Cheesecake Recipe from Williams-Sonoma catalog

5 bricks cream cheese (don’t skimp.  Buy the real stuff, fat and all)

2 cups sugar

5 eggs (at room temperature)

Lorna Doone shortbread cookies

 

Preheat oven to 350 degrees.  Line the outside of your cheesecake pan with aluminum foil, shiny side toward the pan.

 

Crush the cookies (about 1 ½ of the two sleeves of cookies) and press them into the bottom of your pan.  Stick pan in fridge while you mix the rest.

 

Mix each package of cream cheese, then add the next until all 5 are in the bowl.  Add the 2 cups of sugar slowly, and continue mixing.  Scrape down the sides of the bowl often.  Next, add the eggs (room temperature), one at a time.  Do that side scraping thing.  Once all the eggs have been added, dump the contents into your cheesecake pan.

 

Bake for at least 1 hour & 20 minutes.  I usually end up around 1 ½ hours total until the center of the pan doesn’t jiggle when I slide the oven rack out.

 

I have added 1 tsp. of vanilla (good) or almond flavoring.  If you want pumpkin cheesecake, substitute one can of pumpkin for one 8 ounce cream cheese.  Then you might want to use ginger snaps for the bottom crust.  If you do, use about 4 tablespoons of butter to keep the snaps together for the crust.

 

I have made this recipe a bunch of times, and have always had compliments for it.

 

Website for the store: one of my favorites:

 

http://www.williams-sonoma.com

Fun and Games

What did people do for fun?

Section 1:  Content

This lesson is not really as complete as I would like it to be.  With that said, here goes:

What did children do for fun during the late 1700s?  Did they have electricity?  Ok, no X-Box or Wi.  How about batteries?  Ok, no Gameboys or electronic games.  How about TV and movies or DVDs.  Darn, there’s that electricity problem again.  Did they have games?  What kind?  How about books?  Again, what kind?  Toys?  This discussion could take whatever form you need for your grade level students. 

Next topic:  how much “free” time do you have after school?  What kind of things do you do?  Little league, AYSO, dance, cheerleading, piano/music lessons, etc.  Do you think the children of the 1700s had these kinds of activities?

So, in a world without electricity, telephones, computers, and “organized” sports, what did children do for fun?  They talked.  They played games.  They went to parties/dances/social events (and, horror of all horrors), THEY WENT WITH THEIR PARENTS!!  

As we have been going from site to site, I’ve been looking for stuff to show my most primary students (grades K, 1, and 2) as these are the ones for which I have the most difficulty developing lessons.  I’ve found a few really cool things:  a light infantry signal whistle, pewter jacks, a tin penny whistle, and a couple of books.  Now, how can I use them?  That’s my question for you.

 And, oh, before I forget, I have kites.  Lots of them.  And a place where you can buy build-your-own kites.  Just don't have the address or ordering information with me.

Section 2:  Creative Activities

HELP!!!

Section 3:  Standards

These depend on the activities section.

Section 4:  Depth of Knowledge Questions

DOK 1: tell, identify

DOK 2: infer, predict

DOK 3:  assess, draw conclusions

DOK 4: create

 

Section 5:  Danielson Domain Framework

Domain 1d, 2b, 2c, 3a, 3b, 3c

Further Reading/Resource Sites

Newport, Theodore, comp.  Children’s Toys and Fashions from Long-Ago Mail Order Catalogs.  Bloomington (IL):  Remember When Books, 2004.  Print.

Newport, Theodore, comp.  Youthful Recreations.  Bloomington (IL):  Remember When Books, 2004.  Print.

I know I have books about games that were played in various cultures from around the world.  I miss my library.  L

Artifacts

Muhle wooden board game from the Junior Historian Program of the Somerset Historical Center (from the sugar maple camps)

Light Infantry Signal Whistle (wooden whistle) from the gift shop at Friendship Hill National Historic Site.  Made by the Cooperman Fife & Drum Company, Bellows Falls, VT

Tin Penny Whistle (metal—looks like a “recorder” that I played in 5^th grade) from the Friendship Hill site.  Made by the Cooperman Company, Bellow Falls, VT

Pewter Jacks (package has a wooden ball—that gets tossed in the air, and the players must pick up bones or pebbles if jacks are not handy).  Made by Cooperman Fife & Drum Co.

