First Grade- Connections between environment now and past. They begin to
distinguish between events and people of the past and the present, and use a sense of
time in classroom planning and participation.
Indiana Academic Standards included in this field tripHistory:
1.1.3.8 Compare cultural similarities and differences, such as family traditions and
customs, and the traditional clothing and food of various ethnic and cultural
groups found in Indiana.
1.3.9 Give examples of natural resources found locally and describe how people in the
school and community use these resources.
1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.
1.1.2 Compare past and present similarities and differences in community life by using biographies, oral
histories, folklore and video images.
1.1.3 Identify American songs and symbols and discuss their origins.
1.1.4 Identify local people from the past who have shown honesty, courage and responsibility.
1.1.5 Identify people and events observed in national celebrations and holidays.
1.1.6 Use terms related to time to sequentially order events that have occurred in the school.
1.1.9 Use the library and other information resources* to find information that answers questions about
history.
1.1.10 Distinguish between historical fact and fiction in American folktales and legends that are a part of
American culture.
Civics and Government:
1.2.4 Describe ways that individual actions can contribute to the common good of the
community.
1.2.5 Define what a citizen is and describe the characteristics of good citizenship.
Geography:
1.3.8 Compare cultural similarities and differences, such as family traditions and
customs, and the traditional clothing and food of various ethnic and cultural
groups found in Indiana.
1.3.9 Give examples of natural resources found locally and describe how people in the
school and community use these resources.
Primary focus:
1. Roberts School House
-discuss differences in schools now and then
a. What was studied?
b. What was different about the physical facility?
c. Compare students, now and then
2. Conestoga wagon and Historical Automobiles
-discuss uses of varied forms of transportation
a. What are the pros and cons of each
b. How did each succeeding vehicle improve life?
c. Transportations systems (roads) now and than
- discuss why changes might have occurred
a. What was different?
b. time frame of changes
3. Old time Main Street
-what types of things were sold in “Old Main Street” times
-discuss why merchandise was so limited
a. lack of availability
b. lack of resources to purchase merchandise
c. distance from stores and difficulty getting there
**Break** field trip time up with a song, craft activity, or game… helps children
refocus, and be ready to listen
-example: coloring pages of children in dress from different time periods
-example: play a game children played in different time periods
(tie to lack of “toys” available… hopscotch required no special
equipment, boys rolled hoops, etc.)
-example: read a short field trip appropriate story
Ox-Cart Man by Donald Hall, 1997
Dakota Dugout by Ann Warren Turner, 1985
Secondary exhibits: very brief discussions
1. Black Smith building
-jobs involved and resources needed
1. Solomon Dickinson log cabin
-resources available and needed for construction
3. Horse-drawn carriages
-materials needed to construct
-why that made them area-appropriate
Accompanying Activities:
1. Teacher packet-sheet containing areas to be covered and accompanying State
Standards
-vocabulary
-songs
-games
-activity sheets
-web pages as further resources
http://americanhistory.mrdonn.org/Symbols.html
http://www.brownielocks.com/patrioticsymbols.html
www.logcabinvillage.org/tour-marineschool.html (virtual tour)
www.ehow.com/how_4781106_build-log-cabin-school- project.html
www.abcteach.com/docs
www.atozteacherstuff.com/Grades_K-2
www.campsilos.org/mod2/teachers/life.shtml
www.proteacher.com/090029.shtml
www.heritage.uen.org/pioneers
www.fun.families.com/blog/celebrate-pioneer-day
http://www.childrenslit.com/childrenslit/th_1.html
http://www.dawcl.com/search.asp
Brown Angels by Walter Dean Myers, 1993
-simple art/craft ideas
-story list for further in-class reading
Watch the Stars Come Out by Riki Levinson, 1985
Apples to Oregon : Being the (Slightly) True Narrative of How a Brave Pioneer
Father Brought Apples , Peaches , Pears , Plums , Grapes , and Cherries (and
Children) Across the Plains by Deborah Hopkinson, 2004
Dakota Dugout by Ann Warren Turner, 1985
Miss Bridie Chose a Shovel by Leslie Connor, 2004
Ox-Cart Man by Donald Hall, 1997
The Daring Escape of Ellen Craft by Cathy Moore, 2002
2.
