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WEEK 1 - SUPPLY LIST
for one student
Day Subject Supplies
2 Reading (Levels 5/6) Vocabulary Activity #2: Graph paper
5 Art-Activity #1 Watercolors, construction paper or art paper
5 Art-Activity #2 Colored pencils
Lesson #1 Science Activity #2: ruler; Activity #3: waxed paper;
Activity #4: binoculars
Lesson #2 Science Paper plate, scissors, cotton ball, glue, red marker OR a large
pancake, cream, grains of sugar (you may use these for stars),
and a chocolate chip (you may use this for your solar system)
Supply notes: 1) Next week on Day 1 directions are given for students to make a corn husk doll. Supplies you may need to obtain for this project: corn husks, pipe cleaner or wire, cotton balls.
2) If possible, students should look at an almanac in Week 2 (available at your local library).
SCIENCE
Lesson 1: Hubble Space Telescope
Read the definitions before you read the science lesson:
space - everything that does not lie on the Earth
galaxy - a group of stars, dust, and gas held together by gravity
atmosphere - the mass of gases that surrounds a planet or other object in the sky
optics - light and vision
gravity - the natural force of attraction that acts between all objects because of their mass
(the amount of matter in an object)
Benjamin Banneker (1731-1806) was a free black man who enjoyed astronomy - the study
of objects in space. Ben's friend, George Ellicott, gave Ben books on astronomy and a telescope (an instrument that magnifies distant objects).
The first telescope was probably made by a Dutchman in 1608. Soon Galileo, the Italian astronomer, built a similar instrument and became the first person to use a telescope to observe the sky. The telescope Benjamin Banneker used in the 1700s was more advanced than the first telescopes, but Mr. Banneker would be amazed if he could see the Hubble Space Telescope that orbits the earth today.
The Hubble Space Telescope is an instrument that was built as an orbiting observatory. This telescope is named after Edwin P. Hubble (1889-1953), an American astronomer. Its primary light-gathering mirror is 94 inches in
diameter. This special telescope is able to produce images ten times sharper and can observe objects fifty times fainter than telescopes on the earth. The Hubble was launched on a space shuttle in 1990 by NASA, the U.S. space agency (NASA stands for National Aeronautics and Space Administration). After the telescope was launched, NASA discovered that there were problems with the optics. In 1993 NASA sent a shuttle crew to correct the problems.
The Hubble telescope orbits the earth approximately 380 miles from the surface. This distance is beneficial because the telescope is able to escape atmospheric interference. The atmosphere blurs images because it bends light from the galaxies and stars.
ACTIVITY #1: Name some objects in space.
ACTIVITY #2: Use a ruler to measure a distance of 94 inches. From what you've just learned, what does this distance represent?
ACTIVITY #3: Place a piece of waxed paper about a centimeter above this page of the study. How does the page look? What does the waxed paper stand for? Fill in the blank: The Hubble telescope orbiting in space doesn't have the problem of looking through the _________________.
ACTIVITY #4: On a clear night, observe the sky with a good pair of binoculars. You may be able to see the cratered surface of the Moon and up to 30,000 stars. If you see fuzzy greenish stars, they are gas clouds called nebulae.
Lesson 2: The Universe
Read the following definitions and information before reading the lesson and completing the activity:
universe - everything that exists
galaxy - You read the definition of the word galaxy in Lesson 1. More information about galaxies: Astronomers have photographed millions of galaxies through telescopes. They estimate that there are 100 billion (100,000,000,000) galaxies in the universe.
solar system - is made up of a star (called the sun) and all the planets, moons, asteroids, meteoroids, and comets that travel around it
Our solar system, which includes the sun, nine planets, and other objects in the sky, is located in the Milky Way Galaxy. If you could view our galaxy from the side, you would see a form like a thin pancake with a dab of cream in the center on the top and on the bottom. From the top, it looks like the picture at the right. Dust,
stars, and gases fan out from the central bulge in long, curving "arms" that form a spiral pattern.
