such as Ludwig van Beethoven and Joe Louis, with corresponding audio clips. The final egg represents Earth and the narrator says, "The sum of man kinds knowledge, unscrambled to make an encyclopedia children want to read..." The scene ends with a close-up of World Book Encyclopedias.
An advertisement for sugar-free 7 Up in which an offscreen narrator explains how the product is the latest stage in soft drink evolution. Submitted for the Clio Awards International category.
An advertisement for Pillsbury cake mixes in which close-ups of cake being baked and served are interspersed with split-screen shots of a happy family smiling and eating desserts. An offscreen choir sings a jingle about how "nothing says lovin' like something from the oven." Submitted for the Clio Awards.
A British advertisement for Tuf work boots in which a group of blue-collar working men perform a mock fashion show runway displaying various boots under the brand. An offscreen male narrator states that Tuf is for men who wouldn't be seen dead in ordinary work boots. One of the winners of the 1973 Clio Awards.
An advertisement for Zest soap in which a stream of thick lather flows out of a box of the product as a jingle plays. An offscreen male narrator describes the shampoo-like lather and deodorizing qualities of the product over shots of a woman using it in the shower. Submitted for the Clio Awards.
An advertisement for Laura Scudders Potato Chips in which a young boy makes "The Laura Scudder's Pledge." The scene depicts a young boy repeating a pledge, with difficulty, about not making noise, as directed by a man off-screen. The young boy does this as compensation for the noise he makes when eating the product. The scene ends with the boy crunching into a potato chip and a close-up of the product.
An advertisement for Crayola crayons in which children's television show host Captain Kangaroo (Bob Keeshan) creates a family of stick figures by drawing around crayons taped to a piece of paper. Captain Kangaroo shows off Crayola's 64-color varieties and a crayon sharpener built into the crayon box. Submitted for the Clio Awards.
As multicolored plastic abstractions swing and revolve, lights create changing, fantastic patterns of colored shadow. Has an original piano score. Made by the American artist in plastics, Jim Davis.
A public service announcement for the American Cancer Society in which a doctor walks down a hospital corridor while addressing the camera about how money raised for cancer research is being spent. Submitted for the Clio Awards.
Home movie footage of a voyage from Cincinnati to New Orleans that Bailey took aboard the steamboat Delta Queen in early 1968. An article about her experience, "Last Call for the Delta Queen River Cruise," was published in the New York Times in May 1968. The film primarily shows the scenery as the boat cruises down the river and members of the crew working on the ship (including the captain manning the bridge). Features the Delta Queen's calliope as passengers gather to listen. Bailey herself takes a turn at the instrument. On shore, the film documents stops at historic antebellum homes, including McRaven and Oak Alley Plantation. The footage is not edited in chronological order.
Brief travelogue taken in New Orleans during Mardi Gras, 1954. Primarily focuses on costumed people on a crowded street. Includes traditional Mardi Gras costumes of clowns, Native Americans, and men in drag. A woman on a balcony holds a large snake.
Footage of people celebrating Mardi Gras in the streets of New Orleans. Primarily shows people in costumes dancing in a crowded street. Early 1950's era.
Outlines the advantages of the overhead projector as a visual aid to learning in classrooms, in business, and in industry. Shows the great variety of uses of the equipment, with opaque, translucent, and transparent materials, both in contrasting colors and in monochrome. Stresses the ease with which effective presentations can be improvised through the use of movable graphic components, overlays, polaroid filters, transparent working models, and even chemical reactions in a test tube.
Episode 14 of Trade-offs, a series in economic education for nine to thirteen year-olds that consists of fifteen 20-minute television/film programs and related materials. Using dramatizations and special visuals, the series considers fundamental economic problems relevant to everyday life. In its first year, Trade-offs was used by approximately 500,000 students and their teachers in about 25.000 fifth and sixth grade classrooms. This more than quadrupled the amount of teaching of economics as a subject. Trade-offs was produced under the direction of AIT by the Educational Film Center (North Spring-field. Virginia), The Ontario Educational Communications Authority, and public television station KERA, Dallas. Programs were available on film, videocassette, and broadcast videotape. Trade-offs was developed cooperatively by the Joint Council on Economic Education, the Canadian Foundation for Economic Education, the Agency for Instructional Television, and a consortium fifty-three state and provincial education and broadcasting agencies.
