home

Oklahoma
If you want to add notes, just add them after the section that applies to them. You don't have to add color or links unless you just want too. Thanks....

Outline: Day 1:How Do We Study History? Women's wear - Caps - jackets - petticoats (skirts) - stomacher (insert in dress) - stays (corset) - shift (linen slip) (term-shiftless) - apron - mitts (fingerless gloves) Stays were worn to produce good posture by molding and shaping the torso. Children as young as 6months wore stays. Stays are more commonly known today as corsets. Macaroni Club - high fashion - exclusive membership - hence "stuck a feather in his cap and called it macaroni." Boys wore frocks until potty trained and were then "breeched." Children also wore "stays" to promote good posture Ribbons were worn by both sexes but were tied on the side for boys like a scabbard. The colors pink and blue were not thought of as gender specific. Men of the Gentry class wore clothing to make their shoulders look narrow, not muscular because the Gentry did not do physical labor. []
 * orientation walk
 * Illustrating History: Weatherburn's Tavern (Paige Hewlett, Cynthia Burns)
 * Looking at Primary Documents--Dewitt Wallace Museum (Bill Fetsko) This lesson showed us how to take use primary sources and use them to gather information related to the historical context we are studying. We looked at paintings, obituaries, wills, newspapers article. Even advertisements from publications are primary documents that tell us about the times . This lesson helped me broaden my understanding of how I can use primary sources. I think for older primary sources that it would be important to teach vocabulary of the document along with content because vocabulary from historical records will be different from the vocabulary we hear and use today. []
 * Portraits and What they Tell Us (Trish Balderson) This lesson helped me understand that portraits can reveal much more that just pretty pictures. By looking at dress, backgrounds, style, added content I can learn more about the time period and perhaps the person. I learned that portraits of boys typically have added content such as a dog, guns, toys or backgrounds.
 * Independent Exploration of the Dewitt Wallace
 * Looking at Clothing: Dressing the Part--Bruton Heights School (Paige Hewlett, Cynthia Burns) - Men's wear - Slops - long shirts that also served as underwear - britches - banions & negligee cap ((leisure wear) - snuff handkerchief. 17th century - beards. 18th century - clean shaven.

[]
 * Looking at Biographies: Matthew Ashby (Cynthia Burns)
 * Using Colonial Williamsburg Internet Resources (Kelly Govain) This lesson was very useful because I was able to login and see the many online resources that Colonial Williamsburg has to offer.
 * Application Session (Vanna Owens)
 * Discovering the Past (Archeology) This lesson was very educational. I learned much about archeology and how different layers of soil can indicate the different periods of time. We learned about how post holes can leave a footprint of where a building stood and we heard about this again at Jamestown when learned about how they found the site of the original church. Learning to categories items found in the "dig" was useful because it caused us to use some higher level thinking skills, questioning skills, inferences, and imagination as to what the item might be and how it was used.
 * []

Day 2:Cultures at Jamestown [] Lighted map is found at []
 * Overview of Seventeenth Century Virginia (Bunny Rice)
 * Tour Historic Jamestowne--- Jamestown is the first place where these things began: English settlment, representative government, taxation, church, community, trade.
 * Session with Preservation Virginia Staff Person ---
 * Meet a person of the Past: __Mary Buck (wife of clergy aboard the Sea Venture)__
 * Historic Jamestowne Activitiy and Wrap up (Immigration) This was a fun lesson teaching about immigration. It required so many higher level skills such as math, communication, negotiating skills, dramatic and leadership skills. I learned so much about the types of immigrants that this time period produced. Many were indentured servants. This lesson allowed me to walk in their shoes for a bit and contemplate how the contracts written for their passage could have been made and how those contracts could have changed their fates in England. The lesson and the powerpoint are on the CD we received.
 * Jamestown Settlement-- This adventure took us through an Indian village where we saw demonstrations on planting, lodging and how the indians used items to make tools, rope, canoe, hides. We saw replicas of the three ships which brought the settlers to Jamestown and we were able to hear how they would have lived on board the ship. We then toured the settlement where we saw a storage building which stored tobacco, sleeping quarters, the church, a garden, a gun demonstration, and armor. In the church it was explained about the leaders of Jamestown and what happened to them after they arrived. Info on the Jamestown Settlement can be found here : []
 * Application Session (Vanna Owens)