Choose to make either a permanent Milky Way galaxy or an edible one:
ACTIVITY #1: Create a model Milky Way Galaxy by following the directions: 1) Cut a paper plate so that you have a center and "arms" in a spiral pattern like the picture (above). 2) Divide a cotton ball into two parts. Pull each part so the cotton is flattened and in a circle with about a 2-inch diameter. Glue one part to the middle of the paper plate on the top. Glue the other part to the middle of the paper plate on the underside of the plate. 3) Use a pencil to put tiny dots on the paper plate. These dots represent stars. 4) Use a red marker to draw a small, red circle on one of the arms. This dot represents our solar system.
ACTIVITY #2: In the description of the Milky Way Galaxy (above), a simile was used to give you a clear mental picture. What is the comparison?
Make a large, thin pancake (with an adult's help). Use a butter knife to cut spirals in the pancake. What could you add to the pancake to represent stars? What food could represent our solar system? Dab cream on the top (and on the bottom if you wish) and eat your Milky Way Galaxy.
Note to the teacher: Students created two review questions (and answers) each week for science during the "Land of the Pilgrims' Pride" study. If this worked well for your student, continue to have him/her do this.
WEEK 1 - DAY 1
INTRODUCTION/VOCABULARY:
You studied patriotic songs at the beginning of the "Land of the Pilgrims' Pride" and "From Every Mountainside" studies. The title of the book you will be reading for history is Sounding Forth the Trumpet. This title is taken from the fourth stanza of the song, Battle Hymn of the Republic. You will study the lyrics this week and sing the song on Friday.
Think about three of the words in the title of this song: battle, hymn, republic. You know what a battle and a hymn are; what is a republic ? From the words in the title, what do you think this song is going to be about?
Compare and contrast the words in the title of this song to the words in the titles of two of the songs you have studied: America and America, the Beautiful.
Mine eyes have seen the glory of the coming of the Lord,
He is trampling out the vintage where the grapes of wrath are stored;
He hath loosed the fateful lightning of His terrible swift sword,
This truth is marching on.
Chorus: Glory, glory Hallelujah
Glory, glory Hallelujah,
Glory, glory Hallelujah,
His truth is marching on.
QUESTION: What mental image did your mind form as you read these words?
VOCABULARY: The word vintage refers to the wine from a specific crop of grapes.
Look up in a dictionary any unfamiliar words. Write these words and their definitions in the vocabulary section of your notebook. If there isn't space in your notebook or you haven't made a vocabulary section, create one by writing about four letters on the left side of a page (leave space after each letter). Continue writing letters on pages until you have a space for writing words that begin with each letter of the alphabet.
ACTIVITY: Read aloud the words with at least one other person. This is a choral reading.
HISTORY:
Read the introduction, titled "The Divine Watchmaker," on pages 7-11 of Sounding Forth the Trumpet .
QUESTIONS: To what do Peter Marshall and David Manuel compare the years before the Civil War? Historians have come up with many reasons for the Civil War. What are four of them? According to Peter Marshall and David Manuel, the real reason can be summed up in one word. What is it? The authors state that they will answer four questions in this book. What are they?
READING:
In your History reading you learned that there were nearly four million slaves in the United States when the war broke out in 1861. During the next two weeks you will read a book about a free black man. Level 3 and 4 students will learn about Benjamin Banneker (1731-1806) and Level 5 and 6 students will read about Amos Fortune (1710-1801), a man who was a slave but eventually bought his freedom. Keep in mind that both of these men lived before the time period you are studying, but their stories are relevant to the topic of slavery, the main focus in Sounding Forth the Trumpet.
Levels 3 and 4: Read Chapter 1 in What Are You Figuring Now?.
ACTIVITY: Make a list of the things that Benjamin counted. Then find several things to count in your house. What two things couldn't he count? Why? What is something you can't count?
Also read the information, answer the questions, and complete the activities found between the three stars in the middle of this page and the three stars at the top of the next page.
Levels 5 and 6: Examine the front cover of Amos Fortune, Free Man. What do you see? Read the back cover and the introduction on the first page of the book.
***
When you hear that a book is a classic, what book titles come to your mind? Following are some definitions and sample sentences for the word classic :
Definition: Sample sentence:
1. An artist or an author of recognized excellence. Louisa May Alcott is a classic.
2. A fine painting or book produced by an artist Little Women is a classic.
or an author of recognized excellence.
