Good Morning Folks! I hope everyone remembers to do their tasks; assignments; Childrobotics; Physical education of dancing, sports, physical activity, or health learning; along with math; language of abc's, words, other languages, vocabulary study; writing and journals; newspapers; yearbooks; and family scrapbooks as well as personel learning.
The Calendar history book coverage is for March 23 and March 24.
March 23, 1857 Fannie Farmer, American cookbook author who established standardized cooking measurements, was born. Book (1) says to ask your children "to imagine following a recipe with these measurements--"butter the size of an egg," "a handful of flour," and a "pinch of sugar." Fannie Farmer, the first cookbook author to use standard Meausrements, faced this obstacle when she began culling recipes for
her book, The Boston Cooking school Cook Book. Farmer believed that cooking was a science and that recipes needed to include precise measurements for all ingredients. For homework, have students review recipes for their favorite dishes and list common standard measurements. Then invite the kids to create recipes for fanciful dishes--such as Witch's Brew or Leprechaun Stew. Encourage (the children) to draw pictures of their dishes and write about how the food would taste.
The next birthdays are in 1910 for Akira Kurosawa, Japanese film director; 1912 for Wernher Von Braun, German-American engineer and rocket pioneer; and 1929 for Roger Bannister, English runner who became the first person to run the mile in les than 4 minutes.
The events include that of 1775 when at a revolutionary meeting in Richmond, Va., Patrick Henry spoke the words "Give Me Liberty or Give Me Death. Book (1) says, "Patrick Henry's famous call to action was preceded by the question "Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery?" Ask your (children) to write short essays that examine three U.S. wars--the American Revolution, the Civil War, and World War II--in light of Henry's question. In what ways were each of these conflicts about :chains and slavery"? Was the tremedous suffering justified by the principles involved? Can your students think of any ways the wars could have been avoided and freedom still defended?
Then in 1840 The First photograph of the Moon was taken. Book 1 says in "Moon mythology- Before people traveled to the moon, scientists used photos to learn more about this heavenly body. Before that, various cultures created fanciful stories and myths explaining what the moon was and how it came into existence. Have your (children)create a fanciful story or myth of their own explaining how the moon came to be. The last event for this day happened in 1857 when the First Passenger Elevator was installed in a New York City department store. This day is also the World Meteorological Day.
The first birthday for 1834 in which John Wesley Powell, American geologist, anthropologist, and explorer, was born. Then Ub Iwerks, film animator who drew Mickey Mouse was born in 1901. In 1920 Mary Stolz, children's author and Bill Cleaver, children's author were both born.
In 1644 A charter was granted to Roger Williams for the Colony of Rhode Island. In 1898 the First American-made Car was sold. As an activity from Book (1) "Have (the children) survey a parking lot to determine whether more people drive American-made or foreign-made cars, then calculate the percentage of each.
One of the games from the Multicultural Math book (15b) of Grandma's that is played in Java on the Island of Indonesia is called Surakarta which is where is most likely originated. Shells are used to draw the board design in the dirt. Players use stones or small shells as moving pieces. "In Europe, the game is called Roundabouts because it is like a street configuration called a roundabout. Roundabouts are circular roads having several entry-and exit-ways along them. In the northeastern portion of the United States, these are called rotaries. Roundabouts and rotaries can be very difficult to navigate. This fast-paced game may also be difficult to master, yet fun to play."
To play this game one needs a board, paper drawn pattern or one in the sand of the Surakarta Game Board. It is 25 squares fit in a square of five squares both ways. On the corners of this large square of 25 smaller squares are two circles drawn from the second row of squares both ways, making it look like circle roads on each corner of the big square. On the second corner of the second line from the top of the big square two corners over on the second lines over from the left will be put a dark spot or oval. On the first corner up of the first line and two corners over on that second line over from the left will be put a white or plain spot or oval. The two players will each need 12 playing pieces(each with different colors or the markers marked with two different colors). One could use shells and the other stones or rocks. They could each have a different kind of shell also. One player's pieces start on the black spot and the other player's pieces start on the white spot. Each play consists of a player either moving one of his own pieces or capturing one of his opponent's pieces. Movement can be made in any direction, even diagonally, to any adjacent open intersection. In other words, a player can only move a piece to a space immediately surrounding the space his piece is on. A player cannot move to a space that is already occupied. Players cannot move pieces using the loops. Only captures can be made via the loops. The board has eight loops that connect almost every space on the board. To capture an opponent's piece, a player must land on that piece by going through a loop. The line between a player's piece and the opponent's piece he wishes to capture must not be interrupted by any other pieces. For example, a black piece can capture a white piece by going through three loops. The player with the black piece takes the white piece off the board after capture.