-ideas for furthering understanding (writing activities, story
webs,etc.)
Digital pictures- taken at the museum and emailed to the classroom
teacher
-pictures of individual students (preferred- but you’d have to make sure
you took pictures of every child)
3.
4.
-small group pictures
-whole group picture- emailed to teacher and posted in the
museum for the children to show to parents when they come back
as a family
Take-home invitation- each child takes home an “invitation” from the
museum, to bring their families and return.
-outline areas covered in the field trip
Teacher field trip evaluation and suggestion sheet
Wayne County Historical Museum
1150 North A Street
Richmond, IN 47374
765-962-5756
Dear Parents and Family Members,
Your child just returned from a field trip to the Wayne County Historical Museum.
He/She got to see and do many interesting things… see exciting exhibits, sing songs,
hear stories, play games, and much more.
The first grade field trip focused on the always exciting Roberts School House, the
Conestoga Wagon, Historical Automobiles , and Old Time Main Street, among other
things. Please ask your student about his/her favorite part.
Your child would really enjoy sharing this wonderful experience with you and other
family members. Your family is invited to come to the Wayne County Historical
Museum to explore all we have to offer.*
Our hours are Monday - Friday, 9:00 a.m. – 4:00 p.m. and Saturday – Sunday, 1:00
p.m. – 4:00 p.m.
Please come share your child’s educational excitement.
Sincerely,
Jim Harlan
Executive Director
*minimal entrance fee
Wayne County Historical Museum
1150 North A Street
Richmond, IN 47374
765-962-5756
Field Trip Evaluation and Suggestion form
School_________________________
Grade Level_____________
Teacher_______________________
date___________________
1. Did this field trip meet your expectations? Why or why not?
2. What other Wayne County Historical Museum areas should be part of this field
trip and fit into your school corporation’s curriculum and your State
Standards?
3. In what ways could we have made this field trip better for your class?
4. Are there any activities, websites, books, etc. that you could suggest to
accompany this field trip information packet?
Thank you for completing this evaluation and suggestion sheet.
Vocabulary- 1st grade
ancestors- somebody from whom somebody else is directly descended, especially
somebody more distant than a grandparent
blacksmith- somebody whose job is making and repairing iron and metal objects such
as horseshoes or wagon wheels
caravan- a group of people, vehicles, or supervised animals that are traveling together
for security, such as a pioneer wagon train
dulcimer- a musical instrument consisting of a flat shallow soundbox with metal
strings stretched across played with lightweight hammers or sometimes by
plucking.
frontier- the part of a country with expanding settlement that is being opened up by
hunters, herders, and other pioneers in advance of full urban settlement
lean-to - a shelter or small building with a roof that slopes in one direction, often
reaching the ground
livestock- animals raised for food or other products, or kept for use, especially farm
animals such as meat and dairy cattle, pigs, and poultry
pioneers- a person who is one of the first from another country or region to explore
or
settle a new area
possessions- something owned
quince- an aromatic apple-shaped or pear-shaped yellow or orange fruit that is edible
only when cooked.
stockade- a tall fence or enclosure made of wooden posts driven into the ground side
by side to keep out enemies or intruders, such as a fort
sundown- the time when the sun sets/ goes down, usually around 6:00 PM
sunup- the rising of the sun above the eastern horizon each morning, usually around
6:00 AM
survival- the fact of remaining alive or in existence, especially after facing lifethreatening danger
transportation- a means of traveling or of carrying somebody or something from one
place to another
trencher- in the past, a wooden platter used to serve, cut, or eat food… a slab of wood
with an indentation
INTRODUCTION
How Did the Pioneers Travel?
Most pioneers traveled in a Conestoga wagon. Many of the pioneers chose oxen
instead of mules or horses because the oxen were a lot stronger. They would buy up
to 4 oxen per wagon. The father would drive the oxen by walking beside the wagon.
The children would walk behind of the wagon much of the time.
What Were Their Wagons Like?
The Pioneers traveled in a wagon called a covered wagon. The wagon was usually a
wooden wagon made of hickory, oak, or maple. A wooden piece made from hickory
stuck out from the front of the wagon. This piece called a tongue was connected to
the yoke of the oxen, mules, or horses.
