History Level 4, 12/3/2013

We discussed the answers to the homework questions, the first and second amendments to the Constitution and the need to maintain a balance of power between the 3 branches of government.

Assignment Level 4:

1. Students who received books the week before 12/3, please complete the book report that will be sent to your email account (or your parents' email).

2. Write out in your own words what you think each founding father meant by his quote(s).

Government is instituted for the common good; for the protection, safety, prosperity, and happiness of the people; and not for profit, honor, or private interest of any one man, family, or class of men; therefore, the people alone have an incontestable, unalienable, and indefeasible right to institute government; and to reform, alter, or totally change the same, when their protection, safety, prosperity, and happiness require it.

John Adams, Thoughts on Government, 1776

 

It is the duty of all men in society, publicly, and at stated seasons, to worship the SUPREME BEING, the great Creator and Preserver of the universe. And no subject shall be hurt, molested, or restrained, in his person, liberty, or estate, for worshipping GOD in the manner most agreeable to the dictates of his own conscience; or for his religious profession or sentiments; provided he doth not disturb the public peace, or obstruct others in their religious worship.

John Adams, Thoughts on Government, 1776

The only foundation of a free Constitution, is pure Virtue, and if this cannot be inspired into our People, in a great Measure, than they have it now. They may change their Rulers, and the forms of Government, but they will not obtain a lasting Liberty.

John Adams, letter to Zabdiel Adams, June 21, 1776

All of us who were engaged in the struggle must have observed frequent instances of superintending providence in our favor. To that kind providence we owe this happy opportunity of consulting in peace on the means of establishing our future national felicity. And have we now forgotten that powerful friend? Or do we imagine that we no longer need his assistance? I have lived, Sir, a long time, and the longer I live, the more convincing proofs I see of this truth-that God governs in the affairs of men. And if a sparrow cannot fall to the Ground without his Notice, is it probable that an Empire can rise without his Aid?"

Benjamin Franklin, To Colleagues at the Constitutional Convention

I am for doing good to the poor, but I differ in opinion of the means. I think the best way of doing good to the poor, is not making them easy in poverty, but leading or driving them out of it. In my youth I traveled much, and I observed in different countries, that the more public provisions were made for the poor, the less they provided for themselves, and of course became poorer. And, on the contrary, the less was done for them, the more they did for themselves, and became richer.

Benjamin Franklin, On the Price of Corn and Management of the Poor, November 1766

A fondness for power is implanted, in most men, and it is natural to abuse it, when acquired.

Alexander Hamilton, The Farmer Refuted, February 23, 1775

And can the liberties of a nation be thought secure when we have removed their only firm basis, a conviction in the minds of the people that these liberties are the gift of God? That they are not to be violated but with his wrath? Indeed I tremble for my country when I reflect that God is just: that his justice cannot sleep for ever.

Thomas Jefferson, Notes on the State of Virginia, Query 18, 1781

If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: you must first enable the government to control the governed; and in the next place, oblige it to control itself.

James Madison, Federalist No. 51, February 8, 1788

It is impossible for the man of pious reflection not to perceive in it [the Constitution] a finger of that Almighty hand which has been so frequently and signally extended to our relief in the critical stages of the revolution.

James Madison, Federalist No. 37, January 11, 1788

Can it be, that Providence has not connected the permanent felicity of a Nation with its virtue? The experiment, at least, is recommended by every sentiment which ennobles human Nature.

George Washington, Farewell Address, September 19, 1796

 

I have often expressed my sentiments, that every man, conducting himself as a good citizen, and being accountable to God alone for his religious opinions, ought to be protected in worshipping the Deity according to the dictates of his own conscience.

George Washington, letter to the General Committee of the United Baptist Churches in Virginia, May, 1789

 

 

 

 

 

 

 

Art Levels 3 & 4, 12/3/2013

Embroidered ornament
We worked on drawing a pattern for the snowflake, and then backstitching it.  To finish off the ornament blanket stitch the two felt circles together, leaving an opening after 2/3 around to add a small amount of stuffing.  Then continue the back stitch.  Create a loop with the string before cutting it off to hang the ornament. 
Activity:  try making more felt ornaments out of different colors of felt with contrasting string. For example, choose red felt, find a circle object to trace, we used duct tape, and then draw your pattern and stitch using white string.  Beads and glitter glue add embellishments and make the ornaments catch light on the tree.

Here is a picture of the finished project.

Another idea, use cookie cutters for the shape of the ornament.  Cut two of the same shapes in different fabrics or felt.  Embroider  an initial or small picture or leave blank, blanket stitch them together, adding stuffing.  If you don't have stuffing use cotton balls, pull apart to fluff them up.  Add a ribbon to hang it.