3. Excellent; of the finest class. The vase is an example of a classic piece of art work.
4. Completed in fine form. I enjoy classic music from all time periods.
5. Relating to the finest ancient Greek and Latin In my World History class we are studying the classics.
writers, art, and culture.
We usually think of books written many years ago like Little Women, Oliver Twist by Charles Dickens, and Sense and Sensibility by Jane Austen, as classics. When you analyze the first three definitions of the word classic, however, you realize that some books that have been written more recently could also be considered classics.
A number of books that have won the Newbery Medal could be considered classics. Elizabeth Yates, the author of Amos Fortune Free Man, is an excellent author. Miss Yates has earned a Newbery Honor Medal for the book Mountain Born, and has written other quality books like Sarah Whitcher's Story, Carolina's Courage, and With Pipe, Paddle and Song.
QUESTIONS and ACTIVITY #1: Think: What elements are present in a book that you enjoy reading? Write your answers in your notebook. Ask your parents, siblings, and friends the same question and
record their answers. Do the elements vary? What conclusion(s) can you formulate? 
Mark Twain wrote classics like The Adventures of Tom Sawyer and Adventures of Huckleberry Finn. Mr. Twain stated that a classic is a book that everyone wants to say they have read, but one that nobody wants to read.
What do you think he meant by that statement?
ACTIVITY #2: Ask your friends for a list of their favorite books. Are there any books that many of your friends like? Write the following title at the top of a sheet of paper: KID'S CHOICES for CLASSICS. Then write the titles of the books that came up most frequently.
Note to the teacher: Since Amos Fortune Free Man is a Newbery winner, it should be available in all libraries. I would highly recommend reading this book aloud to Level 3 and 4 students.
***
Read Chapter 1 in Amos Fortune, Free Man . The title of the chapter is "Africa 1725."
QUESTIONS: Explain why the At-mun-shi felt At-mun would be a good chief. At-mun reminded Ath-mun that she was a servant of the people. Think: What does that tell you about At-mun?
ENGLISH:
At the end of "From Every Mountainside," you were introduced to contractions. The definition of the word contraction in this context is: a word that is a shortened form of two words. Contractions are created by putting together two words with a letter(s) left out.
ACTIVITY: Identify the contractions in the second and third complete paragraphs on page 11 of Sounding Forth the Trumpet. Which two words make up each contraction?
REVIEW: Why do people use contractions in speaking and writing? When do people choose not to use contractions?
BIBLE:
Read the Bible verses that are printed at the beginning of the introduction on page 7 of Sounding Forth the Trumpet. The concept that God is omniscient (He knows everything) is presented in these verses. How does this idea make you feel? How does this concept relate to the events you are learning about in history?
These verses are from Psalm 33. Read the entire chapter.
2. In Amos Fortune Free Man, the African prince At-mun was kidnaped from his tribe so that he could be sold as a slave. Although circumstances were not in his favor, he still considered himself a prince.
People who have accepted Jesus Christ as their personal Savior are always children of God, even though they may go through difficult circumstances. Remember that your position in God's kingdom always stays the same, regardless of the problems you may face.
Read the following verse, write it in your Bible Memory Book, and memorize it: I John 3:1.
SPELLING:
LEVELS 3 and 4: battle, count, can't, doesn't, they're
LEVELS 5 and 6: divine, watchmaker, classic, vendue, indispensable
WEEK 1 - DAY 2
INTRODUCTION:
Read the words to the second stanza of the Battle Hymn of the Republic;
I have seen Him in the watchfires of a hundred circling camps,
They have builded Him an altar in the evening dews and damps;
I can read His righteous sentence by the dim and flaring lamps,
His day is marching on.
Chorus: Glory, glory Hallelujah,
Glory, glory Hallelujah,
Glory, glory Hallelujah,
His truth is marching on.
ACTIVITY #1:Describe what happened in the camps.
ACTIVITY #2: Read aloud this stanza with at least one other person.
