tag:blogger.com,1999:blog-50461796640511008052024-03-05T22:46:04.187-05:00KY Faith & Public History Resources for Parents BlogProviding resources for parents and homeschool educators about teaching history and social studies with special attention paid to the Christian history of Kentucky and the United States.
(Image courtesy of https://webstockreview.net/images/parent-clipart-parent-education.jpg)Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.comBlogger31125tag:blogger.com,1999:blog-5046179664051100805.post-89195234846195185712023-03-16T11:04:00.003-04:002023-03-16T11:04:50.196-04:00March is Women's History MonthMarch is a great time to visit the Walking Trail because there are the stories of fifteen women from Kentucky hidden along the trail in the Eye-Spy Game. From pioneer teachers like Julia Tevix to movie stars like Irene Dunne; from doctors like Mary Britton to missionaries like Lottie Moon there are lots of women from Kentucky who made history. There are painters and poets, first ladies and preachers... They all lived or worked in Kentucky at some point in their lives, and they all gave credit for their achievements to their Christian faith. Since there were people on the land we call Kentucky, women have been influencers, nurturers, activists and entrepreneurs.<div><br /></div><div>Learn their stories by finding the clues (all the women are marked with even numbers). Come inside and purchase a book about one of these Famous Kentucky Christian Women. Buy a packet of trading cards.</div><div><br /></div><div>Make it an annual home-school field trip to celebrate Women's History Month by <i>March</i>ing around the Trail. The arboretum's trees and shrubs begin to bud in March. So you can count your visit for science as well as social studies hours.</div><div><br /></div><div>Come anytime during daylight hours and enjoy a self-guided experience on the Walking Trail. Or, schedule a guided experience for your homeschool group by calling 859-987-5407. We are located at 616 Clintonville Road in Paris, Kentucky. Park in the River of Life Ministries parking lot. The Walking Trail starts at the back of the parking lot. </div><div><br /></div><div>Make sure to follow our Face Book Page and subscribe to the Famous Kentucky Christians Club by signing up <a href="https://forms.gle/PYrhEovQFFq8ZVEXA" target="_blank">here</a>. Each quarter club members receive a colorful, fun, free e-newsletter that is packed with educational information about the Christian history of Kentucky. </div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-70589506135374477922023-01-25T12:45:00.000-05:002023-01-25T12:45:04.322-05:00Plan to take your homeschoolers on a fun, free, fact-filled outdoor field trip<div class="separator"><p style="margin-left: 1em; margin-right: 1em;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiC1L-hRZZdbsHLJKuDSv8RO3TYnI-jirsLv4SYm1zHL9ubIC3xqPZs05pg0GMkubDfx5tosLOpKnztqFvJocZ_4KFFpDhUF996gSwUqfpcd1cgamBkwQ1qQPVvD0eWTKMc9kmINp-MjFgqHe7cun1rUyrQ2vtY9AGWS7tkWUHsal8rQt1mo-UADg" style="margin-left: 1em; margin-right: 1em;"><div class="separator" style="clear: both; text-align: center;"><img alt="" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/a/AVvXsEh6OrOKtJ0YRVu0MWpJ2fFOvFe0MigJk8fFhp_k59c94Z8qqHGNtjcNn4fe-CoFecUKNCklOlZnBTXhyFa6ZHlf9uF-QOfsDnLZk-wsqr7MEP0p8eb0DtungwEgKCyTFWYMm81YIBund1HOINOMrlpC2WynXpDLwAdqrBsls68K3u53Rh4TjmI11g" width="320" /></div><br /></a></div><br />Homeschoolers of all ages will love taking a field trip to the Kentucky Faith & Public History Walking Trail in Paris, Kentucky. It is always free and fun. The whole experience happens outdoors so be sure to dress for the weather. <p></p><p style="margin-left: 1em; margin-right: 1em;">There are seven stations on the half-mile Walking Trail. At each station a large sign with historic images gives facts about the Christian religion and its history, particularly in Kentucky. Each station also contains a clue to the Eye-spy game during which visitors can explore the biography of a famous Kentuckian. In all, there are 30 Kentuckians represented in the game so there is plenty of reason to come often. </p><p style="margin-left: 1em; margin-right: 1em;">The Walking Trail takes you through a large collection of trees in the Greg & Toni & Family Arboretum. Spring blossoms and fall colors are reasons in themselves for a visit. Labels are being produced now so that you can easily identify the trees. Soon we plan to have a nature scavenger hunt ready to add to the fun. </p><p style="margin-left: 1em; margin-right: 1em;">Guided field trips are available when you call to schedule them in advance. They can be customized to focus on particular themes or periods in Kentucky history. These scheduled field trips include a menu of five-minute games inspired by history and by the people featured in the Eye-spy game. A spacious picnic area is on the trail. It seats 80, so pack a picnic lunch and stay as long as you want. The Walking Trail is in an area that is far from enough from the road that small children are safe to run and play while older children engage with the information. </p><p style="margin-left: 1em; margin-right: 1em;">Give us a call at 859-987-5407 to get on the field trip schedule. Or, come anytime for a self-guided experience during daylight hours.</p><p style="margin-left: 1em; margin-right: 1em;"><br /></p><p style="margin-left: 1em; margin-right: 1em;"> .<img alt="" data-original-height="4032" data-original-width="3024" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEiC1L-hRZZdbsHLJKuDSv8RO3TYnI-jirsLv4SYm1zHL9ubIC3xqPZs05pg0GMkubDfx5tosLOpKnztqFvJocZ_4KFFpDhUF996gSwUqfpcd1cgamBkwQ1qQPVvD0eWTKMc9kmINp-MjFgqHe7cun1rUyrQ2vtY9AGWS7tkWUHsal8rQt1mo-UADg" width="180" /></p></div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-20615076276743723042022-05-12T12:06:00.003-04:002022-05-12T12:06:47.619-04:00Save the Date for the first Kentucky Christian History Festival & Fundraiser OR ask to schedule a Kentucky Christian history field trip<p>Make plans now to bring your family to the first ever Kentucky Christian History Festival & Fundraiser in Paris, Kentucky on Saturday, October 1, 2022 beginning at 10AM. Your children will love the Walking Trail with the Eye-Spy game featuring the stories of 30 famous Kentucky Christians. They will have the opportunity to experience thirty five-minute games, crafts, challenges, and activities that each connect to one of these famous Kentucky Christians. There will be vendors, food, and performances for you to enjoy. Admission is free. </p><p>This family-focused day will be fun and educational. Homeschoolers can definitely count this as a school field trip and allot the hours to history or social studies. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1pffLnCYqjBzMQHDQs4EC8tKgkNZLcnlm6iDavSlcXO5hvvbWQtohdJA6iq7MmlqMC2Zsy3Qkwy7rsKLOj1YM0q_v4h8-9m_Yd90seSRzzBKsUzxtj9re_jIctYmqzWNfAkEflW24RSDmWe9z1GoUceDtnyjsq_C8yL2UwXDd6qBNAehwFs8e7g/s1200/KY%20Christian%20History%20Day%20Festival%20&%20Fundraiser%20Promo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="628" data-original-width="1200" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1pffLnCYqjBzMQHDQs4EC8tKgkNZLcnlm6iDavSlcXO5hvvbWQtohdJA6iq7MmlqMC2Zsy3Qkwy7rsKLOj1YM0q_v4h8-9m_Yd90seSRzzBKsUzxtj9re_jIctYmqzWNfAkEflW24RSDmWe9z1GoUceDtnyjsq_C8yL2UwXDd6qBNAehwFs8e7g/s320/KY%20Christian%20History%20Day%20Festival%20&%20Fundraiser%20Promo.png" width="320" /></a></div><br /><p>Homeschoolers are also welcome to schedule a guided field trip to the Walking Trail and to select from a menu of activities from history to do during the experience. Use this <a href="https://forms.gle/9zoxTJR8t4Zrd2Pq7" target="_blank">online form</a> to let us know that you want to schedule a Kentucky Christian History field trip.</p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-52335743582072255212022-03-16T17:06:00.000-04:002022-03-16T17:06:56.871-04:00Family-friendly guided Walks & Talks about Kentucky's Christian history<p>Starting Wednesday, April 6, 2022, every Wednesday (April through October) at six o'clock, we will host a Walk & Talk about Kentucky's Christian history . Each adventure will last about 45 minutes. Come to the back of the parking lot outside River of Life Ministries at 616 Clintonville Road, Paris, Kentucky 40361. You will see a "Welcome to the Kentucky Faith & Public History Project Walking Trail" sign next to a sign with a cute little puppy - Dogs are welcome to join us as long as they are leashed and you pick up anything they leave behind. Everyone should be dressed for the weather and wear comfortable walking shoes. We will walk about a half mile. Every Walk & Talk will have a different theme. Additional programs will happen the first Friday and Saturday of the month. These programs are appropriate for people of all ages and are totally free. We are looking forward to seeing you and your family there.</p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-88746142637360558722022-01-11T10:16:00.000-05:002022-01-11T10:16:16.991-05:00Changes and Twists in American Religious Life - a Reflection on a blog by Terry Mattingly from 1/8/22<p> I follow the <i>Get Religion Blog</i> online. This morning I read a post by Terry Mattingly in which he quoted research that indicates that while 29% of Americans identify as having no religion or spiritual affiliation, 63% of adult Americans affiliate as Christians. That's a more than two-to-one ratio. It sounds good until you read on and discover that in 2007, just 15 years ago, the ratio was five-to-one. Mattingly quotes Rod Dreher that <i>"America continues to transition to its post-Christian reality. ...We in the churches still don't know what to do about it. We have never before faced a crisis like this..." </i><a href="(https://www.getreligion.org/getreligion/2022/1/7/two-think-pieces-on-changes-in-american-religious-life-with-a-few-political-twists?utm_source=GetReligion&utm_campaign=b1b369cc61-RSS+EMAIL+CAMPAIGN&utm_medium=email&utm_term=0_782cfe9a54-b1b369cc61-240924845">(https://www.getreligion.org/getreligion/2022/1/7/two-think-pieces-on-changes-in-american-religious-life-with-a-few-political-twists?utm_source=GetReligion&utm_campaign=b1b369cc61-RSS+EMAIL+CAMPAIGN&utm_medium=email&utm_term=0_782cfe9a54-b1b369cc61-240924845</a><i>) </i></p><p>I dispute Dreher's statement that the church has never faced such a crisis based on information we have about the state of the church in late eighteenth century Kentucky. Dr. Robert Davidson, in his <i>History of the Presbyterian Church</i>, wrote the following in 1847:<i> "By the close of the [18th] century, a decided majority of the people were reported to be infidels; and as infidelity is the prolific parent of vice, the whole country was remarkable for lawless vice and dissipation. A melancholy spectacle is presented. We behold infidelity and vice combined rolling their turbid tide over the land; while the Church, which should have been erecting barriers to arrest its progress, is either benumbed by worldliness or wasting her energies in frivolous disputes." </i>(Quoted in "The Great Revival of 1800 First Camp Meeting" by Z.F. Smith in <i>Register of Kentucky State Historical Society</i>, May 1909.)</p><p>That was the climate in which the Second Great Awakening emerged, triggered by the camp meeting revivals, such as the most significant one in 1801 at Cane Ridge, not seven miles from our headquarters at the Kentucky Faith & Public History Education Project in Paris, Kentucky.<i> </i></p><p>The following year, Rev. George Baxter's letter to a colleague at the Hampton-Sidney College in Virginia related a sea-change. He wrote:<i> "I think the revival in Kentucky among the most extraordinary that have ever visited the church of Christ; and all things considered, peculiarly adapted to the circumstances of that country... Something of an extraordinary nature seemed necessary to arrest the attention of a giddy people who were ready to conclude that Christianity was a fable and futurity a dream. This revival has undone it; it has confounded infidelity, awed vice into silence, and brought numbers beyond calculation under serious impressions." </i>(First published in the <i>Methodist Magazine</i> of London in February 1803. Quoted in Charles A. Johnson. <i>The Frontier Camp Meeting: Religion's Harvest Time</i>. Southern Methodist University Press. 1955, 1985.)</p><p>Other notable revivals were also preceded by such a "crisis" of "infidelity" and "vice". Perhaps the current "crisis" should be viewed as a red sky in the morning presaging a spiritual whirlwind that will upend and reshuffle everyone in its path with another great awakening to the urgency of our spiritual condition, impacting and redirecting a nation once again. </p><p><i>By Lesley Barker PhD, Director of the Kentucky Faith & Public History Education Project. The project creates educational resources about the Christian history of Kentucky.</i></p><p><br /></p><p><br /></p><p><br /></p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-58275984091063820792021-12-01T10:30:00.004-05:002021-12-01T10:30:41.343-05:00A Dot-to-Dot book about Kentucky and famous people from Kentucky (It makes a great stocking stuffer)<p>We were at a holiday craft show recently. We were selling the Famous Kentucky Christians Club books now that there are eight titles in the season. We had them wrapped nicely in sets - all the books about women in a set; all the books about men in a set. People could also purchase individual books. We sold a bunch for Christmas gifts. However, many grandparents came to our booth hoping to find something for their grandchildren who are not yet old enough to read. What did we have to offer these younger, primary grade children?</p><p>As of today, we are pleased to announce that the project has published its first activity book, <b><i>The Kentucky Dot-to-Dot Book</i></b>, by Lesley Barker. A short paragraph introduces each dot-to-dot puzzle which can be enjoyed even without reading the text. Solve the puzzle and color the picture. The book gives great introductory facts about Kentucky history. It also introduces some famous Kentuckians who happened to be public about their Christian faith. The book makes a perfect stocking stuffer for kids of any age.</p><p>You can purchase your <b><i>Kentucky Dot-to-Dot Book </i></b><a href="https://www.amazon.com/dp/B09MFXM1B6/ref=sr_1_1?keywords=Kentucky+Dot+to+dot+book&qid=1638370087&qsid=141-8861759-8454621&sr=8-1&sres=B09MFXM1B6%2CB08PX7DF1J%2CB08SPSXGJC%2CB093RPHW7T%2CB093N4C2JM%2C1729031862%2CB08KQR4ZQJ%2C0738612448%2C0692128646%2CB09B1N2Z9R%2C1986683788%2CB092L6YZ5G%2C1951806018%2C0878056386%2CB08SVS8LQ3%2C1705598366&srpt=ABIS_BOOK" target="_blank">online here.