Treasure Box Activity

The books read aloud to the students were:

John, Paul, George, and Ben by Lane Smith

George Washington by Justin McCory Martin

Writing the U.S. Constitution by Lori Mortensen

George Vs. George by Rosalyn Schanzer

                                  

The Library of Congress was used by taking the children to our special education room to utilize a smart board.  I used the Declaration of Independence to illustrate how corrections were made.  They were amazed to see all the lines and words scribbled and written over.  This was great to illustrate how a rough draft or sloppy copy is done first.  It tied in well with our kid writing since we don’t erase and we cross off so we do not forget our thoughts.  It is more important to get our thoughts down on paper then handwriting.  I also showed the children pictures of Ben Franklin, George Washington, King George, Thomas Jefferson, and Betsy Ross.  I teach Kindergarten so this was a stretch but I tried to utilize.

Our classroom treasure box consisted of: feathers for quills, wooden top, Bilbo catcher toy, sock, buttons, paper money, tobacco, bicentennial quarter, tobacco, seeds, grain, container, map, candle, tea, lead balls, colonial flag, and soap.  The children each received a treasure box to take home which was similar but did not have tobacco or lead balls. 

I introduced the classroom treasure box and took it one step further by creating 9  centers based on the revolutionary time period that would utilize all the items in our classroom treasure box.  So the children were able to handle the items in meaningful ways so they could teach their parents when they took their treasure boxes home.  This met all the different learning styles and complied with the brain research we have been studying. It was a homework assignment to teach their parents how each item was used.  I teach daily with learning centers and once a month do a larger unit and we do centers all day long.  This was the first time I used a treasure box to get the children excited about the upcoming centers.  I liked using the treasure box and will continue to use it for my all day centers.

Center #1 -  (feathers) -Quill Writing -  The children wrote with feathers and black paint was used for the ink.  This was a lot harder then the children expected especially since they could not erase.  They also did not like that black was the only color.  They are so use to all the colors with markers, pens, crayons, and colored pencils.

Center #2 – (tea, seeds, grain, money) -Story Time and Tea center.  The children were allowed to see the brick of tea and pretend to toast marshmallows on pretzels rods over a pretend fire.  A story was read to them as they had their snack.  They were also shown a variety of seeds and grains at this center.  They were shown paper money and the bicentennial quarter too.

Center #3 – (Sock and buttons) - Clothing -The children were shown a variety of clothing.  These were vintage and the lady who gave it to us did not want the children handling the clothing.  Our adult at the center either held up the clothing or tried it on for the children.  They were also shown buttons and how the buttons represented how much money you had.  We did this with first grade and Jen Miller was nice enough to bring in some family heirlooms to share.

Center #4- (soap) – Washing center - The children actually had to wash pieces of clothing and hang it on a line to demonstrate how clothing was cleaned during the revolutionary times.  Then a venn-diagram was done to compare today to back then. 

Center #5 (candle, seeds, grain, money, buttons, feathers, sock) – Present vs. Past-  Two blankets were put out for this center.  One was an old quilt the other a more modern day blanket.  We have over 50 items for the children to discuss and decide which blanket to place the items.  We have dvd tapes, candles, stuffed animals, wooden bowls, rope, nets, camera, Candyland, etc.

Center # 6  - (flag) – Betsy Ross center -  The children were shown a picture of Betsy Ross and had to use chalk to create their own flag.  This took preparation and all the flags had stars, a blue square, and stripes drawn on before giving to the children.  In math we are working on an ABAB pattern so this was a great reinforcement.  It was compared to today’s flag and the children discussed the differences.    

Center #7 ( Bilbo toy, top, and buckets)  -  Toys and Chores center – This center discussed the toys the children had to play with compared to the toys the children today play.  Some were amazed the children didn’t have DS’s, Wii’s, tv, electricity, etc.  All children enjoyed playing with the Bilbo catcher and top.  I only had one child get the Bilbo catcher.  I put letters on the top and we did a phonemic awareness activity.  We also had to pretend to carry water to the soldiers.  This was very difficult for the children and they were walking on a flat surface with only half of the buckets full.

 

Center #8 (map, money)  -  Ship and Play center -  The children got to steer and go into a cabin of a ship.  They learned the difference parts of the ship and what it would have been like to stay on a ship for many, many, days.  They did a play pretending to leave England and pack on some items for the voyage to America.  The children pretended to be families leaving for the new lands.  We also looked at globes, maps, and compasses at this center.