The wagon could not carry more than 2,000 pounds. It had big wooden hoops, called
bows that were bent from side to side. There would be 4 to 7 wooden hoops on one
wagon. There was a canvas pulled across the hoops that would keep out the rain,
wind, and the hot sunshine. Pioneers would rub oil on the canvas to make it
waterproof. Inside the wagon there were many hooks that hung from the wooden
hoops. They could hang weapons, clothes, milk cans, and anything there was room
for. The front wheels of the wagon were smaller than the back wheels. This helped
the wagon turn. Underneath the back wheels there was a bucket full of grease
hanging from the axle. This was used to make the wheels run smoothly. Traveling in
a wagon was not an easy trip. There were many things that could go wrong. For
example some wagon wheels would break or there would be no water. If they ran out
of food they would need to hunt. When they were on the trail it was very noisy
because all the pots and pans hanging off the wagons were clanging against each
other.
What Were Their Lives Like on the Trail?
When Was the Best Time to Leave?
When the pioneers decided the time of year to leave on their journey, they needed to
consider several things. They had to plan ahead. Some of the things they had to
consider were possible bad weather along the trail, food for their livestock, and a
supply of water.
How Far Would a Wagon Train Travel in One Day?
On many days the caravan would only travel ten to fifteen miles. On rainy and
muddy days they might only travel one mile! It would take them five to seven days
just to travel the distance we can drive a car in a single hour.
The people would have to get up very early each morning in order to prepare for their
daily travels. It was usually dark on these mornings. They would have to start the
fire, prepare breakfast, gather the livestock, reload the wagon, and hitch the oxen or
mules before getting started.
What Did They Do Each Day On the Trail?
Each morning the pioneers would get up before daylight and gather their livestock
and cook breakfast. Many times they would go ahead and prepare lunch as well.
After breakfast around 7:00 a.m. they hitched up the oxen and started down the
trail. Since the wagon was so bumpy the pioneers who were not driving the wagon
would walk behind or next to it much of the time. They would stop at lunchtime and
rest for an hour or two. After a rest period they would travel down the trail until
about four or five p.m. The women would fix the dinner and the men would prepare
the livestock for the night. After supper they would gather around the campfires and
sing songs, dance, tell stories and visit. Sometimes they slept inside the wagon but
they also slept under the wagon, in a tent, and sometimes under the stars.
What Types of Chores Did Children Do?
Children had lots of chores that included milking their cows, fetching water from a
stream or a river that was nearby, helping their parents cook food, washing dishes,
collecting buffalo chips or wood for the fire, shaking out dusty blankets and quilts,
and hanging beef jerky to dry in the sun.
What Did They do After Reaching Their New Homes?
One of the first things the pioneers did when they got to their new homes was buy
land. Although land cost about two dollars an acre in many areas, that was very
expensive to some pioneers. After they bought their land they had to clear the rocks
and tree stumps so they could build their houses and plant crops. The first spring and
summer they did little, other than working the land. Their first home was a lean-to.
It looked like an open shed that faced the fire. Most of the pioneer women and
children made quilts for the beds. If they didn't buy land where there was a stream,
the men would dig a well.
Who Were the Pioneers?
Pioneers were the first people to settle in the frontiers of North America. Although
many of the pioneers were farmers, others were doctors, shopkeepers, blacksmiths,
missionaries, or lawyers. They came from many places in the United States to start
their new lives. The majority of their ancestors came from European countries such
as England, Germany, and Scotland. Before leaving their homes they either saved
money for the trip, sold their land and other possessions, or agreed to work for others
on the trip.
The pioneers were hard working people. They grew or hunted what they ate. They
built their own homes and made their own clothing.
The life of early settlers was not easy. The men and women had to
be strong. At times, they lived in fear of Indians. Each day they
worked hard. The clothes got washed. The cows got milked. The
fields got cleared and the barns were built. From sunup to
sundown, each family member did the daily tasks to survive.
These pioneers had many children - six to ten. The children grew up, married and
moved a few miles deeper into the wilderness to build their
homes.