</a></p><p>You can also buy the easy-reader chapter books in the Famous Kentucky Christians Club series <a href="https://www.amazon.com/dp/B09HSNCYK3?binding=paperback&qid=1638371960&sr=1-2&ref=dbs_dp_rwt_sb_pc_tpbk" target="_blank">online here</a>. They are high-interest books written at a second to fourth grade reading level and are appropriate for students through middle school and beyond.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEisU_5zj9GzpIJzYbliwHuyOuYUqnvdIX_XAyaTIfW_6-RzC6fu8L5RUGLYOoiAYobyrjnNvWaBnHfLKeVYj03g7koibH0FDt-VPfUyxpx_OWT-PjjkF_ujwHIfdktbzhaqAbbqAeJsNk6DgPbVxI7aZSEJgt7WBPnc2AlNiGMDelr92FZta271Sg=s499" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="386" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEisU_5zj9GzpIJzYbliwHuyOuYUqnvdIX_XAyaTIfW_6-RzC6fu8L5RUGLYOoiAYobyrjnNvWaBnHfLKeVYj03g7koibH0FDt-VPfUyxpx_OWT-PjjkF_ujwHIfdktbzhaqAbbqAeJsNk6DgPbVxI7aZSEJgt7WBPnc2AlNiGMDelr92FZta271Sg=s320" width="248" /></a></div><br /><p><br /></p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-73729007733941095152021-10-27T11:44:00.000-04:002021-10-27T11:44:45.533-04:00Teaching History Teaches Critical Thinking Skills<p>Teaching history is about much more than introducing students to names, dates, places and past events. History explores how people and cultures interacted in the past with all the clashes and sometimes messy complications that produced new ideas and adventures. Teaching history well develops critical thinkers especially if the students are trained to be intentional inquirers. The Kentucky State Curriculum Standards for Social Studies include a four-step "inquiry process" which is similar to the "scientific method" taught in the hard sciences. Home schooling parents can benefit from this approach as well.</p><p>The four steps are:</p><p></p><ol style="text-align: left;"><li><b><i>Ask important questions</i></b> - the students should be assisted to develop their own questions to inform their reading and research</li><li><b><i>Hunt for facts</i></b> - the students should be introduced to good research techniques such as internet search protocols, library skills, oral history methods and field observation</li><li><b><i>Show proof</i></b>- the students should become practiced in documenting their sources and giving credit for the ideas they advance</li><li><b><i>Share what you learn </i></b>- the students should gain experience communicating what they discover using written, oral, artistic and performance mediums</li></ol><div>Using these steps in your home school history and social studies lessons can motivate your students to become engaged and invested in the lessons. </div><div><br /></div><div>The Kentucky Faith & Public History Education Project has produced a series of easy-reader, high-interest chapter books about famous Kentucky Christians. Each book is written at a second - fourth grade reading level. Each book is a fictional account of a team of four fourth grade students who are assigned to represent their school at a contest where they must present a show & tell display about a famous person that they start out knowing nothing about. Each book has four chapters. Each chapter models one stage of the inquiry process. The books are available on Amazon <a href="https://www.amazon.com/dp/B09HSNCYK3?binding=paperback&qid=1635272038&sr=1-15&ref=dbs_dp_rwt_sb_tpbk" target="_blank">here.</a></div><p></p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-58441602344815416882021-09-29T16:42:00.000-04:002021-09-29T16:42:44.761-04:00What do your students want to do when they grow up?<p>The Kentucky Faith and Public History Education Project has a list of famous Kentucky Christians on our website at <a href="https://kentuckyfaithandpublichistory.org/famous-kentucky-christians/">https://kentuckyfaithandpublichistory.org/famous-kentucky-christians/</a>. The list names a person, gives a brief statement for which they are famous, and a link to more information available online. It is a preliminary list of people. We're adding to it continually. It is a wonderful resource for homeschool history projects. It is a treasure trove of inspiration that homeschoolers can find to be aspirational. A very important objective of this directory of famous Kentucky Christians is to illustrate that the Christian message does not divide peoples' purposes or value into clergy and laity where one calling is more to be regarded than another. Jennie C. Benedict's life is such an example.</p><p>Jennie C. Benedict was an entrepreneur living in Louisville in 1884. She was in search of a project for which she had both passion and skill. Her process started with faith. She expressed how faith triggered her search with these words:</p><p><i>"Feeling a desire to prove what a woman can do in the business world without capital, and being confronted with the necessity of falling into rank in the marts of trade, I began,... to examine myself for the purpose of ascertaining whether or not I possessed a God-given talent; and if so, what it was..."</i> (The 1893 <i><b>Blue Ribbon Cookbook</b></i> p. 12). </p><p>Eleven years later she quoted this poem in the preface for the book (p.16):</p><p style="text-align: left;"><i><span> </span><span> </span><span> </span><span> </span><span> </span>"It is not the branch of work alone that lifts to a higher sphere,</i></p><p style="text-align: left;"><i><span> </span><span> </span><span> </span><span> </span><span> </span>For man may choose the humblest part, to find the great is near.</i></p><p style="text-align: left;"><i><span> </span><span> </span><span> </span><span> </span><span> </span>God gives us all our part to do, and with our life the right</i></p><p style="text-align: left;"><i><span> </span><span> </span><span> </span><span> </span><span> </span>To leave our path unbeautified, or mighty in His sight."</i></p><p><span> Benedict went on to </span>write several cookbooks, some articles and a memoir. She lived from 1860-1928. She was from Louisville. Her recipe for cucumber sandwiches, Benedictines, remains a staple at Kentucky Derby parties. </p><p>What do your students want to do with their lives? Is there a person on the famous Kentucky Christians list that matches what they want to do? </p><p><br /></p><p><b>Citations</b></p><p>Benedict, Jennie C. <i><b>The Blue Ribbon Cookbook.</b></i> 1893. ONLINE at archive.org/details/blueribboncookbo00bene/page/12/mode/2up. ACCESSED 9/29/2021.</p><p>Reber, Patricia Bixler. Researching Food History Cooking and Dining. 2016. ONLINE at researchingfoodhistory.blogspot.com/2019/04/advice-from-creator-of-kentucky-derby.html. ACCESSED 9/29/2021.</p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-24698163778682014642021-09-08T12:31:00.000-04:002021-09-08T12:31:02.803-04:00Difficult Issues (Like Slavery) that Complicate Teaching and Learning about Famous Kentucky ChristiansStories about past Kentucky Christians make history and faith come alive for our students. They also expose controversies and ideologies that are difficult for us modern Americans to reconcile with how we think a Christian should behave and what we think a Christian should believe. The most obvious of these difficult issues is slavery. Today, even people who argue that slavery was a necessary evil for its time do not hesitate to call it evil. Denominations formed and others split prior to the Civil War over abolition and slavery. White Christians were on both sides of the issue. Some African American Christians were enslaved and some emancipated. <div><br /></div><div>Elisha Green was enslaved from birth until he purchased his own freedom. When he was sixteen, his owner, a Christian pastor, baptized him in a creek after he made a profession of faith in Jesus Christ (Elisha Green. 1888). Alexander Cross was an enslaved man who was purchased and then emancipated by the North Street Christian Church of Hopkinsville. This was so that he could be sent, with his free wife, Martha, and son, James, to Liberia as missionaries (Jennifer P. Brown. 2001). Alfred Russell was emancipated by his grandmother-owner to be sent to Liberia also. Eventually, he became the tenth president of Liberia (Liberia Info). While the emancipation of Alexander Cross and Alfred Russell may seem good, even godly, the Kentucky Colonialization Society (NKAA) was a veiled strategy to rid Kentucky of freed slaves- in fact, the<i> 1850 Kentucky Constitution</i> prohibited freed slaves from living in the commonwealth. </div><div><br /></div><div>Margaret "Peggy" Smith Taylor, First Lady of the United States, and her husband, Zachary Taylor owned hundreds of enslaved individuals. They even, as did eleven presidents before them, brought slaves to the White House, housing them in the attic (Walt Bachman, 2018). Peggy Taylor was a woman of faith. She gave herself to prayer, preferring to delegate her daughter as the host for the gala affairs of State.</div><div><br /></div><div>Does the fact that Elisha Green was owned by a pastor or that Peggy Taylor owned slaves at the White House diminish the possibility that the pastor or the First Lady were sincerely people of faith? How do we talk about these difficult issues with our students? Can we separate a person's flaws from the Christian message that says no one is good but God alone (Matthew 19:17)? Is it possible for a Christian to hold convictions or to behave in ways that are determined by some later standard to be not good? </div><div><br /></div><div>These are the topics that public historians refer to as difficult heritage. There will always be controversies and disagreements even within the Christian community. Some of these issues will be serious enough to cause divisions and even wars. What an educator or a historian should do is explain the issues and present the questions according to the historic context and then, perhaps, trace how the conflict continued, impacted the individuals and the culture, or became resolved. Not all questions that a teacher poses to a student or that a student asks a teacher can or should have easy answers. Some questions may just need to be left uncomfortably unanswered on the table. It can seem easier to judge the individuals from the past than to apply the necessary humility to consider that we may be as guilty of something as grievous as slavery but which we have yet to gain the perspective of hindsight. </div><div><br /></div><div>By Lesley Barker, PhD. c. 2021</div><div><br /></div><div><br /></div><div><i>Works Cited</i></div><div><br /></div><div>Walt Bachman. <b><i>The Last White House Slaves: The Story of Jane, President Zachary Taylor's Enslaved Concubine.</i></b> 2019.</div><div>Jennifer P. Brown. "Church Paid for Slave's Freedom" in <b><i>Kentucky New Era</i></b>. ONLINE at https://www.kentuckynewera.com/article_8b681ff0-e111-5a01-a7d4-ca07c905e09c.html ACCESSED 9/8/2021.</div><div>Elisha Winfield Green. <b><i>The Life of Rev. Elisha Green.</i></b> 1888.</div><div>“Kentucky Colonization Society,” Notable Kentucky African Americans Database, accessed September 8, 2021, https://nkaa.uky.edu/nkaa/items/show/744.</div><div>LiberiaInfo. "Alfred F. Russell". ONLINE at http://liberiainfo.co/prd/presidents/alfred-f-russell/ ACCESSED 9/8/2021.</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-37315402312812487842021-05-05T10:56:00.001-04:002021-05-05T10:56:33.468-04:00The Power of Place - Encouraging Homeschoolers to Explore Place-Based Education<p> </p>
<p class="MsoNormal">When I was the executive director of the Bolduc House Museum
in Sainte Genevieve, Missouri, I often introduced fourth grade classes to the
National Historic Landmark house built in 1792 in Missouri’s first town this
way. The class would be gathered on the front porch of the house, behind the
massive stockade fence. “Put your hands on these huge square oak logs,” I
instructed. “Then think: these logs were put here when George Washington was
the president of the United States.” Many children ooed and awed at the
connection they were experiencing. They all knew about George Washington. They
had read about him in text books and seen his picture on a dollar bill. They
knew he was our country’s first president and that he lived long before even
their great-grandparents had been born. Touching the logs made him more
accessible, more real. Then, I would insert a riddle. “But George Washington
was never the president of Sainte Genevieve,” I would tease. “Huh?” the
students responded, puzzled. That riddle introduced the story of that French
colonial American site – Thomas Jefferson was the president when Missouri and
the rest of the territory included in the Louisiana Purchase was added to the
nation. <o:p></o:p></p>
<p class="MsoNormal">This shows the power of place-based learning. <o:p></o:p></p>
<p class="MsoNormal">For homeschoolers, place-based learning is easy. It appeals
to people of all ages – high school students can be encouraged to do some independent
explorations or interviews while younger students can be engaged in planned
activities. Even the preschoolers in the family tend to enjoy the sights,
sounds and smells of new places. Students can be included in planning trips,
using calendars and budgets, figuring out how to raise the money to pay for the
adventure. This introduces internet skills, math skills and communication
skills. Trips can be to museums, historic sites, natural history areas, government
buildings, or even to visit an expert or to meet someone who can share their
life experience and skills. Trips can focus on art, architecture, technology,
history, science, religion and more. Writing or creative assignments following place-based
learning adventures helps solidify what was learned as well as to take stock of
what new questions may have arisen because of the experience.<o:p></o:p></p>
<p class="MsoNormal">In Kentucky, there are several places that merit a visit by
homeschoolers who are interested in exploring the Christian history of the
commonwealth. Visit where the first of the early nineteenth century revivals happened that triggered the Second Great Awakening in America at the Cane Ridge Shrine
in Bourbon County, the Red River Meeting House in Logan County, and the Old
Mulkey Meeting House in Monroe County. Follow the tour of “The Kentucky Holy
Land” in Nelson, Washington and Marion Counties for a great introduction to our
Catholic history. Research where the historic African American churches are in
Kentucky and visit the many architecturally significant churches in Louisville.