Center #9 (homemade book) – Book Binding center - The children made their very own book by threading yarn.  The outside was construction paper and the inside was computer paper.  Holes needed to be premade for this center.  Plastic needles were used at this center.

I also made two life size posters of Betsy Ross and the signers of the Declaration of Independence that the children could take their picture of to remember this day.  The faces were cut out and the individual children pretended to be these historical people.  The pictures were very cute. 

Our introduction for the Revolutionary Centers was a Patriotic Parade on Constitution day.  I had over 20 pictures included for this blog demonstrated each center and the posters but my computer was not very cooperative.  I took out all but one picture so it would post.  I will have the pictures with my final project for everyone to view.

“Pauses and Ponders”

My thoughts are the treasure box I created around the Declaration of Independence really tied in nicely with Constitution day and introduced my students to the revolutionary time period.  It was cross curricular and met a lot of different learning styles and the brain research we are studying.  In Kindergarten some of the curriculum areas and standards met were reading, writing, fine motor, gross motor, map skills, sequencing, patterning, math, and handwriting to name a few.

I always have utilized centers but have never used a Treasure Box to introduce and excite the children about the upcoming unit.  They really enjoyed the classroom treasure box and were very excited about teaching their parents through the individual treasure boxes sent home. 

I read Signing Their Lives Away by Denise Kierman.  I really enjoyed reading this book and learning about our Founding Fathers.  To be honest, I was a little ashamed that I knew so little about our Founding Fathers.  I liked that it was divided by the states with the signers in each state.  The 3-5 pages of each signer was an excellent way to introduce and highlight the important events in his life.  I learned that not one signer in North Carolina was born in North Carolina.  That a father and son could’ve signed the Declaration of Independence but the father became to ill.  There was only one set of brothers who signed this important document.  A lot of the signers suffered from Gout.  Also, I found it extremely interesting that all of the signers believed in independence but didn’t agree on the time frame.  To me it seemed the more children the signer had the more hesitant he was about signing in July.  Signers with larger families had a lot more to lose.  Most of the signers were married.  A lot of them believed that all men were created equal but needed their slaves to take care of their estates while they were at Congress.  Most signers had to have enough money to support and pay for their housing while away for months at a time and have enough money to support families at home.   A lot of the signers seemed to be lawyers and all of them seemed to know the importance of reading and a good education.  I’m glad I was able to learn more about our Founding Fathers.

Benefits and Cautions of Biographies and Autobiograhies

An autobiography gives you more of an impression and idea of what was really important though words, ideals, and memories.  However, unless a person writes a memoir of all the important dates of his or her life it is sometimes hard to remember dates and names of important places and events.  However, you definitely get a sense of what made this individual "tick" what his or her likes and dislikes were.  You know what they believed and the struggles they overcome to achieve greatness.  Ben Franklin did a fantastic job remembering events and all his triumphs and good fortunes throughout his life.  He recalled his childhood and parents.  He gave his mother credit for having healthy children due to her suckling or what I believe we call breastfeeding today.  I'm amazed at his determination to be able to improve the 13 virtues he continued to practice and become a better man.  He practically invented or was with the men who brainstormed the ideas for a firehouse, libraries, and hospitals.  He was willing to use words in a way to get what was needed at the time of war by saying "other materials or grains" meaning ammunition without spelling it out.  He was among the great thinkers and doers of his time.  A truly amazing individual who took risks and was not afraid to think outside of the box.

A biograghy on the other can be interpretted wrongly or slightly different then the individual it is written about.  It often requires research and double checking of dates and events.  Most biograhies are written at the end of a person life.  Dealing with his or her accomplishments which also requires a good memory or notes for dates, places, and times, of important events.  I think it would be extremely important for the person writing the  biography to really get to know this person if possible through interviews and time so they know the man behind the story.

The Shoemaker and the Tea Party and Ben Franklin

  I was able to read both books in their entirety.  Both books were very interesting and the one about Ben Franklin was written as an autobiography.  Although the styles were quite different,  I found an underlying theme.  What I learned the most from both of these incredible and amazing individuals ,was that one man, no matter what social class he is born into, can have a tremendous impact on history.  One man can really make a difference in so many ways though his determination, dedication, and integrity. 