Day 3:Daily Life Before the Revolution > Classes were from highest to lowest: gentry, upper middling, middling, lower middling, lessor sort, slave. Labor class: Slaves, indentured Servants, apprentices, day schools SLAVERY: compare to watch or other item of value... if you own it you can 'give it, sell it, loan it, damage it, destroy it, set it free."... Your watch (or thing of value) has the same rights as a enslaved person.
 * Daily Life: Urban Middling Sort (Thomas Everard House--Bill Drewry, Mike Pfeifer)[]
 * Domestic Arts: Laundry, Cooking and Living Spaces (Payton Randolph Outbuildings)
 * Meet an Enslaved Person of the Past--- __Eve__ Eve was the house slave to Mrs. Randolph so she lived in the master's house. She spoke to us in hushed tones so as to keep quiet from listening ears. She told of her life with the Randolphs and of her family. She married another slave and had son. They weren't married in a traditional ceremony because that was against the law for slaves. They could either jump the broom or take in the blanket. Her husband wanted her to take in the blanket. This meant that he would lay out a blanket over her threshold on her doorway and when she was ready for him to marry her she would take up the blanket. She was given the advice to let the blanket be walked on for a time which means she should not rush into it but allow her self some time to think about it and then pull in the blanket. She spoke that her husband was taken away to start building a new plantation for the master. She thought that when he was done the master would let him return, but he was not able to. They would have to walk quite a distance to see each other on Sundays. She also mentioned that the faith of the Baptists and Methodists and Presbyterians were allowing slaves to become part of their church, unlike the Church of England who wanted to keep them separate. Here is a link to her story: []
 * Laborers in the Eighteenth- Century British America (Indentured Servitude--Mike Pfeifer, Bill Drewry)-- []
 * Daily Life:Rural Virginians (Bill Drewry, __Harvey)__ Harvey began his time with us having us group together then he began eliminating us as he told the story of how the Africans would have been rounded up and herded to the ships to be sent to the colonies or South American has slaves. Africans would be sold out by their friends who were working for the slave traders. Many would die on the walk to the coast. Some would die in rebellions against the slave traders. Others would perish while they waited in the holding cells for the ships and many of those who actually made it on board a slave ship would die or take their own lives as they traveled across the sea. He told of the harsh and crowded conditions of the the slave ships. Out of our group only 2 made it to be actual slaves. After he determined who those two were he gave them new names and began to describe to them (an to us) what their life would be like. If they made to South America to work on a sugar plantation their life span would only be months. If they made it to the colonies they would fare somewhat better because their life span would be years, perhaps. Working tobacco plantations is hard work but it is not as deadly as working a sugar plantation. He told of their daily chores, living conditions (10-12 people in a one room shack). They had to work all day plus make their own food and take care of their daily needs and house duties. Th slaves were very alert and listened to conversations of their masters so they were very up-to-date on news and gossip. They had hidden meanings in many daily activities such as sweeping with a broom meant you were sweeping out the spirits. Many songs had spiritual and hidden meanings to the slaves.
 * Gentry Life and the Loyalist Perspectives in Virginia Gentry: To be in the gentry you had to meet the five L's....Land, Learning, Leisure, Labor, Linage..... own land and labor, have an education, have time to pursue leisure, and have the right linage. Definition of Gentry: They don't work with their hands.
 * Application Session (Vanna Owens)
 * Papa Said, Mama Said (play) This play was a series of folktales told from slave re-enactors in the fashion of what a community of slaves would do on a Saturday evening to unwind and enjoy each other's company. It would be like a friend and family reunion at the end of every week so they could share, laugh and help each other survive their harsh and intolerable lives.

Day 4:The Economy and Trades
 * Meet a person of the Past (__John Greenhow__) Mr. Greenhow was a merchant in Colonial Williamsburg. He told us much about how he ran his business which I've listed below. He told us about money, bookkeeping, debits/credits, and how the talk about independence would affect his business. His story is found at this website: []
 * Buying and Selling and Using Currency (Dan Moore, Mike Pfeifer)--- __British money__ in order from least to greatest value: pence, shilling, pound, British sterling. Actual coinage hard to find so most business deals were done as debits and credits on ledger books. British currency could not be sent to the colonies but currency from other nations (Spain, Portugal, France, Dutch) could be used. __"Piece of eight"__ is silver spanish currency. Money is valued by weight. __Bookkeeping__: waste book-- daily log of transactions and could later be used as "waste paper" (toilet paper), any employee can use this book; day book--- permanent record of ledger transactions done in ink, only merchant sees this book. Ledger heart of business, only owner/merchant looks at this book, it lists the firms he does business with and lists his debts and credits. __Tobacco__ sales notes used as a way to purchase items. Customer uses the tobacco note to buy items, merchant uses the tobacco note to buy items from England for his business or uses it to pay his own debts. __Advance__-- merchant raises prices on British goods imported by 100% as it comes into the colony. 100% is not all profit...the rate can be raised or lowered depending on supply and demand of items. __Bill of Exchange:__ 125 lbs. of VA currency equals 100 lbs. of British currency. Exchange rate is determined by group of merchants/business men in every colony so this means that the rate is different in every colony.Store owners can charge 150lbs for bill of exchange to make a profit. __Debts:__ from customers can be paid by jail time and re-payment or transfer of debt to merchant. The most valuable asset to the merchant is his __reputation__.Be honest and have a good reputation but always look for an opportunity to advance your business.
 * Visit Trade Shops []
 * Seat of Local Government (Vestry--Bruton Parish church, Dan Moore)[]
 * Review Trade Shop Activity
 * The Global Economy (Mike Pfeifer) We went outside and became traders and countries and cargo. It was a unique lesson to teach economics and how trade was conducted at that time. Lesson pLan is found here: []
 * Application Session (Vanna Owens)