Go to the Creation Museum in Boone County and the Ark Encounter in Williamstown,
Kentucky. <o:p></o:p></p>
<p class="MsoNormal">Our Kentucky Faith & Public History Walking Trail in
Paris, Kentucky, will be open to the public soon. This will be a self-guided
walk with information about the Christian history of Kentucky including an
interactive eye-spy game that students can play to learn about some famous
Kentucky Christians. <o:p></o:p></p>
<p class="MsoNormal">We’d love to post short student-written reviews along with
original drawings and photographs of their visits to places that connect to our
Christian history here. To submit your child’s work, email me at <a href="mailto:kyfaithpublichistory@gmail.com">kyfaithpublichistory@gmail.com</a>.
<o:p></o:p></p>
<p class="MsoNormal">© Lesley Barker, PhD – Director, Kentucky Faith & Public
History Education Project<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-61135769401777469522021-03-23T11:08:00.003-04:002021-03-23T11:08:36.536-04:00First Lessons in Entrepreneurship for Homeschoolers through the Life of Harry Clark Karsner<p> </p><p class="MsoNormal">Many of Kentucky’s famous Christians were entrepreneurs and
innovators. This means that they were the first to recognized opportunities for breaking new ground in their field. They also had the persistence to develop the
resources and to involve a network of collaborators that could make their ideas
manifest outside of their own heads and imaginations. The ability to recognize
entrepreneurial opportunities and then to take action to bring the ideas into
being is the core definition of entrepreneurial competence and ability<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Innovators.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>.
The goal of entrepreneurship education is to<i> “foster creative skills that can
be applied in practices, education and environments supporting innovation”</i><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Innovators.docx#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>.
The most important skill for an entrepreneur is the ability to recognize new
opportunities for innovation. By exposing your students to the stories of past
entrepreneurs, you can introduce them to this skill. Take the story of Harry
Clark Karsner as an example. Share it with your students. Then ask them to
think and discuss how Karsner first saw new opportunities and, subsequently, took
advantage of them. <o:p></o:p></p>
<p class="MsoNormal">Harry Clark Karsner
grew up on a farm in Owen County, Kentucky. He graduated from high school in
the early 1930’s. He did something very few people had done at that time. He
took flying lessons. He loved flying. He became a flight instructor. During
World War Two, he taught military pilots. After the war, he turned part of his
farm into an airfield. He continued teaching people to fly. He also decided to
use his plane to share the Christian message from the sky. He had to figure out how to build a way to broadcast sermons and songs from his plane.
He had to collaborate with a preacher and a singer. Many afternoons, in good
weather, he flew his plane over southern Ohio and northern Kentucky. People on
the ground reported hearing the message and responding to God because of it.
Karsner mounted a giant neon sign on the side of his hangar so that it was
visible from Highway 127. It said, <i>“Christ is the Answer”</i>. The hangar has been
torn down, but the sign has been preserved along with a historic marker that
tells Karsner’s story. He went on to become the Kentucky Aeronautics
Commissioner. He also served on the Owen County school board. <o:p></o:p></p>
<p class="MsoNormal">Entrepreneurship education begins with observation. Your student is being an observer by noticing and discussing how Karsner displayed the traits of an entrepreneur and an innovator. It progresses <i>“from observation to participation”</i><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Innovators.docx#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>.
You can assist your students to move towards participation in entrepreneurship
by extending the discussion of Harry Karsner and making it personal. Use a Venn
Diagram (see https://www.theschoolrun.com/what-venn-diagram). Draw two intersecting circles. Label one circle “Harry Karsner”. Label
the other circle with your student’s name. Fill in the circle for Karsner with
the ways he saw and took advantage of opportunities to do things that most
people had never even thought of doing. In the circle with your student’s name,
write how they have done creative things that came from their own imagination
or thoughts. In the space where the two circles intersect, write a list of
qualities the student shares with Karsner. Then, challenge your student to act
on an idea they have. It may mean they need to earn some money to buy needed materials. It may mean they need to do research online. They may need
to involve other people as advisors or helpers. </p><p class="MsoNormal">This is an activity that can be repeated whenever your
curriculum involves an innovative entrepreneur. It will build your student’s
ability to recognize entrepreneurial opportunities. It will help them to
develop the skills and disciplines needed to respond creatively when an entrepreneurial opportunity occurs. Perhaps it will lead them to the passion and purpose for which they have
been born.<o:p></o:p></p>
<p class="MsoNormal">© 2021 By Lesley Barker <o:p></o:p></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Innovators.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
Xingjian Wei, Xiaolang Liu, andJian Sha. “How Does Entrepreneurship Education
Influence the Students’ Innovation? Testing on the Multiple Mediation Model”. <b><i>Frontiers
in Psychology</i></b>. 2019. ONLINE at
ncbi.nlm.nih.gov/pmc/articles/PMC6636545. ACCESSED 3/23/21.<o:p></o:p></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Innovators.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> <u>IBID.</u><o:p></o:p></p>
</div>
<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Innovators.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a> <u>IBID.</u><o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-36710502726033724132021-03-02T10:42:00.002-05:002021-03-02T10:42:07.719-05:00How well are we doing introducing homeschooled students to objectivity, bias, inclusion and the analysis of competing truth claims?<p> </p><p class="MsoNormal">Objectivity, bias, inclusion, and truth claims are important
concepts whenever we study history. Often, we feel so strongly about our own
positions that we fail to investigate alternative claims and evidence.
Sometimes we swear that what we have always been told is the absolute truth and
the only way to think about an issue or event. Decisions can be made based on
the force of an argument without necessarily probing the root ideas upon which the argument was founded. As King Solomon said, <i>“God requires an account of the
past”<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bias.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></b></span><!--[endif]--></span></span></a>.</i>
An investigation is warranted before we die on the sword of an opinion that we refuse
to nuance or debate. <o:p></o:p></p>
<p class="MsoNormal">Mark K. George, professor of religion at the Iliff School of
Theology, wrote about how the Bible models an approach to recording history
that includes both sides, that shows the flaws of the heroes, and that does not
shy away from controversy<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bias.docx#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>.
Here at the Kentucky Faith and Public History Project, we have committed to
objectivity when we discuss the Christian history of Kentucky. We are involved
in rigorous historic research. Our bias is that we are faith-based and
unapologetically Christian, but we refuse to be dishonest or disingenuous when dealing
with historical, cultural, and individual failures and atrocities perpetrated
in the name of the church or of God. <o:p></o:p></p>
<p class="MsoNormal">George’s article provides a good analysis of how the
American story is being treated as a tug of war between our flaws and our triumphs.
The question is whether we are willing to undergo the rigorous scrutiny of our
past that is necessary to sift the truth from hyperbolic wanna-be-renditions.
For homeschooling parents it is especially important to introduce students to
multiple points of view, to historic archival research methods, and to the Socratic
debate that can elicit enough information about each perspective for them to
respectfully present, defend and critique the arguments. How well are we each
doing?<o:p></o:p></p>
<p class="MsoNormal">©2021 By Lesley Barker PhD<o:p></o:p></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bias.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
Ecclesiastes 3:15. <b><i>The Holy Bible</i></b>, New King James Version.<o:p></o:p></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bias.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>
Mark K. George. “What the Bible’s Approach to History Can Teach Us About
America’s Glory and Shame”. <b><i>The Conversation.</i></b> 2021. ONLINE at <a href="https://theconversation.com/what-the-bibles-approach-to-history-can-teach-us-about-americas-glory-and-shame-151394">https://theconversation.com/what-the-bibles-approach-to-history-can-teach-us-about-americas-glory-and-shame-151394</a>
ACCESSED 3/2/2021.<o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-38531163755343092682021-02-16T10:49:00.000-05:002021-02-16T10:49:47.062-05:00Making Paint from Petals - A Homeschool Lesson Inspired By the Life of Helen LaFrance<p class="MsoNormal">Do you have paint and paper at your house so that if your
students wanted to paint a picture they could just go to the cupboard, get the
supplies and get started? When the folk-artist, Helen LaFrance, was a little
girl she did not have this luxury available but it did not stop her from
developing her gift.<o:p></o:p></p>
<p class="MsoNormal">Helen LaFrance is a famous Kentucky Christian who only
finished the fifth grade. She grew up on her parents’ farm in Graves County and
went on to become a significant folk artist whose paintings are about Kentucky farm life,
African American country churches and illustrations based on biblical stories
and imagery. Her paintings can be seen in museums and in private collections
including Oprah Winfrey’s. Helen LaFrance lived for 101 years, 1919-2020. Helen’s
mother showed her how to make paints using berries, flowers and bluing. The
first picture she painted was a rabbit. For paper, she used an old piece of
wallpaper.<a href="file:///C:/Users/Lesley/Desktop/Making%20Paint.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></a><o:p></o:p></p>
<p class="MsoNormal">Homeschoolers can easily make their own watercolors from
flowers. The project can become the inspiration for lessons in botany,
chemistry and art. It provides an opportunity to introduce the scientific
method to elementary and middle school students because this always begins with
the formation of a hypothesis. Here is a basic lesson plan along with the time
you should allot and can count for your students to complete each task.<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"></p><ol style="text-align: left;"><li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Send the students to pick some flowers. (15-60
minutes)</li><li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Use botanical guides to help the students
identify the flowers. Press one of each type of flower between pieces of wax
paper – cover the wax paper/flower sandwich with a cotton towel and use a hot
iron to press and seal the flower. Mount the flower on a poster board or in an
album and label it neatly. Draw a small rectangle next to the flower to be used
with paint made from its petals (60 minutes)</li><li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Ask the students what color paint they think each
flower will produce. This is the hypothesis, a big word for guess. Write down
what they predict. (15 minutes)</li><li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Test the hypothesis. Use a glass bowl for each type
of flower. Put the petals in the bowl. Mash them. Boil water and cover the
petals with two or three inches of boiling water. Allow the petals to steep, like
tea, for an hour or even overnight. Strain the liquid and discard the petals.
