Run, Turkey, Run! (Jamable) Mac OS

Making History Real

• Run Turkey Run (jamable) Mac Os Download
• Run Turkey Run (jamable) Mac Os Download
• Run Turkey Run (jamable) Mac Os X

Once when I was teaching a mother who came from a country I knew little about complained that the history we taught was boring and not interesting. So I had to change my teaching ways. There was before the Internet a woman named Hilda Taba.. and there was the National Geographic.

I lived in an historical town. Alexandria, Virginia.It’s George Washington’s town, with lots of colonial parts to it.

Did I make an interesting lesson from history with a project called “Turkey Run:

It was the first grant I ever won with the help of a fellow teacher, and parents.

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See the Turkey Run

Judith Leibner ,Bonnie Bracey, Long Branch Elementary School, Arlington, Virginia

Subject: Social Studies ,Grade: 5

“Photography was an incentive for children to put stories together, to sequence learning activities and to make flow charts….Photographs enabled our students to share their experiences effectively.”

Purpose and Description of Project

A group of 55 fifth graders participated in a three-day living experience at a working 18th century farm as a follow-up to their study of Colonial history. The project was multidisciplinary in that it involved not only social studies concepts but also reading, research, language, writing, photography, and even handicraft skills. It was carefully designed to enable students to perceive the history study they had just completed in a larger framework.

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Activities

After brainstorming about life in the 18th century and discussing photographs as a means of documenting the project, the students developed a checklist of field trips and activities. The girls sewed colonial costumes with the help of parent volunteers, and everyone helped cook several typical colonial foods at school to take to the farm. In social studies they examined the roles of men, women, and children, education, slavery, and religion in 18th century society, and compiled charts based on their research that showed how colonists met their basic needs for food, shelter, and clothing and the roles technology, values, customs, and religion played in their lives. In reading and language classes, they wrote compositions and researched the occupations of the times. Historical fiction and biographies gave students an even greater feeling for the period. Finally, students developed their photography skills to record the field trip and to provide photos to serve as the basis for original stories. Preliminary small-group field trips prepared the students for the three-day trip. During each of these short field trips, students recorded activities on film to share with the entire class.

Students participated in the logistical planning for the trip as they estimated the food that would be needed and planned the purchases. They also scheduled activities and chores for each student while at the farm. During the field trip, students role-played the lives of poor colonists as they slept on straw beds in linen tents, drew their own water, chopped wood, and cooked over an open pit. Workshops gave them the opportunity to make corn husk and dried apple dolls, baskets, wood carvings, and patchwork squares. They were even visited by the First Virginia Regiment, who talked to the students as if they were troops in Washington’s army that were just passing by, and an “indentured servant girl,” who sang songs and told stories. Each student kept a personal journal of the events as if he or she were a colonial child.

Back in the classroom, students wrote essays and poems which were combined with their drawings and photos into a magazine describing their Colonial living experience.

Materials, Resources, and Expenses

We felt the greatest resources, in addition to Turkey Run Farm and the various other museums and nature centers they visited, were the volunteers and paid professionals who shared their expertise with the students. Parents also helped plan the major trip, and six actually accompanied the group; others helped by supplying film, sewing costumes, and doing the necessary shopping. It was hard work but history that kids will never forgot.

Outcomes and Adaptability

The activities in this project required students to develop a variety of skills-research, scientific inquiry, expository writing, role playing, cooperation, organization, and photography. The overall project was successful in that it used all these factors to produce the desired result: students obtained greater insight into American history and culture and they developed a framework into which they could integrate the isolated facts and concepts they had learned as they studied the late 18th century.

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The Colonial living experience provided excellent motivation, and photography in particular was an important incentive as well as an excellent means of sharing experiences.

We found that “for students who are “visual” learners, photographs provided a chance to gain greater understanding.” The teachers suggest that the project could be duplicated for other areas of social history. Longer living experiences could be provided, or even no living experiences if supplementary classroom experiences were offered. This was the first time I ever used a Mac. Project Based Learning Modules can help you create great teaching.

Alexandria and the Colonial Farm were Next

We studied the history of the town and had bell ringers, made candles, and learned to read sundials we learned to cook over the hearth, card wool, and drop spin. We hatched chickens and had a colonial set of gardents. We went to the Smithsonian and looked at what they said were GW’s teeth. We read a lot about when he died on the anniversary of his death and how some people think that the blood letting caused him to die. We attended a faux colonial funeral. We made colonial clothes. That is easy to do here. So many places to go , and see and learn about.

Your History/Your Story of Where?

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I teach a lot of STEM ( science, technology , engineering and math) People may not know how to teach it so that it is interesting, but I have been trained by the National Geographic. We did participatory culture using Kidsnetwork.It was project based learning and we told about our area. People say , don’t forget the art, music etc. Please.. how can you teach these things without sharing the elements of culture. ( But after seeing a bale of cotton I will never mouth that song again!!)

We had to teach the other groups we were communicating with about our place. I was teaching in Arlington, Virginia. We were near a waterway called Four Mile Run. That started a real investigation by the class of the place, the area and what past, present and local history may be of interest to others.

When I was a child we only traveled the main highways because it was dangerous for minorities to travel the back roads. So when I began to teach, I had a lot of learning to do about my own state. I had some help from the National Geographic. I had a little bit of help from books. Then, when I was a child, the National Mall was my favorite place to go to learn about things.

I was not so interested in personal history. I knew about history that most people will never know. Growing up around Mount Vernon, I know my share of Colonial History. I have probably read every book about the Civil Wat that there is. We rode by the place of the Battle of the Wilderness, or Lee’s Retreat, and countiless other places from the war. Inquiring minds wanted to know. I found myself last year in the Confederate Cemetary with an Indian friend who acted as my guide. Never had I been in that part of Richmond.

Personal Journey- What Makes You Who You Are?

In coe class we make personal family maps.Truxton , Virginia was a place my dad took me it is where he grew up in Portsmouth.

Rising from fields of waving corn, in the 1910s, Truxtun began as a village called U.S. Housing Project 150C, designed as a grand effort by the Virginia native, President Woodrow Wilson to house colored workers in a segregated, but caring manner so that they could work in the ship yards and be close to their work.. Named for Admiral Truxtun of the U.S. Navy, it was a model town that consisted of 250 houses, each having 5 rooms. All interiors were the same, while exteriors were built to have minor variations of their frame and brick foundation. Lot sizes were 28’ x 100’ for single homes. The Two-family type home had 40’ x 100’ lot. Each had a full indoor bathroom, electric lights and running water — uncommon amenities for most of the South. My grandmother had one of these houses.The houses had porches . The school had an auditorium.

I lived around the corner from the Lee Mansion. Sometimes they had tea. I did not know I was not supposed to go there, but I did for cookies and tea. In the summers, I had to go to Petersburg, Va and then spend a month on the farm. ( uch!) I used to crawl about on the family farm and find arrowheads. I know my cousins sold them. It was a long while before I found that there were Free Towns.. that is places that blacks and Indians could live and not have to worry people lived in sections in some towns.

Virginia Slave doll with furniture

Shoes

We studied the tools of the farm, the engineering, the scientific process of raising crops, and pickling and canning, as well as weaving and spinning.

The National Geographic would come and I would inspect it first for the pictures, and then for the articles.

Run, Turkey, Run! (Jamable) Mac OS