2004 Recommended Activities - World Arts Westworldartswest.org/plm/guide/printablepages/allactivities2004.pdf · 2004 Recommended Activities ... Era – A division of time composed

V I E W E R ’ S G U I D EW W W. W O R L D A R T S W E S T. O R G / P L M / G U I D E

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2004 Recommended Activities**Designates a new 2004 activity

THINKING AND TALKING **Time and Time Again**The Earth is Dancing Climb Your Family Tree

MOVEMENT AND MUSIC **Music is Math**More Mudras Body MusicRhythm Dialogues**Musical instruments-2004

ART AND CONSTRUCTION **Plate Tectonics with an Orange**Find Music EverywhereDrawing Rhythms

KIDSROOMActivities for the kids to try themselves

**CrossWorld Puzzle 2004

RECIPESYummy traditional recipes from around the world, which you can prepare at school or at home as a special treat.

**Aloo Tikki – North Indian Potato patties **Kalua Chicken - Slow roasted chicken (Hawaii) Southern Style Sweet Potato Casserole (Southern U.S.)

FIND ALL THESE ACTIVITIES AND MORE ONLINE AT WWW.WORLDARTSWEST.ORG/PLM/GUIDE/ACTIVITES.SHTM

ACTIVITY PAGES ACTIVITY PAGES ACTIVITY PAGES

http://www.worldartswest.org/plm/guide/activites.shtm

Erika Bauer

Cultural Appreciation - click to download previous year's PDF

Erika Bauer

Erika Bauer

- click to download previous year's PDF

Erika Bauer


Erika Bauer


http://www.worldartswest.org/plm/guide/printablepages/culturalappreciation.pdf

http://www.worldartswest.org/plm/guide/printablepages/activityMMbodymusic.pdf

http://www.worldartswest.org/plm/guide/printablepages/activityMMdialogue.pdf

http://www.worldartswest.org/plm/guide/printablepages/activityACdrawrhythms.pdf


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Time and Time Again (Thinking & Talking)

How is time experienced differently, depending on how you feel?

Time flies when youʼre having fun! Time stands still when youʼre waiting for water to boil. How does your experience of time change from moment to moment, depending on what your activity is and your emotional relationship to that activity?

Have each person think of three activities with which they are familiar. #1 Activity – Should be something that you do routinely whether you like it or not, like brushing teeth, making your bed, or a household chore.

#2 Activity – Should be something you love to do, such as playing a special game, watching your favor-ite TV show, or eating ice cream.

#3 Activity – Should be something challenging, like a crossword puzzle, a page of homework, or fixing something that is broken.

Estimate the amount of time that it takes to feel entirely finished with each activity or task. Write down your estimated time and keep that paper.

Part One – With a stopwatch, have someone time you doing each of those activities or tasks. Try to complete the activity in a natural manner and in the way you usually do it, and donʼt look at the time until youʼve finished.

Compare the time you had estimated to the actual time. Was the actual time for your task shorter or longer than you estimated?What is your feeling when you do this task? What is your feeling after finishing it?Discuss with the class how your state of mind can affect your experience of time.

Part Two – Now do each of your three activities again, but keep track of the time as you do them, and make yourself finish in the exact amount of time that you estimated, no more and no less. Even if you do not feel finished when the time is up, you must stop.

This time, watching the clock when you were doing your activity, did you feel rushed? Did you have time to spare? How did that affect your relationship to the task or your feelings about it?

Online: www.worldartswest.org/plm/guide/activitypages/thinktalk/timeandtime.shtm


http://www.worldartswest.org/plm/guide/thinktalk/timeandtime.shtm


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The Earth is Dancing (Thinking & Talking)

Earth is approximately 4.5 billion years old. That is a really big number, written like this: 4,500,000,000.

How long do you think it would it take to count to one billion? If you start counting one number a sec-ond without stopping until you reach a billion, it will take you 31 years, 259 days, 1 hour, 46 minutes, and 40 seconds!

It might seem like the earth stays still, and we are the ones dancing on top of it. While we do move, grow and change much faster than our planet does, Earth dances too! But you have never seen a dance so slow, to music we cannot hear!

The earth moves and changes very slowly, slower than we can even imagine. Geological time (or earth time) is measured by time periods of varying lengths. From the longest to the shortest, these are called eons, eras, periods, and epochs. The “Precambrian Eon” which ended when complex life began, lasted 4 of the 4.5 billion years of the earthʼs history!

