teacher's live-in resource guide

KEDUCATIONAL PROGRAMMINGL

Village Live-In Overnight Program

2015

“An active learning experience”

TEACHERS GUIDE“An active learning experience”

UPPER CANADA VILLAGE EDUCATIONAL PROGRAMMING VILLAGE LIVE-IN ADVENTURE OVERNIGHT PROGRAM TEACHER’S GUIDE 2015 FEES

THE COST FOR THE VILLAGE LIVE-IN ADVENTURE OVERNIGHT PROGRAM IS $54.86 ($61.99 INCLUDING TAX) PER STUDENT DAY. A MAXIMUM OF FOUR SUPERVISORS/TEACHERS ARE ADMITTED FREE AND THE COST PER ADDITIONAL ADULT IS $54.86 ($61.99 INCLUDING TAX). MEALS ARE NOT INCLUDED IN THE COST. PLEASE NOTE: A MINIMUM OF 20 STUDENT PARTICIPANTS WILL BE CHARGED

IN THE EVENT THAT THE NUMBER OF STUDENTS IN THE GROUP IS LESS THAN 20.

A NON-REFUNDABLE DEPOSIT OF $300.00 PER DAY IS REQUIRED TO CONFIRM YOUR RESERVATION BY FRIDAY, JANUARY 30, 2015 FOR SPRING 2015 BOOKINGS AND BY FRIDAY, APRIL 3, 2015 FOR FALL 2015 BOOKINGS.

IF MORE INFORMATION IS REQUIRED, PLEASE CALL THE CUSTOMER SERVICE UNIT STAFF AT 1-800-

437-2233 OR 613-543-4328 (LOCALLY).

UPPER CANADA VILLAGE EDUCATIONAL PROGRAMMING 1 VILLAGE LIVE-IN ADVENTURE TEACHER’S GUIDE

UPPER CANADA VILLAGE EDUCATIONAL PROGRAMMING VILLAGE LIVE-IN ADVENTURE OVERNIGHT PROGRAM TEACHER’S GUIDE

INTRODUCTION The Village Live-In Adventure has been designed to appeal to school and youth groups between the ages of 8 and 14. It provides participants with a day-long, overnight opportunity to immerse themselves in the life of an 1860s village. Activities include farm chores, work at trade shops, domestic crafts, housework and attendance at the Village's school. There will also be time for nineteenth century games. With some advance preparation, participants can cook period meals. Lastly, the adventure is "lived" in historical costume! By "walking in the shoes of the past" participants will experience history and become a part of 1860s community life. Visitors to the Village may see them as "inhabitants", just as staff are seen. Living up to this role is of great importance in order for participants to benefit fully from the experience, and to meet the expectations of visitors. Much of the content of this guide is designed with these two goals in mind. THE ONTARIO CURRICULUM, EXPECTATIONS AND LEARNING OUTCOMES The Village Live-In Adventure program incorporates and employs sound educational principles that are reflected in the Ontario Curriculum, Social Studies, Grades 1 to 6, History and Geography, Grades 7 and 8, 2004. This program provides an exciting and purposeful context through which students can develop foundational knowledge, skills, and meet many of the overall and specific expectations identified in the Heritage and Citizenship and History strands of the Social Studies Curriculum. Through a combination of role-playing and hands-on activities, students gain knowledge and understanding of early settlements and daily life within Upper Canada. In addition there are excellent opportunities for cross-curricular and integrated learning, meeting expectations in the Language, Arts, Science and Technology portions of the Ontario Curriculum. Interestingly, there are significant links between recent interest in character education and 19th century views about the role of public education. Attending school at Upper Canada Village, students are introduced to the views and values taught in a 19th century one-room school. If you wish to discuss how the Live-In Adventure relates to your particular grade level(s), and/or particular expectations identified in the Curriculum, please do not hesitate to contact Upper Canada Village at 613-543-3704.