George Robert Twelves Hewes struggled to learn his way throughout his childhood.  Once while living with his Aunt and Uncle his cousin struck George.   When George retaliated his Aunt locked him in a barn.  As soon as George got out he confronted the cousin and his Uncle did not punish him for his fair actions.  George was also a forgiving and a kind soul.  He once reported a soldier for steeling goods and when George saw the severe punishment he felt bad for the soldier and would have not reported him if he knew the penalties would have been so severe.  He also was able to forgive.  A man once beat George and left an impressionable mark on George's head.  George did not feel he needed to take his hat off to any man while passing on the streets.  George felt that all men were equal.  The man beat George but when they passed each other in the future on the streets they both greeted each other.   George became politically involved because he felt a strong sense of right and wrong and couldn't sit back and watch while others were mistreated like at the massacre.  He stood up for what he believed to be right and fair.  What he is recognized  in this book is a hero from the Boston Tea Party.  He was on board making a huge political statement and lived to celebrate one hundred years of life.  He was selected for the tea party because he would not be recognized because he was an ordinary citizen.  Who  at the time was  willing to take a huge leap of faith for his beliefs.  One of his favorite sayings was "Early to bed, Early to rise, makes a man healthy, wealthy, and wise."  He also practiced the virtues set down by Benjamin Franklin.

The autobiography of Ben Franklin was quite interesting.  I was amazed at his willingness to continue his education throughout reading and his  determination to become a  better person by tallying his virtues by keeping track of them.  I liked the analogy of learning virtues was like weeding gardens.  You could not do all of them at one time.  You need to start in one bed and once that is weeded move onto the next bed.  He used this analogy by learning the virtues.  He would work daily on improving himself.  He put a lot of time aside to read and become educated but did not take a lot of time on things that were not  beneficial to him.  He was early to rise and late to bed putting many hours into the printing press.  However, he was incredibly trusting and brave.  He ran away from being his brother's apprentice, which was unlawful and unheard of at his time.  This took a lot of gumption and pride.  Ben knew what was in his  best interest and wasn't afraid to think or step outside of the box to achieve it.  Through his dedication and hard work many man would trust and ask advice from Benjamin.  He was often asked to meals that were above his social standing.  Ben also questioned religious views and did not accept things preached blindly.  He loved a good argument and often won them.  He was very politically involved once well established and made a good income enabling him to contribute to the war.  Benjamin also reflected and could admit when he made a mistake.  He felt bad and printed that children should receive inoculations.  He lost his four year old son to small pox because he was not inoculated.  He regretted that and wanted other parents to inoculate their children.

The Shoemaker and The Tea Party about George Robert Twelves Hewes and the Autobiography of Benjamin Franklin

The Boston Tea Party

I decided to compare the Boston Tea Party in our two readings off Woods and Hakim.  Woods was very straight forward giving facts that the North intended the Tea Act ONLY to be a means of saving the East India Company from bankruptcy.  This was  the final straw for the Americans.  Due to the unconstitutionality of the existing tax on tea but it also permitted the company to grant monopolies for selling the tea to favored Colonial merchants, which excluded the American traders.  Woods did put a quote in from John Adams "This is the most magnificent movement of all". "This destruction of the tea is so bold, so daring, so firm, intrepid, and inflexible, and it must have so important consequences, and so lasting, that I can't but consider it an epocha in history."  The Parliament created the Coercive Acts as a result of the Boston Tea Party.   First, it closed port Boston until all the destroyed tea was paid. Secondly, it  altered the Massachusetts's charter and reorganized the government.  Thirdly, it gave Royal officials who committed capital crimes to be tried in England to avoid hostile juries.  Lastly, it gave the Governor power to take private buildings to house troops instead of sleeping in  barracks.  It was very factual and straightforward.  While reading I was able to understand but not get a lot of imagery through the text.  It was very well written but matter of fact.
Hakim on the other hand first introduced the Boston Tea Party through a painting and song on page 5 of her book.  The painting clearly illustrates the emotional tone of rebellion and attitudes of the Americans.  It depicted the Americans dressed as Indians dumping the tea from the ships.  The song could actually be heard on the Internet how it was sang 200 years ago: http://www.contemplator.com/america/richlady.html.  This was a wonderful experience to hear.  So, automatically it sparked interest with a song and imagery.  The lyrics compared England the the Queen and a mother and the Americans were the depicted in the song as the child or the daughter.  Throughout the song and a poem by Benjamin Franklin they use a parent/child relationship to compare the Revolutionary times.  Very interesting with some very valid points.  Hakim writes that King George 111 and his ministers didn't believe the colonists were gown up and capable of taking care of themselves.  A London paper wrote that Americans were a mongrel breed.  This was suppose to be insulting but actually was not an insult but had truth to it.  America from the very beginning was a mixture of people.  It was diverse and this dynamic was new and challenging.  On page 51, Hakim compares this time as a fight between parents and children.  Parents (England)  did not realize their children (Americans) were grown up and can take care of themselves and sometimes children are not as thoughtful as they can be.  There are always 2 sides to every quarrel.  Also, Hakim makes a good point when recognizing that everyone agreed that King Geroge made some mistakes due to caring more about power and teaching the Americans a lesson then the importance of "taxation without representation".