READING:
Levels 3 and 4:
QUESTIONS (for Chapter 1): How did people in 1736 know what day it was? How do you know what day it is? How did people in 1736 know what time it was? Think: What could be a problem with this method?
Read note #1 and note #2 in the More About Benjamin Banneker section (page 63).
ACTIVITY: Create "tobacco note" money: Cut several rectangles from a green piece of construction paper. Then decide how many pounds of tobacco each note is worth; write these amounts on the notes.
Assign prices to several household items and buy them with your tobacco notes.
Levels 5 and 6: Read Chapter 2 ("The Middle Passage") in Amos Fortune Free Man.
QUESTIONS: How did At-mun encourage his people? Reread the second paragraph of Chapter 2. Why were Africans familiar with slavery? What did At-mun hope to do? As time went on, At-mun lost his memory of his early life. What two things did he burn on his memory? The master started the voyage with 345 people; he had about 300 when he reached America. What had happened to some of the black people?
VOCABULARY #1: What is a synonym for the word manacled (pg. 16)? Look up in a dictionary the word truculent (pg. 32) and compose an original sentence that contains this word.
VOCABULARY #2: The words in the Word List are found in the next few chapters of Amos Fortune Free Man . Connect the words and make a crossword puzzle. Write clues and see if someone can solve your puzzle (give a word list if necessary).
Word List:
stalwart (pg. 54) stolid (pg. 37) vendue (pg. 50) indispensable (pg. 56)
impassive (pg. 59) quitclaim (pg. 67) spavined (pg. 76) chattel (pg. 54)
ENGLISH:
Note to the teacher: Pages 17-19 in the Appendix display the grammar cards that were created in the "Land of the Pilgrims' Pride" and "From Every Mountainside" studies.
ACTIVITY #1: Lay out on a table a colored card for each word in the following sentence.
Many of Amos' friends fought well and fearlessly.
ACTIVITY #2: Review the basic rules for creating contractions that you wrote in your English Rules and Definitions Booklet.
ACTIVITY #3: Match the contraction with the corresponding words by writing the correct letter in each blank:
1. _____ she'll a. will not
2. _____ they're b. I will
3. _____ I'll c. can not
4. _____ he's d. there is
5. _____ we'd e. he is
6. _____ who's f. they are
7. _____ can't g. she will
8. _____ doesn't h. who is
9. _____ won't i. does not
10. _____ there's j. we would
QUESTION: Which contractions are exception to a rule?
HISTORY:
Background Information:
In the three paragraphs between the two lines (below) you will be reading about the number of free blacks and slaves that lived in America at various times throughout history. The numbers before 1790 are uncertain because the first modern census in the United States was taken in 1790.
Note: According to the World Book Encyclopedia, "a census is a survey conducted by a national government to gather information about the society that it governs". A modern census is complete, direct, and periodic.
This year you learned that the first slaves were brought to America in 1619. By 1750 there were 200,000 slaves in the Colonies; most of them lived in the South. There may have been as many as 40,000 or more free blacks by 1770. These people were free because of various reasons. Some free black people were descendants of indentured servants, others were runaway slaves, and still others were black immigrants from the West Indies.
As the Colonies moved toward war with England, most blacks probably sided with England because they felt that a British victory would give them their earliest opportunity for freedom. Five thousand black men, however, did fight with American Patriots.
The census taken in 1790 after the Revolutionary War reveals that there were 59,000 free blacks in the United States; 27,000 of these people lived in the North. In the early 1800s, 700,000 slaves lived in the South . That may seem like a large number, but it is small compared to the number of slaves in the South in 1860 (right before the Civil War began): 4,000,000. It is interesting to also know the number of free blacks in 1860: 490,000.
ACTIVITY: Since it is hard to compare the figures in the previous two paragraphs just by reading them, use the information in bold print to help you create graphs.
The horizontal lines on the graphs printed below are million marks. The small dashes between the million marks represent a half million (500,000).
Shade in the rectangles (or parts of them) to show the correct number. For example, in 1750 there were 200,000 slaves in the colonies. In the 1750 column of the slave graph, shade in a little less than half of the area from the bottom line to the small dash.