GENERAL INFORMATION Directions To Upper Canada Village The Village is located on County Road No. 2, 11 kilometres east of Morrisburg and 29 kilometres west of Cornwall. From the MacDonald-Cartier Freeway (Highway No. 401) exit south on the Upper Canada Road (Exit 758), turn left at County Road No. 2 and travel a short distance to the main Village entrance or to the secondary entrance just to the east and follow the enclosed map to the bus loop. For Your Information – Nearby Medical Facilities Please find below a listing of the nearby hospitals: Cornwall Community Hospital 840 McConnell Avenue CORNWALL, Ontario, K6H 5S5 613-938-4240

Winchester District Memorial Hospital 566 Louise Street WINCHESTER, Ontario, K0C 2K0 613-774-2420

HOSPITALS LOCATION MAP


First Aid And Security Upper Canada Village maintains a First Aid Station, staffed daily from 9:15 a.m. to 5:15 p.m. Security Officers trained in first aid are available during the evening and overnight. Emergency Contact In the event of an emergency, family members can reach a Live-In Adventure participant by telephoning 613-543-3704 between 8:15 a.m. and 4:30 p.m. Outside these hours call 613-930-3220. A Security Officer will answer the telephone and relay the message. Please use these numbers for EMERGENCIES ONLY. Program Location While Live-In participants are involved in activities at many locations on site, they are based at the Blue and Grey Houses (see map on page 5). These historical residences have been modified to include modern kitchens and washrooms complete with showers, air conditioning and heating. In addition, all necessary safety features have been added such as fire doors and alarms. Youth participants will be sleeping on mattresses and are asked to provide their own sleeping bags. Beds are provided for teachers and supervisors, but sleeping bags will still be necessary. Payment Payment is made after checking into the Blue and Grey Houses. At that time, our host will offer specific directions to the teacher/supervisor. Please make cheques payable to The St. Lawrence Parks Commission. Meals Your group may choose from the following meal options: a) Prepare and cook your own meals Preparing your own historical meals will enhance your live-in experience. Advance preparation

and cooking is required. See pages 49 to 55 of this Guide for further details. b) Purchase meals You may purchase your meals at one of the food services on site. Advance notice is required for

supper and breakfast. Please contact B & A Foodservices at 613-543-0660 (fax 613-543-0013) to make these arrangements.


Village Store During our operating season, the Village Store is open daily until 5:30 p.m. Available merchandise includes items made in the Village. Of special interest to Live-In participants are the historical posters and newspaper. These items, as well as period games, may be useful resource tools in the classroom. If you are booked for the Live-In Adventure Program before or after our operating season and wish to visit the Village Store, please inquire about the Store’s hours of operation. Program Evaluation To assist Upper Canada Village with improving the Live-In Adventure, you will be given a program evaluation form at the end of the visit. Please complete and return this form to us. Your feedback is important!

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THE LIVE-IN ADVENTURE: ON-SITE ACTIVITIES

Program Description

Learning About Life-Styles

This orientation session prepares participants for the rest of the program. Costumed Village staff

members discuss the following topics:

lives of children in the 1860s

education and school attendance

informal education, i.e. work and training at home, in shops, on farms

clothing and manners

attitudes of adults towards children

leisure

Activity Sessions

Activity sessions form the heart of the day-time program. These sessions take place on-site, within the

historical Village, and are led by Village staff.

The Live-In schedule permits everyone to participate in the Life-Styles, School, and Morning Chores

sessions, and in one additional activity session. Those participants in male costume are eligible for

Tinsmithing or Blacksmithing, while those in female clothing will take part in either Cooking or

Needlework.

Attending School

Live-In participants are taken to the Village School and given an 1860s lesson using methods of

instruction and equipment from the period. The ideas of parents and educators are also discussed. They

are treated as "scholars" and expected to play the roles defined for them in the Life Styles session and in

the brief introduction at the beginning of the lesson.

The purpose of this session is to provide insight into formal education in the 1860s and, by extension, an

opportunity for modern comparisons.