The liquid is the paint. (60 minutes plus time to steep)</li><li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Add challenges for older students. Older
students can be asked to predict what happens to the pigment when the steeping
time changes. They may be asked to come up with additives like salt or vinegar
or bluing liquid, for example to enhance the pigment. Older students can keep a
log of their trials and results. (1 to 2 hours)</li><li>Paint each rectangle with the pigment that came
from the flower. (30 minutes)</li><li>Return to the original hypotheses. Ask the
students to remember their predictions and to evaluate or judge how close they
came to being right. (10 minutes)</li><li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Use the paints to make a picture. (30-60
minutes)</li><li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Write a summary of what they did from going to
pick the flowers to painting their picture- for students grades 1-4 assign them
to write one sentence per grade. For 5-8<sup>th</sup> grade students, assign a
maximum of five paragraphs. Revise and edit the summary until there is a final
draft that is ready to be turned in. (30-60 minutes)</li><li>Share the summary, the poster and the painting
with another student or relative. (10 minutes)</li></ol><div>c. 2021 by Lesley Barker</div><!--[if !supportLists]--><o:p></o:p><p></p>
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</div><p><a href="file:///C:/Users/Lesley/Desktop/Making%20Paint.docx#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></a> https://kchr.ky.gov/Hall-of-Fame/Pages/Helen-LaFrance.aspx </p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-4703363078534416432021-02-05T12:34:00.001-05:002021-02-05T12:34:12.091-05:00Say His (or Her) Name<p> </p><p class="MsoNormal">What would you think if no one ever called you by name? This
is what happened to Peter and Dinah Durrett. They were famous Kentucky
Christians who arrived in the Lexington area in 1781 with a group of nearly 500
people known as the Traveling Church. The Durretts were enslaved African Americans
owned by one of the Baptist pastors, Joseph Craig. In most of the books and
other documents written about the Traveling Church, the pastors are always named
as are some of the other leaders. Very occasionally, Peter Durrett is named.
Usually he is called “Uncle Peter” or “Old Captain”. One of the best accounts
of the Traveling Church talks about Peter Durrett but it never calls him
anything but “Captain”. His wife is not named at all<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/childrens%20ministry%20resources/Names.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>.
However, had it not been for Dinah Durrett, Peter might never have moved to
Kentucky. </p><p class="MsoNormal">It was not because Peter and Dinah Durrett were unimportant that their names were not recorded. Peter
Durrett was the first African American man to preach a sermon in Kentucky. He
and Dinah started the first African American church in Kentucky. Peter was one
of the scouts who prepared the way and led the Traveling Church over the
mountains from Virginia. Do you think it could be that the fact that Peter and
Dinah were enslaved that kept historians from naming them? Peter even had a
white father, his former master. </p><p class="MsoNormal">Dinah’s likelihood of being named was even
less than Peter’s. She was an enslaved African American and she was a woman. Not
naming people makes doing historical research very difficult. We need names to
search for individuals in plantation records, municipal and county records, and census records. We need names to connect parents
to their children and grandchildren and to find marriage and death certificates or records of military service. </p><p class="MsoNormal">Naming people continues to be a way for
justice to be served. Think about the contemporary cries for racial justice
such as the protest call to “Say his (or her) name” after the death of George Floyd or Brianna Taylor, for example. As we at the Kentucky
Faith & Public History Education Project continue to research the Christian
men and women whose public affiliation as Christians made them succeed, we are
committed to find and call them by name. We won’t be content to speak in generalities or to
use pejorative nicknames or to call people by their roles. We will say their names
and we will do our best to find verifiable information about their lives. That will bring recognition to previously lost or marginalized stories as well as honor for their memory.<o:p></o:p></p>
<p class="MsoNormal">©2021 By Lesley Barker PhD<o:p></o:p></p>
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<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/childrens%20ministry%20resources/Names.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
George W. Ranck. <b><i>The Traveling Church</i></b>. Louisville, KY 1910<o:p></o:p></p>
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</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-45320484789749467922021-01-28T12:01:00.001-05:002021-01-28T12:01:07.148-05:00How Tony Snow's Life Poses a Question About the Relevancy of Faith<br />
<p class="MsoNormal">At the Kentucky Faith & Public History Education Project,
when we identify a Kentuckian whose public statements indicate that he or she
was intentional about their Christian faith, we attempt to pinpoint how and
when this commitment started. We look for evidence that the person stitched
their faith into every aspect of their life, both personal and professional. We
search for what Christians may call their “testimony”. Our hope is to
demonstrate how Christianity is embraced and walked out in the normal everyday
lives of its adherents. Unfortunately, this search for public proclamations of past
Kentuckians’ Christian faith is <span style="mso-spacerun: yes;"> </span>quite difficult.
Take what we can find about Tony Snow, for example.<o:p></o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQiPBAWorZ1ymN0h0oS-WaqydrS6-akAPcXUryToOCIUb5Cdge-XsZ4GKDz5jq57-FzA-p4UkAPqdBLKMTpAUGUJeI_g7Pht1Ah0gUmLOkmRzUI3WoB2YLKuGqQtvGX5bOF1NbmiEzYA/s1280/Tony+Snow+card.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQiPBAWorZ1ymN0h0oS-WaqydrS6-akAPcXUryToOCIUb5Cdge-XsZ4GKDz5jq57-FzA-p4UkAPqdBLKMTpAUGUJeI_g7Pht1Ah0gUmLOkmRzUI3WoB2YLKuGqQtvGX5bOF1NbmiEzYA/s320/Tony+Snow+card.jpg" width="320" /></a></div><br /><p class="MsoNormal"><br /></p>
<p class="MsoNormal">Tony Snow was born in Berea, Kentucky. He became a prominent
journalist on radio, a television anchor, a syndicated writer, a speech writer
for the first President Bush and the press secretary for the second President
Bush. He was not shy about writing or speaking about his faith, especially
after he was faced with the cancer that took his life in 2008 when he was just
53 years old. He wrote an essay about the blessings of cancer for <b><i>Christianity
Today</i></b> in 2007 in which he said:<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-tab-count: 1;"> </span><i>“I
don’t know why I have cancer, and I don’t much care…Our maladies define a
central feature of our existence: We are fallen. We are imperfect. Our bodies
give out. But despite this – because of it-God offers the possibility of
salvation and grace. We don’t know how the narrative of our lives will end, but
we get to choose how to use the interval between now and the moment we meet our
Creator face to face.”<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></b></span><!--[endif]--></span></span></a></i>
<o:p></o:p></p>
<p class="MsoNormal">Snow wrote many articles for <b><i>The Jewish World Review</i></b>
in which he was explicit about his faith. In 2005 he wrote this: <i>“the last
few months — my time of surgery and chemo — have been the happiest and most
thrilling of my life. They have confirmed lessons that seem at once too good to
be true, and too important and vital not to be. Here is a short inventory:
Faith matters. Prayers heal. Love overcomes.”<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></b></span><!--[endif]--></span></span></a>
</i><o:p></o:p></p>
<p class="MsoNormal">However, after his death, few of the many eulogies celebrated
his faith. <span style="mso-spacerun: yes;"> </span>Mollie Hemingway wrote: <i>“While
the <b>New York Times</b> and the <b>Washington Post</b> found room to include
Snow’s salary at his White House job, neither of them mentioned his strong
religious views that were so integral to his outlook on life”<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></b></span><!--[endif]--></span></span></a>.
</i>The conclusion of her article notes that: <i>“Considering all of the
material that could be drawn on, it is somewhat surprising that most major
coverage failed to mention Snow’s Christian faith”<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></b></span><!--[endif]--></span></span></a>.</i>
Perhaps what CNN journalist William Schneider said is true and <i>“The press…
just doesn’t get religion.”<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[5]</span></b></span><!--[endif]--></span></span></a></i>
<span style="mso-spacerun: yes;"> </span>Perhaps it would be more accurate to
think that the press mostly does not see the relevancy of religion. Some do. One
journalist, Bill Kristol, posed his own question as he thought about his
decades-long friendship with Tony Snow. <i>“Watching him, and so admiring his
remarkable strength of character in the last phase of his life, I came to
wonder: Could it be that a stance of faith-grounded optimism is in fact
superior to one of worldly pessimism or sophisticated fatalism?”<a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftn6" name="_ftnref6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[6]</span></b></span><!--[endif]--></span></span></a></i>
<o:p></o:p></p>
<p class="MsoNormal">Our project and its purpose is to show that religion, and
specifically how the Christian religion is, for its practitioners, as Bill
Kristol surmised, a superior grounding both for living and for dying. Hence, we
bring Tony Snow’s faith forward as an example of Kentucky’s parade of
Christians whose lives and contributions were enabled and strengthened because
of the centrality of their religion. For us, it speaks to an essential question of relevancy. <o:p></o:p></p>
<p class="MsoNormal">©2021 By Lesley Barker, PhD<o:p></o:p></p>
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<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
Tony Snow. ”Cancer’s Unexpected Blessings” in <b><i>Christianity Today</i></b>.
July 20, 2007.<o:p></o:p></p>
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<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>
Tony Snow. “Counting Our Blessings and Passing Them On” in <b><i>The Jewish
World Review</i></b>. Sept. 16, 2005. ONLINE at <a href="http://www.jewishworldreview.com/tony/snow091605.php3">www.jewishworldreview.com/tony/snow091605.php3</a>
. ACCESSED March 12, 2020.<o:p></o:p></p>
</div>
<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>
Mollie Hemingway. Tony Snow, Catholic, Dead at 53. ONLINE at <a href="https://www.catholiceducaton.org/en/faith-and-character/faith-and-character/tony-snow-catholic-dead-at-53.html">https://www.catholiceducaton.org/en/faith-and-character/faith-and-character/tony-snow-catholic-dead-at-53.html</a>.
ACCESSED Jan. 28, 2021.<o:p></o:p></p>
</div>
<div id="ftn4" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn5" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span></span></a>
Get Religion.org/contact. ACCESSED Jan. 28, 2021.<o:p></o:p></p>
</div>
<div id="ftn6" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Hannah/Desktop/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Tony%20Snow.docx#_ftnref6" name="_ftn6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[6]</span></span><!--[endif]--></span></span></a>
William Kristol. The Character of Optimism. The New York Times. July 14, 2008.