Mailing May

Mailing May

Section 1:  Content

Nowadays it's no big deal for a girl to travel seventy-five miles. But when Charlotte May Pierstorff wanted to cross the Idaho mountains to see her grandma in 1914, the railroad was the only way to get there, and a train ticket would have cost her parents a full day's pay.

Here is the true story of how May got to visit her grandma, thanks to her own spunk, her father's clever plan, and the U.S. mail.  (description copied from Amazon website).

I would like to share this story even though it is based on a different area of the country.  The Alleghany Portage Railroad that we visited reminded me about this idea, especially with the discussion about the fees and distance traveled.

Section 2:  Creative Activities

Prereading:  I have a mailing label displayed on the chalkboard (the kind you tie to a package—manila with a hole and strings), and some stamps.  I ask students first about the label: have they ever seen one, what is the purpose, etc.  (DOK 1) Then, I put that aside and ask about the page of “stamps.”  I copied some cute stamp patterns from the internet, and put them onto a sheet of paper.  I ask students about the purpose of these stamps.  I then ask them if they have ever received or sent a letter.  Next question:  what else can be sent through the mail? (DOK 2)  Can you send a person? (DOK 3) Then we read the story aloud.  When we are finished, we look at the label and stamps again.  Before we move to our table areas, we talk about how many stamps we are putting on the label, and where we want to go.  The students have to select two stamps, cut and paste them onto the same side of the label, and then write where they want to visit on the back.  (When I do this in class, I usually write for them; I do this activity with first graders.)  (DOK 4) After they are finished, we tape the label to the student’s shirt (usually the back; read the book to discern why), and then they can select a library book.  If you wanted to incorporate math, you could ask the students to select the stamps that add up to a certain figure (say 30 cents) for the mailing.

Section 3:  Standards

1.2.1.D

1.2.1.E

1.6.1.A

Section 4:  Depth of Knowledge Questions

DOK1:  tell, name

DOK2:  predict

DOK3:  construct

DOK4:  create, design

Section 5:  Danielson Domain Framework

Domain 1b, 1e, 2b, 2c, 2e, 3a, 3b, 3c

Further Reading/Resource Sites

Tunnell, Michael O.  Mailing May.  New York:  Greenwillow, 1997.  Print.

Paper Dolls and Patriots

Who Am I?  Paperdolls and Patriots

Section 1:  Content

Using the History of US as a basis, students will select one person from the text. 

Section 2:  Creative Activities

Students will select one person from the text. (DOK 1) They will research that person using the World Book Encyclopedia online version. (DOK 2)  Students must gather the following facts:  birth, death, main occupation, historical importance, family and education, using the graphic organizer provided.  Students must locate and print a portrait of that person’s face, to be used for the paperdoll. (DOK 1) The front of the doll must be dressed in the appropriate historical costume, using resources provided in the resource list below. (DOK3) The back of the paperdoll will have the information gathered from the graphic organizer, written in the appropriate spaces/areas. (DOK 4)  All “dolls” will be displayed, and a matching of names/dolls will be completed by each group.  (Students can be grouped in pairs for this activity.)

Section 3:  Standards

Subject Area 8:  History

Standard 8.3 United States History

8.3.5.A  Compare and contrast common characteristics of the social, political, cultural and economic groups in United States history.

Subject Area 1: Reading, Writing, Speaking, and Listening

Standard 1.8 Research

1.8.5.B  Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies.

1.8.5.C  Produce an organized product that presents findings, draws reasonable conclusions, and gives proper credit to sources.

 

Section 4:  Depth of Knowledge Questions

DOK 1: identify, illustrate, match

DOK 2:  categorize, construct, use context cues, compare

DOK 3:  construct

DOK 4: design, synthesize, create, critique

Section 5:  Danielson Domain Framework

Domain 1a, 1b, 1d, 2a, 2c, 3a, 3b, 3c

 

 

Further Reading/Resource Sites

Black, J. Anderson.  A History of Fashion.  New York:  William Morrow & Company, 1974.  Print.

Conti, Mila.  Fashion:  From Ancient Egypt to the Present Day.  New York:  Odyssey Press, 1965.  Print.

Evans, Mary.  Costume Throughout the Ages.  Philadelphia:  J. B. Lippincott, 1958.  Print.