Farm Chores

All participants are taken to Loucks Farm by Village staff. There, they will have the opportunity to milk

cows by hand, feed livestock or poultry, as well as participate in a variety of seasonal activities.

In spring, other chores might include preparation of the garden and planting of seeds.

In fall, various preparations for winter might include harvesting the garden, pressing apples for cider or

stuffing mattresses.

Trades/Mills

Participants work under the direction of the Village staff at a trade shop or mill. In addition to stressing

techniques and information about these locations, staff discuss and illustrate various historical methods

of 'informal' education (e.g. learning a trade, apprenticeships, etc.).

Cooking

Participants bake and cook ingredients using the open-hearth at the Tenant Farm House. Students gain

insight into the transference of domestic skills.

Needlework

Participants are introduced to needlework and work on a basic sewing project at the Hired Man’s

House. The same overall theme is covered as in the Cooking session.

Evening Activities

Students are under the supervision of their teacher/supervisor from approximately 5:00 p.m. to

8:00 a.m. the next day. To maximize the Adventure, teachers/supervisors are encouraged to

introduce evening activities that are consistent with the historical setting. Participants may use the

parlour games or play any of the outdoor games introduced on site or suggested in the pre-trip

planning section of this Guide. Of course, teachers/supervisors are also welcome to introduce their

own activities. Often Live-In Adventure participants take advantage of the nearby Pioneer Memorial,

Loyalist Monument, and Battle of Crysler's Farm Monument for an evening hike.


Live-In Schedule

DAY 1

1:00 p.m. Class arrives and checks into Blue and Grey Houses. Welcome and introduction by Village

staff.

LEARNING ABOUT LIFESTYLES

2:00 p.m. Costuming and Recreation Time

3:45 p.m. Activity Sessions: Attending School

Boys - Tinsmithing OR Blacksmithing

Girls - Cooking OR Needlework

5:00 p.m. Return to Blue and Grey Houses

5:30 p.m. Supper - traditional foods prepared in advance

6:15 p.m. Evening Activities: Outdoor Games

Parlour Games

Walk in Village

NOTE:

Evening activities from 5:00 p.m. onwards are under the direction and supervision of the

teacher/supervisor.

DAY 2

7:00 a.m. Rise and Breakfast

8:00 a.m. Activity Session: Farm Chores

9:30 a.m. Activity Sessions: Attending School

Boys - Tinsmithing OR Blacksmithing

Girls - Cooking OR Needlework

10:45 a.m. Return to Blue and Grey Houses

11:00 a.m. Check out


PREPARING FOR THE ADVENTURE

Introduction The preparations required for the Live-In Adventure are described briefly below. Immediately following, you will find all of the forms, lists and plans mentioned. Essential pre-trip tasks for the teacher/supervisor have also been summarized in a convenient checklist. Transportation Arrangements And Post-Program Site Visit (optional) Please arrange for Live-In participants to be dropped off and picked up on the service road beside the Blue House (see map on page 5). If you need directions upon arrival, please ask at the Admissions area at the main entrance to Upper Canada Village. After check-out, your class is welcome to spend more time at Upper Canada Village touring the site on that day at no charge. Many groups also choose to visit our Village Store at the front entrance prior to their departure. If you choose to extend your visit, you will want to decide this ahead of time and arrange your pick-up time accordingly. If you are booked for the Live-In Adventure Program before or after our operating season and you wish to spend more time on site, please inquire with us before finalizing your pick-up time. Consent Forms The Village recommends that a parental/guardian Trip Consent Form be obtained for each participant. A sample Trip Consent Form is included in this section. In addition, due to the overnight nature of the Adventure, teachers/supervisors should ask parents to complete and return the Medical Information and Consent Form (page 13). Please ensure that this form is brought with you to the Live-In Adventure at the Village. Measurements For Historical Clothing All child participants and teachers/supervisors (up to a maximum of four) will be outfitted in historical clothing. Additional adults will not be costumed. As these costumes must be assembled ahead of time, the Village requires a completed Size Chart Summary (page 16) for your group (containing the necessary information for each participant). Please be careful to ensure that correct measurements and sizes are given. This chart should be returned by mail (13740 County Road 2, RR1, Morrisburg, Ontario, K0C 1X0) or by fax (613 543-4098) at least one week prior to your arrival date.


