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U.S^/^ederal Works Agency.
Work Projects Administration
Readers for Adults
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CITIZENSHIP
I
1*
ADULT EDUCATION
DIVISION OF PROFESSIONAL AND
SERVICE PROJECTS
DISTRICT OF COLUMBIA
WORK PPOJECTS ADMINISTRATION
North western
University1 Library
Evanston,
Illinois 60201
SUGGESTIONS TO TEICHFR5
READERS FOR ADULTS
Foundation Fields
LEVELS I and III
ADULT EDUCATION UNIT
DISTRICT OF COLUMBIA
WORK PROJECTS ADMINISTRATION
"feul Edwards, Administrator
Introduction
This folder is prepared as a suggestive guide to
teachers using the nine first level and the one third
level readers constructed by the Adult Education Unit
of the District of Columbia Work Projects Administra¬
tion. These suggestions are not binding upon the
users. However, they do follow sound educational
principles and have been effectively used in literacy
work in the District of Columbia.
Construction
All of the readers are constructed in accordance
with the basic principles of WPA Education Circular
No. 10. These readers are prepared primarily for the
teaching of silent reading.
Each of the first level readers is divided into
eighteen units (a unit is a section of the reader
which might make up one or more lessons). A maximum
of six words is introduced in each unit of the first
level readers except the sixth, the twelfth and the
eighteenth units. These units are for review pur¬
poses and each one contains all of the words intro¬
duced in the preceding units. The introduction of
new words per unit ranges from 3 to 6 in number. 1/
A maximum of eight new words on a third level of
reading difficulty is introduced in each unit of the
third level readers. The range is from 6 to 8 words
per unit. The third level readers follow the same
general construction as the first level readers, ex¬
cept for the fact that the review units are the fifth,
tenth and fifteenth.
Usage
In our use of these materials, five reading ap¬
proaches are used in presenting the various units of
1/ " Good Health " and " Stephen Foster Songs " are
exceptions.
each reader. 1/ They are (i) word-picture {<.) experi¬
ence (3) discussion (4) story (5) composite. Each
approach is decided upon on the basis of unit content,
the type of reading disabilities encountered, and the
availability of supplies and equipment.
The word-picture and the experience approaches
proved to be the most usable. However, we discovered
that no matter which approach is used, some type of
discussion becomes a part of it. It is oub further
experience that the new words in each reader should
be mastered before the student is allowed to read the
unit from the book.
Materials and Activiti.es
Flash cards, mounted picture cards, phrase cards,
and word building exorcises may be used to teach mas¬
tery of the new words in each unit. Elliptical sen¬
tence exercises, truu-false work-sheets, and chart or
blackboard reading may be used to test for comprehen¬
sion.
Pictures Used
Pictures used in most of our presentations were
cut from magazines, newspapers, pamphlets and other
periodicals. They were mounted upon oak tag (tag
board) 8-| x 11 inches, with enough margin left at the
bottom for the necessary lettering.
Acknowle dgmsnt3
Acknowledgments are hereby made to Mrs. Helen
Duey Hoffman of the Washington Housing Association
and to Drs. Frank Horn and William H. Cary of the
United States Housing Authority for invaluable tech¬
nical service and criticism of the manuscript of the
reader, " Houses For All The authenticity of this
reader is based upon their many services.
1/ Described in " Teachers Manual ", for the reader
"We Live Together"-District of Columbia - Adult
Education Unit - Work Projects Administration.
PROCEDURES FOR SECURING CURRICULUM MATERIALS
PRODUCED BY THE ADULT EDUCATION UNIT
of the
WORK PROJECTS ADMINISTRATION
of the
DISTRICT OF COLTiraiA
Readers for adult illiterates and near illiterates produced by the
Adult Education Unit of the District of Columbia Work Projects Administration
are available in quantities on a replaoement-of-materials basis according to
the following nrocedures:
1. The head of any agency carrying on an educational pro¬
gram for adults whether federal, state, or local in
jurisdiction may obtain a total of fifty copies of any
title or titles desired without a replacement-of-mater-
ials.
2. Over and above the fifty free copies mentioned in para¬
graph I, adult readers may be obtained on receipt of
three reams of mimeograph paper or one quire of mimeo¬
graph stencils for each hundred copies or fraction thereof.
3. Not more than one cony of each reader will be sent to an
individual except on a replacement-of-material basis as
outlined in paragraph II. Quantity requests should nor¬
mally be handled by the head of the agency or institution.
4. Any of these readers may be reproduced by other State
W.PcA. offices provided the proper credit is given to the
District of Columbia Work Projects Administration, Adult
Education Unit.
TYPES OF MATERIALS
a. All mimeograph paper sent in reelacement-of-
materials should be white, size 8-g- x 11, type-A,
25% rag, substance 40.
b. All stencils should be: A. B. Dick mimeotype
stencils 4j=960 or any mimeograoh stencil of
equal quality.