ONLINE at <a href="https://www.nytimes.com/2008/07/14/opinion/14kristol.html?hp">https://www.nytimes.com/2008/07/14/opinion/14kristol.html?hp</a>
ACCESSED Jan. 28, 2021.<o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-54242271249453116832021-01-21T12:59:00.001-05:002021-01-21T12:59:16.142-05:00Opportunities in History for Homeschoolers<p> </p><br />
<p class="MsoNormal">Since 1974, a research opportunity and competition for
middle school and high school students who love history has existed. It is the
National History Day. The rules and the theme for the competition are announced
each June. The projects are judged in regional competitions in early spring
with the winners competing nationally later. The Kentucky Historical Society
facilitates the National History Day in Kentucky which is hosted online here: <a href="https://history.ky.gov/for-educators/national-history-day/">https://history.ky.gov/for-educators/national-history-day/</a>.
<o:p></o:p></p>
<p class="MsoNormal">This competition is rigorous. The participants produce
original research. There are several different formats in which they can
present the research. <o:p></o:p></p>
<p class="MsoNormal">The Kentucky Faith & Public History Education Project encourages
homeschoolers to get involved with this opportunity. Follow the competition
this year so you will be motivated and informed about how to get started on the
2021-2 competition when it is announced in June.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-28992118499252288082021-01-14T14:33:00.000-05:002021-01-14T14:33:15.930-05:00A Homeschool Lesson about Washington DC's Buildings and Monuments Inspired by a Letter by a Famous Kentucky Christian<p> </p><br />
<p class="MsoNormal">This is a homeschool lesson plan that is appropriate for
students in middle school or high school.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Introduction<o:p></o:p></i></b></p>
<p class="MsoNormal">Explain that this lesson is inspired by something that Mary
Rhodes, a famous Kentucky Christian, wrote about Washington, DC. She was one of
three women who became the founding nuns of the Sisters of Loretto Roman
Catholic Order, headquartered in Nerinx, Kentucky. This <span style="mso-spacerun: yes;"> </span>first American order of Catholic nuns was
established in Kentucky in 1812. Rhodes grew up in the vicinity of Washington
DC before she moved to Kentucky. Years later in 1851, she wrote to her nephew
about how beautiful the buildings and monuments of our capitol must be. She
also used that idea to connect to her faith. She wrote:<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-tab-count: 1;"> </span><i style="mso-bidi-font-style: normal;">“I can readily conceive that the creation of
those edifices, and various other improvements have greatly contributed to the
beauty and magnificence of that immortal city – but what immortal did I say?
Alas! To truly does the tiny smitten flower as well as the crash and fall of
empires tell us, that all things on earth must pass away! Absurd and
inapplicable then the word, to ought else below, than to the undying Spirit,
breathed by the Omnipotent into this our poor tenement of clay…”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/A%20Kentuckian%20On%20the%20Monuments%20of%20Washington%20DC.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></b></span><!--[endif]--></span></span></a><o:p></o:p></i></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Vocabulary & Reading Comprehension<o:p></o:p></i></b></p>
<p class="MsoNormal">This passage contains many words that homeschoolers may find
unfamiliar. Before they can truly understand what the writer is saying, they
should use a dictionary to define them: conceive, edifices, immortal, smitten,
absurd, inapplicable, omnipotent, tenement. Then, using what they have learned,
students can be encouraged to rewrite the passage using their own words. This
will tell you whether they truly comprehend it. Then ask the students to
discuss whether they agree with what Mary Rhodes wrote.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">History and Geography<o:p></o:p></i></b></p>
<p class="MsoNormal">Download the map that Pierre L’Enfant drew in 1791 to
illustrate the plan of Washington, DC from the Library of Congress website<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/A%20Kentuckian%20On%20the%20Monuments%20of%20Washington%20DC.docx#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>.
Then download the National Park Service’s map of the monuments in the city
today<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/A%20Kentuckian%20On%20the%20Monuments%20of%20Washington%20DC.docx#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>.
Compare and contrast the two maps. Discuss what the students would like to
visit if they had the opportunity to visit the nation’s capital. Ask the
students to use the maps to give directions from the White House to one of the
monuments or other famous buildings. Require them to use the words, “North,
South, East and West”.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Research and Writing<o:p></o:p></i></b></p>
<p class="MsoNormal">Ask your students to select a monument to learn more about.
Then help them devise a research plan using the internet or the library. Assign
them to write an essay about the monument. Make sure they cite their work. This
is a great time to teach about how to use and write footnotes. <o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Art Extension<o:p></o:p></i></b></p>
<p class="MsoNormal">Ask the students to draw a poster or make a 3-D model of the
monument they researched.<o:p></o:p></p>
<p class="MsoNormal">By Lesley Barker <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">©</span>2021<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/A%20Kentuckian%20On%20the%20Monuments%20of%20Washington%20DC.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
February 15, 1851 Letter from Mary Rhodes to her nephew, Hillary Rhodes<o:p></o:p></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/A%20Kentuckian%20On%20the%20Monuments%20of%20Washington%20DC.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> https://www.loc.gov/item/88694380/<o:p></o:p></p>
</div>
<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/A%20Kentuckian%20On%20the%20Monuments%20of%20Washington%20DC.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a> https://www.nps.gov/wamo/planyourvisit/maps.htm<o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-73790290694715195982021-01-07T11:41:00.000-05:002021-01-07T11:41:01.866-05:00A Homeschool Lesson about the Tenth President of Liberia - Alfred Francis Russell (a Kentucky Christian)<p> </p><br />
<p class="MsoNormal">This homeschool lesson about Liberia and its tenth president
(who was from Kentucky) can be adapted for use by students in the fourth grade
and above. It includes map skills, computer and internet skills, math, history
and writing. Use some or all of the suggestions. The activities can be spread
over several lessons.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Introduce the lesson with a brief biography of Alfred Francis Russell
(bill hours to history)<o:p></o:p></i></b></p><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxKIsCTFkjxQYJXOwFdVxzx3yAnjD-w4MVtK92tctm4cKErW3SPR6i5MqgCe2mXHbc5s9Ufa2U3WqqEaN1S6pzfcdaQGykaUxZ06kPyAb3fqaSViVr-SagonOpli-9W-PvQ8I5P-sPRQ/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="292" data-original-width="206" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxKIsCTFkjxQYJXOwFdVxzx3yAnjD-w4MVtK92tctm4cKErW3SPR6i5MqgCe2mXHbc5s9Ufa2U3WqqEaN1S6pzfcdaQGykaUxZ06kPyAb3fqaSViVr-SagonOpli-9W-PvQ8I5P-sPRQ/" width="169" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">From Wikipedia: Alfred Francis Russell</td></tr></tbody></table><br /><br /></i></b></p>
<p class="MsoNormal">Alfred Francis Russell was born in Lexington, Kentucky, in
1817 where he and his mother were slaves. His father, a white man, was the son
of Russell’s owner. When Russell was sixteen, in 1833, his mistress (who was
his grandmother) emancipated him and paid for him to join 200 other freed
slaves to move to Liberia, Africa. There, he became a Methodist minister and
later, an Episcopalian priest. He farmed sugarcane and coffee. He became active
in politics, was elected senator and then vice president of the country. When
the elected president resigned, Russell became the tenth president of Liberia.
He served for one year. <o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Pose some questions to evaluate how much knowledge the students already
have <o:p></o:p></i></b></p>
<p class="MsoNormal">Where is Liberia?<o:p></o:p></p>
<p class="MsoNormal">Guess how far you think it is from Lexington, Kentucky is Liberia and, in 1833,
how would someone get there.<o:p></o:p></p>
<p class="MsoNormal">In the United States, the president must have been born
here. Russell was not born in Liberia yet he became its president. How was that
possible?<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Show where Liberia is on the globe and follow up by assigning some
activities using maps (bill hours to geography or map skills)<o:p></o:p></i></b></p>
<p class="MsoNormal">Download and print an outline map of Africa with the names
of today’s countries. A good one is located at <a href="http://www.georgethegeographer.co.uk/Base_maps/PDFs/Africa_b&w_named.pdf">http://www.georgethegeographer.co.uk/Base_maps/PDFs/Africa_b&w_named.pdf</a>.
Direct the students to find Liberia and to color it in. Have them label the Atlantic
Ocean and the Mediterranean Sea. Ask the students to describe the location of
Liberia in terms of north, east, west and south.<span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal">Download and print an outline map of the world such as this
one: <a href="http://www.georgethegeographer.co.uk/Base_maps/PDFs/World_b&w_unnamed.pdf">http://www.georgethegeographer.co.uk/Base_maps/PDFs/World_b&w_unnamed.pdf</a>
. <span style="mso-spacerun: yes;"> </span>Instruct the students to find Africa
and to put an X at the approximate location of Liberia. Ask the students to
locate North America. Then ask them if North America is east or west of Africa.
Direct them to label the Atlantic Ocean, Pacific Ocean and the Mediterranean
Sea. Then tell them to put an X at the approximate location of Kentucky.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Use the internet to research some facts (bill hours to computer
science, history or geography)<o:p></o:p></i></b></p>
<p class="MsoNormal">Tell the students that they must use the internet to find
the capital of Liberia (<i style="mso-bidi-font-style: normal;">Monrovia</i>).
Then see if they can find out who it is named to honor (<i>President James
Monroe</i>). Find out when Liberia became a nation. Does this correlate with James
Monroe’s time as the president of the United States?<o:p></o:p></p>
<p class="MsoNormal">Talk about what questions would be good to put into a Google
Search to find the distance from Lexington, Kentucky to Monrovia, Liberia (<i style="mso-bidi-font-style: normal;">5,061 miles</i>). <o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Discuss how travel has changed since 1833 (bill hours to history,
technology or math)<o:p></o:p></i></b></p>
<p class="MsoNormal">Calculate how many years it has been since Alfred Russell
traveled from Lexington to Liberia? (Ask students to set up and solve the math
problem that will answer this question: 2021 – 1833 = X ).<o:p></o:p></p>
<p class="MsoNormal">Ask how we would travel to Liberia from Lexington today and
how much it will cost? Use the internet to figure out what airlines fly this route as well as the
cost of the flights.<o:p></o:p></p>
<p class="MsoNormal">Tell the students that Alfred Russell took the brig, <i>Ajax</i>,
to Liberia in 1833. This means he had to first travel to an ocean port like New
Orleans, New York or Philadelphia using river boats, horses and wagons because
this was before the railroad had been built. A simple explanation of what a
brig looked like can be found online here: <a href="https://en.wikipedia.org/wiki/Brig">https://en.wikipedia.org/wiki/Brig</a>
.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Discuss why Liberia was formed</i></b> <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">(bill hours to history or
political science)</i></b><o:p></o:p></p>
<p class="MsoNormal">Explain that two African nations, Sierra Leone and Liberia,
were created as places for former American slaves to be resettled. Sierra Leone belonged to England and was used to relocate American slaves which had fought with the British in the American Revolutionary War. Liberia was formed by the United States as a place where emancipated American slaves could move. So, the first Liberian
citizens were emancipated American slaves. This is how Alfred Russell could
become the president of Liberia. Use this website to learn more about Alfred
Russell: <a href="http://liberiainfo.co/prd/presidents/alfred-f-russell/">http://liberiainfo.co/prd/presidents/alfred-f-russell/</a>
.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Have the students show what they have learned (bill hours to writing,
art or communications)<o:p></o:p></i></b></p>
<p class="MsoNormal">Assign the students to use what they have learned to respond
to the following question by writing an essay, drawing a comic strip or preparing
a presentation. Imagine that you are a sixteen year-old enslaved person living
in Kentucky in 1833. Suppose that you were offered your freedom if you agreed
to travel across the ocean to build a new home in a new country and that you
would probably never be able to return to Kentucky where you have relatives and
friends, what would you do and why? <o:p></o:p></p>
<p class="MsoNormal">By Lesley Barker PhD <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">©</span>2021<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-70009470195330460282020-12-23T11:37:00.002-05:002020-12-23T11:37:49.356-05:00Using Political Cartoons to Teach History in the Homeschool - "A Union Christmas Dinner"<p> </p><p class="MsoNormal">There are many visual resources at the Library of Congress that are free to use when
teaching history in your homeschool. These include archival images that can be probed for their message as well as for what they
can tell about the time they represent. These clues are hidden in the fashion, décor
and more. Political cartoons are one category of historical images available at
the Library of Congress. There are also photographs, etchings, maps and more.