Here is a definition of those geological time words:

Eon – A division of time made up of two or more erasEra – A division of time composed of several periods.Period – A division of time shorter than an era and longer than an epoch.Epoch – A unit of geologic time that is a division of a period and is characterized by rock formations.

Each of these measuring units does not have an exact number of years, but are measured by the changes in rock formations that show scientists when events happened in the earthʼs history. Radiological dating methods help scientists to figure out about how many years passed between each change.

Take a look at our geological clock on the next page, and see what the earth may have looked like at dif-ferent points in its history. Notice that modern man has only been around for 10,000 years, less than a second on the geological clock!



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(The Earth is Dancing, continued)

See this activity s̓ interactive clock online at:www.worldartswest.org/plm/guide/activitypages/kidsroom/earthisdancing.shtm

Precambrian Eon Earth Began - 4.5 billion years ago - In the Precambrian eon the building blocks of life developed, as the earth started to cool down. This counts as over 80% of the earthʼs existence! Clock time = 00:00:00

First map The oldest rocks dated by scientists allow them to guess at a map of the earth during the late Precambrian - 650 million years ago Clock time = 10:17:09

Complex life begins Paleozoic Era in the Cambrian Eon- 570 million years ago - Complex life begins, in the form of the first multi-cell creatures in the ocean. Clock time = 10:29:48

Pangaea Supercontinent Mesozoic Era - 200 million years ago - The most recent time that all the landmasses on the earth collided to form a supercontinent, called Pangaea. Plant and animal life (mostly reptiles) in abundance. Clock time = 11:28:21

Jurassic Period Late Jurassic Period- 152 million years ago - This was the height of the dinosaurs, Pangaea was at the north, the southern continent is called Gondwana Clock time = 11:55:37

Pangaea Splits Late Cretaceous Period- 95 million years ago - Gondwana breaking up, separating South America from Africa Clock time = 11:44:58

ACTIVITY PAGES ACTIVITY PAGES ACTIVITY PAGES ACTIVITY PAGES

http://www.worldartswest.org/plm/guide/activitypages/kidsroom/earthisdancing.shtm


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(The Earth is Dancing, continued)

Mass extinctionKT boundary - 65 million years ago - Comet hits near Mexico and 75% of life on earth goes extinct. This gives rise to the “Age of Mammals.” Clock time = 11:49:43

Ice Age beginsIce Age begins - 1.6 million years ago - One of the coldest periods of the earthʼs history. Clock time = 11:59:45

Age of Modern Man Begins Ice Age ends - 10,000 years ago - The time of modern man begins. We are just a drop in the bucket of geological time, and the earth keeps on dancing as slowly as ever. Clock time = 11:59:59

Today Todayʼs world - Along with the natural global warming trend, the burning of fossil feuls and other technological and industrial processes has more impact on the earthʼs climate than any other species in history! This may make geological climate change more rapid than ever before. However, we are at the beginning of a new day, and we have the power to learn and change!Clock time = 12:00:00

Here are some great links to sites with geological time scales that name the eons, eras, periods and epochs, and show them in proportion.

wrgis.wr.usgs.gov/docs/parks/gtime/gtime2.html Putting time into proportion, from USGS

www.3d-fossils.com/earth_sciences/paleontology/geological_time_scale_2.html Geological time scale as a clock

More valuable activites, images, links and related information is available online, 24-7 at http://www.worldartswest.org/plm/guide. Visit our ONLINE Viewer s̓ Guide!



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Climb Your Family Tree (Thinking & Talking)

Most of us who live in the United States have ancestors from other countries.Maybe our great-grandparents were immigrants from Europe, or descendants of African slaves, maybe our grandparents moved here from Russia, the Philippines, or Mexico, maybe our parents came from Central America, Vietnam, or Japan. Maybe we came to the U.S. with our parents from El Salvador, Taiwan, or India. Lots of us have one parent whose family comes from one place, and the other who comes from the other side of the world! Maybe your parents met in California and started a family here.

Sometimes a personʼs kinship history can be drawn like a tree. Try it!

My Family Tree Draw your family tree

Start with yourself at the bottom of the page. If you are a girl, draw a circle, if you are a boy, draw a square. Write inside the circle or square; your name, and where you live. If you moved from another country, write the fi rst country and then an arrow, and then the U.S. Draw circles and boxes for any sisters or brothers you have, right next to you, and draw a line connecting you together.