Many pioneer settlers had little or no schooling. But they had
the skills and help of their parents and grandparents. They
came from different backgrounds. Some were English,
Scottish, Irish or German. These pioneers were proud people.
They wanted to be free.
Some of the men fought in the Revolutionary War. They
helped build the early towns of this area.
Pioneer people really liked to sing. They sang to feel good about
themselves. While they worked, they would sing. These songs tell
us about their feelings of hope, happiness, sadness and fear. One
person learned a song from someone else. Some musical
instruments of the pioneers were the fiddle and the penny whistle.
The pioneer family was largely concerned with existing. Each day was filled with
struggles of survival. Each family member had chores to do. They would help each
other. Meeting the needs for shelter, food and clothing was an endless task.
FOOD
A lot of time was spent by the pioneer in the getting, growing, and preparing foods.
Once the pioneer farmer worked out the supply problems, the family ate well. With
the cedar sticks and oak logs burning many good smells came from the fireplace; the
boiling of hominy, the steaming of sassafras tea, the baking of cornbread, and the
frying of meat.
Each farm had a garden. First, the land was cleared. Then the crops were planted. No
matter what was grown, it had a fence around it to keep out the livestock.
Common garden crops included corn, potatoes, beans, onions, squash, pumpkins, and
turnips. Fruit trees took time to grow, so it took a few years to have their own apples,
but other wild berries and fruits were picked. In the forest, there was meat from deer,
bear, turkey, squirrel and wild pigeons. The pioneer farmer also raised chickens,
hogs, sheep and cattle.
Things used to cook food in were dutch ovens, brass kettles, large and
small iron pots and skillets. Jars, crocks and mugs were also needed.
Early potters found clay to make dishes. The firing of the pottery was
done in a huge oven of brick with a slow fire of poplar wood. This firing
took twenty-four to thirty-six hours. The pioneer often ate on a
trencher. This was a wooden plate made from a
board. Some plates were made from a metal called
pewter. Spoons and forks were made of wood horn
or pewter. Much china is found in this time.
Baskets were made for carrying, measuring and storing food.
Splits of white oak, hickory, ash or buckeye made good baskets. Honeysuckle vine,
willow cane, and cornhusks were also used. Baskets would last many years. Other
containers such as pails and buckets were made of wood. All day-to-day cooking was
done in the fireplace. These fireplaces were usually big enough that you could walk
into them. The making of apple butter and soap making were done
outdoors.
Corn was a common food of the pioneer family. It had to be shelled
before it could be ground into meal. Shelling of corn was a chore for
small children. It was often done in front of the fireplace on winter
nights. Corncobs were saved to help start a fire and to smoke meats.
The most common bread was made from corn meal, salt, and water. This
was known as corn pone or hoecake. Cornbread was made from corn
meal, eggs and buttermilk. It was cooked in a dutch oven covered with
coals.
Pumpkins were one of the most useful of the vegetables. They
could be kept fresh by putting them in a dry, cool place.
Pumpkin was mixed with corn meal to make pumpkin bread. It
could be baked whole or mashed up.
Butter was made in churns. After the butter formed in the
churn, it was lifted out into a wooden bowl and washed several
times. A little salt was added. It was then put into pretty molds.
There was not much sugar in the pioneer’s kitchen. Honey,
maple syrup and sorghum molasses were used to sweeten foods.
Bees were kept in hollow pieces of the tree trunks. The bees
made the honey. Maple sugar could be made by boiling down
maple tree sap. Molasses was made by boiling down the liquid from mashed sorghum
cane. Fresh meat was cooked by broiling, frying, boiling, and roasting. Meat was
preserved by being salted, smoked or pickled.
Vegetables and fruits were cooked fresh or preserved by
drying or pickling. Jelly could be made from wild grapes and
blackberries. The entire family helped with the making of
apple butter. Long hours were spent cutting up the apples.
Before sunup of the big day a fire was started under a large
copper kettle. The apples were added and the cooking began. All day the apples
cooked over a slow fire. The apples always had to be stirred, so as not to burn them.
By the end of the day, the apple butter would be done and put away in jars for the
winter.