This blog points homeschoolers to a political cartoon that was published in <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Harper’s
Weekly</i></b> in 1864<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/The%20Union%20Christmas%20Dinner.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Calibri","sans-serif"" style="font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
called “A Union Christmas Dinner”. <o:p></o:p></p>
<p class="MsoNormal">It depicts President Lincoln standing at the door of the
White House dining room. A large table is set. Half the seats are taken
already. The president is inviting the Confederate states to return to the
table, to reunite with the country. The unanswered question in the cartoon is
whether any additional guests, shown behind the door, will take their seats. There
are no holiday decorations in the picture. That is because Christmas did not
become a federal holiday until 1870 when President Grant signed it into law
along with Thanksgiving, New Year’s Day and the Fourth of July.<o:p></o:p></p>
<p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjJtieU6qX_zqv5lB_1gpPiMxFMCuks7iqoMwFARZCnaMNBFwC7czP7YLNVeOrWU7j8-LvDD7qCZ_RDGbmd6rnMpcoOeKeKtFnnKNczwp8DPqWQ4Evq-ChCQJ8qmNaf2ok9ye-z2MHKg/s496/Union-Christmas-Dinner-Abraham-Lincoln-basis-invitation-1864.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="350" data-original-width="496" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjJtieU6qX_zqv5lB_1gpPiMxFMCuks7iqoMwFARZCnaMNBFwC7czP7YLNVeOrWU7j8-LvDD7qCZ_RDGbmd6rnMpcoOeKeKtFnnKNczwp8DPqWQ4Evq-ChCQJ8qmNaf2ok9ye-z2MHKg/s320/Union-Christmas-Dinner-Abraham-Lincoln-basis-invitation-1864.jpg" width="320" /></a></div>Ask your students why they think the cartoonist set this on Christmas. Perhaps he
was thinking about how the angels in the Christian Christmas story proclaimed a
similar invitation in their message to the shepherds. They said that in the
City of David, a savior had been born. They clarified that His birth heralded
peace and good will to men. The shepherds hurriedly took the announcement as
their summons and invitation to go and see that wondrous sight. Later they were
followed by the magi. It is a familiar story. Perhaps that was in the
cartoonist’s mind when he drew the Union Christmas Dinner. <o:p></o:p><p></p>
<p class="MsoNormal">Abraham Lincoln did not share a Christmas message with the
American people. He did not send an official White House Christmas card. He did
not put up a Christmas tree or decorate the White House. But he did lead a
fractured nation to a new peace. He did release the people bound in slavery to new freedom. Then, just a few months after this cartoon was published, his life was
taken by an assassin’s bullet. <o:p></o:p></p>
<p class="MsoNormal">An interesting creative assignment for your students after
they have been introduced to the “Union Christmas Dinner” might be to draw
their own Christmas political cartoon based on today’s current events.<o:p></o:p></p>
<p class="MsoNormal">By Lesley Barker <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">©</span>2020<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/The%20Union%20Christmas%20Dinner.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="background: yellow; mso-highlight: yellow;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Calibri","sans-serif"" style="background: yellow; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-highlight: yellow;">[1]</span></span><!--[endif]--></span></span></span></a><span style="background: yellow; mso-highlight: yellow;"> </span><cite><span face=""Arial","sans-serif"" style="background: yellow; color: #333333; font-size: 10.5pt; mso-highlight: yellow; mso-shading: #EFEFEF;">The Union Christmas
Dinner political cartoon of plea for peace, showing Pres. Lincoln inviting
Confederate states to join Northern states at peace table</span></cite><span face=""Arial","sans-serif"" style="background: yellow; color: #333333; font-size: 10.5pt; mso-highlight: yellow; mso-shading: #EFEFEF;"><span style="-webkit-text-stroke-width: 0px; float: none; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;">. , 1864. Photograph. https://www.loc.gov/item/99614261/.</span></span><o:p></o:p></p>
</div>
</div><br />Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-37722074297329885702020-12-16T11:34:00.000-05:002020-12-16T11:34:02.632-05:00A Homeschool Lesson about the Bill of Rights<p> </p><br />
<p class="MsoNormal">This post takes advantage of yesterday's (December 15) anniversary of the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill
of Rights</i></b> to create a guided lesson plan for homeschooling families.
This lesson can be adapted for use with children functioning between the second or third grade
level and high school. <o:p></o:p></p>
<p class="MsoNormal"><u>Pose an essential question<o:p></o:p></u></p>
<p class="MsoNormal">A good lesson plan often begins when the teacher poses an
essential question that is big enough to make everyone think deeply for longer
than the duration of the class. An essential question for this lesson could be:
What rights and freedoms should be protected by the government? <o:p></o:p></p>
<p class="MsoNormal"><u>Coach the students to make a personal connection with the
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill
of Rights</i></b><o:p></o:p></u></p>
<p class="MsoNormal">Next, coach the students to form a connection with the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill
of Rights</i></b>. Explain what the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Constitution</i></b> is. Then, ask the
students what they think should be done if it becomes evident that the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Constitution</i></b>
needs some additional provisions or changes. Ask them to think of and share examples of when they have experienced a change in the rules at home or in sports. Then link
what they divulge to the adoption of the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill of Rights</i></b>.<o:p></o:p></p>
<p class="MsoNormal"><u>Introduce the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Constitution</i></b> and the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill
of Rights</i></b><o:p></o:p></u></p>
<p class="MsoNormal">The <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">United States Constitution</i></b> was
ratified and adopted in 1789. It outlined the way the federal government would
function without encroaching on the rights either of the states or of the
nation’s citizens. The <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Constitution</i></b> is the equivalent of
the bylaws of a corporation. It explains the rules which are binding on the government unless a
minimum of two-thirds of the states agree to change them. These formal changes
are called amendments. The first ten amendments were adopted on December 15,
1791. As a group, these amendments are called the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill of Rights</i></b>. <o:p></o:p></p>
<p class="MsoNormal"><u>Have the students read, paraphrase, summarize and discuss
the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill
of Rights</i></b><o:p></o:p></u></p>
<p class="MsoNormal">Provide a copy of the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill of Rights<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></b></span><!--[endif]--></span></span></a></i></b>
for the students to read. Assign them to paraphrase each amendment using their
own words after they have been introduced to any unfamiliar vocabulary in the
original document. Then, ask them to summarize what the amendments contribute
to our laws and freedoms. Do the students agree that these are important rights
to protect? Are there other rights that the students think should be added? (You
might extend this activity to include the other amendments to the <b><i>Constitution</i></b>
which have been adopted since 1791 for older students, especially if they must
take a Civics test to graduate from high school in your state.)<o:p></o:p></p>
<p class="MsoNormal"><u>Provide additional information to extend the lesson<o:p></o:p></u></p>
<p class="MsoNormal">The National Archives website<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span></span></a>
has links to several short videos about the <b><i>Bill of Rights</i></b>. Watch them with
your students. You can pause a video when clarification is needed or to
answer or ask questions about what the video says. Ask the students how the
information in the videos shifts what they understand. Discuss what new questions
the students may have after watching the videos. Return to the essential
question in the light of the videos. Assign further research for older students
who are curious.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><u>Conclude the lesson by asking the students to think about and use what they have learned to debate whether the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill of Rights</i></b> was really
necessary and if it is still important today.<o:p></o:p></u></p>
<p class="MsoNormal">According to Thomas Jefferson, the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Bill of Rights</i></b> was
necessary because: <i style="mso-bidi-font-style: normal;">“Our legislators are
not sufficiently apprised of the rightful limits of their power; that their
true office is to declare and enforce only our natural rights and duties, and
to take none of them from us”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></b></span><!--[endif]--></span></span></a></i>.
Hence, the Bill of Rights starts by explaining its purpose in the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Preamble</i></b><i style="mso-bidi-font-style: normal;">: “In order to prevent misconstruction or
abuse of its</i> [the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Constitution’s</i></b>] <i style="mso-bidi-font-style: normal;">powers</i>”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a>. <o:p></o:p></p>
<p class="MsoNormal">For us at the Kentucky Faith & Public History Education
Project, the<b><i> Bill of Rights</i></b> with its "First Amendment" that protects our
religious freedom, it is a key to our mission and vision. In order for American
school children to be able to exercise their right to a free expression of
worship without government interference or coercion, we believe that facts
about religion must be made available in terms that elementary and secondary
students can understand. Our particular mission is to produce and disseminate
resources for teachers and parents about the Christian religion and its history
in Kentucky.<o:p></o:p></p>
<p class="MsoNormal"><u>How to record the time spent on this lesson for your
homeschool records<o:p></o:p></u></p>
<p class="MsoNormal">Count the hours your students spend on this lesson for Reading,
History or Social Studies as well as Government or Civics.<o:p></o:p></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>“
The Bill of Rights”. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">The United States Constitution</i></b>. ONLINE
at <a href="https://www.billofrightsinstitute.org/primary-sources/bill-of-rights">https://www.billofrightsinstitute.org/primary-sources/bill-of-rights</a>.
ACCESSED 12/16/2020<o:p></o:p></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> “Bill
of Rights Day, December 15”. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">National Archives News.</i></b> ONLINE at <a href="https://www.archives.gov/news/topics/bill-of-rights">https://www.archives.gov/news/topics/bill-of-rights</a>.
ACCESSED 12/16/2020.<o:p></o:p></p>
</div>
<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>
Thomas Jefferson. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">June 7, 1816 Letter to Francis W. Gilmore.</i></b> ONLINE at <a href="https://www.loc.gov/resource/mtj1.049_0206_0208/?st=text">https://www.loc.gov/resource/mtj1.049_0206_0208/?st=text</a>.
ACCESSED 12/16/2020<o:p></o:p></p>
</div>
<div id="ftn4" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Bill%20of%20Rights%20Day.docx#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a>
Preamble. The United States Constitution. ONLINE at <a href="https://www.archives.gov/news/topics/bill-of-rights">https://www.archives.gov/news/topics/bill-of-rights</a>.
ACCESSED 12/16/2020.<o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-63851600525201044992020-12-09T13:24:00.001-05:002020-12-09T13:24:33.789-05:00History Hunting for Homeschoolers & Families<p>Homeschoolers and families, in general, have unlimited
access to history outside of textbooks. It’s much more fun to involve children
in hunting for history than to make them think learning names and dates for a
test is all that history is about. History hunting pushes children into the books
or onto the internet and, without forcing it, they begin to build a timeline of
what has happened to us humans since the world began. Start history hunting by identifying what
you already know about the history of a person, place or thing. Then make a
list of questions you want to research. Do the research. Finally, have a
conversation about what you learned. End by thinking about what questions
remain for future projects. Here are seven introductory ideas for history
hunting that you can begin to use with your children.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Houses and other buildings</i></b> are great starting points for
history hunts. Ask when it was built. Who designed it? What other buildings
were built at around the same time? What materials were used? Do we use the
same materials when we build similar building today? What tools were used? Whose hands actually did the
construction? Is the building being used for its original purpose today? If
not, what has changed and why?<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Art</i></b> contains lots of historic information. Go to an art museum
or find a famous painting online. Talk about what the painting is about. If
there are people in the painting, think about what they are wearing. Are the
clothes similar to what is worn today? What buildings, activities, foods, or
items are in the painting? How do they compare with what is commonly seen today? Who
painted the picture? When and where was it painted? Was the artist trying to
portray what the world was like at the time they were painting or was the
artist painting something reimagined from history or made up in their mind?
Does the painting illustrate a specific historic event? If so, what can you
learn about the event from the painting?<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Heirlooms</i></b> or things you have in your home that have been passed
down from grandparents or other older people can help connect you with history
as well. Talk about what the item is, whose it was originally, when and why
they had it and what made them pass it down to your family. Figure out how old
it is. Ask who the president was when the item was made. Share the stories of
the person who first had the item. Is it something you can still wear or use or
is it a keep-sake that no longer has any practical use? <o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Found items</i></b> can be historic and sometimes even valuable.