Next draw a line straight up on the page from you, and put symbols for your parents. Since families are made so many different ways, if itʼs not your parents, draw whomever it is you live with in your home(s). Again, for females draw circles, for males, squares. Write inside their name and the country or countries where they come from, if it is outside the US, and where they live now. If you know they have sisters and brothers, draw symbols next to them and connect them, just like you did for your own siblings.

Keep going back in time, adding your grandparents, great grandparents, etc. If you don’t know, ask at home! How many families can be remembered more than three generations? Draw a symbol for everyone you can fi nd out about.



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(Climb Your Family Tree, continued)

En Mi Familia –– In My Family

Now it’s your turn to learn about your own family’s dancing memories. Talk to your parents, your grandparents, aunts, uncles and cousins. What dances did your parents do when they were your age? What about your grandparents? Write them down on your family tree. The next time you get together, ask the people in your family to teach you some of the dances on the tree. When you are fi nished, you can write a story and draw a picture here of your family dancing.

Online: www.worldartswest.org/plm/guide/activitypages/thinktalk/familytree.shtm


http://www.worldartswest.org/plm/guide/activitypages/thinktalk/familytree.shtm


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Music is Math – The Kathak Clock (Movement & Music)

Rhythm, like so many aspects of time, around the world, is better visualized as cyclical rather than lin-ear, and this includes North Indian Classical Music, also known as Hindustani music. In the music of Kathak, the rhythm moves in a circle like a clock, beginning with one and ending on one. The cycles of beats are called a tal, or tala. These cycles are foundations upon which rhythmic patterns are built. The musicians and dancers overlay various rhythms on top of this foundation, creating a complex, poly-rhythmic sound. A common cycle (tala) is Teental, which is a 16 beat tala. Dancers and musicians count the beat on the hand using claps and open palms to denote the divisions in the cycle. This is a complex rhythmic system, rigid, yet allowing polyrhythmic improvisations to happen.

Students can better understand this concept by drawing a diagram similar to a clock.

Part 1 – Grades K and upNotice the 16 divisions on the circle, like a clock with the numbers shifted around so that the first number is at the top, rather than the last number.

Have the students count starting with one and ending on one, not on 16. Indian compositions nearly always end on one.

As an option, students can count in Hindi (the national language of India) 1 through 16 as follows: Ek, do (as in doe a deer), teen, char, paunch, che (rhymes with hey), saut, (rhymes with not), aut, no, dus (dust minus the t), gyarah, barah, tairah, chaudah, pundra, sola.

Part 2 - Grades 3 and upHere is a chance to create a special type of composition called Tihais (pronounced tea-hiz). This is a special rhythmic pattern that repeats itself three times. We can start by asking the students to solve the following equation. There are many ways to solve it!

1 23

4

5

6

78910

11

12

13

14

1516

The Kathak Clock



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(The Kathak Clock, continued)

Equation: a+b+a+b+a=16One example of this is where a=4 (beats) and b=2 (beats) 4+2+4+2+4a and b can equal any positive number

To vocalize our example solution in music, have the students count starting at the top of the clock. The numbers in the “a “ group will be the vocalized beats, and the numbers in the “b” group will be gaps or rest beats.

Students should count out loud the numbers in the “a” group, and whisper the numbers of the “b” group. While the number one marks the beginning and the end of the cycle, it does not count as the first beat. This is because beats are counted by the intervals between each number. The “1”acts like the start-ing gun in a race; it functions to start and end the cycle. (See Q1 below)

To execute the example above vocally, just one time around the clock, they would speak as follows, with “a” numbers spoken and “b” numbers whispered.

Spoken aloud 1 2 3 4 5 7 8 9 10 11 13 14 15 16 1Whispered 6 12

An example

1 23

4

5

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78910

11

12

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1516

4 Beats

4Be

ats

4 Beats

The Kathak Clock

2 Beatgap

2 Beatgap

1st beat

2nd

3 rd

4 th

SAY "ONE" to START and END

SAY "TWO"



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(The Kathak Clock, continued)

Common questions:

Q: Why is there only one number (6 or 12) that represents a two-beat rest?A: Because it takes one beat to get from 5 to 6 and another to get from 6 to 7. We are counting the intervals between the beats as 2; therefore it is a 2 beat rest.

Q: Why do we count 1 at the beginning and the end?A: In this type of music, 1 is really like “go” when spoken at the beginning and “stop” when spoken at the end.

