First Grade- Connections between environment now and past. They begin todistinguish between events and people of the past and the present, and use a sense of time in classroom planning and participation.

Indiana Academic Standards included in this field trip-

History:1.1.3.8 Compare cultural similarities and differences, such as family traditions and

customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana.

1.3.9 Give examples of natural resources found locally and describe how people in theschool and community use these resources.

1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.1.1.2 Compare past and present similarities and differences in community life by using biographies, oral

histories, folklore and video images.1.1.3 Identify American songs and symbols and discuss their origins.1.1.4 Identify local people from the past who have shown honesty, courage and responsibility. 1.1.5 Identify people and events observed in national celebrations and holidays.1.1.6 Use terms related to time to sequentially order events that have occurred in the school.1.1.9 Use the library and other information resources* to find information that answers questions about

history.1.1.10 Distinguish between historical fact and fiction in American folktales and legends that are a part of

American culture.

Civics and Government:1.2.4 Describe ways that individual actions can contribute to the common good of the

community. 1.2.5 Define what a citizen is and describe the characteristics of good citizenship.

Geography:1.3.8 Compare cultural similarities and differences, such as family traditions and

customs, and the traditional clothing and food of various ethnic and culturalgroups found in Indiana.

1.3.9 Give examples of natural resources found locally and describe how people in theschool and community use these resources.

Primary focus:1. Roberts School House

-discuss differences in schools now and thena. What was studied?b. What was different about the physical facility?c. Compare students, now and then

2. Conestoga wagon and Historical Automobiles-discuss uses of varied forms of transportation

a. What are the pros and cons of eachb. How did each succeeding vehicle improve life?c. Transportations systems (roads) now and than

- discuss why changes might have occurreda. What was different?

b. time frame of changes3. Old time Main Street

-what types of things were sold in “Old Main Street” times-discuss why merchandise was so limited

a. lack of availabilityb. lack of resources to purchase merchandisec. distance from stores and difficulty getting there

**Break** field trip time up with a song, craft activity, or game… helps children refocus, and be ready to listen

-example: coloring pages of children in dress from different time periods-example: play a game children played in different time periods

(tie to lack of “toys” available… hopscotch required no special equipment, boys rolled hoops, etc.)

-example: read a short field trip appropriate storyOx-Cart Man  by Donald Hall, 1997Dakota Dugout  by Ann Warren Turner, 1985

Secondary exhibits: very brief discussions1. Black Smith building

-jobs involved and resources needed1. Solomon Dickinson log cabin

-resources available and needed for construction3. Horse-drawn carriages

-materials needed to construct-why that made them area-appropriate

Accompanying Activities:1. Teacher packet-

-sheet containing areas to be covered and accompanying State Standards

-vocabulary-songs-games-activity sheets-web pages as further resources

http://americanhistory.mrdonn.org/Symbols.htmlhttp://www.brownielocks.com/patrioticsymbols.htmlwww. logcabin village.org/tour-marine school .html (virtual tour)

www.ehow.com/how_4781106_build- log - cabin - school - project.html

www. abcteach.com/docs www.atozteacherstuff.com/Grades_K-2www.campsilos.org/mod2/teachers/life.shtmlwww.proteacher.com/090029.shtml

www.heritage.uen.org/pioneerswww.fun.families.com/blog/celebrate-pioneer-dayhttp://www.childrenslit.com/childrenslit/th_1.html http://www.dawcl.com/search.asp

Brown Angels  by Walter Dean Myers, 1993-simple art/craft ideas-story list for further in-class readingWatch the Stars Come Out by Riki Levinson, 1985Apples to Oregon : Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples , Peaches , Pears , Plums , Grapes , and Cherries (and Children) Across the Plains  by Deborah Hopkinson, 2004Dakota Dugout  by Ann Warren Turner, 1985Miss Bridie Chose a Shovel  by Leslie Connor, 2004Ox-Cart Man  by Donald Hall, 1997The Daring Escape of Ellen Craft   by Cathy Moore, 2002-ideas for furthering understanding (writing activities, story webs,etc.)