These materials may be sent directly to the District of Columbia'Work
Projects Administration, Adult Education Unit, 13th & Upshur Streets, N.W.,
Washington, D.C. or they may be purchased in the District of Columbia and or¬
dered for delivery to the above address. Cover stock, ink, and other necessary
materials will bo furnished by the project -- allowances being made for these
materials in the estimates given on paper or stencils. Requests for readers
may be addressed directly to the supervisor of the Adult Education Unit.
William H. Morris, Supervisor
Adult Education Unit - 11/28/40
Readers at a low level of reading
difficulty have been completed in the
following fields:
Home and Family Living
Individual Self-Developmdnt
Employment, Occupations, Industry
Community Relationship!
Consumer Problems
Citizenship
Health and Safety
Recreation
Readers at a higher level of read¬
ing difficulty are now being cort«
structed in the same fields.
READERS PREPARED BY THE
ADULT EDUCATION UNIT
First Level
I WORK
WE BUY
WE PLAY
OUR HOI-IE AND FAMILY
Second Level
STEPHEN FOSTER SONGS
Third Level
HOUSES FOR ALL
In Process of Publication
HAPPY HOMES
GETTING A JOB
OUR GOVERNMENT
WE LIVE TOGETHER
GOOD HEALTH
WE LIVE AND GROW
WE BUY AND SELL
READERS FOR ADULTS
A series of readers is being pre¬
pared on the basis of suggestions
made in Technical Series Education
Circular No. 10 of the Federal Work
Projects Administration.
The Readers will be developed in
many fields of adult interests at
different levels of reading diffi¬
culty.
This Reader may be reproduced in
whole or in part for use in ' edu¬
cation programs, provided din credit
is given to the District of Columbia
ViPA Curriculum Service, Adult Muc--
tion Project.
READERS FOR ADULTS
CITIZENSHIP
Our Government
July, 1939
Prepared by the
Curriculum Specialists
of the
District of Columbia
William W. Champion
James A. Pawjey
Frances 0. Thomas
Hazel C. Taylor
Assistant Director, Education
Illustrated by
Ellen V. Sobotka
Federal Arts Project
and
Alan Morow
Work Projects Administration
DISTRICT OF COLUMBIA
- WORK PROJECTS ADMINISTRATION
DIVISION OF PROFESSIONAL AND SERVICE PROJECTS
Mary Steele, Director
CONTENTS
Page
We Live Together ......... 4
We Want Good Homes 5
We Plan Together 6
People Want .Many Timings 7
The United States Is Our Home ... 8
We Work Together in the United
States .... 10
The Right to Make Our Laws .... 11
People -Want the Same Rights .... 12
The Right to Be Free 13
Laws to ..Protect All the People . . 14
CONTENTS
Page
The Right to Vote 16
What Citizens Can Do 17
The People Made the Constitution . 21
The Constitution Is Our Highest Law 22
The People Have the Power 24
We Choose People to Make Our Laws . 26
Our Government Helps the People . . 28
Government of the People, by the
People, for the People 30
WE LIVE TOGETHER
4
YYe live together.
We work together.
WE WANT GOOD HOMES
We live together at home.
We work together at home.
We want good homes.
5
WE PLAIM TOGETHER
We plan our work at home.
We live and plan and work
together.
We want happy homes.
6
PEOPLE WANT MANY THINGE
People want
People want
People want
People want
many things,
to live,
to be free,
to be happy.
7
THE UNITED STATES IS OUR HOME
8
THE UNITED STATES IS OUR HOME
We live in the United States.
The United States is the -home
of many people.
People work together in the
United States.
We plan many things together.
We want to be free and happy in
the United States.
WE WuRK TJu ETHER IN THE UNITED STATES
People want to live and be happy.
People want to be free.
We want our homes to be good homes.
We work and plan together to be happy
at home.
Many people live in the United States.
In the United States people work and
plan many things together.
The United States is the home of many
people.
10
THE RIGHT TO MAKE OUP LAWS
The people want the right to do
many things.
People have many rights in the
United States.
We have the right to make our laws.
We work together to make our laws.
We want good laws.
Good laws protect the rights of the
people.
11
PEOPLE WANT THE SAME RIGHTS
Good laws give all the people
the same rights.
The laws give the people the
right to live and be free.
They give the people the right
to try to be happy.
All the people have the right
to work and plan together.
We all want the same rights.
THE RIGHT TO BE FREE
We like to be free to do many things.
People want to go to the church
they like.
In the United States we have
the right to go to the church
we like.
People like to say what they think.
In the United States we have the
right to say what we think.
13
LAWS TO PROTECT ALL THE PEOPL^
Our laws are made to protect
all the people.
The laws are made to protect
all the homes.
They are made to protect
our rights.
LAY;3 TO PROTECT ALL Till PEOPLE
People born in the United
States are citizens.
Many people not born in the
United States want to be
United States citizens.
They want to have the rights
of citizens.
They can have all the rights
of citizens.
THE RIGHT TO VOTE
Our laws give citizens the right
to vote.
The United States wants citizens
to vote.
• The voters are free to vote for
the people they want.
THE RIGHT TO VOTE
The voters need to learn what is good.
They need to think what is good for
the people.
\
They need to vote for what is good.
We can all learn the things a good
citizen ne^ds to do.
We can all learn the things a good
citizen needs to be.
