Drama Levels 2,3,4, Summaries for 10/29/13

Drama 4:
We heard the remainder of our speeches in class, very good examples of the things we discussed in class last week!
This week we began to talk through the work we will do for our presentation during our Christmas class!

Assignment - Find a speech, or a large portion of one (from the time period of our timeline Luther? Explorers? Pilgrims? Founding Fathers?). Email me (baggsfamily5@gmail.com), print, and bring into class next week!  Use these links below to get you started.
www.gutenberg.org and type in a name (james madison, thomas jefferson, etc.)
http://www.learnoutloud.com/Content/Topic-Pages/Ten-Famous-Speeches-in-American-History/187  some can be found here
http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Fcollection=27&Itemid=28 for reformation
use these to begin, but please feel free to search around!

Drama 3:
GREAT work by all on our speech assignment!  Amazing to see some come out of the shadows and conquer this task.
We worked on assignments to begin our work for our class presentation for the Christmas party!
Assignment - here are the links to the poems we will be working on...
http://www.poetry-archive.com/h/landing_of_the_pilgrim_fathers.html
Rachel - first two phrases
Asa - phrases 3-5
Caroline - phrases 6-8
Cassia - phrases 9 and 10
http://www.poetryexplorer.net/poem.php?id=10056199
Sofia - start "The band of Pilgrim..." end "And the wide, wide waste of waters..."
Adalie - start "Around, the loved and..." end "But they knew..."
Kylie - start "There is a God..." to the end.

The Song of the Pligrams

T.C. Upham

The breeze has swelled the whitening sail,

The blue waves curl beneath the gale,

And, abounding with the wave and wind,                             Ana

We leave Old England’s shores behind.

                Leave behind our native shore,

                Homes, and all we loved before.

The deep may dash the winds may blow,

The storm spread out it’s wings of woe,

Till sailors’ eyes can see a shroud                                         Mahayla

Hung in the folds of every cloud:

                Still, as long as life shall last,

                From that shore we’ll speed us fast.

For we would rather never be

Than dwell where mind cannot be free.

But bows beneath a despot’s rod,                                    Abby

Even where it seeks to worship God.

                Blast of heaven, onward sweep!

                Bear us o’er the troubled deep!

Oh, see what wonders meet our eyes!

Another land and other skies!

Columbian hills have met our view!                                  Lauren

Adieu! Old England’s shores, adieu!

                Here, at length, our feet shall rest!

                Hearts be free, and homes be blessed!

As long as yonder firs shall spread,

Their green arms o’er the mountain’s head, –

As long as yonder cliffs shall stand,                                  Luke

Where join the ocean and the land, -

                Shall those cliffs and mountains be

                Proud retreats for liberty.

Now to the King of Kings we’ll raise

The pean loud of sacred praise.                                       Elise

More loud then sounds the swelling breeze,

More loud than speak the rolling seas!

                Happpier lands have met our view!

                England’s shores, adieu, adieu!

Drama 2:
Today we put to work our storytelling abilities.  Each student had the opportunity to share a story (truth, fiction, made up, or one they knew) and share it in front of the audience!
Assignment - I am working on their contribution to our Christmas show, I will print and bring them to class next Tuesday!

Music Summary for 10/29/2013, All Levels

Younger Classes: Instruments of Native Americans-Resourcefulness and Creativity

Basic Rhythm and Tempo/the Metronome

Older Classes: History of Native American Music- Styles, Instruments, and Themes

Rhythm and Tempo/the Metronome

 Projects:

Younger Classes: Draw an invention of an instrument that would be made of items from nature.

“Jesus Loves Me” with Cup Song Rhythm

Older Classes: Creating a Rhythm pattern

“Jesus Loves Me” with Cup Song Rhythm

 

Assignment:

Levels 1 & 2: Each student needs to find and bring in a “Y” shape stick to class next week. Also, any families that have any yarn that we can use for our project, please also bring to class next week.

Levels 3 & 4: Create own “Cup Song” Rhythm using a household object(s). Please bring object to class next week to demonstrate rhythm.