BIBLE:
In Chapter 2 of Amos Fortune Free Man, At-mun lifted his head to the sky and prayed to the God of Life. The book goes on to say that this God is "greater than the Spirit of the Night, older than the Spirit of the River, wiser than the Spirit of his father".
Give your opinion : Was this God of Life the God we know - the Creator, our Father? It doesn't appear that At-mun's tribe was ever reached with the Gospel. If At-mun was praying to God, how could he have known about Him? Read Psalm 19:1-4a. How do these verses relate to the questions posed above?
As you continue reading this book, remember that At-mun prayed to the God of Life.
WEEK 1 - DAY 3
INTRODUCTION:
Read the words to the third stanza:
I have read a fiery gospel, writ in burnished rows of steel:
"As ye deal with my contemners, so with you my grace shall deal;
Let the Hero, born of woman, crush the serpent with his heel,
Since God is marching on."
Chorus: Glory, glory Hallelujah,
Glory, glory Hallelujah,
Glory, glory Hallelujah,
His truth is marching on.
QUESTIONS and VOCABULARY: Why do you think the second, third, and forth lines are in quotation marks? What does the second line mean? What does the word contemn mean? Read Genesis 3:15. How does that verse relate to line 3?
READING:
Levels 3 and 4: Read Chapter 2 in What Are You Figuring Now?.
QUESTION: Why didn't Benjamin stop to count the squirrels, rabbits and deer on page 17?
Levels 5 and 6: Read Chapter 3 (At Boston 1725-1740) in Amos Fortune Free Man.
QUESTIONS: Why did Caleb Copeland buy At-mun? What was unusual about how Mr. Copeland bought At-mun? Why didn't Amos want to be free?
ENGLISH:
REVIEW: Read the definition of a clause, a dependent clause, and an independent clause from your English Rules and Definitions Booklet.
ACTIVITY #1: Read aloud the second paragraph on page 10 of Sounding Forth the Trumpet . Identify the independent clauses and the dependent clause.
ACTIVITY #2: Copy this paragraph or take it as dictation. Leave a space after each line of writing. Notes: Place a period at the end of the last sentence of the paragraph (rather than a colon); don't write the quotation from the Declaration of Independence.
Notes to the teacher: A review of the dictation process is found on page 17 in the Appendix. Also, don't overwhelm your student with dictation; give your student an appropriate number of sentences for his or her ability.
HISTORY:
Yesterday you filled in information on two graphs. Today you will study the reasons behind some of these numbers.
There was an increase in the number of free blacks from 1770 to 1790 because the Revolutionary War helped create new attitudes about slavery, particularly in people who lived in the North. Black men who served in the war were appreciated and the Revolution inspired a general spirit of liberty. A result of these new attitudes in the late 1700s was the adoption of laws in the North that mandated the gradual or immediate end of slavery. Most Northern states had moved toward abolishing slavery by the early 1800s.
Most white people, however, treated blacks as inferior individuals. Many restaurants, theaters, hotels, and other public places would not allow blacks to enter. Children of free blacks were not allowed to attend white schools. Both Northern and Southern churches barred black people or required them to sit in a separate section.
As the number of free blacks increased, many whites became alarmed and began to restrict their activities. In areas of New England, free blacks were required to have a pass when they visited a town. Free blacks needed to obtain permission before they could invite slaves to their homes. Almost all states passed laws that limited the right of free black people to own weapons.
The concern over the number of free blacks led to the development of the American Colonization Society in 1816. The Society's plan was to provide transportation to Africa for free blacks who wanted to return to their homeland. In 1822 this society established Liberia*, a black American colony, on the west coast of Africa. Although free blacks faced discrimination in America, most of them considered this country their home, so few free blacks chose to return to Africa.
Despite discrimination, a number of free blacks earned recognition during the late 1700s and the early 1800s. You are learning about some of these people this week.
*Review: Monrovia, the capitol of Liberia, was named after James Monroe (the President at that time). You read about this when you studied President Monroe in "From Every Mountainside."
***
Yesterday you read that the 1790 census reveals that in 1790, 27,000 of the 59,000 free blacks lived in the North.