2. Digital pictures- taken at the museum and emailed to the classroom teacher

-pictures of individual students (preferred- but you’d have to make sure you took pictures of every child)-small group pictures-whole group picture- emailed to teacher and posted in the

museum for the children to show to parents when they come back as a family

3. Take-home invitation- each child takes home an “invitation” from the museum, to bring their families and return.

-outline areas covered in the field trip4. Teacher field trip evaluation and suggestion sheet

Wayne County Historical Museum1150 North A StreetRichmond, IN 47374

765-962-5756

Dear Parents and Family Members,

Your child just returned from a field trip to the Wayne County Historical Museum. He/She got to see and do many interesting things… see exciting exhibits, sing songs, hear stories, play games, and much more.

The first grade field trip focused on the always exciting Roberts School House, the Conestoga Wagon, Historical Automobiles , and Old Time Main Street, among other things. Please ask your student about his/her favorite part.

Your child would really enjoy sharing this wonderful experience with you and other family members. Your family is invited to come to the Wayne County Historical Museum to explore all we have to offer.*

Our hours are Monday - Friday, 9:00 a.m. – 4:00 p.m. and Saturday – Sunday, 1:00 p.m. – 4:00 p.m.

Please come share your child’s educational excitement.

Sincerely,

Jim HarlanExecutive Director

*minimal entrance fee

Wayne County Historical Museum1150 North A StreetRichmond, IN 47374

765-962-5756

Field Trip Evaluation and Suggestion form

School_________________________ date___________________Grade Level_____________Teacher_______________________

1. Did this field trip meet your expectations? Why or why not?

2. What other Wayne County Historical Museum areas should be part of this field trip and fit into your school corporation’s curriculum and your State Standards?

3. In what ways could we have made this field trip better for your class?

4. Are there any activities, websites, books, etc. that you could suggest to accompany this field trip information packet?

Thank you for completing this evaluation and suggestion sheet.

Vocabulary- 1 st grade

ancestors- somebody from whom somebody else is directly descended, especially

somebody more distant than a grandparent

blacksmith- somebody whose job is making and repairing iron and metal objects such

as horseshoes or wagon wheels

caravan- a group of people, vehicles, or supervised animals that are traveling together

for security, such as a pioneer wagon train

dulcimer- a musical instrument consisting of a flat shallow soundbox with metal

strings stretched across played with lightweight hammers or sometimes by

plucking.

frontier- the part of a country with expanding settlement that is being opened up by

hunters, herders, and other pioneers in advance of full urban settlement

lean-to - a shelter or small building with a roof that slopes in one direction, often

reaching the ground

livestock- animals raised for food or other products, or kept for use, especially farm

animals such as meat and dairy cattle, pigs, and poultry

pioneers- a person who is one of the first from another country or region to explore or

settle a new area

possessions- something owned

quince- an aromatic apple-shaped or pear-shaped yellow or orange fruit that is edible

only when cooked.

stockade- a tall fence or enclosure made of wooden posts driven into the ground side

by side to keep out enemies or intruders, such as a fort

sundown- the time when the sun sets/ goes down, usually around 6:00 PM

sunup- the rising of the sun above the eastern horizon each morning, usually around

6:00 AM

survival- the fact of remaining alive or in existence, especially after facing life-threatening danger

transportation- a means of traveling or of carrying somebody or something from one

place to another

trencher- in the past, a wooden platter used to serve, cut, or eat food… a slab of wood

with an indentation

INTRODUCTION

How Did the Pioneers Travel?

Most pioneers traveled in a Conestoga wagon.  Many of the pioneers chose oxen instead of mules or horses because the oxen were a lot stronger.  They would buy up to 4 oxen per wagon.  The father would drive the oxen by walking beside the wagon.  The children would walk behind of the wagon much of the time.

What Were Their Wagons Like?

The Pioneers traveled in a wagon called a covered wagon. The wagon was usually a wooden wagon made of hickory, oak, or maple.  A wooden piece made from hickory stuck out from the front of the wagon.  This piece called a tongue was connected to the yoke of the oxen, mules, or horses.

