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School Program Alignment with Core Content for Social Studies Assessment, Arts & Humanities Assessment
The following will give you an idea of what students can learn from spending a day at the Painted Stone Settlers Pioneer Day Camp Program. Correlations have been made to the Shelby County Public School curriculum guidelines, based on the Core Content for Social Studies Assessment for Elementary aged students, using Version 4.1, printed in August 2006. This information was obtained from the Kentucky Department of Education website. Many tie-ins can be made with other subjects as well, such as Arts & Humanities Assessments. This is just a small sampling that has been put together for you:
Military Demonstration. Certain military tactics were used, whether fighting on a battlefield or in the wilderness. British soldiers joined forces with Native Americans to fight against the colonists. Kentucky militiamen learned to fight the Native American way: by hiding behind trees, rocks, etc., instead of the formal British way: lining up and firing straight ahead. This formal British method did not work well in the wilderness. Eventually, the Revolutionary War ended and the United States was formed (Patterns: SS-EP-4.3.1, SS-EP-4.3.2, SS-04-4.3.1, SS-04-4.3.2, SS-05-4.3.1, SS-05-4.3.2; The History of the United States: SS-EP-5.2.2, SS-EP-5.2.3, SS-04-5.2.2, SS-04-5.2.3, SS-05-5.2.2, SS-05-5.2.3, SS-05-5.2.4).
Station 1: Native American Lifestyle. Native Americans were physically different in appearance from the settlers, especially in times of warfare. From their moccasined feet to the reason they plucked all facial hair from their faces, Native Americans relied on centuries of traditions and beliefs to transform themselves into a distinctive culture. (Elements of Culture: SS-EP-2.1.1, SS-04-2.1.1, SS-05-2.1.1, SS-EP-2.1.2).
Station 2: Bead working. Beads were often used for adornment on Native clothing or worn on strands around the neck. Glass beads were often used, as were pound beads which were available in white, dark blue, light blue, red and black. Wampum (usually in the form of belts) was made from shell beads and used for trade or currency. It could be hand-held or loom woven. As a form of jewelry, beads presented many social, economic, political and religious implications for Natives. (Elements of Culture: SS-EP-2.1.1., SS-04-2.1.1, SS-05-2.1.1, SS-EP-2.1.2.)
Station 3: Magic Dave. Not a typical common site on the Kentucky frontier, our magician is an example of recreational theatrical amusement provided in the larger cities east of Kentucky at this time. Magicians often used simple children’s toys, such as the cup and ball game, to entertain. Magicians often traveled the countryside, presenting their dramatic performances. (Drama/Theatre: AH-EP-3.3.1, AH-04-3.3.1, AH-05-3.3.1).
Station 4: Guns/Trade on the Frontier. A settlers’ life often depended upon his gun; it was used as a source of food gathering and protection. Students will understand how knowledge and technology resulted in the production of firearms such as the flintlock & Kentucky longrifle. British troops supplied the Native Americans with guns during the Revolutionary War period in an attempt to keep settlers out of Kentucky. Firearms were a common means of trade between the settlers and Native Americans (Patterns: SS-EP-4.3.2, SS-EP-5.2.2, SS-04-5.2.2, SS-05-5.2.2, SS-05-5.2.3, SS-05-5.2.4; Production, Distribution, and Consumption: SS-EP-3.4.2, SS-04-3.4.2, SS-05-3.4.2).
Station 5: Surveying. A surveyor from Fort Boonesborough will describe the surveying techniques of the 18th century & the tools that were used. Instruments such as the compass and surveyors chains were geographic tools used to locate and mark property. Settlers were often given land grants as a reward for their service in the Revolutionary War. (This station fills all requirements for Geography/all grades, Regions: SS-EP-4.2.1, SS-04-4.2.1; Patterns: SS-EP-4.3.1., SS-04-4.3.1, SS-05-4.3.1, SS-EP-4.3.2, SS-04-4.3.2, SS-05-4.3.2).
Station 6: Horse-Sense. Students will be able to identify the importance of horses on the frontier. Transportation by horse was the common method of travel on the frontier. Students can visualize how transportation methods have changed over time and how dependent frontier folk were on horses. (Patterns: SS-EP-4.3.1, SS-04-4.3.1, SS-05-4.3.1, SS-EP-4.3.2, SS-04-4.3.2, SS-05-4.3.2; Human-Environment Interaction: SS-EP-4.4.2, SS-04-4.4.2, SS-05-4.4.2; The History of the United States: SS-EP-5.2.3, SS-04-5.2.3, SS-05-5.2.3).
Station 7 – Break Area. This area includes our food vendor and port-a-johns.
Station 8: Storytelling. After visiting this station students will be better able to identify folktales, legends and myths. Oral history and tradition were preserved through this process. (Drama/Theatre: AH-EP-2.3.1, AH-04-2.3.1, AH-05-2.3.1, AH-EP-3.3.1, AH-04-3.3.1, AH-05-3.3.1, Role Playing/Storytelling: AH-EP-1.3.3, AH-04-1.3.3, AH-05-1.3.3)
Station 9: Spinning. Settlers and Native Americans alike made their own clothing, using natural resources. Settlers wore wool in winter for warmth and as a water repellant material. Cooler materials such as cotton or linen were worn in hotter months (both cotton and linen were grown from plants and woven into material. (Human-Environment Interaction: SS-EP-4.4.1, SS-04-4.4.1, SS-05-4.4.1; Scarcity: SS-EP-3.1.1., SS-04-3.1.1., SS-05-3.1.1).Loom Weaving. As everything on the frontier was hand-made, this was a common method of weaving thread or yarn into textiles. It was a skill learned at an early age that a woman carried with her throughout her lifetime. The only clothing a family had was the clothing they made. (Elements of Culture: SS-EP-2.1.1, SS-04-2.1.1, SS-05-2.1.1; Markets: SS-EP-3.3.2; Production, Distribution, and Consumption: SS-EP-3.4.1, SS-04-3.4.1, SS-05-3.4.1).