Drinks of the pioneers were sassafras tea,
buttermilk, apple cider, fruit wines and spirits. The
family liked hickory nuts and walnuts. Children
gathered nuts each fall.
During the summer, the diet of the pioneer family
was good. Common farm tools used to plant, grow,
and pick crops were the harrow, plow, hand cradle,
flail, hoe, rake and pitch fork. The diet was not as
good in the winter months because foods were hard
to keep. The root cellar was used to keep vegetables
(potatoes, cabbage, turnips) and fruits (apples, pears,
quince). Smoked meats might have hung from its
ceiling. The root cellar was often dug into a hillside.
This helped make the room both cool and dark. Foods
needing to be kept cool and dry were kept in the loft of
the log house or hung from the ceiling beams. Corn,
dried beans, pumpkins and apples were examples of
these foods.
The springhouse was the walk-in refrigerator of the pioneer time. It was built over a
spring. In the summer, it became a storehouse for good things like fresh milk, butter,
eggs, buttermilk, sweet cream and cheese. These foods were kept in bowls and placed
in the cool spring water.
SHELTER
The pioneers moved westward into Ohio River Valley. They wanted to start a new life.
First, shelter for his family was needed.
Early log shelters were called cabins. They had only one room, no windows, and a
single door and were made of round logs. The chimneys were often made of sticks
and mud. This temporary shelter was used until a strong hewn log house could be
built.
Basically two types of log houses existed. The Appalachian Log House, sixteen by
twenty feet, had one room. It had a stone chimney at the end. It had one or two
doors and a few windows. The hewn logs were squared with a broad ax instead of
being left round. The roof was made of split oak shingles. The floor of the house was
either smooth wooden boards or hard packed dirt.
This new home soon became filled with the family and the things they needed to
exist. This included the spinning wheel, maybe a loom, tables, chairs, benches, and a
bed. The children slept in the loft on a cornshuck mattress covered with quilts. Their
parents would sleep below in a cord bed. They built most of their furniture. It was
simple and plain. The quilts and coverlets added some color to their home.
To make another room, a lean-to shed was sometimes built onto the back of the
house. For even more room, another log house could be built right up against the
first house on the fireplace side. The chimney was used in both houses. This was
called a "saddlebag" house.
A second house could also be built close to the first house. The
roofs of the two houses would be joined together. The people
and the dog could walk between the two houses. This kind of
house was called a "dog trot" house.
The log house was held together by notches at the ends of the
logs. This was done very carefully. Different kinds of notches
were the dovetail, the half dovetail, the square,
and the round. Some log houses have lasted for
200 years. The ends of the logs were often sawed
off next to the building. Rain and water would not
collect and rot the logs.
The spaces between the logs were filled with mud
and sticks. This helped keep out the cold weather. Door hinges and
latches were made of wood or leather straps.
The most important place in an early log house was the fireplace. At
the fireplace, the pioneer family cooked their food and kept warm. The
fireplace gave out light to see inside their home. Candles were also used for light.
At first, most candles were made by dipping the wicks again and again
into a pot of melted wax. The candles had to be cooled after each
dipping. The pot of melted wax had to be kept at the right temperature.
If the wax was too hot, It would not stick to the candle. If it was too
cold, the candle would come out lumpy. Candle molds came later and
making of candles became easier to do. A wick was put in each tube.
The mold was then filled with hot wax and allowed to cool.
The log home and its furniture were made of wood. There was lots of
wood to use. The pioneer used the tools he had to
make the things his family needed.
The ax was the most important tool. With an ax, the
pioneer could clear the land, build a house, cut
firewood, and build fences. Different tools were used to
do different kinds of tasks. A felling ax was used to cut
down the tree. The logs were squared or hewn with the
broad ax. The adz made the floor boards smooth.
Splitting wood was done easily with a froe. Roof
shingles were made this way. A mallet or maul was
used like a hammer on the top of the froe. A
drawknife could be used to make handles for axes,
rakes, 6'Loe and many other tools. The drawknife
was also useful in making furniture.
After building a home for the family and harvesting the first crops,
the farmers then built the farm buildings and fences. These buildings
were the barn, spring house, root cellar, corn cribs and chicken house.