Perhaps you are vacationing at the beach and you find a bottle washed up on the
shore. Perhaps you are digging in your yard and you find a clay marble or an
old button. Try to find out what you have found. Then try to date it by looking
online or by asking people at an antique shop, pawn shop or museum. Brainstorm
about how the item may have ended up where you found it. Perhaps the button has
an insignia. Could it be from a Civil War uniform? What other questions can you
think of to make a history connection from the item you found? This is how
archaeologists think about what they discover on digs. Perhaps there is an
archaeology dig happening nearby that you can visit.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Movies</i></b> can introduce children to history too. The movie may be
set in the past or it may have been produced in the past. Be critical in how you
watch each movie. Look at the clothes, the hair styles, the transportation, the
work being done and the way people act with each other. Ask what historic
information you can learn from the movie. Then look online for verification.
Were the hair styles, for instance, true to the historic period or to the time
that the movie was made? The cinematography and animation can also be clues to
history. How do these technical aspects inform you about the history of
film-making, for example?<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Letters and diaries</i></b> are primary historical documents. They
usually have dates to indicate when each letter or entry was written. They usually
have a signature or other information about the writer and about the intended
readers. Perhaps they include information about people, places and events that
triggers research questions about history. What was being communicated? Why did
the writer think it was important to write? How do you think the reader
responded? Are there other letters that might extend what can be learned? Why
did you or your relatives keep the letter or diary? <o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Conversations</i></b> with older people often produce information about
what they have lived through. Anyone who is old enough to remember the attacks
of September 11, 2001, the assassination of John F. Kennedy, the first
moon-walk or the attack on Pearl Harbor can share what they were doing,
wearing, and thinking about on that day. People who have traveled to far-away
places have stories to tell and, often, pictures or souvenirs to share.
Children may be surprised at what a grandparent says if they ask about what
they ate for lunch at elementary school or how they researched a term
paper when they were in high school. Not only might these conversations enhance
the relationships between the students and their elders, the information can expand what the child understands about the past. Internet searches
using the word “vintage” in the search box may bring up images that can be
compared with the descriptions they heard. When historians use oral history as
a way to do their research, they ask questions and then they record the answers
using audio or video recorders. They also write accounts of what they learned.<o:p></o:p></p>
<p class="MsoNormal">By Lesley Barker PhD <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">©</span>2020<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-16891372559730789832020-12-02T12:10:00.000-05:002020-12-02T12:12:54.433-05:00Albery Allson Whitman: A Kentucky Role Model<p>The term, role model, was coined by Robert K. Merton<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></a>,
one of the major American sociologists of the twentieth century. Pamela Laird has since studied how social capital including the presence of role models has been a
historical predictor and explanation for a person’s success<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span></span></a>.
She traces how a person’s choice of role model impacts their opportunities and
choices. She demonstrates that the absence of a role model who shares the
person’s background helps to perpetuate barriers to success. People compare
themselves to their chosen role models because they aspire to similar careers,
roles or achievements. Marilyn Price-Mitchell identifies five qualities in a
role model that matter for teens. She defines a child’s role model as anyone
who <i>“can aspire a child to achieve their potential in life”<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn3" name="_ftnref3" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><b><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></b></span></span></a>.</i>
The five qualities she cites are:</p><p></p><ol style="text-align: left;"><li><span style="text-indent: -0.25in;">An effective role model demonstrates a passion
for their work and can communicate that passion to other</span><span style="text-indent: -0.25in;"><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></li><li><span style="text-indent: -0.25in;">An effective role model has a </span><i style="text-indent: -0.25in;">“clear set of
values”<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><b><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></b></span></span></a></i><span style="text-indent: -0.25in;">
and lives them in public</span><span style="text-indent: -0.25in;"><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></li><li><span style="text-indent: -0.25in;">An effective role model focuses on others, not
on themselves</span><span style="text-indent: -0.25in;"><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></li><li><span style="text-indent: -0.25in;">An effective role model serves with a
selflessness and an acceptance of people who are different</span></li><li><span style="text-indent: -0.25in;">An effective role model has proven their ability
to overcome obstacles.</span></li></ol><p></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoNormal">Price-Mitchell says that “<i>positive role models are linked
to… [our] ability to believe in ourselves</i>”<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span></span></a>.
<o:p></o:p></p>
<p class="MsoNormal">Albery Allson Whitman is a famous Kentucky Christian whose
life and work fit all the criteria that Price-Mitchell associates with being an
effective role model for youth. Whitman overcame impossible obstacles. He was
born enslaved near Mundfordville, Kentucky in 1851. He was orphaned before
Lincoln’s Emancipation Proclamation made him a free man on January 1, 1863. To
date, he had received no education but he worked on the railroad and in a plow
shop until he was able to attend Wilberforce University. He became a church-planting
pastor with the African Methodist Episcopal Church. <o:p></o:p></p>
<p class="MsoNormal">Whitman also wrote and published six volumes of classical
poetry that embody his passion for African Americans and Native Americans to
receive justice and honor for their accomplishments. Beyond making his poems
available in print, he was recognized as a “poet laureate of the Negro race”
and invited to read <i>“The Freedman’s Triumphant Song”<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn6" name="_ftnref6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[6]</span></b></span><!--[endif]--></span></span></a></i>
at the 1893 Chicago World’s Fair. This poem shows Whitman’s focus on others as
well as his values when it lists the American battles in which African
Americans have fought and bled, making a case for them to receive the honor due
for these sacrifices.<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-tab-count: 1;"> </span><i>“…Our
blood at Bunker Hill did flow<o:p></o:p></i></p>
<p class="MsoNormal"><span style="mso-tab-count: 1;"> </span><i>And
redden Valley Forge’s snow.<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>And
where from all our storm-vexed coasts,<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>The
battle-hurled and scattered hosts<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>Of
royal George were driven to sea,<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>The
Negro shared the victory!<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>He
wore the scars, then what is due-<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>The
honor – let him wear it too.<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>In
simple justice, greet him then,<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>A
man and peer among all men…”<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn7" name="_ftnref7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[7]</span></b></span><!--[endif]--></span></span></a><o:p></o:p></i></p>
<p class="MsoNormal">Whitman knew that his life and the poems he wrote would
serve as inspiration to other African Americans. In the preface to his 1877
volume, <b><i>Not A Man, and Yet A Man</i></b>, he wrote:<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-tab-count: 1;"> </span><i>“I
was born in Green River Country, Hart County, Kentucky, May 30, 1851. I was a
slave until the Emancipation. My parents left me and went to the Good Land when
I was yet a boy. My chances for an education have not been good. In that
matter, however, I have done what I could. I have worked with my hands, taught
school and preached a RISEN, present Savior – not a bad lot after all.”<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn8" name="_ftnref8" style="mso-footnote-id: ftn8;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[8]</span></b></span><!--[endif]--></span></span></a><o:p></o:p></i></p>
<p class="MsoNormal">The last poem in that book is a life-lesson for anyone who
needs a role model:<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-tab-count: 1;"> </span><i>“<b>A
Hint</b><o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>Who
seeks to show another’s fault will find<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>In
self a greater shown,<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>But
he that is to faults of others blind,<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-tab-count: 1;"> </span>But
covers thus his own”<a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftn9" name="_ftnref9" style="mso-footnote-id: ftn9;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[9]</span></b></span><!--[endif]--></span></span></a><o:p></o:p></i></p>
<p class="MsoNormal">Whitman was a famous Kentucky Christian. His life and verse indicate
that his values, passion, selflessness, attentiveness to others and ability to
overcome obstacles qualify him as a true role model for anyone. <o:p></o:p></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
Michael T. Kaufman. “Robert K. Merton, Versatile Sociologist and Father of the
Focus Group, Dies at 92”. <b><i>New York Times</i></b>. 2003. ONLINE at <a href="https://www.nytimes.com/2003/02/24/nyregion/robert-k-merton-versatile-sociologist-and-father-of-the-focus-group-dies-at-92.html">https://www.nytimes.com/2003/02/24/nyregion/robert-k-merton-versatile-sociologist-and-father-of-the-focus-group-dies-at-92.html</a>
ACCESSED 12/2/2020.<o:p></o:p></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> Pamela
Laird. <b><i>Pull: Networking and Success Since Benjamin Franklin</i></b>.
Harvard University Press. 2007<o:p></o:p></p>
</div>
<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>
Marilyn Mitchell-Price. “What is a Role Model? Five Qualities that Matter to
Youth”. 2011, 2017. ONLINE at <a href="http://rootsofaction.com/">http://rootsofaction.com</a>.
ACCESSED 12/2/2020. <o:p></o:p></p>
</div>
<div id="ftn4" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn5" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn6" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref6" name="_ftn6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[6]</span></span><!--[endif]--></span></span></a>
Albery Allson Whitman. “The Freedman’s Triumphant Song”. ONLINE at <a href="http://poemhunter.com/poem/the-freedman-s-triumphant-song">http://poemhunter.com/poem/the-freedman-s-triumphant-song</a>.
ACCESSED 12/2/2020<o:p></o:p></p>
</div>
<div id="ftn7" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref7" name="_ftn7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[7]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn8" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref8" name="_ftn8" style="mso-footnote-id: ftn8;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[8]</span></span><!--[endif]--></span></span></a>
Albery Allson Whitman. <b><i>Not A Man and Yet A Man.</i></b> 1877.<o:p></o:p></p>
</div>
<div id="ftn9" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Lesley/Desktop/Albery%20Allson%20Whitman%20A%20Kentucky%20Role%20Model.docx#_ftnref9" name="_ftn9" style="mso-footnote-id: ftn9;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[9]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-77991911444234793632020-11-24T14:56:00.003-05:002020-11-24T14:56:28.207-05:00Writing a Family Thanksgiving Day Proclamation for 2020 Modeled after Abraham Lincoln's 1863 Proclamation<p> Abraham Lincoln was a famous Kentucky Christian who became
the sixteenth president of these United States. On October 3, 1863, the country
was divided and engaged in <i>“a civil war
of unequaled magnitude and severity”</i><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></a>.
That was the year he called all Americans to a national day of Thanksgiving and
Praise. He was not the first president to have done this. George Washington was
the first to proclaim a national Thanksgiving Day. Lincoln’s proclamation named
the last Thursday of November and this day has continued as the American
Thanksgiving Day. His proclamation is particularly applicable to our country
this year with its months of the COVID-19 pandemic and with the unrest
following a new wave of racial strife. Perhaps families will find in Lincoln’s
proclamation a model that can be followed to generate their own 2020 Thanksgiving
Day Proclamation.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">In his proclamation, President Lincoln acknowledged that 1863 had been filled with many blessings even as it had been a year of war
where many Americans had died and many others still mourned their deaths. He
gave God credit for keeping the nation from becoming involved in foreign wars;
for keeping the nation running according to its laws, with order, except on the
battlefield; for prospering the work of farmers, seamen, construction workers
and miners; and for allowing the population of the country to increase. Lincoln’s
proclamation stated that<i style="mso-bidi-font-style: normal;">: “No human
counsel hath devised nor hath any mortal hand worked out these great things”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></b></span><!--[endif]--></span></span></a></i>.
Instead, Lincoln affirmed that: <i style="mso-bidi-font-style: normal;">“They are
the gracious gifts of the Most High God”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></b></span><!--[endif]--></span></span></a></i>.