Art Summary Levels 1 & 2, 10/29/2013

Map Making in the Colonial Times

We touched on the beauty of early maps and showed map examples of Virginia and New England in the 1600's and talked about how when the colonists would travel upon an uncharted territory, they would add it to their journals (maps). We discussed what we would see on every kind of map...a compass rose and a map key. We also discussed in a bit more detail how a key would be used and what would be appropriate symbols for roads, paths, waterways, etc. The maps project we started in class was a rough draft. The students practiced a compass rose and map key for items that applied to their neighborhoods.

We attempted to have a project make up day. It was mostly successful :) We're almost there. You may see a project come home next week for your child to finish there as we move on.

Assignments: Each child will be responsible for mapping out their neighborhood on the paper they brought home from class. It can be as detailed as they would like it to be and can be colored with either markers, colored pencils, or crayons. Taking a walk through the neighborhood should spark some creative juices. Each map should include a key and a compass rose. Please remind children to bring projects back next week.

History Level 4, 10/29/2013

The students were told to take any event we have covered so far this year and create a skit, or a TV show or a radio show that involved all of the members of their group. Two groups chose skits and one a radio program.

Assignment:
1. Was trade with England something good or something bad or something else?
2. How did the French and Indian War prepare the way for the War for Independence?
3. Pretend you are a lawyer defending the British side of the taxes. Make the best argument you can for taxing the colonists.

History Level 3, 10/29/2013

The students were told to take any event we have covered so far this year and create a skit, or a TV show or a radio show that involved all of the members of their group. All three groups chose skits.

Assignment:
1. What goods did the British and Colonies trade?
2. What colonists were most involved in the French and Indian War?
3. Why were the colonists upset by the taxes King George placed on them?

Art Summaries for Levels 3 & 4, 10/29/2013

Books in colonial America were important and scarce.  Children were given hornbooks because they were thought to be too careless to handle real books.  People lent and borrowed books from each other because there were practically no libraries.  People affixed bookplates inside their books to show ownership or to remind lenders to return their books. 

Many bookplates include the words ex libris which in Latin means “from the books.”  Most colonial boys were expected to learn Latin in school. 

Assignment:  Make a set of bookplates including your name, decorative borders, and pictures.  Use ink, markers, calligraphy pens, colored pencils.  Finish before class.  Each student should have a colored paper folded into 8 rectangles to work on.  It may be helpful to have them use the fonts they typed out (pathfinders). Pathfinders and Navigators could experiment typing their name in different fonts and copy them for the bookplates.

For fun:  choose a font you like and find out who designed it and when it came about.

 

 

7 Years War - History Levels 1&2, 10/29/13

French and Indian War

France and Britain went to war several times over territory and trade.  The French and Indian War (also known as the 7 Years War) broke out in 1754 when British colonists, led by militia colonel George Washington, tried to prevent the building of French forts in PA.  Fighting spread to Europe in 1756, becoming the first truly global war as battles erupted throughout West Africa and India.  Native Americans were significant participants primarily on the side of the French.

In the end, the Treaty of Paris, signed in 1763, gave Britain control of nearly all of Canada, Florida, and the French areas east of the Mississippi River. The peace treaty also limited French presence in the Caribbean, and India.

The Native Americans were the biggest losers of the 7 Years War. The greatly reduced French presence on the continent meant that the natives could no longer play the French and British against one another to protect themselves from encroaching colonists. 

The Death of General Wolfe
Benjamin West
1770
oil on canvas
National Gallery of Canada
Public Domain

In class activities 10/29/13:

• Assembled a tee-pee then listened to the story of the French & Indian War while inside
• Discussed the difference between the Native American and European understanding of land ownership
• Mapped the various battle locations around the world
• Made tiny bows and arrows
• Discussed the consequences of  English colonists no longer needing the protection of the British against the French 
• Added to our history notebooks
  

Optional Lesson Extension Activities:

• Think of one question you have about the French and Indian war, and see if you can find the answer in this video:  http://education-portal.com/academy/lesson/the-french-and-indian-war-causes-effects-summary.html
• Explore an interactive timeline of the French and Indian War online.  
• Make your own George Washington shadow puppets and act out the battles of the 7 Years War.

Assignment: 

• Read history cards #17 & 18 covering the colonists growing discontent with England
• Practice your timeline!