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Tells the story of a typical American family, and how they use Thanksgiving Day as the occasion to review the freedoms and privileges which they enjoy in their everyday living under the American way of life. Shows how they come to remember that they have much more to be thankful for than just the usual symbols associated with Thanksgiving Day.
A second-grader's experiences during a day without numbers cause him to want to study arithmetic and to realize the value of numbers in his everyday living. All the class but Bob enjoy arithmetic. When a puppet with magic powers offers Bob a day without numbers, he gladly leaves the classroom with the puppet. A series of frustrating experiences caused by the magical disappearance of numbers, such as the disruption of an exciting baseball game, results in Bob's gladly returning to the classroom and the study of arithmetic.
In this episode, Dr. Smith, Jr., explains the relationship between language and culture. He points out that there is no such thing as a “primitive” language; all languages have the same amount of history behind them. He reveals why all languages are about equally complex, and discusses language patterns and how they affect the learning of a language.
This program is a summary and conclusion of the course. Dr. Smith first briefly hits highlights of the major religions. Then he discusses some of the attitudinal changes that may have resulted from the course.
This film demonstrates the many ways in which Indiana University is a home away from home for the thousands of students that attend each year. The introduction to IU begins with informational pamphlets and brochures that students receive at home, and continues as soon as they set foot on campus to explore all that IU student life has to offer.
Presents two- and three-year-old children in their daily activities at a nursery school. Shows them imitating adults in their play, expressing hostility, responding to rhythm, learning to wash and dress themselves, eating, and taking an afternoon nap. Reveals how they learn about nature and life in the spring by discovering and examining living things. Points out that by the time they are four they become more social and begin to play in groups.
Follows the activities of two- and three-year-old children through the nursery-school day and through the seasons of the year. Shows ways in which teachers offer help, by setting limits and by giving support and encouragement; and indicates in playroom and playground scenes the variety and suitability of play equipment for natural and constructive activity.
Presents the spontaneous activities of four- and five-year-old children and what they find interesting in their world. Shows the four-year-olds mastering their familiar world through vigorous group play, sensory pleasure, make-believe, and use of materials and words. Presents five-year-olds as entering the more formalized, enlarging world of older children--playing games with simple rules, seeking facts, wondering, and using letters and numbers. Points out that teachers should follow the lead of the child's curiosity and should provide the child with activities that will prepare him for later instruction.
Observes six-, seven-, and eight-year old children at play and in school and emphasizes that children's play activities with their adherence to the rules, rituals, and regulations which have been established have changed little over the years. Points out the desire of this age group to have close identification with a peer group and its activities as they become less dependent on parents.
Illustrates aircraft control in the crowded air lanes between New York and London. Explains the development of mathematical formulas to evaluate the present risk of collision between aircraft and the anticipated risk if the distance between air lanes is narrowed. Shows a ship collecting data on the position of all aircraft flying the Atlantic and two mathematicians explaining the probability of collision and its calculation.