The wagon could not carry more than 2,000 pounds.  It had big wooden hoops, called bows that were bent from side to side.  There would be 4 to 7 wooden hoops on one wagon.  There was a canvas pulled across the hoops that would keep out the rain, wind, and the hot sunshine.  Pioneers would rub oil on the canvas to make it waterproof.  Inside the wagon there were many hooks that hung from the wooden hoops.  They could hang weapons, clothes, milk cans, and anything there was room for.  The front wheels of the wagon were smaller than the back wheels.  This helped the wagon turn.  Underneath the back wheels there was a bucket full of grease hanging from the axle. This was used to make the wheels run smoothly. Traveling in a wagon was not an easy trip.  There were many things that could go wrong.  For example some wagon wheels would break or there would be no water.  If they ran out of food they would need to hunt.  When they were on the trail it was very noisy because all the pots and pans hanging off the wagons were clanging against each other.

What Were Their Lives Like on the Trail?

When Was the Best Time to Leave?

When the pioneers decided the time of year to leave on their journey, they needed to consider several things.  They had to plan ahead. Some of the things they had to consider were possible bad weather along the trail, food for their livestock, and a supply of water. 

How Far Would a Wagon Train Travel in One Day?

On many days the caravan would only travel ten to fifteen miles.  On rainy and muddy days they might only travel one mile!  It would take them five to seven days just to travel the distance we can drive a car in a single hour.

The people would have to get up very early each morning in order to prepare for their daily travels.  It was usually dark on these mornings.  They would have to start the fire, prepare breakfast, gather the livestock, reload the wagon, and hitch the oxen or mules before getting started.

 What Did They Do Each Day On the Trail?

Each morning the pioneers would get up before daylight and gather their livestock and cook breakfast.  Many times they would go ahead and prepare lunch as well.  After breakfast around 7:00 a.m. they hitched up the oxen and started down the trail.  Since the wagon was so bumpy the pioneers who were not driving the wagon would walk behind or next to it much of the time. They would stop at lunchtime and rest for an hour or two.  After a rest period they would travel down the trail until about four or five p.m. The women would fix the dinner and the men would prepare the livestock for the night.  After supper they would gather around the campfires and sing songs, dance, tell stories and visit.  Sometimes they slept inside the wagon but they also slept under the wagon, in a tent, and sometimes under the stars.  

What Types of Chores Did Children Do?

Children had lots of chores that included milking their cows, fetching water from a stream or a river that was nearby, helping their parents cook food, washing dishes, collecting buffalo chips or wood for the fire, shaking out dusty blankets and quilts, and hanging beef jerky to dry in the sun.

What Did They do After Reaching Their New Homes?

One of the first things the pioneers did when they got to their new homes was buy land.  Although land cost about two dollars an acre in many areas, that was very expensive to some pioneers.  After they bought their land they had to clear the rocks and tree stumps so they could build their houses and plant crops. The first spring and summer they did little, other than working the land.  Their first home was a lean-to.  It looked like an open shed that faced the fire.  Most of the pioneer women and children made quilts for the beds.  If they didn't buy land where there was a stream, the men would dig a well. 

Who Were the Pioneers?

Pioneers were the first people to settle in the frontiers of North America.  Although many of the pioneers were farmers, others were doctors,

shopkeepers, blacksmiths, missionaries, or lawyers.  They came from many places in the United States to start their new lives.  The majority of their ancestors came from European countries such as England, Germany, and Scotland.  Before leaving their homes they either saved money for the trip, sold their land and other possessions, or agreed to work for others on the trip.

The pioneers were hard working people. They grew or hunted what they ate. They built their own homes and made their own clothing.

The life of early settlers was not easy. The men and women had to be strong. At times, they lived in fear of Indians. Each day they worked hard. The clothes got washed. The cows got milked. The fields got cleared and the barns were built. From sunup to sundown, each family member did the daily tasks to survive.

These pioneers had many children - six to ten. The children grew up, married and moved a few miles deeper into the wilderness to build their homes.