Q: What happens if I want to do my cycle more than once around the clock? Do I count 1 twice, once to end the first cycle and once to begin the second?A: No, that would add an extra beat! You count 1 only once, but it should go immediately into the second cycle without a pause. It helps to gear up as youʼre coming up to it, knowing that you are about to start another cycle, and emphasizing the 1 that way. And remember, when you come to the end of your last cycle, you must end on 1!

Students are welcome to use fractions to solve this equation, however these will be more difficult to vocalize, as they encounter subdivisions of the musical beats. They would have to vocalize “1 & 2& 3&” etc, if they are to include halves, and “1 e & a 2 e & a” etc if they are to include quarters in their equation.

As you can see, Hindustani music is very complex. This cycle of 16 is only one of many cycles used. Here we have not begun to address the subdivisions of beats, which layer on more complexity and beauty to both the music and the dance form. You can see why people study for years and years to learn this style of dance!

Online: www.worldartswest.org/plm/guide/activitypages/movemusic/musicismath.shtm


http://www.worldartswest.org/plm/guide/activitypages/movemusic/musicismath.shtm


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More Mudras (Movement & Music)

Mudras are hand gestures that are used in many dance styles from India. They are used for a variety of reasons, sometimes to mime the meaning of the song, or as simple aesthetic ornamentation within the dance. Abhinaya, which means “theatrical expression” – is a very important part of dance from India, and includes expressive facial movements, precise head and eye movements, and hand gestures (mudras). In the cases where an idea is being conveyed, it is more important to communicate clearly with hand gestures - adapting them if necessary - than it is to perform them with rigid correctness.

This activity, and “Gestures Have Special Meaning” are explorations of mudras, and can give your students an opportunity to tell their own stories using ancient hand gestures, and add their own brand new ones.

Practice the hand positions on these pages with your students, and note their meanings. Have the students tell a story using these gestures.

They can make up the story by writing regular sentences or outlined ideas. In order to tell the story with mudras they will need to get the main meaning across, without words such as “and” or “the.” For words of emotion or action that are not covered by the mudras given, they can make up their own mudras.

Have each student perform his or her story for the class. After their story (not during!) have the class say what they got from the performance. Remember that this is not a game of charades. Communication is important, and yet the task of telling a story is an aesthetic one, as well as a meaningful one.

Online: www.worldartswest.org/plm/guide/activitypages/movemusic/moremudras.shtm

Previous years mudra activity online “Gestures have Special Meaning” www.worldartswest.org/plm/guide/activitypages/movemusic/gestures.shtm

ACTIVITY PAGES ACTIVITY PAGES

http://www.worldartswest.org/plm/guide/activitypages/movemusic/moremudras.shtm

http://www.worldartswest.org/plm/guide/activitypages/movemusic/gestures.shtm


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Thank you to Chitresh Das Dance Company for providing these mudras.

(More Mudras, continued)



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Musical Instruments–2004Pictures and more available online: www.worldartswest.org/plm/guide/resources/instruments.shtm

Dance Style 2004 InstrumentFlamenco Guitar Cajon

Bolivian Sikus (panpipes) Charango – strings Bombo – drum Sukay Quena - flute

North Indian Ankle bells Tabla drums

Spanish–Flamenco:

GuitarThe guitar is a descendant of various Middle Eastern instruments including “el ʻud” - the lute - and “tar”, a long-necked lute of Persia. (“tar” means “string”). Todayʼs acoustic guitar has six steel or nylon strings stretched across a fretboard and a hollow wooden body. (Mexican style guitars traditionally use nylon strings.)

CajonA cajon is a rectangular wooden box played as a drum. Itʼs varied form and dimensions depend on the playerʼs comfort, since the player usually sits on it while playing. The caj—n usually has a circular hole called “boca,” or mouth, in the rear face, to amplify sound. Some have two rectangular holes on the sides of the caj—n, instead. The caj—n is played by beating with both hands on the front side, which is the thinnest side, about 4-7 millimeters thick. It is played on the sides and even sometimes on the back as well. There are many ways to play, including with the base of the palm of the hand, with the forefin-gers excluding the thumb, with the palm folded, or with tapping of the fingertips.


http://www.worldartswest.org/plm/guide/resources/instruments.shtm


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(Musical Instruments, continued) Bolivian/Andean Dance:

Siqu (siku – plural siqus), also called panpipes or zampoñas The siqus is of Aymara origin, and is made out of 17 cane tubes arranged in two rows. Siqus comes in four sizes, with the smallest at about 4 inches to the largest at about 5 feet long. Their names are from small to large;Ica, Malta, Zanca and Toyo. They are played in sets of two, in interlocking melody and rhythm. The musicians who play the siqus and dance are known as Siquris.