QUESTIONS and MATH ACTIVITY: How many lived in the South? What percentage lived  in the North? What percentage lived in the South? Procedure for finding percentage:
Create the following equation:
Step #1: 27,000 X
59,000 = 100
Step #2: Cross multiply to get the following equation:
59,000X = 2,700,000
Step #3: Divide 2,700,000 by 59,000 (you may use a calculator)
You find that about 45% of free blacks lived in the North and 55% of them lived in South. Use this information to fill in the circle graph. Shade 4 1/2 of the pie slices green and 5 1/2 of them red. What is interesting about this information?
BIBLE:
On pages 46-47 (Puffin paperback edition) of Amos Fortune Free Man, Elizabeth Yates states that hope filtered through the Negroes "like the sun through a dark day's clouds as fervently they sang of the joys that awaited them in another world."
Do you sing fervently about the joys that await you in another world? Do you think there is a difference between how you sing about heaven and how they did? If there are differences, why do you think they exist?
WEEK 1 - DAY 4
INTRODUCTION:
Read the words to the fourth stanza:
He has sounded forth the trumpet that shall never call retreat,
He is sifting out the hearts of men before His judgment seat;
O be swift, my soul to answer Him, be jubilant my feet!
Our God is marching on.
Chorus: Glory, glory Hallelujah,
Glory, glory Hallelujah,
Glory, glory Hallelujah,
His truth is marching on.
QUESTIONS: What is God's message? What should Christians do?
ACTIVITY: Read aloud the words with at least one other person.
READING:
Levels 3 and 4: Read Chapter 3 in What Are You Figuring Now?.
QUESTIONS: Why did Benjamin rush to Elkridge Landing but ride home slowly? What was an advantage of Benjamin's clock compared to using the sun to tell time?
Levels 5 and 6: Read Chapter 4 ("Woburn 1740-1779") in Amos Fortune Free Man.
QUESTIONS: What did Amos understand clearly? Why didn't Amos argue with Mr. Bowers' price for Lydia?
WRITING ACTIVITY: When Amos traveled to sell leather, Mr. Richardson gave him a written paper stating Amos' business. Write a letter like Mr. Richardson might have composed.
ENGLISH:
ACTIVITY #1: Level 3 and 4 students should follow the seven steps listed below for the first and the fourth sentences of yesterday's dictation. Level 5 and 6 students should follow the steps for all the sentences in the paragraph. Notes: 1) You will not mark the infinitives (to be in the first and second sentences and to live in the third sentence). 2) Think of the words Declaration of Independence one part of speech because all the words form the title of the document. 3) For the purposes of this assignment you can ignore the dash in the first sentence.
1) Write an S above the simple subject, and P above the simple predicate. Draw a slash between the complete subject and the complete predicate in each sentence.
2) Write prep. under each preposition. Then enclose each prepositional phrase in parentheses.
3) Write a + sign under each article.
Remember: Each time you find an article you must find a noun. There may be a descriptive word between the article and the noun, but a noun will be coming.
4) Underline nouns once and verbs twice.
5) Write a p. under each pronoun.
6) Write adj. under each adjective.
7) Write a c. under each conjunction.
ACTIVITY #2: Identify the abstract nouns in the quote from the Declaration of Independence on page 10 of Sounding Forth the Trumpet.
HISTORY/GEOGRAPHY:
Read Chapter 1 in Sounding Forth the Trumpet and answer the questions on page 204.
***
In the previous study, "From Every Mountainside," you read about Franklin, an area that declared itself a state. The "state" of Franklin situation happened a long time ago. Recently, however, a group of people requested that a 51st state be approved by Congress. Citizens in this area voted to call the new state New Columbia. Where would this state be located? The answer to that question is: Washington, D.C. (District of Columbia).
Washington, D.C. has been the capitol of the United States since 1800. In 1783, when the center of government for the United States was in Philadelphia, Congress decided that this country needed a permanent capitol.
Washington, D.C. belongs to the federal government (not a specific state) because the states could not agree on a location. Each state wanted the capitol to be built within its borders. Congress decided that the capitol should be built along the Potomac River and President George Washington chose the exact site.