Many pioneer settlers had little or no schooling. But they had the skills and help of their parents and grandparents. They came from different backgrounds. Some were English, Scottish, Irish or German. These pioneers were proud people. They wanted to be free.

Some of the men fought in the Revolutionary War. They helped build the early towns of this area.

Pioneer people really liked to sing. They sang to feel good about themselves. While they worked, they would sing. These songs tell us about their feelings of hope, happiness, sadness and fear. One person learned a song from someone else. Some musical instruments of the pioneers were the fiddle and the penny whistle.

The pioneer family was largely concerned with existing. Each day was filled with struggles of survival. Each family member had chores to do. They would

help each other. Meeting the needs for shelter, food and clothing was an endless task.

FOOD

A lot of time was spent by the pioneer in the getting, growing, and preparing foods. Once the pioneer farmer worked out the supply problems, the family ate well. With the cedar sticks and oak logs burning many good smells came from the fireplace; the boiling of hominy, the steaming of sassafras tea, the baking of cornbread, and the frying of meat.

Each farm had a garden. First, the land was cleared. Then the crops were planted. No matter what was grown, it had a fence around it to keep out the

livestock.

Common garden crops included corn, potatoes, beans, onions, squash, pumpkins, and turnips. Fruit trees took time to grow, so it took a few years to have their own apples, but other wild berries and fruits were picked. In the forest, there was meat from deer, bear, turkey, squirrel and wild pigeons. The pioneer farmer also raised chickens, hogs, sheep and cattle.

Things used to cook food in were dutch ovens, brass kettles, large and small iron pots and skillets. Jars, crocks and mugs were also needed. Early potters found clay to make dishes. The firing of the pottery was done in a huge oven of brick with a slow fire of poplar wood. This firing took twenty-four to thirty-six hours. The pioneer often ate on a trencher. This was a wooden plate made from a board. Some plates were made from a metal called pewter. Spoons

and forks were made of wood horn or pewter. Much china is found in this time.

Baskets were made for carrying, measuring and storing food. Splits of white oak, hickory, ash or buckeye made good baskets. Honeysuckle vine, willow cane, and cornhusks were also used. Baskets would last many years. Other containers such as pails and buckets were made of wood. All day-to-day cooking was done in the fireplace. These fireplaces were usually big enough that you could walk into them. The making of apple butter and soap making were done outdoors.

Corn was a common food of the pioneer family. It had to be shelled before it could be ground into meal. Shelling of corn was a chore for small children. It was often done in front of the fireplace on winter nights. Corncobs were saved to help start a fire and to smoke meats.

The most common bread was made from corn meal, salt, and water. This was known as corn pone or hoecake. Cornbread was made from corn meal, eggs and buttermilk. It was cooked in a dutch oven

covered with coals.

Pumpkins were one of the most useful of the vegetables. They could be kept fresh by putting them in a dry, cool place. Pumpkin was mixed with corn meal to make pumpkin bread. It could be baked whole or mashed up.

Butter was made in churns. After the butter formed in the churn, it was lifted out into a wooden bowl and washed several times. A little salt was added. It was then put into pretty molds.

There was not much sugar in the pioneer’s kitchen. Honey, maple syrup and sorghum molasses were used to sweeten foods. Bees were kept in hollow pieces of the tree trunks. The bees made the honey. Maple sugar could be made by boiling down maple tree sap. Molasses was made by boiling down the liquid from mashed sorghum cane. Fresh meat was cooked by broiling, frying, boiling, and roasting. Meat was preserved by being salted, smoked or pickled.

Vegetables and fruits were cooked fresh or preserved by drying or pickling. Jelly could be made from wild grapes and blackberries. The entire family helped with the

making of apple butter. Long hours were spent cutting up the apples. Before sunup of the big day a fire was started under a large copper kettle. The apples were added and the cooking began. All day the apples cooked over a slow fire. The apples always had to be stirred, so as not to burn them. By the end of the day, the apple butter would be done and put away in jars for the winter.