Gorsline, Douglas.  What People Wore:  A Visual History of Dress from Ancient Times to Twentieth-Century America.  New York:  Viking Press, 1952.  Print.

Hakim, Joy.  The New Nation:  1789-1850 A History of US Book 4.  Oxford University Press, 2002.  Print.

Hansen, Henny Harald.  Costumes and Styles.  New York:  E. P. Dutton, 1956.  Print.

Payne, Blanche.  The History of Costume:  From the Ancient Egyptians to the Twentieth Century.  New York:  Harper & Row, 1965.  Print.

Perl, Lila.  Top Hats to Baseball Caps, From Bustles to Blue Jeans.  New York:  Clarion, 1990.  Print.

Truman, Nevil.  Historic Costuming.  London:  Sir Isaac Pitman & Sons, 1966.  Print.

Wilcox, R. Turner.  Folk and Festival Costume of the World.  New York:  Charles Scribner’s Sons, 1965.  Print.

Music and Poetry of early U.S.

Songs and Poetry of Pre- and Post- American Revolution

Section 1:  Content

We often tend to think of history only in terms of who was doing, what was happening, and who “won.”  One aspect of the culture of the times involves the poetry and music that was important to the people—this poetry/music tells the struggles, mocks conventions, and buoys the spirits of the common people of that time.

Section 2:  Creative Activities

Have students select a poem or song from the timeframe.  (DOK 1)  Research the aspect of culture/history that is the main theme of this work. (DOK 3) Write a one page critique/summary of your findings. DOK 2, DOK 3)  Use this paper to produce a five-slide powerpoint presentation, which will be shared with your peers. (DOK3, DOK 4)

Slide 1 Identify the poem/song

Slide 2 Outline the event/timeframe of this work

Slide 3 Present your research ideas

Slide 4 Links/performance

Slide 5 Sources consulted

 

Section 3:  Standards

Subject Area 9 Arts and Humanities

Standard 9.2 Historical and Cultural Context

9.2.8.A Explain the historical, cultural and social context of an individual work in the arts.

9.2.8.D  Analyze a work of art from its historical and cultural perspective.

9.2.8.F  Know and apply appropriate vocabulary used between social studies and the arts and humanities.

 

Section 4:  Depth of Knowledge Questions

DOK 1:  Identify

DOK 2:  Collect and Display, Make Observations, Summarize, Organize

DOK 3:  Investigate, Explain Phenomena in Terms of Concepts

DOK 4:  Synthesize, Create

 

Section 5:  Danielson Domain Framework

Domain 1c, 1d, 2a, 2c, 3a, 3b, 3c

Further Reading/Resource Sites

Carmer, Carl.  America Sings.  New York:  Alfred A. Knoft, 1942.  Print.

Cohn, Amy L.  From Sea to Shining Sea:  A Treasury of American Folklore and Folk Songs.  New York:  Scholastic, 1993.  Print.

Fellman, Hazel.  The Best Loved Poems of the American People.  New York:  Doubleday, 1936.  Print.

Ferris, Helen.  Favorite Poems Old and New.  Garden City (NY):  Doubleday, 1957.  Print.

Hopkins, Lee Bennett.  Hand in Hand:  An American History Through Poetry.  New York:  Simon & Schuster, 1994.  Print.

Langstaff, John.  Hi! Ho! The Rattlin’ Bog and Other Folk Songs for Group Singing.  New York:  Harcourt, Brace & World, 1969.  Print.

Lyons, John Henry.  Stories of Our American Patriotic Songs.  New York:  Vanguard Press, 1942.  Print.

Scott, John Anthony.  The Ballad of America:  This History of the United States in the Stories, the Words, the Music of more than 125 Songs.  New York:  Grosset & Dunlap, 1966.  Print.

Silber, Irwin.  Songs of Independence.  Harrisburg (PA):  Stackpole Books, 1973.  Print.

Spier, Peter, illus.  The Star-Spangled Banner.  Garden City (NY):  Doubleday, 1973.  Print.

The Story of Music, Volume 4, Folk, Country, and Cajun Music.  Danbury:  Grolier, 2001.  Print.