Larry Billups has come to the hard decision that he must move his family from the country neighborhood where they have always lived to Washington, D.C. He knows that he needs to make a better living for them, although moving means giving up their relatives, old friends, their church, and the pleasures of the water. Stuart, his son, resists the whole idea, and tries to persuade his parents to let him stay behind with his grandfather. His older sister, Kim, can hardly wait to get to the city, where she expects to discover a more exciting kind of life. Did, the youngest child, is a passive observer of the events that surround her. There are mixed, even strained feelings within the Billups family about the coming move, and these are revealed both in open opposition and in quiet uncertainty. The members of the Billups' church gather for a farewell party, and Mrs. Kelly, the pastor of the congregation, tells them that as long as they stay together as a family, they can never really be moved; they will have the security of each other.
Episode 8 of Trade-offs, a series in economic education for nine to thirteen year-olds that consists of fifteen 20-minute television/film programs and related materials. Using dramatizations and special visuals, the series considers fundamental economic problems relevant to everyday life. In its first year, Trade-offs was used by approximately 500,000 students and their teachers in about 25.000 fifth and sixth grade classrooms. This more than quadrupled the amount of teaching of economics as a subject. Trade-offs was produced under the direction of AIT by the Educational Film Center (North Spring-field. Virginia), The Ontario Educational Communications Authority, and public television station KERA, Dallas. Programs were available on film, videocassette, and broadcast videotape. Trade-offs was developed cooperatively by the Joint Council on Economic Education, the Canadian Foundation for Economic Education, the Agency for Instructional Television, and a consortium fifty-three state and provincial education and broadcasting agencies.
At summer camp in the mountains nine-year-old David insists that he is ready to go out on his own for an "overnight." Although the counselors are skeptical and the other campers mildly supportive or openly derisive, David goes ahead doggedly, trying to show everyone that he is now capable of "solo camping."
When his parents send their permission, the camp director relents, but imposes some conditions. David, now all the more self-assertive, sets off to prove himself. He is given only three matches to use-the limit for solo campers. After some initial success in finding a site and scavenging for food, he watches his matches die out one by one. The program ends with David's dilemma of whether to stick it out or return to the main camp.
Lesson 14 from the Agency for Instructional Technology series Amigos. The goals of this series, in order of priority, are: To expose children to basic Spanish; to introduce children to Hispanic culture; to create an interest in the geography of countries where Spanish is the primary language; to reinforce skills and concepts taught in the regular elementary school curricula.
From the series Ripples. Children talk about what it means to be a boy or girl now and what they think it will mean when they grow up. They consider family roles and occupations, and find some disagreement in their points of view. Are certain jobs only for men or only for women?Can a father take care of a baby the same way a mother can? The program suggests a variety of answers to these and other questions about male and female roles in contemporary life.
Episode 11 from the Agency for Instructional Television series Images and Things. Reflects on the relationships between expressive architectural design and religious philosophies and liturgies in a survey of a variety of structures that have been designed as houses of worship.
"You are a part of all that you see" is the theme of a visual essay that explores the vital connections between human beings and their surroundings. Scenes of city life with high-rise apartments, freeway traffic, and urban sprawl are intercut with rural landscapes. A camping experience brings the manifold facets of nature into focus. Throughout the program the intricate balance of environmental elements reveals "...how every living thing borrows from something else." Because everything in creation has its own function, man must learn carefully what to preserve and what to destroy.
Lesson 28 from the Agency for Instructional Technology series Amigos. The goals of this series, in order of priority, are: To expose children to basic Spanish; to introduce children to Hispanic culture; to create an interest in the geography of countries where Spanish is the primary language; to reinforce skills and concepts taught in the regular elementary school curricula.