Drinks of the pioneers were sassafras tea, buttermilk, apple cider, fruit wines and spirits. The family liked hickory nuts and walnuts. Children gathered nuts each fall.

During the summer, the diet of the pioneer family was good. Common farm tools used to plant, grow, and pick crops were the harrow, plow, hand cradle, flail, hoe, rake and pitch fork. The diet was not as good in the winter months because foods were hard to keep. The

root cellar was used to keep vegetables (potatoes, cabbage, turnips) and fruits (apples, pears, quince). Smoked meats might have hung from its ceiling. The root cellar was often dug into a hillside. This helped make the room both cool and dark. Foods needing to be kept cool and dry were kept in the loft of the log house or hung from the ceiling beams. Corn, dried beans, pumpkins and apples were examples of these foods.

The springhouse was the walk-in refrigerator of the pioneer time. It was built over a spring. In the summer, it became a storehouse for good things like fresh milk, butter, eggs, buttermilk, sweet cream and cheese. These foods were kept in bowls and placed in the cool spring water.

SHELTER

The pioneers moved westward into Ohio River Valley. They wanted to start a new life. First, shelter for his family was needed.

Early log shelters were called cabins. They had only one room, no windows, and a single door and were made of round logs. The chimneys were often made of sticks and mud. This temporary shelter was used until a strong hewn log house could be built.

Basically two types of log houses existed. The Appalachian Log House, sixteen by twenty feet, had one room. It had a stone chimney at the end. It had one or two doors and a few windows. The hewn logs were squared with a broad ax instead of being left round. The roof was made of split oak shingles. The floor of the house was either smooth wooden boards or hard packed dirt.

This new home soon became filled with the family and the things they needed to exist. This included the spinning wheel, maybe a loom, tables, chairs, benches, and a bed. The children slept in the loft on a cornshuck mattress covered with quilts. Their parents would sleep below in a cord bed. They built most of their furniture. It was simple and plain. The quilts and coverlets added some color to their home.

To make another room, a lean-to shed was sometimes built onto the back of the house. For even more room, another log house could be built right up against the first house on the fireplace side. The chimney was used in both

houses. This was called a "saddlebag" house.

A second house could also be built close to the first house. The roofs of the two houses would be joined together. The people and the dog could walk between the two houses. This kind of house was called a "dog trot" house.

  The log house was held together by notches at the ends of the logs. This was done very carefully. Different kinds of notches were the dovetail, the half dovetail, the square,

and the round. Some log houses have lasted for 200 years. The ends of the logs were often sawed off next to the building. Rain and water would not collect and rot the logs.

The spaces between the logs were filled with mud and sticks. This helped keep out the cold weather. Door hinges and latches were made of wood or leather straps.

The most important place in an early log house was the fireplace. At the fireplace, the pioneer family cooked their food and kept warm. The fireplace gave out light to see inside their home. Candles were also used for light.

At first, most candles were made by dipping the wicks again and again into a pot of melted wax. The candles had to be cooled after each dipping. The pot of melted wax had to be kept at the right temperature. If the wax was too hot, It would not stick to the candle. If it was too cold, the candle would come out lumpy. Candle molds came later and making of candles became easier to do. A wick was put in each tube. The mold was then filled with hot wax and allowed to cool.

The log home and its furniture were made of wood. There was lots of wood to use. The pioneer used the tools he had to make the things his family needed.

The ax was the most important tool. With an ax, the pioneer could clear the land, build a house, cut firewood, and build fences. Different tools were used to do different kinds of tasks. A felling ax was used to cut down the tree. The logs were squared or hewn with the broad ax. The adz made the floor boards smooth.

Splitting wood was done easily with a froe. Roof shingles were made this way. A mallet or maul was used like a hammer on the top of the froe. A drawknife could be used to make handles for axes, rakes, 6'Loe and many other tools. The drawknife was also useful in making furniture.

After building a home for the family and harvesting the first crops, the farmers then built the farm buildings and fences.

These buildings were the barn, spring house, root cellar, corn cribs and chicken house.