Some barns were made of hewn logs that were square. Other barns were made of
round logs with a saddle notch. This kind of barn could be built faster. To protect the
animals from the cold, the space between the log were filled just like the log house.
The logs in the loft or the upstairs of the barn were often not filled. The hay that
filled the loft kept out the cold winter winds and snow.
Fences were made of either wooden split rails or stones. These rails were usually split
from the chestnut tree. Chestnut rails lasted a long time. The common types of rail
fence were the snake, post and rail, and buck. Look at the pictures below. Miles of
stone fences were built in the mountains. These fences helped to keep their hogs
where they belonged.
During the War of 1812 many pioneer families feared Indian attacks. At first, their
log homes provided them some protection. As more settlers came and lived together,
1og structures were built for protection. These places of defense were known as
blockhouses, stockades, or forts. The blockhouse was a two story building with the
upper story reaching out beyond the first story. Stockades were often a place with a
strong fence of upright logs built around it. A fort may have had both the blockhouse
and stockade around it with homes built inside of it.
CLOTHING
The pioneer woman made the clothes for her family. It was a lot of work. It took
many steps. This meant the raising of the wool or flax, the spinning of the yarn, the
weaving of cloth and the sewing of the clothing. In the home of the pioneers, the
spinning wheel, loom, dye pots, and quilting frames could be found.
Before one could start the spinning, the wool of the sheep had to be cut off. The wool
was then washed. It took several steps to get the wool ready for spinning.
Besides woo1 the fibers of flax plants could be used. The cloth made from flax was
called linen. The pioneer family grew flax plants. The fiber in the stalk of the flax
plant was used for spinning. It was removed by breaking the tough bark. Flax
breaking was work for the men. Like wool, it took many steps to get the flax fibers
ready to be spun.
A big task before the spinning was carding the wool. This was
usually a job for the grandmother and children. Carding would
remove the dust particles from the wool. It would also straighten
the wool fibers so they could be spun easily. It is said that it took
two days of carding to prepare enough wool for one day of spinning.
The spinning wheel had its special place near the fireplace when it was being used.
The pioneer woman or her daughter did the spinning. They used either the big wool
wheel or the small flax wheel.
When using the big wool wheel, the spinner stood as she worked.
She walked backwards. She pulled out the wool fibers and turned
the wheel to make yarn. From time to time, she walked forward.
The yarn would wind on the spindle as she turned the wheel in the
other direction.
The small spinning wheel was called a flax wheel. It was invented
after the big wheel. The spinner could sit down
and do her spinning. Both wool and flax could be
spun on this wheel. Spinning is just the twisting of fibers into yarn.
It took a lot of practice not to get thick or thin spots in the yarn.
Women often got together to do their spinning. This became a fun
event. They could talk and sing while their hands worked. At times,
the spinner would have to unwind the yarn from the spindle. She
put this yarn onto a handmade clock reel or niddy-noddy. This also
let the spinner know how long the yarn was. Different lengths were
called by names like a skein. Six skeins was a good days work. The spinner had
walked miles, half of them backwards.
Taking the spun yarn and making cloth was the next task.
This was called weaving. Most of this weaving was done at
home on a barn loom. The barn loom was very big. It was
tall and took up more floor space than a double bed. The
pioneers often built their own loom. This was a specialized
occupation.
How did they do the weaving? The weaver
would raise and lower different threads and
pass a shuttle with another thread between
them. Then the weaver could swing the heavy beater toward her. This
comb-like reed beater would be bumped
against the new thread from the
shuttle. This would pack it into place making cloth.
Men generally did the weaving.
This American homespun cloth had fresh colors and
simple designs. The pioneer wife made her own colors.
Dye colors came from the bark, roots, flowers or other
parts of plants or trees. These plants might grow in the
garden or come from the fields and forests. The yarn
was often dyed before it was woven. This way there
could be more than one color in the woven cloth.
Common things used as dyes were walnut hulls, sassafras roots, sycamore bark,
sumac berries, broomsedge, wild aster flowers, onion skins, indigo and madder. For
example, brown color came from walnuts. Yellow colors from the petals of asters.
The indigo made blue. Madder roots made red. Green was a hard-color to-get.