Happy sewing and merry Christmas.

Drama Level 1, 12/3/2013

This week in Drama we continued to work on our Christmas presentation. We have a brief script and three songs which are rooted in scripture that we are learning.

MusicLevel 1 & 2, Dec 3, 2013

Topic studied:

The History of Christmas Caroling: The meaning and development behind the Tradition

Projects completed:

Locating the country of origin of various Christmas Carols

All Classes – Sheet Music Christmas Star Craft

 

 

 

Art Levels 1 & 2, Dec. 3, 2013

That was a great art class, what beautiful watercolor sunsets your children made behind a covered wagon silhouette.  I was impressed with the colors children chose and blending methods. They did a beautiful job, very proud of them.  Most of children in the level 1 class left theirs with me to dry so I will have these set out at the Christmas party to take home. A special thanks to Mrs. Hood for her help in art this week. :)

 

We practiced blending primary colors to create colors of the sky when the sun sets in the evening.  We read about how sunlight travels through a layer of dust, air and clouds to reach us.  This layer is called the atmosphere.  As sunlight travels, some of its colors bounce off bits of dust and air in the atmosphere. This scatters the colors.  The blue in sunlight scatters all over the sky. This is why it it blue in the day.  As the sun sets, blue light scatters even more.  It scatters so much that it disappears.  Only the redder part of the sunlight is left for you to see.  *Tried to keep the science lesson to a minimum :)

 

History Level 3 , Dec. 3, 2013

We discussed the answers to the homework questions, the first and second amendments to the Constitution and the need to maintain a balance of power between the 3 branches of government.

Assignment Level 3:
If you could switch places for a day with one of these founding fathers, who would you switch with and why? George Washington, Benjamin Franklin, Benjamin Rush, James Madison, Sam Adams, or John Adams?

Who were Lewis and Clark?
Why should we know about them?

Treasure Hunters 12/3/2013

Little Treasure Hunters looked at a replica of the Declaration of Independence and examined the tiny cursive writing and signatures.

They then listened to the ENTIRE declaration as illustrated in Sam Fink’s book:  The Declaration of Independence. . .The words that made America!  The kids loved the humorous illustrations depicting each phrase despite lots of wordiness! 

These little guys milled blueberries to make blue ink and put together straws and feathers for a pen.  They practiced writing their names with ink like the founding fathers did.

Regular music making ensued, as we practiced rhythms and songs for the Christmas presentation.  

 

 

 

The Constitution, History Levels 1&2, 12-3-13

The Constitution 
The Constitution was written in 1787 by a group of 55 men that we now call the Founding Fathers or Framers.  They were worried about the way that the country was going with the loose federal control granted in the Articles of Confederation, but rather than re-write the Articles, they created a new Constitution.

These were the elite of American society.  Many were rich, and some of the framers are still very famous, including George Washington, Ben Franklin, and Alexander Hamilton.  

During the hot summer of 1787 the Founding Fathers met in Independence Hall, Philadelphia, Pennsylvania. The process of coming up with a document that they could all agree to was not easy.  They had a lot of arguments, but in the end, they agreed to the words in the Constitution.

After the Framers wrote the Constitution, they needed the approval of the states.  It took some time, but all of the states eventually signed, and a new government was created.  The first order of business was to elect the nation’s first president, and George Washington was unanimously chosen by the electors.

In class activities 12-3-13:

• Enjoyed portions of "Shh! We're Writing the Constitution" by Jean Fritz. {affiliate link}
• Practiced active listening skills by "taking notes" on the book using clay
• Created our own Constitution out of clay
• Discussed the difficulties that the states had in deciding whether to relinquish control to a federal government

Optional lesson extension activities:

• Finish listening to "Shh! We're Writing the Constitution"  - Free Audiobook with photos from the book available here.
• Test your knowledge.  Try to identify the founding fathers based on historical clues.
• Watch a crash course on our Constution, and learn not only about how American government was founded, but how it works today.

Assignment:

There is no preparation needed for our Christmas event next week or for class on January 7th.  Enjoy your holidays!

Drama 2,3,4, - 12/3/13

Today we took a trip up the to sanctuary for a final rehearsal with each class!  We are getting very excited to share with all the FAITH classes!!

Drama 4 - We are still in need of memorizing, PLEASE be working with your student this week.  I was impressed by all the vocal ability to fill the large space and most of our timing is great!

Drama 3 - We worked on our jitters today, trying out the stage together and alone in hopes of feeling more comfortable for next Tuesday!

Drama 2 - We still have many who are not up to speed on their memorizing, I know this is a tough time of year, but please put in one last push as the work is coming along so well!

Thank you to all the parents, helping your children memorize is a precious task and I thank you for the effort!
See you all next week :)