Battle of Lake Erie

Battle of Lake Erie

Section 1:  Content

Using the Primary Source Reader entitled The War of 1812, have students read independently pages 14 and 15.  Then have students read the World Book Kids article entitled “Lake Erie, Battle of.” 

Section 2:  Creative Activities

Prior to reading, review with students how to construct a Venn Diagram.  On the top of one of the circles, direct students to label BOOK; one the top of the other, direct students to label COMPUTER; on the intersection, direct students to label BOTH.  (DOK 1)  Have students read both sources, and write two facts in each section of the diagram. (DOK 2)  After reading, writing, and research is completed, discuss with entire class the results of their research.  (You may want to pair students for this activity.) (DOK 3, DOK 4)  Use information to complete a who, what, when, where, and why chart.  (DOK4)

Section 3:  Standards

Subject Area 1: Reading, Writing, Speaking, and Listening

Grade Level 2

 

Standard 1.2 Reading, Analyzing, and interpreting Text

1.2.2D:  Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions, citing evidence form the text to support answers.

1.2.2.E:  Read, understand, and respond to essential content of text in all academic areas.

 

Standard 1.8 Research

1.8.2.A:  Generate questions and locate answers about a specific topic.

1.8.2.B:  Conduct research on self-selected or assigned topics using specified sources.

1.8.2.C:  Share and explain the results of research using visual aids.

 

Standard 1.9 Information, Communication, and Technology Literacy

1.9.2.A:  Use media and technology resources for directed and independent learning activities.

1.9.2.B:  Select media sources to locate information.

Subject Area 8:  History

Standard 8.1  Historical Analysis and Skills Development

8.1.2.B:  Identify documents relating to an event.

8.1.2.C:  Apply sources of historical information.

 

Section 4:  Depth of Knowledge Questions

DOK 1:  List, Label, Draw, Identify

DOK2:  Collect and Display, Classify, Compare, Make Observations, Use Context Cues, Interpret, Distinguish

DOK 3:  Compare, Differentiate, Cite Evidence

DOK 4:  Design, Analyze, Create

Section 5:  Danielson Domain Framework

Domain 1a, 1b, 1d, 1e, 2b, 2c, 2e, 3a, 3b, 3c

 Further Reading/Resource Sites

“Lake Erie, Battle of.” World Book Kids. World Book, 2013. Web. 20 June 2013. <http://www.worldbookonline.com>.

Mulhall, Jill K.  The War of 1812.  Huntington Beach (CA):  Teacher Created Materials, 2005.  Print.

The Town that Fooled the British

The Town the Fooled the British

Section 1:  Content

Papp, Lisa.  The Town that Fooled the British:  A War of 1812 Story.  Ann Arbor:  Sleeping Bear Press, 2011.  Print.

There is a harbor town in Maryland that tried to save its citizens and structures from damage from a British naval attack.  The story of St. Michaels is one of trickery and creativity.  The townspeople used a “black-out” to protect the actual site of their town, and hung lanterns in trees in the area just outside town that the British mistook for the actual town.  The British shelled that area, and only one house received minor damage.

Section 2:  Creative Activities

Tell students they are the colonists, and they want to protect themselves from British war ships.  Ask how they would protect an entire harbor town from destruction. Solicit as many ideas as possible. (DOK 2)

Read the story The Town that Fooled the British:  A War of 1812 Story aloud.  See if any of their ideas match those of the townspeople.  (DOK 1)

Discuss the idea of signaling with lanterns.  When was that idea used before?  (Paul Revere, Boston, to warn the colonists that the “regulars” were coming.) (DOK 4)

Section 3:  Standards

History Standard

8.3.6.D:

Explain how conflict and cooperation among groups and organizations have impacted the history and development of the U.S.

·         Ethnicity and race

·         Working conditions

·         Immigration

·         Military conflict

·         Economic stability

Section 4:  Depth of Knowledge Questions

See lists in activities section

Section 5:  Danielson Domain Framework

Domain 1a, 1b, 1d, 2a, 2c, 3a, 3b, 3c

 

 

Further Reading/Resource Sites

http://www.townofstmichaels.com/history.shtml

http://www.youtube.com/watch?v=DyfTxr0xwDo

Papp, Lisa.  The Town that Fooled the British:  A War of 1812 Story.  Ann Arbor:  Sleeping Bear Press, 2011.  Print.