Room Assignment Teachers/supervisors are asked to assign all participants to a specific room before arriving at the Village. Please use the Floor Plans which follow to make a suitable assignment. Review Of Village Live-In Rules And Guidelines For everyone's safety and the security of the site, a short list of rules and guidelines has been prepared and is included in this section of the Teacher's Guide. Please review these with all participants before your arrival. Shopping And Historical Meal Preparation Grocery shopping will be required if participants plan to make meal preparation one of the pre-visit and on-site activities. In addition to whatever meal option you choose, we recommend that you encourage your Live-In participants to prepare and bring an 1860s lunch for the day that you arrive. This lunch may be consumed en route or upon your arrival on site. Additional guidelines are included in this Guide (please see the Historical Meal Preparation section). Personal Items To Bring Each participant needs to bring a number of personal items on the Adventure, including a sleeping bag. A suggested What To Bring list is included at the end of this section.


TEACHER/GROUP LEADER CHECKLIST

The trip has been booked and confirmed. _______

The bus has been booked and confirmed. _______

Trip Consent Forms have been sent home and returned. _______

Medical Information and Consent Forms have been sent home and returned. _______

Size Chart Summary sheets have been completed and returned to Upper Canada Village. _______

Participants have been assigned sleeping quarters. _______

Village Live-In Rules and Guidelines have been reviewed with participants. _______

Food has been purchased and prepared for the on-site evening meal and breakfast. _______


(SAMPLE ONLY)

TRIP CONSENT FORM

UPPER CANADA VILLAGE LIVE-IN ADVENTURE The Upper Canada Village Live-In Adventure provides participants with a day-long, over night opportunity to immerse themselves in a recreation of our historical past. The activities include chores at farms, work at trade shops, domestic crafts, housework, and attendance at the Village's school. There will also be time for period games. By donning an historical costume and by taking part in these activities, "Live-In" participants become a part of 1860s community life. Our class/group will be visiting Upper Canada village on _______________________ . The cost of our trip will be __________________________________________________ . The following is attached for your information: VILLAGE LIVE-IN RULES AND GUIDELINES FOR ON-SITE VISIT LIVE-IN SCHEDULE SUGGESTED WHAT TO BRING LIST OF PERSONAL ITEMS RECIPE FOR A BROWN BAG LUNCH Please ensure that the Size Chart and Medical Information and Consent Form are returned to the school along with this Trip Consent Form. Yours truly, I give permission for ___________________________________________ to attend the

Upper Canada Village Live-In Adventure trip on _______________________________ .

_______________________________________ _________________________________ PARENT/GUARDIAN DATE


MEDICAL INFORMATION AND CONSENT FORM

UPPER CANADA VILLAGE LIVE-IN ADVENTURE Upper Canada Village maintains a First Aid Station, staffed daily from 9:00 a.m. to 5:00 p.m. and has Security Officers trained in first aid available in the evening and overnight. However, in the event of injury or illness which cannot be treated at our First Aid Station, Live-In participants will be taken to the nearest medical clinic or hospital. Every effort will be made to give prior notice to parents/guardians, but in emergencies direct action will be taken. Every participant must be covered by OHIP or equivalent medical insurance. Live-In Participant Name: ______________________________________ Emergency Contact Telephone No.: ______________________________________ OHIP/Health Insurance Policy No.: ______________________________________ I, as the parent or legal guardian for the above named child, understand that in the event of an injury or illness which cannot be treated by the First Aid personnel at Upper Canada Village, he/she will be taken to the nearest medical clinic or hospital, and I consent to this action being taken if deemed necessary by his/her teacher, supervisor or Upper Canada Village personnel. Parent/Guardian Signature: ______________________________________


NOTE TO TEACHER:

Please transfer this information to the Size Chart Summary found on

page 16 and return the completed Size Chart Summary to the

Village’s Supervisor of Youth, Education and Domestic Programs

either by mailing it to 13740 County Road 2, RR1, Morrisburg,

Ontario, K0C 1X0 or by faxing it to 613-543-4098.