Some barns were made of hewn logs that were square. Other barns were made of round logs with a saddle notch. This kind of barn could be built faster. To protect the animals from the cold, the space between the log were filled just like the log house. The logs in the loft or the upstairs of the barn were often not filled. The hay that filled the loft kept out the cold winter winds and snow.

Fences were made of either wooden split rails or stones. These rails were usually split from the chestnut tree. Chestnut rails lasted a long time. The common types of rail fence were the snake, post and rail, and buck. Look at the pictures below. Miles of stone fences were built in the mountains. These fences helped to keep their hogs where they belonged.

During the War of 1812 many pioneer families feared Indian attacks. At first, their log homes provided them some protection. As more settlers came and lived together, 1og structures were built for protection. These places of defense were known as blockhouses, stockades, or forts. The blockhouse was a two story building with the upper story reaching out beyond the first story. Stockades were often a place with a strong fence of upright logs built around it. A fort may have had both the blockhouse and stockade around it with homes built inside of it.

CLOTHING

The pioneer woman made the clothes for her family. It was a lot of work. It took many steps. This meant the raising of the wool or flax, the spinning of the yarn, the weaving of cloth and the sewing of the clothing. In the home of the pioneers, the spinning wheel, loom, dye pots, and quilting frames could be found.

Before one could start the spinning, the wool of the sheep had to be cut off. The wool was then washed. It took several steps to get the wool ready for spinning.

Besides woo1 the fibers of flax plants could be used. The cloth made from flax was called linen. The pioneer family grew flax plants. The fiber in the stalk of the flax plant was used for spinning. It was removed by breaking the tough bark. Flax breaking was work for the men. Like wool, it took many steps to get the flax fibers ready to be spun.

A big task before the spinning was carding the wool. This was usually a job for the grandmother and children. Carding would remove the dust particles from the wool. It would also straighten the wool fibers so they could be spun easily. It is said that it took two days of carding to prepare enough wool for one day of spinning.

The spinning wheel had its special place near the fireplace when it was being used. The pioneer woman or her daughter did the spinning. They used either the big wool wheel or the small flax wheel.

When using the big wool wheel, the spinner stood as she worked. She walked backwards. She pulled out the wool fibers and turned the wheel to make yarn. From time to time, she walked forward. The yarn would wind on the spindle as she turned the wheel in the other direction.

The small spinning wheel was called a flax wheel. It was invented after the big wheel. The spinner could sit down and do her spinning. Both wool and flax could be spun on this wheel. Spinning is just the twisting of fibers into yarn. It took a lot of practice not to get thick or thin spots in the yarn.

Women often got together to do their spinning. This became a fun event. They could talk and sing while their hands worked. At times, the spinner would have to unwind the yarn from the spindle. She put this yarn onto a handmade clock reel or niddy-noddy. This also let the spinner know how long the yarn was. Different lengths were called by names like a skein. Six skeins was a good days work. The spinner had walked miles, half of them backwards.

Taking the spun yarn and making cloth was the next task. This was called weaving. Most of this weaving was done at home on a barn loom. The barn loom was very big. It was tall and took up more floor space than a double

bed. The pioneers often built their own loom. This was a specialized occupation.

How did they do the weaving? The weaver would raise and lower different threads and pass a shuttle with another thread between them. Then the weaver could swing the heavy beater toward her. This comb-like reed beater would be bumped against the new thread from the

shuttle. This would pack it into place making cloth. Men generally did the weaving.

This American homespun cloth had fresh colors and simple designs. The pioneer wife made her own colors. Dye colors came from the bark, roots, flowers or other parts of plants or trees. These plants might grow in the garden or come from the fields and forests. The yarn was often dyed before it was woven. This way there could be more than one color in the woven cloth.

Common things used as dyes were walnut hulls, sassafras roots, sycamore bark, sumac berries, broomsedge, wild aster flowers, onion skins, indigo and madder. For example, brown color came from walnuts. Yellow colors from the petals of asters. The indigo made blue. Madder roots made red. Green was a hard-color to-get.

