* Since integration takes place within children, let us look at a
few of the educational outcomes that take place here. Notice how
the following experiences were related to the whole child (emo-
tional, mental, physical, social).

* EMOTIONAL-Opportunities for using and developing various
senses: seeing-movies and puppets; hearing-victrola records and
lines of puppet play; touching--Chinese souvenirs and art, mate-
rials used in puppets;tasting and smelling-Chinese food.
 Development of a sense of security was accomplished through each
child's opportunity to contribute information gained and ideas for
execution of the play and the satisfaction of being accepted in the
"gang spirit" of the project as a whole.

* MENTAL-Mental development was furthered through the
gathering of information; organization of materials in committee
work; skill in reading, writing, and speaking; reasoning out prob-
lems in playwriting and constructing puppets and stage.

* PHYSICAL-Physical coordination was improved through con-
structing and manipulating puppets, props and stage. A study of
Chinese foods and the question of the pig in the farmer's house af-
forded the comparison of Chinese and American health habits.

* SOCIAL-The whole unit is built upon the concept of democratic
group participation which involves sharing, cooperating and tak-
ing responsibility. The children discovered the social pattern of the
Chinese and found out how it is similar and different from ours.

* It has been suggested how the processes of this unit have been
related to the various aspects of a child's make up. Subject matter
areas have also played their part in this process.

* LANGUAGE ARTS-Reading, speaking, writing, listening.

SCIENCE-Study of weather and farming methods in China. Stage
lighting.

* HEALTH-Food, standards of cleanliness in China.

* MATHEMATICS-Problems arising in construction of puppets and
stage. Problems related to distances and population.