Lisa's class is on a field trip to a Civil War fort. As the children inspect the fort and the park that surrounds it, forest ranger Bob Kempf describes the strategy of a battle once fought there and remarks, "Many men died needlessly because there was no one to help them." This moves Lisa, who says earnestly to her friend Julie, "If I had been there, I would have helped them." A classmate of theirs, Jamie, overhears her and scoffs, "There's a lot of difference between really helping and pretending." The children are given a forty-five minute break, and Jamie rushes off to hunt for artifacts. He scrambles along the edge of a steep cliff to reach for an old watch, but stretches too far and falls over the side, dropping to a ledge and injuring his leg. He calls desperately for help, and Lisa, who is the only person close enough to hear him, first tries to get to him by herself, but then realizing that she herself might fall, runs off to search for someone to help her, although Jamie pleads with her to stay with him. Unable to spot her teacher or the ranger, she runs to a group of houses. She finds no one at the first house; and at the second an angry woman who suspects a prank tells her to go away. Finally, she sees a man at work in his yard and frantically begs him to come with her. They arrive just as Jamie is being brought up from the ledge on a litter. While Lisa has been out looking for help, her friend Julie has alerted the forest ranger that she and Jamie have strayed off from the rest of the class, and it is he who has discovered Jamie and worked out a rescue. As Jamie is carried up past Lisa, he asks her, "Why did you run away? Why didn't you help me?" She answers plaintively, "But I did help you ... I did everything I could to help you."
Kevin has always taken the run-down city neighborhood where he lives pretty much for granted. His attitudes start to change, however, when he goes off with his 4-H club on a week-long camping trip in the country. For the first time in his life he encounters the unspoiled beauty of green open fields, clear streams, and wild flowers. The experience moves him to think about his own environment, and he talks it over with Jimmi, the club's adult leader, who tells him that the easiest way to make the city better is to find "just one place" and make it beautiful. Kevin follows the advice and starts looking for that one place. He finds some children who are working together to clean up a lot, and they tell him that they're going to plant a garden so that they can raise and sell vegetables in the fall. Kevin decides to help them out, and one of the girls, Marinda, shows him how to plant seeds. Later in the summer the garden has become a reality. Kevin is intensely proud of the accomplishment, and Jimmi is an admiring observer of the project. But Kevin's fortunes change suddenly, when one night some older boys, messing around on their way home, run through the garden and thoughtlessly tear it up. The children discover the mischief the next day and, angered and depressed by the senseless destruction of something they've worked long and hard to create, Kevin and Marinda talk over with Jimmi whether it's really worth the effort to try again next year.
Remembering what he was like as a boy, David wistfully recalls the crush he had on his teacher, Miss Simpson. "I thought she was the prettiest lady in the world." His fantasies come back to him-how he would prove himself a hero in her eyes by winning races and saving her from a mugger. There were furtive phone calls and bicycle rides past her house, even a ruse about selling raffle tickets. As a nine-year-old, David dreams that Miss Simpson has fallen in love with him, but when he confesses his feelings to his best friend, he learns that she is engaged. His classmates tease him on the playground, until he works up the courage to ask her if she likes him more than anyone else in the class. He catches her at the wrong moment after school when she is hurrying to finish up her work. She tells him rather curtly that no, she likes all of her students just the same. But David hears only that he has been rejected and goes away hurt. From then on his conduct changes radically: he picks fights when he is teased and "stops being good and starts causing trouble" to win Miss Simpson's attention. One day after school he rushes into the empty classroom and begins to gash "I hate you" on her desk. The principal catches him in the act, and afterwards in the school office, Miss Simpson tries to help him gain a greater understanding of what they both have experienced.