WHAT CITIZENS CAN DO
Many people live and work in the
United States.
We work and plan things together
at home.
We want to be happy.
We want to be good citizens.
WHAT CITIZENS CaN DO
People born in the United States
are citizens.
Many people not born in the United
States want to be citizens.
They want to be free and they want
to vote.
They can be made citizens of the
United States.
Many citizens have the right to vote.
Voters can vote for the people they
want.
We have the right to make our laws.
We try to plan good laws.
We need to protect all our citizens.
We need to learn what is good for
the citizens.
19
WHAT CITIZENS CM DO
Hhe laws give the same rights to all
the people.
People have the right to say what
they think.
They have the right to go to the
church they "'.ike.
They can learn what a good citizen
needs to do.
THE PEOPLE MADE THE CONSTITUTION
Our government has work to do.
It has a plan for the work.
The plan for the United States
government is the Constitution.
The people made the Constitution.
They wanted to make the United
States a good home for the
people.
They wanted to protect the people.
They wanted the people to be free
and happy.
They wanted the United States to
have a good government.
21
THE CONSTITUTION IS OUR HIGHEST LAW
In the Constitution we can learn
many things.
22
THE CONSTITUTION IS OUR HIGHEST LAW
We learn how the United States
government works.
We learn what the United States
government can do.
We learn what the United States
government can not do.
We learn what rights the people
have.
The people can change the
Constitution.
We have changed it to protect
the rights of the people.
We have changed it for the good
of the people.
The Constitution is the highest
law in the United States.
23
THE PEOPLE HAVE THE POWER
The United States government needs
to do many things.
It needs .the power to do them.
The people have the power in the
United States.
We give some of our power to the
government.
24
THE PEOPLE HAVE THE P AEh
The people give the government all
the power it has.
We give it the power to protect
the people.
We give it the power to make some
of our laws.
Wo give it the power to -enforce the
laws it makes.
We have a government of the people.
25
WE CHOOSE PEOPLE TO MAKE OUR LAWS
The United States needs laws.
We do not all make the laws.
We choose some people to make laws
for the United States.
26
WE CHOOSE PEOPLE TO MAKE sJR LAWS
The people we choose try to learn
what we need.
They try to make laws for the good
of all the people.
The United States needs to enforce
the laws it makes.
We do not all enforce the laws.
We choose some people to enforce
the laws.
We have a government by the people.
27
-OUR GG/ERNMENT HELPS THE PEOPLE
We want a government that is for
the people.
A government for the people protects
the people.
We give our government the power
to protect our homes.
OUR GOVERNMENT HELPS THE PEOPLE
We the people have many rights
in the United States.
We give our government the power
to protect our rights.
Our government helps us to have
many things.
It helps us to have good homes.
It helps us to have the churches
we like.
Our government helps us to do
many things.
It helps us to plan for the
good of the people.
The United States has a government
for the people.
29
GOVERNMENT OF THE PEOPLE,
BY THE PEOPLE, FOR THE PEOPLE
The United States is the home of many
people.
We live together and work together in
the United States.
30
GOVERNMENT OF THE PEOPLE;
BY THE PEOPLE, FOR THE PEOPLE
We work and plan together at home.
We work and plan to have good homes.
We try to have happy homes.
The people make the laws in the United
States.
All of us do not make the laws.
We choose people to make our laws.
The laws are for all the people.
Laws give all citizens the same rights.
They protect our rights.
In the United States we have many
rights.
We have the right to live and be free.
We have the right to. try to be happy.
We can all go to the church we like.
We can all say what we think.
31
GOVERNMENT OF THE PEOPLE,
BY THE PEOPLE, FOR THE PEOPLE
People born in the United States are
United States citizens.
Many people not born in the United
States want to be citizens.
Many of them can be made citizens.
We can all learn what a good citizen
needs to do.
Our laws give many citizens the right
to vote.
The United States wants citizens to
vote.
We are free to vote for the people
we want.
We need to learn what is good for the
people.
We voters need to vote for things
that are good for all.
32
GOVERNMENT OF THE PEOPLE,
BY THE PEOPLE, FOR THE PEOPLE
The United States has a plan for the
work it needs to do.
The plan of our government is the
Constitution of the United States.
The people made the Constitution.
They wanted the United States to have
a good government.
They wanted the people to be free.
The Constitution says how the United
States government works.
It says what the United States
government can do.
We can change the Constitution.
We have made some changes in it.
We changed it to protect the people
and the rights of the people.
33
GOVERNMENT OF THE PEOPLE,
BY THE PEOPLE, FOR THE PEOPLE
We change it for the good of all the
people.
The Constitution of the United States
is our highest law.
In the United States the people make
and enforce the laws.
All of us do not make and enforce the
laws.
We choose some people to make our laws
and some to enforce them.
The people have the power in the
United States.
We give some of our power to the
government.
Our government helps people to have
many things.
34
GOVERNMENT OF THE PEOPLE,
BY THE PEOPLE, FOR THE PEOPLE
It helps us to do many things.
The citizens of the United States want
to have a government of the people,
by the people, and for the people.
35