Reflections on A history of US:Colonies to Country, 1735-1791; Hakim

Wow is all I can say on how well this author met the needs of the whole brain by incorporating left brain and right brain learners.    Her text was attention getting , interesting, upside down, humorous, and emotionally engaging which right brain learners thrive and are very engaged.  The left brain learners enjoyed the particular layout and throughout the pages she included maps, charts, diagrams, and cartoons.  Her pages were very easy to read and with such a variety she met the needs for all learners.

I found her statements about the lack of women in history books very interesting.  She mentions the importance women played throughout history by lack of acknowledgements that women are accredited for.  I never heard of Eliza Pinckney and the importance she played in developing South Carolina. She seemed to be an amazing woman who knew the importance of a good education and  believed all people had the right to learn as she educated two black girls so they would teach the slaves.  Her insight and motivation is very inspiring.  I plan to teach more about important women role models as well as men in my classroom.  Most of the leaders I do teach in Kindergarten are mostly men:  Christopher Columbus, George Washington; Benjamin Franklin, Abraham Lincoln, Martin Luther King Jr. and Rosa Parks.  I will definitely need to research and include more women as I teach History in the future.

Another important concept I will incorporate into my lessons will be to continue to set goals and try new things if something does not go well or is not enjoyed.  For instance,  Patrick Henry was a failure at first and had many attempts until he found his talent.  With years of knowledge and passion Patrick Henry was a very successful man.  He started out as a storekeeper and then attempted to be a planter.  He was unsuccessful at both so next he studied law and was a great speaker so he entered politics.  Children need to know that famous people worked hard and were not always successful.  Also, Benjamin Franklin started penniless and with hard work and a lot of determination he was a very successful inventor.

I learned that George Washington knew that a law was needed to end slavery because men would not give up wealth and property.  It was very interesting to me that he was against slavery but had slaves.  However, in the event of his death his slaves would be freed.   I never knew that George Washington accepted to be General without pay.  His expenses were paid but no salary.  These details make learning about History so much more meaningful and illustrates the character of these  great leaders.

I often say that doing the right thing is not always the most popular way.  However, if your best interest is for the students then you are doing the right thing.  I learned that John Adams always did what he thought was best for the nation- not what would make him popular at home.  I found this amusing and interesting that I have the same philosophy with my students and our district.  Sometimes being in leadership roles we need to make hard decisions that are not always the most popular but in the  best interest of our students.

Hakim's imagery of words is phenomenal.  I was enthralled in the text reliving scenes and thinking about what I would do in certain situations.  She had you actively engaged while reading.  For example, on page 91 when the American soldiers were told to "wait until you see the whites of their eyes," to shoot.  How can you not visualize how close and the pounding of your heart as the enemy approached you.    She also used words of how people might have spoken.  In the one sentence instead of using the word hung she said hanged.  I could envision the soldier speaking in those terms.  She also did a great job describing scenes and particular events.  When in New York they made 4,000 pounds of lead from the George 111 statue to make 42,000 bullets for battle.  It was if I was right there.   The question what would you have done if you were a person of color in Philadelphia at that time?  I needed to stop and think for a moment before reading on which I would have done.  With my personality and wasn't hard to select my choice.  I would have been a Patriot.  My loyalties would have been with Thomas Jefferson that "all men are created equal".  I would like to think that I would have seen the bigger picture and thought about everyone and just not myself.  I like how Hakim describes the 18th century as a ladder where everyone had their own rung.  Very interesting and profound statement.

I give my 5th grade elementary teacher, Mr. Mark Hagenbough credit for doing an amazing job in Social Studies.  As soon as I read the words "Give me Liberty, or Give me Death"  Patrick Henry came to mind.  I also heard the words to the song 50 Nifty United States from 13 Originals Colonies caming flashing back.  Hats off to you for making my schooling fun and memorable.

