Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls Page: 10
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types of activities were engaged in as means of accomplish-
ing the desired outcomes of the unit*
1, A survey of the niatrifcion&l seeds of each girl and
her family, ffeis infowa&tion was used to help her recog-
nise and solve the family's nutritional problem® through
planning adequate ratals.
2. 'Provision of experiences In planning, preparing,
and serving weal# with emphasis on table etiquette and meal
Is the mlt on olothiag construction^ the following
outcomes were sought for and "by each girlj
!♦ fhe enrichment of her appreciation and understand-
ing of the social significance ©f dress.
2. fhe development of her tinderstandlng of certain
factors which influence dress modes,
3. fhe attainment of a desirable selection of clothing
for becomingness and occasion.
4. The realisation of her responsibility as a buyer.
5. fhe attainment of knowledge conducive to the wise
selection of both fabric and dress.
6. Familiarity with the necessary steps in garment
construction and srs understanding their relation to the
production of a satisfactory garment.
^Iwcy B&fchbone, Elizabeth farpley^ and Mice F. Hood,
Fabrics and mem* pp. 2, 8, 88, 51-53 , 35-50, 322-327,
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Fagg, Carmen Bernice. Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls, thesis, 1950; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc130210/m1/14/: accessed February 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .