Entry #7 - What did an American Colony need to function properly?

Traveling Caravan Entry #7

Wednesday, June 26, 2013

Topic:  What did an American Colony need to function properly?

            Colonial towns were a lot different than the towns we live in today.  The only thing that stayed the same with the towns might be the name of it.  Then again, I grew up in Valley View and back in the early 1800’s it was called Osmantown.  I am drawing attention to the businesses that were in town back in the colonial days, for example, wheelwright, tanner, cooper, carpenter, blacksmith, chandler, etc.  Again as my last post mentioned, Walmart, Kohl’s, and Target were not part of the colonists vocabulary.  Honestly I wish is wasn’t part of our vocabulary either, but there is not much I can do about that. 
(Content)

I have inherited many old pictures from my area in Schuylkill County.  Some pictures are great snapshots into the past that show different businesses.  Each student would get a map of the town with a key that shows different businesses.  The students must label each building that is numbered on the map.  They are labeling what business went where.  (DOK 1)  Each spot on the map will be numbered and a corresponding picture will go with it from my collection.  Students will use the pictures to help them predict where the different businesses go.  (DOK 2)  Students will then construct their own town and place various businesses throughout it and label the type of business they included.  (DOK 3)  As a group we will all connect the past to the present and write how things have improved over time.  Students might even want to write about if they think the smaller business in the town were better than the Walmart’s, Target’s, or Kohl’s.  It would be interesting to hear their opinions on this matter. (DOK 4)  Creative Activity

Standards:  3.1.1.A5, A9; 3.1.1.B6; 3.2.1.A1, A3, A6

                     7.1.3.A; 7.1.4.B; 7.2.3; 7.2.3.3

                     11.3.3.F

Entry #6 - How to make Homemade Soap!!

Traveling Caravan Entry #6

Wednesday, June 26, 2013

Topic:  Soap Making

            During the colonial times the men, women and children had to make everything.  The words Walmart, Kohl’s, or Target were not in the colonists vocabulary.  If they wanted something or needed something they had to figure out how to make it.  Maybe they were lucky and new someone in town who new how to make what they needed the colonists could get it from them.  For example, if someone needed a barrel they would either have to make it themselves and know the skills of a cooper or take it to the cooper in town.  How did people get clean back in the colonial times?  Soap, of course!!  Where did the get the soap?  They made it from lard, which comes from animal fat.  Kids are always amazed to learn about the things that they take for granted was not around in the colonial days, such as a simple bar of soap.   (Content)

Students will visit my Grandma’s farm in Schuylkill County and learn how to make homemade lye soap in my Grandma’s early to mid-twentieth century butcher shop.  Each student will then be able to take a bar of homemade soap home with him or her.   Creative Activity

As a class we discuss things that we take for granted, such as, soap, electricity, running water, refrigerator, stove, washing machine.  (DOK 1)  Then we compare how we do those activities now and how it used to be done long ago. (DOK 2)  I draw their attention to personal hygiene and we discuss a simple bar of soap.  The class draws conclusions on where they think colonialists got their bars of soap.  (DOK 3)  The students quickly learn that the soap use to be made at home out of animals fat, also known as lard.  It was missed with an acid called lye.  Just to note the students wouldn’t be allowed to make the soap themselves because of the dangers of the lye.  However, the students will observe and make connections with what they know about soap as my Gram and I make a batch of homemade lye soap.  Once the soap dries and turns hard each student will take a piece of soap home as a souvenir.  (DOK 4)

Standards:  3.1.1.A5, A9; 3.1.1.B6; 3.2.1.A1, A3, A6

                     8.3.1.A, c; 8.1.1.A, C

                     11.3.3.F

Post 5 - Education in Harmony

Traveling Caravan Entry #5

Wednesday, June 26, 2013

Topic:  Education in Harmony

            Today we visited another Pennsylvania Historic Sight called the Old Economy Village located in Amibridge, PA in Beaver County.  This sight became popular because of the “Harmonists a 19^th-century communal society known for its piety and industrial prosperity” (PA Trail of History Guide Old Economy Village – back cover).  Most of what we learned today would go over the heads of my first graders but I found the education in the Harmonist society quite intriguing.  Discussion of education the in Harmonists society will be the base of this lesson.  (Content) (DOK 1)

We are going to talk about how education was in the Harmony society versus education today in the Line Mountain School District.  We will discuss and compare subjects taught, length of day, length of year, what age they went too, materials used. (DOK2) Creative Activity

For the activity the students will practice writing with a quill pen.  They will also do a venn diagram on writing.  (DOK 3)

Students will then write a complete sentence using the quill pen about what they learned in this lesson. (DOK 4)

Standards:  3.1.1.A5, A9; 3.1.1.B6; 3.2.1.A1, A3, A6

                     8.3.1.A, c; 8.1.1.A, C

Post #4 - Colonial Dictionary of Clothing

Traveling Caravan Entry #4

Wednesday, June 26, 2013

Topic:  Colonial Dictionary of Clothing

            This lesson is coming from the book The Writers Guide to Everyday Life in the 1800’s by Marc McCutcheon.  The students are always amazed at how things have changed, especially fashion.  In this unit we will study what was popular for the Nineteenth Century versus the Twenty-First Century.  Students will create a colonial vs. Now-A-Days Clothing Dictionary, which will define the different clothing men and women wore.   (Content) (DOK1)