YOUTH SIZE CHART NAME: ______________________________________________________________________ MALE: FEMALE: AGE: _____ DOES THE CHILD REQUIRE AN EPI PEN OR

PUFFER TO BE CARRIED WITH THEM ON SITE? YES: NO: HEIGHT: ____________________ INCHES WEIGHT: _______________________ LBS. SHOE SIZE: ____________________________ TO ENSURE A MORE ACCURATE FIT, PLEASE

DO NOT MEASURE OVER BULKY CLOTHING. C = CHEST CIRCUMFERENCE ________ INCHES W = WAIST CIRCUMFERENCE ________ INCHES (Please do not give your regular pant size for this measurement.

Fashions were different in the 19th century; the circumference of your wait just above the navel is required.)

L = LENGTH (WAIST TO FLOOR) ________ INCHES


ADULT SIZE CHART NAME: ______________________________________________________________________ MALE: FEMALE: AGE: _____ HEIGHT: ____________________ INCHES WEIGHT: ____________________ LBS. SHOE SIZE: ____________________________ HAT SIZE: ____________________________ TO ENSURE A MORE ACCURATE FIT, PLEASE

DO NOT MEASURE OVER BULKY CLOTHING. C = CHEST CIRCUMFERENCE ________ INCHES W = WAIST CIRCUMFERENCE ________ INCHES (Please do not give your regular pant size for this measurement.

Fashions were different in the 19th century; the circumference of your wait just above the navel is required.)

L = LENGTH (WAIST TO FLOOR) ________ INCHES

NOTE TO TEACHER:

Please transfer this information to the Size Chart Summary found on

page 16 and return the completed Size Chart Summary to the

Village’s Supervisor of Youth, Education and Domestic Programs

either by mailing it to 13740 County Road 2, RR1, Morrisburg,

Ontario, K0C 1X0 or by faxing it to 613-543-4098.


SIZE CHART SUMMARY

NAME M/F AGE HEIGHT

(INCHES)

WEIGHT

(LBS.)

SHOE

SIZE

HAT

SIZE

CHEST

(INCHES)

WAIST

(INCHES)

LENGTH

(INCHES)

NOTE: This sheet should be filled out and returned at least one week prior to your arrival date either by mail (13740

County Road 2, RR1, Morrisburg, Ontario, K0C 1X0) or by fax (613 543-4098). Do not hesitate to copy

additional sheets if necessary.


LIVE-IN HOUSES FLOOR PLANS


VILLAGE LIVE-IN RULES AND GUIDELINES These rules and guidelines are to ensure the safety and enjoyment of all participants. We request that you discuss the following rules with them before your visit. A copy of these rules is posted in the kitchen of both the Blue and Grey Houses. 1. Fire Safety All interior doors are to be kept closed at all times. If alarms sound evacuate the building immediately and proceed to the parking lot at the Security

building. Do a head count and report immediately to security. Do not re-enter the building. There are fire alarm pull stations in the halls on all levels. There is emergency lighting in the halls. Check that there is a flashlight in the kitchen and that

each supervisor has one at hand during the night. 2. Smoking is not permitted in any of the buildings at Upper Canada Village. 3. Students/youth participants are NOT permitted to go about unsupervised on site. 4. Mattresses and beds are not to be removed from the rooms in which they are found. Each room

has a maximum occupancy number enforced by the local Health Unit. 5. Dish washing is to be done in the dish pans set up on a dining room table. Washed dishes and

cutlery should be returned to the buffet. 6. Any items noticed as missing, damaged or broken should be reported to Village staff. 7. All personal belongings must be removed from the Blue and Grey Houses by the departure time

on your schedule. 8. Electronic Devices and Modern Intrusions

In order to re-create the 1860s period, DO NOT bring electronic devices (e.g. ipods, ipads, cell phones, smart phones, etc.) or jewellery (except medic alert bracelets).