Most cloth was made from wool, flax or cotton. The hides of deer and other animals were also used to make clothing. There was no exact recipe for tanning leather. Wood ashes and lime were put on the hides. This helped to remove the hair as it was scraped. The hides were then put in a tanning vat. This was usually a hollowed-out 1og of a poplar tree. Layers of oak bark chips were put on top and under the hide. The hides would be left in this vat for weeks or months. This made the leather useable as cloth, which could be sewn. The cloth would now last a long time and not rot easily. Besides clothing, the shoes or moccasins were made from home tanned leather.

Most early pioneers did not have many clothes. It took a lot of work and a long time to make them. The extra clothing of the pioneer family hung from pegs in their log home. Sometimes the family owned a piece of furniture called a clothes press. This was a wooden closet.

Their clothes got dirty and were washed. Washing, like most household tasks was a big job. The soiled clothes were first boiled in a large kettle with handmade soap. They were then hammered on the early washboard, or on stones of the stream bank.

In order to make soap, the ash hopper was filled with ashes from the fireplace. Then, water was poured into the hopper. The liquid that came out at the bottom of the hopper was lye. Lye was added to old fat and boiled in an iron kettle to make soap.

"America is best described by one word...Freedom."-Dwight D. Eisenhower

The National Symbol of the USA, the bald eagle is the only eagle unique to North America.. The bald eagle was chosen June 20, 1782 as the emblem of the United States of American, because of its long life, great strength and majestic looks, and also because it was then believed to exist only on this continent. The eagle represents freedom.

"Let every nation know, whether it wishes us well or ill, thatwe shall pay any price, bear any burden, meet any hardship,support any friend, oppose any foe, to assure the survival andsuccess of liberty."

-John F. Kennedy

"Proclaim liberty throughout all the land unto all the inhabitants thereof "- Liberty Bell InscriptionA chime that changed the world occurred on July 8, 1776, when the Liberty Bell rang out from the tower of Independence Hall summoning citizens to hear the first public reading of the Declaration of Independence by Colonel John Nixon.The official bell of the Pennsylvania State House (today called Independence Hall). The bell weighs about 2000 pounds and hangs from what is believed to be its original yoke, made from American elm, also known as slippery elm.

"Liberty & union, now and forever, one and inseparable."-Daniel Webster

Located in New York Harbor, the Statue of Liberty was a gift of international friendship from the people of France to the people of the United States and is one of the most universal symbols of political freedom and democracy. From her heel to the top of head her head is 111feet 1inch (33.86m).

Uncle Sam

United States of ANAME:__________________________

 Pledge of Allegiance

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 NAME:__________________________

 Pledge of Allegiance

I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one nation under God, indivisible with liberty

and justice for all.

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Name________________________________________

Statue of Liberty Facts:

The Statue of Liberty is a representation of a woman holding aloft a torch, which stands at the entrance to New York Harbor. The idea for 'Liberty Enlightening the World' was conceived in France; it was designed by the French sculptor Bartholdi, and shipped to New York to be assembled and dedicated in 1886. The statue is 152 ft high (40 m). Statue of Liberty Collector's Club

Name__________________________________________

Hidden Pictures

Most pioneers were careful to put their things away after each use. With all the chores that had to be done everyday, they did not have time to waste looking for the objects needed to do their work.

These pioneers were not so careful. Can you help them find what was lost so they can get back to work? Print this page and circle the items you can find in their cabin.

The objects lost are: banjo, bed warmer, broom, butter churn, candle mold, carrying yoke, ink well, kettle, night cap, rifle, soup ladle and spinning wheel.

Don't know what all these things are? Then check the glossary to find the meanings of the words in bold.

Name_________________________________________

Pre-field trip picture sheet-

Areas to be covered on this field trip: First GradeList all your students below the field trip area where they would like to have their picture taken as a

remembrance of this field trip:

1. Roberts School House

2. Solomon Dickinson log cabin

3. Conestoga Wagon

4. Old Time Main Street

5. Historical Automobiles

6. Horse-drawn Carriages