Pictures will also be shown of the different parts of clothing from the nineteenth century and how it was worn.  Each student will be given a picture of the clothing to paste in his or her dictionary.  The students must write in the definition I will shorten them.  My examples are from the Massachusetts Memorial Hall website because I forgot the book that is sighted above at home.

http://memorialhall.mass.edu/activities/dressup/notflash/1800_woman.html

Here are some examples of what I would include: 

Womens Apparel:

Stockings  vs  Pantyhose

Everyone wore stockings. They were worn over the knee and were held up by a little ribbon or belt known as a garter. Stockings were knitted of cotton, silk or wool.

Drawers vs. Underwear

Drawers were like underpants. Women's drawers weren't supposed to show but drawers on young girls and boys did peek out from under their gowns. Men didn't wear drawers. Some drawers were split, such as the ones shown here, to make the trip to the outhouse easier and quicker

Corset  vs. Shapers

Girls and women wore corsets to make their figures look nice, but also to give support to their bodies when they carried around heavy things such as milk buckets, firewood, or small children. Many corsets were lined with stiffeners such as whalebone or metal. This corset has a pocket in front which contains a "busk". The busk helped make a woman's posture perfect. This corset laces up the back.

Gown vs Dress

This gown is typical of the new style with its high waist, narrower skirt, and simpler lines. It has hooks up the back. A gown might be decorated at the waist with a belt or ribbon. Young girls often wore the same style of gowns as their mothers.

Men’s Apparel: http://www.history.org/history/clothing/men/mglossary.cfm

Banyan vs Robe

A gentleman's banyan was a loose, informal robe to be worn instead of a coat. Influenced by Oriental fashion, these popular robes were also called Indian gowns, nightgowns, or wrappers. Cut either in a loose T-shape or as a long simplified coat, they were acceptable wear for home or informal business. Made most often of patterned materials, these useful garments could vary from light and cool to quilted and warm. (See also Negligé Cap)

Breeches vs pants

From the late 16th century until the early 19th century, most men wore breeches as their lower body garment. Through the centuries breeches were seen in many forms and lengths. In the early 18th century breeches were barely seen beneath long waistcoats and coats. By the mid-18th century they were more noticeable beneath shorter waistcoats and open coats, and so the cut of breeches became tighter and revealed the shape of the leg. Worn by all levels of society, breeches were made in a great variety of silks, cottons, linens, wools, knits, and leathers. (See also Trousers)

Stockings or Hose vs Socks

Stockings of the 18th century were worn by men and women, and were most often knit.

 (Creative Activity) (DOK 2 & 3)

            When the Colonial Clothing dictionary is complete the students will draw their own colonial outfit and label the parts. (DOK 4)

Standards:  3.1.1.A5, A9; 3.1.1.B6; 3.2.1.A1, A3, A6

                     8.3.1.A, c; 8.1.1.A, C

Traveling Caravan Post #3 - How the style had changed since our First PResident George Washington . . .

Traveling Caravan Entry #3

Wednesday, June 26, 2013

Topic:  How the style has changed since our First President George Washington . . .

            This lesson is coming from Joy Hakim’s book Chapter 2:  About Being President (pp. 20 – 23).  On April 30, 1789 George Washington gave the absolute very first inaugural speech here in the new country of America.  This lesson will start out with the following questions:           

Who was the first President of the United States?

What do you think the first President of the United States would have worn?

When did he become the first President of the United States?

Where did he give his inaugural speech?

How did he arrive for his inaugural speech?  In what type of transportation.

Before the students and I discuss any of the questions above students must write an answer down for each question. 

(Content) (DOK1)

Pictures will be shown of President George Washington and our present day President Barack Obama in which students will compare their clothing.  From the pictures discussions will arise about clothing.  Washington wore velvet knee breeches, yellow gloves, silver buckles on his shoes, and a sword on his waist (Hakim, 20).  Obama wears a white shirt, tie, black coat that is knee length, a pin on the coat, dress pants, black shoes without any buckles, wears nothing around his waist, and no gloves. 

Washington also "rode in a canary yellow carriage pulled by 6 white horses  . . . whose hoofs were painted black and . . .their teeth whitened"  (Hakim, p 20).  Obama rides in a bulletin proof cadillac with high security surrounding him.  

(Creative Activity) (DOK 2 & 3)

At the end of this activity the students must draw and design an outfit they would like to wear if they were just elected President of the United States back in the 1780’s and if they were elected in 2013. (DOK 4)

All the other questions will be answered from above.  I will be drawing more of the students attention to the apparel of Washington and Obama and the mode of transportation.

Standards:  3.1.1.A5, A9; 3.1.1.B6; 3.2.1.A1, A3, A6

                     8.3.1.A, c; 8.1.1.A, C

Entry #2 - How Maple Sugar is Made?

Traveling Caravan Entry #2

Tuesday, June 25, 2013

Topic:  How is Maple Sugar Made?

            Yesterday I had the opportunity to learn how maple syrup and maple sugar is made.  I learned this valuable lesson at the Somerset Historical Society, which is located in Somerset, Pennsylvania and also one of Pennsylvania’s many National Historic Sights.  All teachers know the more hands on a lesson is the more information the students will remember from the lesson.  The lesson will be introduced by asking students where they think different products such as aspirin, tea, sugar come from.  More than likely must of the students will respond by saying Walmart or Weis.  Nowadays kids do not realize how much work was involved long ago with getting simple items such as aspirin, tea or sugar.   This lesson is to teach the students that back in the 1800’s and earlier people who lived here in America did a lot more than just go to Walmart to get the things they needed for everyday life.  They had to make everything they wanted and/or needed from scratch.    (Content)

Students must identify 3 different types of leaves:  maple leaf, sassafras leaf, and a weeping willow leaf. (DOK 1)  Each student would receive the three different types of leaves to put into their science/history journal, a picture of the tree, and a label to go with each.  The students must predict what substance can be made out of what tree.  The choices will be Aspirin to relieve headache pain, tea, and syrup/sugar. (DOK 2)  The right answers are:  Willow tree – Aspirin, Sassafras tree – tea, and Maple tree – syrup/sugar.

Since this lesson is about making maple syrup and maple sugar maybe I can find a kid-friendly movie or book on making maple syrup.  Students will investigate the process of making maple syrup by a simple kid friendly step-by-step instruction book on how to make it.  (DOK 3)  Students will write simple instructions that go along with the book.  When they understand the process the students will be able to taste test the maple syrup.  We won’t be making any maple syrup but I will be some made in Somerset County, Pennsylvania. 

From this point I will teach the students how to make maple sugar from the maple syrup.  It must be heated too 290-300 degrees.  Then it is poured into a wooden bowl and stirred with a wooden spoon.  The once hot boiling syrup will eventually turn thick.  It will be harder to stir so the students must take turns stirring it.  Eventually the stirring will turn the syrup into crystals and it will look like brown sugar.  (DOK4) (Creative Activity – last three paragraphs)

Standards:  3.1.1.A5, A9; 3.1.1.B6; 3.2.1.A1, A3, A6

Entry #1 - Transportation

Traveling Caravan Entry #1

Tuesday, June 25, 2013]

Topic:  Allegheny Portage Railroad

            Today I had the opportunity to visit the Allegheny Portage Railroad one of Pennsylvania’s many National Historic Sites.  It is located in Cresson, Pennsylvania.  It is now 10:00 pm and about twelve hours ago if anyone would have asked me about the Allegheny Portage Railroad I wouldn’t have had a clue as to what it was or why it is famous.  However, the historic sight was filled with fantastic information and I would certainly like to share if with my first grade students this coming school year.

            First grade students, like anyone, are always intrigued by information they can relate too. In this lesson the students will relate too modes of transportation they are familiar with and at the same time learn about modes of transportation they might never have heard of before (DOK 2).  Students can relate to traveling short distances by walking, running, bicycling, or taking a motorized vehicle, such as a car or truck.  Some students, maybe not all, might be able to relate to traveling further distances by motorized vehicles such as a car or truck, bus, or airplane.  However, when Allegheny Portage Railroad is first mentioned in class I am sure the students are going to give me a blank look.  (Content)

           

As a whole group the students will categorize transportation they are familiar with (DOK 2).  We will split them into two groups:  Transportation we use Today and Transportation we use Long Ago.  Transportation we use Today cars, trucks, vans, jeeps, motorcycles, trains, boats, and airplanes.  Transportation from Long Ago would be walking, horses, horse and buggy, bicycles, trolleys, trains, boats and the canal system, which included canals, railroads, and incline planes. 

The students attention will be drawn too the distance from Philadelphia to Pittsburgh, which is about 400 miles.  Back in early 1800’s the only way to get from Philadelphia to Pittsburgh and vice versa was by taking a covered wagon, which would take them 30 days. However, in 1834 the Allegheny Portage Railroad was completed.  Now that 30 day trip from Philadelphia to Pittsburgh was shortened to 3 to 5 days.  This railroad used a combination of vehicles - canal boats, railroad cars, and incline planes. 

            Students will be shown pictures from my trip of the canal boats, railroad cars, and incline planes along with a diagram the students must label as we are talking about the different sections (DOK 1).  A map will also be handed out in which the students will create a key that shows the Philadelphia to Pittsburgh route in the early 1800’s and 1834 through 1854.  They will also draw conclusions the amount of time it takes to travel (DOK 3). 

We are fortunate to live close to the Susquehanna River in Northumberland County.  It would be cool find a section on the river to do and time the following: 

1.  Walk

2.  Horse and Buggy (Amish in the community)

3. Boat.

Then the students would analyze how long it took each form of transportation and which one was the quickest (DOK 4).  In this study they would find the boat would be the quickest mode of transportation.  (Creative Activity)

Standards:  8.3.1.c; 6.2.6.A; 6.4.6.D; cc.2.4.1.A.4