Day 5: Road to Revolution / Government Influences [] > []
 * The Seat of Colonial Government (Capitol, __George Wythe)__ He told us about the vote for independence and the reasons behind it. He took us on a tour of the capital building. I remember most his response to a question about what he thought of Patrick Henry. He said he was for independence because of the logic and reasonings behind it. He said that Patrick Henry stirred up the emotion of the debate. That made alot of sense to me as it relates to teaching SS to kids. We have to teach the facts and logic and reasonings of history but without the emotional aspect our students won't be pulled into the story and really relate to the history and how it affected their lives. George Wythe's story can be found here: []
 * The Seat of Colonial Governemt -- Elections (Dan Moore) This activity was a good one to each us how elections were conducted in the colonial time and compare it with the elections we have today. That lesson plan is found here: []
 * The Seat of Local Government- Courthouse
 * Visit Military Encampment-- We became soldiers and had to go through drills and marching. We also saw a demonstration of how to load a black powder gun from that time period.
 * Meet a Person of the Past (___-- loyalist) The woman re-enactor told me about the reasons why she was a loyalist. She was a milliner and the chaos from the rebellion against England had already hurt her business. She feared for her way of life in the colonies while she maintained her loyalty to England.
 * Application Session
 * Rights and Controversies Debate-- This debate helpd me see the issues from many perspectives. I think most Americans today would say that they would have been a patriot if they had been alive during the debates for independence. However, now I think that perhaps it would not have been an easy decision. I understand the logic and reasoning of the debate on both sides of the issue. The arguments for and against were filled with valid points and the emotions were strong. I think perhaps I would have sided with the loyalists because I fear the unknown and I am very tied to my comfort and the thought of war would have scared me to death. But I am so glad that those who had to make the decision did support independence because without it I doubt freedom would mean so much to me today.

Day 6:The Yorktown Victory []
 * Redoubts 9 & 10 More info. about Yorktown can be found here: []
 * Surrender Field

Figurative Language (idioms)

Courtroom: __"sitting on the bench---approaching the bar---passing the bar"__ all come from the bench that the judges sit on and the bar that the lawyer has to pass by when he approaches the judge on the bench. The bar separates the lawyer from the visitors in the courtoom. A pardon from the court after you had been convicted of a crime would mean that you would receive a __"permanent record"__ ---a letter branded into the palm of your hand... ex. T for thief, M for manslaughter, etc.

Guns: __" half cocked__-- when the musket was not fully cocked." __"Flash in the pan"__ when the gun powder produced a flash in the pan that held it as the gun is fired. __"bite the bullet"__ -- biting the casing around the gun powder and bullet as the musket is loaded.

Pillary (stockade)---"__earmarked"--__ the person in the stockade would have his or her ear nailed to the pillary, after a time the ear would be cut of and that would leave a mark (of course) and the person would be earmarked.

Yardcloth-- to tie the yard cloth around your neck __("tying it on")__ you had to bring the ends together __("making ends meet")__

Wigs: gave us "__blockhead"__ a dummy head measured to fit a persons head and used to make the wig. "__Powder Room"__ the room used to powder the wigs.

Jail: "the __Throne__" was the name from the toilet in the jail cell because it resembled a throne (bathroom called "Throne room")

Hanging: "__Pulling my (his) leg__" came from the practice of a friend or family member pulling the leg of the person being hanged so death would come faster and they wouldn't suffer.

Dance: __"putting your best foot forward"__ came from the practice of the dancer putting his best foot forward to begin the dance.

Stays: "__straight-laced"__ because the stays were always laced straight.

Gentry: __"giving them the royal treatment"__ because the gentry were treated almost as royalty. __"Gentleman"__ came from the gentry man.

Apothecary: __"bleeding you dry"__ from bleeding a person to treat an illness.