CharangoThe Charango is a small ten string lute, which is believed to have originated in Aymara territory (Potosi) in the 17th century. Created after the Spanish conquest, it was influenced by the Spanish vihuela (an ancestor of the guitar). The back of the instrument is traditionally fashioned from the carapace of the armadillo, however today many of the best charangos have wooden backs instead of employing the arma-dillo shell.

BomboA cylindrical shaped drum from the Andean region and popular in the styles found in Argentina, Chile, Bolivia and Peru. The drum is played with a stick and a mallet, which strike the wooden rims and the head. The body of the drum is made out of a hollow tree, with the mounted skins retaining the animalʼs fur, thus producing a very distinctive mellow and deep tone.

QuenaThe quena is a vertical flute, tubular in shape, open at both ends, with a U-shaped mouthpiece. It has six finger-holes in front and one in the back. Quenas are available in a variety of sizes, according to pur-pose and to local customs. The quena is native flute of the Andes, originating many centuries before the Spanish conquest, and it holds a position of substantial prominence in Andean culture. It can be made of wood or bamboo, though traditionally is made of clay, stone and bone, especially the wing bones of the condor.

North Indian–Kathak:

Ghungroo (ghunguru) are the brass ankle bells that kathak dancers wear wrapped around the ankles. Dancers typically wear between 101 and 151 bells, sometimes more, sometimes less, if the dancer is very young. Unlike other classical Indian dancers who wear bells attached to leather straps, kathak danc-ers wear their bells strung on cord with each bell held in place by a special looped knot. The bells have iron balls inside which add quite a lot of weight, and make it necessary for the dancers to develop leg and body strength with intense training. Kathak dancers can make many different sounds with the ghungroo, making possible many intricacies of rhythm.



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(Musical Instruments, continued)

The bells “ground” the dancer upon the floor and earth, and act as an extension of the dancer as musi-cian, and as an expression of the soul. After a dancer receives ghungroo from their teacher or “guru,” the bells must be wrapped in a nice cloth, stored in a special bag, and treated with care and respect. Before dancers put their bells on to dance, they hold them to the forehead, mouth and over the heart, unifying mind, body and soul.

TablasA set of tablas are the classical drums of North India and include two drums, one for each hand. The bayan is the larger and lower-pitched of the two; the tabla is smaller and higher-pitched (shown below, on the left). The black dot in the center of each drum head is a gob of iron and wheat fl our that allows the drum to be tuned. The smaller tabla drum is tuned to an exact pitch to match the music being played. The bayanʼs drum head is looser than the tablaʼs, giving it a lower pitch, but the tabla player leans her hand into the bayan to raise the pitch in the middle of a note, creating the characteristic “doo-WUMP” sound unique to the tablas.



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Plate Tectonics With An Orange (Art & Construction Activity)

Materials:

* Oranges* Clay or play dough (optional)* Toothpicks

Activity:

1. Have the students peel the orange without the use of a knife and in as few pieces as possible. This peel represents the earthʼs crust and the crust is in pieces just like the orange peel.

2. Have the students lay the orange peel on their work surface and record their observations.

3. Tell the students to replace the peel on the orange, securing the peel with toothpicks. Try to fit the peel together in the original way, and then try to see if you can fit the peel on in a new way. Discussion:

1. The earth is spherical like the orange although it is difficult to see the roundness of the earth except from space.

2. What did the students observe when the orange peel was laying on their work surface? Did they notice that the pieces flattened out? The pieces didnʼt appear to be as round as they were when attached to the orange.

3. Now that the peel is back on the orange, this better represents the earthʼs crust. The cracks are called faults and it is the shifting of the plates (orange peel) that causes earthquakes and volcanic activity.

4. How do the continents fit into this theory?



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(Plate Tectonics with an Orange, continued)

Follow-up Activity:

Since most of the fault lines on the earthʼs crust are not visible, the students may wish to roll out a thin piece of clay (or play dough) and cover the orange. They should carefully remove the toothpicks as the clay is placed.

Online: www.worldartswest.org/plm/guide/activitypages/artconstruct/platetectonics.shtm

Thanks to Women in Mining Education Foundation http://www.womeninmining.org/


http://www.worldartswest.org/plm/guide/artconstruct/platetectonics.shtm


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Find Music Everywhere (Art & Construction)

Make a musical instrument out of objects you see everyday!