Most cloth was made from wool, flax or cotton. The hides of deer and other animals
were also used to make clothing. There was no exact recipe for tanning leather. Wood
ashes and lime were put on the hides. This helped to remove the hair as it was
scraped. The hides were then put in a tanning vat. This was usually a hollowed-out
1og of a poplar tree. Layers of oak bark chips were put on top and under the hide.
The hides would be left in this vat for weeks or months. This made the leather
useable as cloth, which could be sewn. The cloth would now last a long time and not
rot easily. Besides clothing, the shoes or moccasins were made from home tanned
leather.
Most early pioneers did not have many clothes. It took a lot of work and a long time
to make them. The extra clothing of the pioneer family hung from pegs in their log
home. Sometimes the family owned a piece of furniture called a clothes press. This
was a wooden closet.
Their clothes got dirty and were washed. Washing, like most household tasks was a
big job. The soiled clothes were first boiled in a large kettle with handmade soap.
They were then hammered on the early washboard, or on stones of the stream bank.
In order to make soap, the ash hopper was filled with ashes from the fireplace. Then,
water was poured into the hopper. The liquid that came out at the bottom of the
hopper was lye. Lye was added to old fat and boiled in an iron kettle to make soap.
"America is best described by one word...Freedom."
-Dwight D. Eisenhower
The National Symbol of the USA, the bald eagle is the only eagle unique to North America.. The bald eagle was
chosen June 20, 1782 as the emblem of the United States of American, because of its long life, great strength
and majestic looks, and also because it was then believed to exist only on this continent. The eagle represents
freedom.
"Let every nation know, whether it
wishes us well or ill, that
we shall pay any price, bear any
burden,
meet
any
hardship,
support any friend, oppose any foe,
to assure the survival and
success of liberty."
-John F. Kennedy
"Proclaim liberty throughout all the land unto all the inhabitants thereof "- Liberty Bell Inscription
A chime that changed the world occurred on July 8, 1776, when the Liberty Bell rang out from the tower of
Independence Hall summoning citizens to hear the first public reading of the Declaration of Independence by
Colonel John Nixon.
The official bell of the Pennsylvania State House (today called Independence Hall). The bell weighs about 2000
pounds and hangs from what is believed to be its original yoke, made from American elm, also known as
slippery elm.
"Liberty & union, now and forever, one and inseparable."
-Daniel Webster
Located in New York Harbor, the Statue of Liberty was a gift of international friendship from
the people of France to the people of the United States and is one of the most universal symbols
of political freedom and democracy. From her heel to the top of head her head is 111feet 1inch
(33.86m).
Uncle Sam
United States of A
NAME:__________________________
Pledge of Allegiance
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NAME:__________________________
Pledge of Allegiance
I pledge allegiance to the flag of the United States of America, and to the
Republic for which it stands, one nation under God, indivisible with liberty
and justice for all.
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Name________________________________________
Statue of Liberty Facts:
The Statue of Liberty is a representation of a woman holding aloft a torch, which
stands at the entrance to New York Harbor. The idea for 'Liberty Enlightening the
World' was conceived in France; it was designed by the French sculptor Bartholdi,
and shipped to New York to be assembled and dedicated in 1886. The statue is 152
ft high (40 m). Statue of Liberty Collector's Club
Name__________________________________________
Hidden Pictures
Most pioneers were careful to put their things away after each use. With all the chores that had to be done
everyday, they did not have time to waste looking for the objects needed to do their work.
These pioneers were not so careful. Can you help them find what was lost so they can get back to work?
Print this page and circle the items you can find in their cabin.
The objects lost are: banjo, bed warmer, broom, butter churn, candle mold, carrying yoke, ink well, kettle,
night cap, rifle, soup ladle and spinning wheel.
Don't know what all these things are? Then check the glossary to find the meanings of the words in bold.
Name_________________________________________
Pre-field trip picture sheetAreas to be covered on this field trip: First Grade
List all your students below the field trip area where they would like to have their picture taken as a
remembrance of this field trip:
1. Roberts School House
2. Solomon Dickinson log cabin
3. Conestoga Wagon
4. Old Time Main Street
5. Historical Automobiles
6. Horse-drawn Carriages