In an imaginary courtroom scene, Patricia is demanding her rights as a nine-year-old, accusing the rest of the Michaels family of treating her like a baby. Through her friend Bud, who acts as her advocate, she tries to prove that she is old enough to take on more and greater responsibilities. Her parents, her older sister Joan, and her brothers Tony and Kevin dispute her claims, through their own advocate, Elvira Smith, asserting that she isn't ready yet to do all the things she wants to do. The court, presided over by a friendly grocer, proceeds to hear both sides of the case, examining a series of witnesses to determine who is in the right Patty tells of trying to do the family wash as a birthday surprise for her mother and being scolded because things went awry; of not being allowed to go to the movies by herself because it might be too dangerous; and of being assigned trivial jobs by her parents. The other family members take the stand to explain their attitudes, pointing out Patty's shortcomings and admit.ting some of their own.
The case ends in confusion when supporters of both sides start milling around the bench. A TV announcer for the program "You Wanted It," which is presenting the trial, leaves the verdict to the viewing audience.
Although David is really more mischievous than malicious, his idea of amusing himself is playing jokes on others. On the morning of the all-school hobby day, he scoffs at the doll clothes his younger sister Sandy has made to show to her class, and she gets back at him with a prank that spoils his breakfast. Their mother scolds her, cautioning that "jokes are all right if they don't hurt anybody." David rushes off to school without breakfast and along the way teases a girl by grabbing a package from her and running off with it. During the course of the day he tricks a candy store clerk, snatches away a classmate's glasses, and puts a sticky sign on another student's desk seat. There is a turn of events when David gets up before the class to discuss his own hobby and show a model airplane. So far David hasn't learned that what seems funny to him isn't very funny to anyone else. Suddenly, as he looks into his package, he imagines vividly what might have happened if each of his jokes had turned out differently. When his daydream is over, David discovers that although he's been the joker, someone else has had the last laugh.
Becky and Laura are whispering in class about their ice-skating lessons later that afternoon, but the conversation is interrupted when Becky is called to the board to spell a word. When she makes several false starts, the other children laugh at her mistakes, and she gives up in frustration. Although Laura offers encouragement, Becky grumbles that she can't do anything when anyone laughs at her. At the skating rink Becky struggles to keep her balance, but takes one tumble after another. When her classmates again laugh at her, she quits and goes off to the side, where her teacher, Mrs. Johnson, urges her to keep trying. The children ask their teacher to join them on the ice, but she begs off, promising to skate with them the next day. On her way to school the next morning, Becky, knowing that she will have to try to skate again that afternoon, bandages her knee to feign an injury and limps into class late. Mrs. Johnson announces that she won't be able to go skating after all, because she has to attend an important meeting. After school she tries to leave without being seen by any of the children, but encounters Becky, who now has no trouble running. Mrs. Johnson confesses that she had lied to the children about having to go to a meeting and admits that she didn't want to go skating because she was afraid of falling down and making a fool of herself. When Becky discovers that her teacher is also afraid of being laughed at, she and Mrs. Johnson decide to go together to the skating rink. Moving uncertainly, the teacher edges along the ice while Becky watches anxiously from the side. Mrs. Johnson loses her balance and takes a tumble, but her students encourage her to try again. Becky nervously twists the laces of her skates, unable to decide what she should do now.
Clarissa, a new girl in the neighborhood, wants to join the "gang." To be accepted as a member, she must carry out a potentially dangerous dare. The gang is also shaken by the potential danger and debates whether the dare is necessary and how hard it should be. In a series of flashbacks each child recounts this particular dare. Yes, Clarissa must accept the dare to join the gang; her trial will come later in the day. Torn between a desire for social acceptance and a concern for her safety, Clarissa fantasizes many of the possible consequences of taking the dare and argues with herself about whether membership in the group is worth the risk. When the moment of decision arrives, she is urged on by the gang, who shout fiercely, "Go! Go! Go!" As the tension reaches its highest point the program ends .... What has Clarissa decided to do?
(with captions)
From the series Ripples. Eight seven-year-olds enjoy a unique visit to the National Collection of Fine Arts in Washington, D.C. The surprising tour be-gins with a warm-up in which the children relax and learn to "feel" with their eyes.Then they learn to concentrate on what they see by actually trying to become ladies and gentlemen in Eighteenth Century portraits,people and shapes in an emotional scene,and even the shapes and sounds in a "noisy"Twentieth Century abstract.