This is really an exercise in observation, imagination, and resourcefulness.

First have your students look carefully around them at home, in the classroom, wherever they go. Have them listen carefully to the sounds that they hear from everyday objects, such as the clinking of silverware at dinnertime, the sound of their shoes on the pavement, the wind blowing through the trees. Ask them to come back with a list of three or more sounds that they noticed, and what musical qualities they noticed in those sounds.

Have each child bring in two objects that are NOT specifically musical instruments, and have them explore the sounds that they can make with the objects. Help them open their ears to the rhythmic and melodic qualities of the objects and find ways to “play” the object instruments that they would have never thought to before.

Next, ask them to think of a familiar song and try to play it with their found objects. Give them some time to practice, and then have each show the class.

Students can then pick a partner or small group, and blend the sounds of their instruments together. Try to pair them so that the sounds the objects make are diverse, some rhythmic and some melodic, like a band.

Have the students individually decorate their objects, practice their own unique object instrument, and then perform familiar songs together in their pairs or small groups. For the older grades, ask them to create their own compositions or songs! Have a recital and invite your friends or family members. The power to make musical instruments belongs to everyone!

This exercise shows how resourceful human beings can be, such as the South Africans who created Gumboot dance, or early African Americans who used their bodies to play hambone and others who uti-lized items such as washboards and spoons to make music! Each culture uses what materials and objects are plentiful in order to create musical expression. Imagine what new instruments created today, may be commonplace 100 years from now!

Online: www.worldartswest.org/plm/guide/activitypages/artconstruct/findmusic.shtm


http://www.worldartswest.org/plm/guide/activitypages/artconstruct/findmusic.shtm


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Recipes

Aloo Tikki – North Indian Potato pattiesAloo Tikkis are a great snack. This simple, tasty potato snack takes just a few minutes and is served with your favorite chutney as an appetizer, or kids love it with ketchup. Make the tikkis ahead of time and heat them in the microwave or the oven to serve.

YOU NEED:4 large Potatoes boiled, peeled and grated3 tablespoons Corn flour – (You may substitute plain flour if needed) Salt to taste

Add the corn flour and salt to the grated potatoes and mix well. It is important that the mixture become dough like, and not crumble. If the dough is crumbly then add more flour.

Roll 2 tablespoons of the potato mixture into a ball, then flatten on the palm of your hand. Repeat. (Again, the dough should not crumble.) Fry the “tikkis” in a little oil over medium heat until golden brown and crisp on both sides.

Serve hot with mint or tamarind chutney or ketchup.

For reheating, place the tikkis in a non-stick pan and cover with foil. Heat at 275 degrees for 15 minutes before serving.

Kalua Chicken - Hawaiian Slow roasted chickenItems needed1 Crock Pot / Slow Cooker – 4 to6 quarts

YOU NEED6 chicken quarters (thigh and drumstick)1 cup of Sea Salt1 bottle of liquid smoke (approx 2 oz)1 cup water



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(Recipes, continued)

Put all ingredients in slow cooker, Turn slow cooker on low (not warm but low), cook for 8 hours. If chicken is not thoroughly cooked put slow cooker to highest setting (usually high) and let cook for 45 more minutes. Pull all bones and meat apart (discard bones). Shred meat and add salt as needed. Best served with steamed sweet potatoes & Taro, rice or what ever you desire with your main dish.

Websites with other recipeshttp://mauicc.hawaii.edu/unit/fser/recipes/hawaii.htmlhttp://www.hawaii.edu/recipes/recipes.html

Southern Style Sweet Potato Casserole (Southeastern North America)

Youʼll need:

3 cups cooked sweet potatoes, mashed 1 cup white sugar 1/2 tsp. salt 2 eggs (whole) 1/2 stick melted butter; 1/2 cup milk; 1/2 tsp. vanilla.

Beat together with mixer, until blended. Pour into greased casserole dish.

Mix the following topping ingredients:

1 cup brown sugar 1/3 cup fl our 1 small can coconut 1/3 stick melted butter.

Sprinkle topping over casserole.

Bake at 350 degrees for 35 minutes.


Documents

2004 Recommended Activities - World Arts Westworldartswest.org/plm/guide/printablepages/allactivities2004.pdf · 2004 Recommended Activities ... Era – A division of time composed