Her book is a very interesting take on History.  I will remember facts and I'm able to form my own opinions based on her words and details in her books.

Left Brain / Right Brain
Teaching For Historical Literacy by Anne Goudvis and Stephanie Harvey
In the  article Teaching for Historical Literacy the statement that the curriculum has become a mile wide and an inch deep really hit home for me on the importance of subject integration and thematic units.  If we do not combine subject areas there is not enough time to cover all the curriculum.  I know some teachers that are stressed out trying to cover everything by teaching in blocks of 20 minutes for handwriting, 20 minutes for Health, 20 minutes for Social Studies, etc.   We need to integrate as much as possible.  In this article,  I also enjoyed reading about Matthew Reif's 5th grade classroom.  I'm sure he does not have a lot of disciplinary problems because of the interest level of the children and how actively involved the students are on the subject matter.   The term "thinking intesive" was new to me. His students are making meaningful connections and really thinking about the subject.  I would love to observe his classroom.  The mantra by Eleanor Roosevelt I strongly agree with and will post in my classroom.  "Every effort must be made in childhood to teach the young to use their own minds.  for one thing is sure, if they don't make up their own minds, someone will do it for them. (quoted in Beane, 2005, p. 75)

Using Brain-Based Teaching Strategies to Create Supportive Early Childhood Environments that Address Learning Standards by Pam Schiller and Clarissa S. Willis
I have my Early Childhood/Elementary certification and strongly agree with a lot of statements in this article.  The first statement that I feel was important was that teachers need to know that the standards are not intended to fence in creative teachers or to become obstacles for learners with special needs.  I know teaching is standard driven but there is still flexibility to be creative.  I know that I combine art projects into centers that relates to something we are learning.  One teacher I work with made the comment there is no time for holiday projects or fun art anymore.  I disagree.   You have to tie in Art  with the subject matters you are teaching.  I love teaching Art and I'm very much a messy hands on teacher.   Children need a safe environment to learn is absolutely true.  My students know that if they did not eat breakfast they can come to me for a granola bar , pretzels, or animals crackers to hold them over until lunch.  There mind won't be on learning if their basic needs are not met.  If they are scared or a child is bullying we work on this right away.  It is important that all my children feel safe and that my environment lets them feel comfortable to take risks out of their comfort zones.  I have pet  fish in the classroom.  We do life cycle projects with baby chicks and butterflies.  If any child has any fears we work through them before these units are started.  I am learning a lot about Responsive Classrooms and it relates very well to this article.  The children learn a lot about social skills and each other through a morning meeting.  It has a been a wonderful experience implementing some of the strategies that we sometimes overlook such as shaking hands and eye contact when saying good morning.  Looking at the person who is speaking and asking questions related to what the classmates stated.
I also use a lot of multi sensory practices to help the  children make sense of the learning.  This was number 3 in the article.  I'm not sure if any of you  heard of Jack Hartman but he has wonderful cd's for primary age children.  I learned about him at a Kindergarten conference and just love his cd's.  We learn about the Zero Hero which incorporates counting and music.  All the children enjoy his songs.  It makes learning fun and gets them up and moving.  He even has a great transitional cd for lining up, clean up, good morning, and end of the day.   Meeting all the special needs through planning I feel is also important.  It takes planning and a little more time but the pay off is tremendous.  We need to plan for learning support, speech, ot and pt, culture diversity, and divorce to name just a few.  By taking an interest in all our students lives and what is happening with them before and after school will help us help them learn.

Welcome to my blog!  This is new for me and quite challenging.  I'm a little outside my comfort zone.  I'm looking forward to learning about blogging and hoping to learn more to improve my literacy and math centers while teaching in Kindergarten by incorporating more history into my centers.  My goal through the CSIU Keystone Union of the Federation class is to incorporate more history centers.  We currently do mapping skills, Constitution day, Election Day,Martin Luther King, Presidents Day, St. Patrick's  Day "Where in the World is Ireland", Christopher Columbus centers and I am looking for more history based centers to utilize.  I have taught for 19 years.  I have taught Art in grades K-6 for 2 years.  I taught first grade for 8 years.  I taught K-4 for a couple of years and have been in Kindergarten ever since.  I have my early childhood/elementary degree from Millersville University.   I appreciate any hands on ideas about history for Kindergarteners anyone has.  My centers are usually 15-20 minutes in length with small groups of children 3-5 at a time.