Washington hired a French engineer, Pierre Charles L Enfant, to plan the city. President Washington appointed a surveyor named Major Andrew Ellicott to lay out the boundaries for the District of Columbia. Benjamin Banneker was an assistant to Major Ellicott.
The District of Columbia is mentioned in Chapter 1 of Sounding Forth the Trumpet.
BIBLE:
On May 9, 1769 Amos (At-mun's American name) fulfilled Mrs. Richardson's requirements, so he became a free man. Amos then worked and saved until he could buy Lily's freedom. Even though Amos could have married Lily while she was a slave, he decided he wouldn't marry her until she was free. Amos made the following statement: "We blacks are used to waiting".
Think of some situations in the Bible where people had to wait for what God had for them. Read the following verses about waiting: Psalm 27:14, 33:20, and 37:7. What good comes from waiting for God to
act? Do you find it hard to wait for something to happen? Why is it so hard for people (including Christians) in America to wait?
Remember to continue some activities from previous studies:
1. Pray for government and church leaders.
2. Exercise at least three times a week.
3. Look for examples of figures of speech (similes, metaphors, personification) when you are reading; write them in your daily work notebook.
4. Write a letter each week (see the forms for a friendly and a formal letter of page 25 of the Appendix).
WEEK 1 - DAY 5
INTRODUCTION/MUSIC:
The melody for the words of the Battle Hymn of the Republic comes from a hymn titled Say, Brothers, Will You Meet Us? (Another name for this hymn is Glory, Hallelujah.) This melody was written by a Southerner, William Steffe, about 1856.
In the early years of the Civil War, soldiers sang the following words to the tune of Steffe's hymn:
John Brown's body* lies a-moldering in the grave,
John Brown's body lies a-moldering in the grave,
John Brown's body lies a-moldering in the grave,
His soul goes marching on.
*Note: you will learn more about John Brown later in this study.
In 1861, Julia Ward Howe, an American poet and reformer, heard a coarse version of this song at a Union army camp. She decided to write more appropriate lyrics so she composed the words you studied this week (the last stanza is printed below). These lyrics soon appeared in all of the Union army hymn books.
In the beauty of the lilies Christ was born across the sea,
With a glory in His being that transfigures you and me;
As He died to make men holy, let us die to make men free!
While God is marching on.
Chorus: Glory, glory Hallelujah,
Glory, glory Hallelujah,
Glory, glory Hallelujah,
His truth is marching on.
QUESTION #1: Which parts show that this song was created for Americans?
ACTIVITY: Sing the song, Battle Hymn of the Republic. The words and melody are found on page 35 of the Appendix.
QUESTIONS #2: Now that you've studied the words to the Battle Hymn of the Republic, how do the words and melody compare and contrast with the words and melodies of the songs America and America the Beautiful?
You learned that the lyrics written by Julia Ward Howe were soon printed in all of the Union army hymn books. Think : What do the words in italics in the previous sentence tell you? Why do you think Peter Marshall and David Manuel chose the words Sounding Forth the Trumpet for the title of their book?
READING:
Levels 3 and 4: Read the math problem and figure it out (#3 on page 63 of What Are You Figuring
Now?). The answer to the problem is found on page 64 of the book.
Levels 5 and 6: Read Chapter 5 ("Journey to Keene 1779") in Amos Fortune Free Man.
QUESTIONS: What was the sign God gave to Amos? Mr. George told Amos that if he were to settle in that area, people would travel miles to give him hides. What was Samuel George's opinion of blacks (and their position in society)?
ENGLISH:
BACKGROUND INFORMATION:
You've learned that a number of free black people earned recognition in the late 1700s and 1800s. One of these notable black people was Phillis Wheatley.
Phillis Wheatley (1753? to 1784) was the first recognized black American poet. When Phillis was about
8-years-old, she was brought to Boston on a slave ship. A wealthy tailor, John Wheatley, bought her as a servant for his wife.
In the Wheatley home Phillis learned to read and write; she also studied history, geography, and Latin. Phillis began to write poetry when she was about fourteen. Phillis' satisfaction of becoming a Christian is reflected in some of her poems (you will read one in Week 2 on Day 1). In 1773 she visited England, where a book of her poems was published that year.