Lincoln went on to confess the national sin of the people, writing<i style="mso-bidi-font-style: normal;">: “The Most High God, who, while dealing
with us in anger for our sins, hath nevertheless remembered mercy”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></b></span><!--[endif]--></span></span></a>.</i>
While praising and thanking God for all of His blessings, the presidential
proclamation called the nation to also: <i style="mso-bidi-font-style: normal;">“with
humble penitence for our national perverseness and disobedience, commend to His
tender care all those who have become widows, orphans, mourners or sufferers in
the lamentable civil strife in which we are unavoidably engaged, and fervently
implore the interposition of the Almighty Hand to heal the wounds of the nation
and to restore it as soon as may be consistent with the Divine purposes to the
full enjoyment of peace, harmony, tranquility and Union…”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[5]</span></b></span><!--[endif]--></span></span></a><o:p></o:p></i></p>
<p class="MsoNormal">In writing a family Thanksgiving Day Proclamation for 2020,
start by asking and answering these questions using no more than one or two
sentences for each. How can you characterize the year, 2020? In spite of the
difficulties of 2020 for your family and extended community, what blessings
have been experienced that can be credited to the hand of God? Are there
particular short-comings that might need to be confessed or acknowledged? Whom
do you know who have suffered loss this year or who are mourning on
Thanksgiving Day that you can appeal to God for His mercy and healing? <o:p></o:p></p>
<p class="MsoNormal">Before enjoying your turkey dinner, read
the Family Thanksgiving Proclamation for 2020. You could print it in a fancy font
and roll it up as though it is a parchment. If you are doing this activity as
part of a homeschool lesson, bill the hours as reading, history, creative
writing and oral communications.<o:p></o:p></p>
<p class="MsoNormal">As President Lincoln said, <i style="mso-bidi-font-style: normal;">“The year that is drawing towards its close, has been filled with the blessings
of fruitful fields and healthful skies…”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftn6" name="_ftnref6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[6]</span></b></span><!--[endif]--></span></span></a></i>
<span style="mso-spacerun: yes;"> </span>with all its troubles and uncertainties. When
he wrote this, perhaps Lincoln may have been reading Robert Browning’s 1841 poem, <i style="mso-bidi-font-style: normal;">Pippa’s Song</i> which says, <i style="mso-bidi-font-style: normal;">“God’s in His heaven; All’s right with the
world…”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftn7" name="_ftnref7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[7]</span></b></span><!--[endif]--></span></span></a></i><o:p></o:p></p>
<p class="MsoNormal"><o:p> By Lesley Barker. c. 2020.</o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
Lincoln, Abraham. “A Proclamation. October 3, 1863”. <i style="mso-bidi-font-style: normal;">Abraham Lincoln Online Speeches and</i> <i style="mso-bidi-font-style: normal;">Writings</i>. ONLINE at <a href="http://abrahamlincolnonline.org/lincoln/speeches/thanks.htm">http://abrahamlincolnonline.org/lincoln/speeches/thanks.htm</a>.
ACCESSED 11/24, 2020.<o:p></o:p></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn4" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn5" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn6" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftnref6" name="_ftn6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[6]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
</div>
<div id="ftn7" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Lincoln's%20Thanksgiving%20Proclamation.docx#_ftnref7" name="_ftn7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[7]</span></span><!--[endif]--></span></span></a> Browning,
Robert. “Pippa’s Song”. in Arthur Quiller-Couch, editor. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">The Oxford Book of English Verse
1250-1900</i></b>. 1919. ONLINE at <a href="https://www.bartleby.com/101/718.html">https://www.bartleby.com/101/718.html</a>.
ACCESSED 11/24/2020.<o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-17283872663915529092020-11-18T11:37:00.001-05:002020-11-18T11:37:56.247-05:00Using a Poem by Effie Waller Smith in the Multi-age/grade Homeschool<p>Effie Waller Smith was a Kentucky teacher and poet whose
poetry is about current events from the late nineteenth and early twentieth
century, the Cumberland’s beauty and its people, and her Christian faith. She
wrote about the Spanish American War, the San Francisco Earthquake and what it
was like to be a single woman suffragette. She wrote about her personal
griefs: the death of her baby and of a student. She wrote about her childhood
and about holidays and pastors’ wives. Her poems are largely forgotten despite
having published three volumes. She was from Pike County, Kentucky, the
educated daughter of formerly enslaved parents. The Kentucky Faith and Public
History Education Project is proud to feature her story in the fourth FKCC
book, <i>Picked Last</i>, by Lesley Barker,
available for sale <a href="https://www.amazon.com/Picked-Last-Waller-Kentucky-Christian/dp/B08KH3RCW1/ref=sr_1_2?dchild=1&keywords=Picked+Last+by+Lesley+Barker&qid=1605716675&sr=8-2">here</a> as a paperback or as a kindle e-book. This blog post
models how to use one of Smith’s shorter poems, “Benefaction”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Poetry%20for%20the%20multi-grade%20homeschool.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></a>
in a multi-age/grade homeschool context. The poem is as follows:</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Benefaction,
</i></b><i style="mso-bidi-font-style: normal;">by Effie Waller Smith<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">If thou the lives of men wouldst bless,<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">live thine own life in faithfulness;<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Thine own hard task, if made complete,<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Shall render others’ toil more sweet;<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Thy grief, if bravely thou endure,<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Shall give men’s sorrow solace sure;<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Thy peril, if met undismayed,<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Shall make the fearful less afraid.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Each step in right paths firmly trod<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Shall break some thorn or crush some clod,<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">Making the way more smooth and free<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;">For him who treads it after thee.<o:p></o:p></i></p>
<p class="MsoNormal">Suppose your homeschool has an elementary student, a middle
school student and a high school student. A lesson about this poem can be used
to advance grade/age appropriate learning activities for each. Here’s how.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"></p><ul style="text-align: left;"><li>Introduce the poet. Show the students a picture of Effie
Waller Smith. Tell them when she lived and discuss what her life may have been
like as a single woman and then as a widow. </li><li>Read "Benefaction" aloud to the students. Ask what they
understood on this first experience with the poem. Explain that poetry often is
packed with meaning but that the meaning must be mined. Say that that is why we
learn to analyze a poem.</li><li>Introduce the
vocabulary that relates to the poem’s structure. It is one <b>verse</b> made up of how
many <b>lines</b>? Ask the youngest student to count the lines in the poem. There are
twelve. Explain that many poems use <b>rhyme</b>. Read the poem again. This time ask
the students to stop you whenever they hear a rhyme. Ask them to figure out the<b>
rhyme scheme</b>. Show them that each new rhyme can be assigned a letter which makes this poem’s
rhyme scheme: AA, BB, CC, DD, EE, FF. Because each pair of lines rhyme, they
can be called<b> rhyming couplets</b>. Ask the students if there is another pattern in
the poem. See if they can discover that each line contains a total of eight
<b>syllables</b>. Elementary students should be able to divide words into syllables
and middle school students should be proficient at this task. </li><li>Discuss the words that are no longer commonly used in
English: <b>thy, thou</b> and <b>thee</b> and the verb ending on <b>would’st</b>. Write the
vocabulary words that the students must be able to define before they can
really understand the poem: <b>benefaction, bless, faithfulness, render, grief,
endure, solace, peril, undismayed, fearful, trod, clod, treads</b>. The students
can race looking up the definitions of these words online or in a dictionary.
Using the definitions of these words, ask the students to work together to
paraphrase the poem. One student should be assigned to write the paraphrase. </li><li>Now that the students can paraphrase the poem, ask them to
each write a one sentence summary of what the poem says. Let them each share
what they wrote with the group. </li><li>The last analytic activity deals with the students’ reaction
to the poem. Do they agree with its message? Is it something they are going to
think about after the lesson is over? Does anyone feel that the poem is
important enough to memorize? How would they illustrate the poem if they were
hired to do so? Do they like the poem? Why or why not?</li><li>End the lesson by reading the poem aloud again. Ask if the
poem is more meaningful because they have spent time really thinking about its
structure and meaning.</li><li>Make other poems by this famous Kentucky Christian available
for the students to read and think about.</li></ul><o:p></o:p><p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">By Lesley Barker<o:p></o:p></p>
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<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/Poetry%20for%20the%20multi-grade%20homeschool.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>Smith,
Effie Waller. “Benefaction” on <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Poetry Explorer</i></b>. ONLINE at <a href="https://www.poetryexplorer.net/poem.php?id=10128234">https://www.poetryexplorer.net/poem.php?id=10128234</a>
ACCESSED 11/18/2020<o:p></o:p></p>
</div>
</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0tag:blogger.com,1999:blog-5046179664051100805.post-58582793580063008882020-11-11T09:32:00.000-05:002020-11-11T09:32:43.294-05:00Using Kentucky's Historical Marker Program to Teach History in the Homeschool<p>Homeschooling allows amazing freedom for on-site learning. Have you considered using the green metal historical markers that are scattered throughout Kentucky as an instructional resource for your homeschool? There is even a free online historical marker database that identifies
and helps to locate these quick glimpses of our history. The searchable database
is maintained by the Kentucky Historical Society<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/7%20Historical%20Marker%20Program%20in%20Kentucky.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></a>. Some of the markers remember people and their accomplishments; some commemorate
past events; some explain the significance of the place. The Kentucky
historical marker program is an initiative whereby individuals propose a topic
and location for a new marker. If the
Kentucky Historical Society determines that the proposal is important to serve
the public history of the state, a marker will be produced and unveiled in a
ceremony. Afterwards, the hope is that passersby will stop, read the
information on the marker and become better informed about our history.
Sometimes the information on a historical marker may be surprising.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">For example, Marker #2298 is located in Jefferson County at
the intersection of Kenwood Drive and Kenwood Hill Road by the Little
Loomhouse. On the back side of the sign this is written: <i style="mso-bidi-font-style: normal;">“Happy Birthday to You- Mildred Jane Hill and Patty Smith Hill, noted
kindergarten & music teachers, had a summer residence on Kenwood Hill, known
as Hill House. In 1893, the sisters published the song, 'Good Morning to All.' During a birthday party held in the Little Loomhouse, Patty suggested that the
words be changed to 'Happy Birthday to You.' It’s one of the three most popular
songs in English”<a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/7%20Historical%20Marker%20Program%20in%20Kentucky.docx#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></b></span><!--[endif]--></span></span></a>.
</i>The Hill sisters were both kindergarten teachers, the daughters of a
Presbyterian minister. They taught school and Sunday School. Patty Hill made a
significant impact on early childhood education. She taught this at Columbia
University in New York.<o:p></o:p></p>
<p class="MsoNormal">How can you use a stop at this historical marker to expand
your homeschooling experience? Start by having the students read the
information on the marker. Ask them to paraphrase what they read. Are there any
words they do not already know on the sign? These become new vocabulary words
for the week. Do a simple math problem to discover how many years it has been
since the song was first written. There is a riddle in the sign: “Happy
Birthday” is ‘one of the three most popular songs in English’. Can your
students guess what the other two songs are? This becomes an internet research
project. Can your students sing “Happy Birthday”? Can they write the rhythm of
the song using simple musical notation? Can they play it on a recorder or
another instrument? This is a music lesson. Perhaps one of your students wants to become a teacher.
Patty Hill would be a great person to research. She even designed some huge
blocks for kindergartners to use to learn cooperative play etiquette. So, if
one of your students likes building with Legos, for example, this may be of
interest (even though it is not on the marker). Finally there is the potential for developing map-skills. Can your students find the
location of the marker using a street map of Louisville? Take a picture of your
students standing next to the sign. Start a homeschool journal in which you
record the markers you visit. Note their location, the marker number, and a
summary of the information on the sign. Paste in a print of the photo you took.
Count the hours for history, reading, math, music and geography. <i style="mso-bidi-font-style: normal;"><o:p></o:p></i></p><p class="MsoNormal">By Lesley Barker PhD.</p>
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<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/7%20Historical%20Marker%20Program%20in%20Kentucky.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a> https://secure.kentucky.gov/kyhs/hmdb/MarkerSearch.aspx?mode=All<o:p></o:p></p>
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<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="file:///C:/Users/Office%20Administrator/Documents/Lesley%20Barker/blogs/Parent%20and%20homeschool%20resources/7%20Historical%20Marker%20Program%20in%20Kentucky.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> <u>Ibid.</u><o:p></o:p></p>
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</div>Kentucky Faith & Public History Education Projecthttp://www.blogger.com/profile/07452261279532825799noreply@blogger.com0