Episode 1 from Understanding Taxes. Uses dramatizations to highlight teenagers' firsthand experiences with the effects of taxation and to explain the reasons for taxes.
From the series Wordsmith. This popular series is based on contemporary concepts of vocabulary and linguistic theory. Each program centers on a themes like food, size, or communication. But from then on, anything goes--word cells cavort about to instruct and entertain, animated characters get their words in edgewise, word lore of all kinds lights up the nooks and crannies of the English language. Designed to arouse students curiosity about words and to sharpen their awareness of language, the series includes standard vocabulary development and incorporates terms from specialized vocabularies, foreign languages, and slang.
Bob Smith, wordsmith and author of the teacher's guide, has taught English, philosophy, psychology, education, Latin, and mathematics at levels from the seventh grade to post graduate study. His television work began in 1962. Mr. Smith holds a Bachelor of Arts degree from the University of Chicago, and three advanced degrees in philosophy and linguistics from Gonzaga University and the University of Michigan.
Episode 9 of Thinkabout, a series of sixty programs to help students in 5th and 6th grade become independent learners and problem solvers by strengthening their reasoning skills and reviewing and reinforcing their language arts, mathematics and study skills. The series is broken up into thirteen themes: Finding Alternative, Estimating & Approximating, Giving & Getting Meaning, Collecting Information, Finding Patterns, Generalizing, Sequence and Scheduling, Using Criteria, Reshaping Information, Judging Information, Communicating Effectively and Solving Problems.
Program 12 of Looking From The Inside/Out series shows why it is often difficult to trust others, especially someone who consistently breaks promises. Promotes stress-management skills, such as seeking out other people and sharing feelings, as an appropriate strategy for dealing with serious problems.
From the series Ripples. Children in a kindergarten classroom de-scribe "being friends" in terms of their own experiences at school laughing together,talking on the phone, helping somebody with a hard job, teaching somebody something that he wants to know. They also think about not being friends and the way it feels when somebody's "just plain mean." How to make a new friend, whether one always needs a friend to have fun, and whether grown-ups can be friends are other ideas explored.
Episode 13 from Solve It a series produced by the Agency for Instructional Technology that focuses on teaching everyday mathematical skills. In each episode young hosts introduce and interpret dramas in which children must perform real-life mathematics problems, and documentary segments show adults who apply the same skills on the job. Teaches specific problem-solving strategies.
Unit 10 from the Agency for Instructional Technology series Principles of Technology. Examines the physics of energy convertors as applied in mechanical, fluid and electrical systems.
From the series Ripples. Susie, Laura, Jennifer and Yvonne, out for aSaturday walk,are invited by an artist neighbor to visit her "secret tower" studio.They are surprised to find beautiful art objects made from materials the artist saved or found accidentally. The children set out themselves to find useful "junk" for their own creations. After an unusual walk, the girls return to the studio to create fresh new faces from what would seem to be stale old materials.
Program 1 of Looking From The Inside/Out series explores the emotion of confusion and shows how effective communication skills can alleviate confusion.
It's a mighty good day for showing how you feel, and Nick, Brice, and Richard do just that. As the three friends leave a playground, they are jumped by older boys who wrestle two of them to the ground and take their money. Nick expresses his anger through shouting,kicking boxes, and breaking old bottles, while Brice is passive, quietly keeping his feelings to himself. Richard remains fairly even-tempered. As the afternoon progresses the boys express anger, fear, enthusiasm, and guilt as they play baseball, walk through a cemetery, and snitch a piece of chocolate cake at Richard's house. Each shows his feelings in his own way. In an off-hand manner Richard asks Brice whether or not he's going to tell his parents about the bullies. Brice replies that he doesn't say much to his parents. Richard asks in some amazement, "How come you don't say what you feel and think?" Brice answers, "I don't know. Does it matter?"