When Phillis returned from England, she was freed and she married a free black man named John Peters. Phillis' reputation declined; when she died she was almost unknown.
WRITING:
LEVELS 3 and 4:Next week you will read about the almanac Benjamin Banneker wrote and you will create a one-page almanac.
LEVELS 5 and 6:When the prince At-mun was taken from his African tribe in Amos Fortune Free Man, his princess sister, Ath-mun, was left behind with the devastated tribe. At-mun said one final thing to Ath-mun (he suffered the slaver's lash for doing this); At-mun reminded her that she had been born to be a servant of her people.
The last glimpse readers get of Ath-mun is when she rose from the ground with difficulty, she held her hands open and outstretched toward her people, and she advanced slowly toward the old men, women, and children that remained. Elizabeth Yates relates that Ath-mun realized she was still a princess and could not escape the work she had been born to do.
PUT IT INTO WRITING: Next week you will write a fictional short story about what might have happened to Ath-mun. Use information in the previous two paragraphs to develop Ath-mun's character. Write several sentences that describe her character and begin to think of some ideas you could put in the stor y.
HISTORY:
ACTIVITY: Add the Census figure to your time line.
BACKGROUND INFORMATION:
At the end of the "From Every Mountainside" study, you read about a man who was influential in this time period - Ralph Waldo Emerson. Emerson's teachings attracted Henry David Thoreau. The men became friends and Emerson taught Thoreau many things. Even today, their names are frequent ly mentioned together.
Thoreau desired to be a writer, so he lived simply by building a hut near Walden Pond (near Concord, Massachusetts) on Emerson's land. Thoreau explained, "I went to the woods because I wanted to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."
Henry David Thoreau (1817-1862) was born as the sun of independence rose over America. When Thoreau became an adult he read about wagon trains pointed west, the progress of the railroad, and the gold that was discovered in California. Overshadowing America's progress, however, was the dark cloud of slavery. All of these events influenced Thoreau's thinking and writing.
BIBLE:
As Thoreau faced death, his aunt asked him: "Henry, have you made your peace with God?"
Henry David Thoreau answered, "I did not know that we had ever quarreled."
Discuss : What do you think of Thoreau's answer? Remember that Thoreau was a student of Emerson - you learned about his philosophy a few weeks ago.
ART:
George Catlin (1796-1872) is called the painter of the Indian west because his dream was to paint a record of the lives of the Plains Indians before their traditional life disappeared.
Catlin traveled West in the early 1830s with a letter of introduction to General William Clark. Clark was sixty years old at this time and he was an American hero because of the Lewis and Clark expedition. In the 1830s Clark ruled the West. A white man couldn't trade, travel, or trap in the West without Clark's
permission. It was necessary to gain Clark's approval before organizing an expedition or mak ing a treaty with an Indian tribe.
Clark liked Catlin's paintings of Indians so he became Catlin's friend and
patron. Catlin learned about Plains Indian culture from General Clark.
Catlin painted rapidly and could capture the true character in an Indian's face. Although other artists also painted pictures of the west, Catlin paintings reflect a sense of sympathy, urgency, and melancholy that is missing in other works.
ACTIVITY #1: Before 1840 the Indians were the rulers of the vast plains, but as white people flooded West, their lives changed. Catlin's paintings create memories of a former time and lifestyle. Think of things in your life that could change; plan to record life as it is in a watercolor painting.
The changes that you think about could be small or they could be large. For example, if you might move in the next year, you might choose to paint a picture of your home.
Author's note: Years ago when I was taking a college art class, we had to draw and paint one specific scene repeatedly. I chose to capture a large tree in our back yard. The tree eventually died and my husband cut it down. Occasionally we talk about that tree and it's fun to look at my drawings and paintings of it.
ACTIVITY #2: Use colored pencils to color one or both of the Catlin paintings found on page 27 of the Appendix.
ACTIVITY #3: Add the George Catlin palette (page 31 in the Appendix) to your time line.
Note: The study contains a complete answer key.
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