The goal of the game is for a player to capture all his opponent's pieces. A match consists of two games. After each game, the winner counts how many of his pieces are left on the board. The winner of the match is the one who has the most pieces remaining.
Activities, Problems, and Questions for Discussion
Books to read and do activities for Monday include The Chinese Mirror adapted from a Korean Folktale by Mirra Ginsburg (Harcourt Brace Jovanovich, 1988,26 pp.). I cannot remember if Grandma already gave it to you or not.
"This humorous Korean folktale tells the story of people who have never seen themselves in a mirror before. The mirror causes nothing but problems--and only when the mirror is destroyed can the people once again focus their attention on each other rather than on their mirror images!
Before Reading The Chinese Mirror
After Reading The Chinese Mirror
Sharing Point of View
The mirror causes much unhappiness among the characters because it allows each person to see only one narrow perspective or point of view. Have the children talk about times they had trouble seeing another person's point of view (or convincing someone else of their own ideas). Have the (children) suggest ways to better understand or share points of view. Post these ideas on a large chart pad and refer to them when disagreements arise.
Understanding Korean Art
The illustrations in The Chinese MIrror were inspired by the paintings of two eighteenth-century Korean genre painters, Sin Yun-bok and Kim Hong-do. Consult art books from the library to discover more examples of Korean art. How is modern-day Korean art different from the illustrations featured in the book? Help children brainstorm a list of reasons why the look of one country or culture's art might change through the years (e.g., due to print media, telecommunications and ease in travel, artists today are more easily influenced by art from other cultures; artists today have different tools and equipment to work with; etc.).
Mirror, Mirror On the Wall
Provide children with copies of (a page on which a hand mirror is divided by Things we can tell from looking in a mirror with that label and the other side with Things we can't tell from looking in a mirror listed with that label). Work together to generate some initial ideas about what we can and cannot tell about ourselves from looking in the mirror. Record these on a large chart pad. Then have children work independently to complete their lists; add the children's ideas to the cart pad list to see how many ideas the whole group can generate. Help children use this activity to understand that we are limited in what we can orcannot tell about someone from another ethnic group or culture by appearance alone."
"Another book to read is Korean-American called Katie-Bo:An Adoption Story by Iris L. Fisher (Adama Books, 1987, 52pp.)
Jim and Teddy's mom is having a baby--but her tummy isn't growing and she doesn't want to eat pickle-and-peanut butter sandwiches. That's because Jim and Teddy's family is adopting a baby. And, because the baby was born in far-away korea, she will look a bit different from her adoptive brothers. This straightforward account of planning to adopt a foreign-born baby--includingvisits with a social worker and a few rocky emotional moments--will show readers how such an adoption can be a special way to have a special child join a family.
Before Reading Katie-Bo: An Adoption Story
After Reading Katie-Bo: An Adoption Story
Create a Class Collage
After your follow-up discussion regarding collages, suggest that the children create their own collage of your ... family. Begin by having each (child) create an individual full-length self-portrait collage. Offer the children construction paper, discarded maps, wallpaper samples, magazine pictures, fabric scaps, (pins, paper clips, little toys,) etc. To assure that the portraits will turn out somewhat uniform in size, offer the children pre-cut rectangles of lightweight oaktag and instruct them to "fill the oaktag with a head-to-toe portrait." (The children) should lightly sketch their portrais in pencil, taking care to leave lines wide set, simple and "uncluttered." When they are satisfied, students should outline their pictures with black thinline marker. They should then cover the line drawing with a thin sheet of copy paper and trace the drawing onto the paper.and trace the drawing onto the paper. Students should then cut apart the closed parts of their drawings and use the pieces as pattern guides for cutting apart materials provided. When materials have been cut, they may be glued to the oaktag line drawing. Students may use paints, markers or yarn to add more color, detail and textue to their collages. When dry, collages may be cut out and attached to a(poster board) to create a (family) collage. If desired, extra paper details representing the (family) furnishings and decor may be added to the (poster display). If possible, photograph the collage and offer each child a copy as a remembrance (add to the yearbook and family scrapbook).
At Face Vaue
Provide the (children) with photographs of famous and ordinary families and individuals cut from magazines. (Parenting and celebrity magazines are a good source for this.) Aim for a selection of pictures representing a variety of ethnic backgrounds. Have the children examine the photgraphs to discover how the family members and individuals look alike and how they look different. Have each child choose two people--either family members or not--to study and compare. (Use the chart below to record their information.) Use the exercise to thelp children understand that members of families bound biologically can be physically different, just as families brought together through adoption can be physically similar. But whether physically similar or different, people have common feelings and experiences that can unite us all in the "family of mankind."