Station 10: The Doctor. Doctors were scarce on the frontier. They had to be trained to be dentists as well and have a common knowledge of medicine and herbs. They may have been apprenticed to learn their trade or attended school in the East, and traveled great distances to reach their patients. Dr. John Knight was a well-known doctor in this area. (Social Institutions: SS-EP-2.2.1, SS-04-2.2.1, SS-05-2.2.1; Markets: SS-EP-3.3.1, SS-04-3.3.1, SS-05-3.3.1, SS-EP-3.3.2, SS-04-3.3.2, SS-05-3.3.2).
Station 11: Children’s Games. Toys were scarce on the frontier, and toys were often handmade. Children, like their parents, filled their days with chores, leaving little time for entertainment. Games were a source of recreation for settlers and Native Americans, especially outdoor games of skill. For the Native Americans they were also a way to pass on traditions and culture. (Drama/Theatre: AH-EP-3.3.1, AH-04-3.3.1, AH-05-3.3.1).
Station 12: Flax. Flax was a necessary crop on the frontier. The fibers underwent a process to transform them into linen thread from which to make clothing. It was also used to make twine and rope. (Human-Environment Interaction: SS-EP-4.4.1, SS-04-4.4.1, SS-05-4.4.1).
Station 13: Wool Dying. If settlers wanted material of a certain color, they had to dye it themselves. Settlers knew which natural plant dyes to use, including such sources as nuts, berries, etc. to use to obtain a color. Linen and wool were common clothing material. (Scarcity: SS-EP-3.1.1, SS-04-3.1.1, SS-05-3.1.1; Production, Distribution, and Consumption: SS-EP-3.4.1, SS-04-3.4.1, S-05-3.4.1).
Station 14: Broom making. After viewing this station, students will learn that broom making is an age-old craft. The tradition of creating brooms, like other heritage skills, would have been a tradition passed down through generations. And like other trades, a broom maker may have been apprenticed to an individual to learn this craft. (Production, Distribution, and Consumption: SS-EP-3.4.1, SS-04-3.4.1, SS-05-3.4.1; Markets: SS-EP-3.3.2, SS-04-3.3.2, SS-05-3.3.2; Visual Arts: AH-EP-3.4.1, AH-04-3.4.1, AH-05-3.4.1).
Station 15: Customs. Learn what was proper and improper behavior on the frontier. Many settlers came to Kentucky from other long-established settlements with a certain social life, and retained these mannerisms while adapting to the frontier. (Elements of Culture: SS-EP-2.1.1, SS-04-2.1.1, SS-05-2.1.1, SS-EP-2.1.2; Social Institutions: SS-EP-2.2.1, SS-04-2.2.1, SS-05-2.2.1)
Station 16: Songs of the Period. After visiting this station, students will be able to identify music/songs from a certain historical period (Colonial America). Music and songs have been part of every culture and period throughout history. Songs tell the story of a particular person, event or battle. In Native American culture, songs were used for ceremonial purposes and as a means of preserving oral history. (Music: AH-EP-2.1.1, AH-04-2.1.1, AH-05-2.1.1).
Station 17: Inkle Weaving. A distinctive heritage skill, this station exhibits many of the same curriculum topics and ideas as Station 9.
Station 18: Laundry. Laundry was a necessary chore of the 18th century, just as it is today. Methods have changed drastically over the years as new technology has made the job easier. Pioneer women knew certain concoctions to use to remove stains and keep their white clothes white. (Scarcity: SS-EP-3.1.1, SS-04-3.1.1, SS-05-3.1.1; Production, Distribution, and Consumption: SS-EP-3.4.2, SS-04-3.4.2, SS-05-3.4.2).
Station 19: Cooking on the frontier
Station 20: Firestarting. After visiting this station, students will have a better understanding of the use of fire as a survival tactic. A settler could start a fire in any environment or any kind of weather with flint and tinder. (Human-Environment Interaction: SS-EP-4.4.1, SS-04-4.4.1, SS-05-4.4.1).
Station 21 Blacksmithing: Information coming soon.
Station 22: SAR-History of our flags. The flag has long been used as a symbol of America’s identity. It’s appearance has changed over the years, but the meaning behind it has not. Flags were often carried into battles, such as the American Revolution. (The History of the United States: SS-EP-5.2.1, SS-04-5.2.1, SS-05-5.2.1).
All Participating Re-enactors. All re-enactors have thoroughly researched their personas & demonstration skills. Everything you see in their camps is a result of years of meticulous study of the 18th Century. Relying upon a vast majority of primary and secondary sources (artifacts, diaries, personal first-hand accounts from pioneers/Draper Manuscripts, traveling to historical sites/events, books, timelines, etc.), these re-enactors take their presentations very seriously and attempt to portray the 18th Century lifestyle in an entertaining and informative format for students. Many give classroom demonstrations and presentations elsewhere (such as to County Historical Societies) throughout the year (The Factual and Interpretive Nature of History: SS-EP-5.1.1, SS-04-5.1.1, SS-05-5.1.1).
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