9. Historical Costume Guidelines Modern jewellery and make-up are NOT appropriate. We suggest that you leave all valuables

(rings, watches, etc.) and related supplies at home for safekeeping. ONLY medic alert jewellery may be worn. Teachers may carry a watch concealed in their pocket.

The historical costumes are all summer weight clothing. If it is cold we recommend that you

wear white or light coloured undershirts, long underwear or lightweight track pants under the costumes. Undershirts or t-shirts should not have high necklines that will show above the costumes. Warm knee length socks, in plain white, navy or black, are preferable for girls. Boys should bring socks for use in heavy boots. If participants wish to have photographs, someone should be designated to remain in street clothes while taking the photographs.


WHAT TO BRING

sleeping bag and pillow

knee socks for girls in white, navy or black

socks for boys

pyjamas

1860s brown bag lunch for the first day

slippers or shoes for indoors

warm underwear or jogging suit to wear under a costume if it is cold

toiletries (towels, face cloths, soap, toothpaste, toothbrush, comb, elastics and ribbon for girls’ hair if it is longer than their chin)

NOTE:

In order to re-create the historical period DO NOT bring electronic devices (e.g. ipods, ipads, cell phones, smart phones, etc.), make-up or jewellery (except medic alert bracelets).

Please leave unnecessary items at home as space is limited.


PRE-TRIP LEARNING ACTIVITIES

Introducing pre-trip activities will significantly enrich the Village Live-In Adventure experience. Several

pre-trip activities are proposed in this Guide. You may choose to do some or all of these activities, or to

develop your own pre-trip activities.

Setting The Historical Stage

For most students the events, personalities and way of life of the period (1820-1867) will not be

common knowledge. This activity is designed to set the historical stage.

Divide the class into research teams.

Assign each team a time period or theme to research, e.g. 1860-1867, or major political events.

Task: What were the major developments and personalities in your assigned period or event?

Provide research time in the resource centre. Encourage electronic searching (if available in your school).

Have the students prepare a time-line mural chronicling the major events, personalities and

developments between 1820 and 1867.

Add sketches/artwork to the mural.


Preparing A Journal

Have participants prepare a journal that will record the pre-trip activities, on-site experiences, and post

trip activities. The journal could include some or all of the following:

list of the activities

student description of what they did

reflections of their impressions of life in 1800s

comparisons to today

reflections: Would they like to live then or now? Why?

The journal will be one source of data to assess student achievement.

NOTE: You may wish to use the back pages of the Copy Book described on page 43 for this purpose.

You may also wish to insist on good penmanship as would be required in the 1860s (see pages 45 and 46).


Etiquette In The 1800s

The purpose of this activity is to ensure that Live-In participants understand the role of an 1860s child.

In the 1860s there were many books about etiquette on the market. These books appealed in particular

to middle-class people and those aspiring to be middle-class.

Although the etiquette of the period might seem formal to us in our very casual society, people then

thought they were much more easy-going and "modern" than their ancestors.

The following poem appeared in the Boys and Girls Column of Farmers Advocate, in 1867:

In silence I must take my seat,

And give God thanks before I eat; And for my food in patience wait Till I am asked to hand my plate:

I must not scold, nor whine, nor pout, Nor move my chair nor plate about:

With knife, or fork or napkin ring I must not play - nor must I sing, I must not speak a useless word -

For children must be seen - not heard; I must not talk about my food, Nor fret if I don't think it good'

My mouth with food I must not crowd, Nor while I'm eating speak aloud;

Must turn my head to cough or sneeze, And when I ask, say "If you please,"

the table cloth I must not spoil, Nor with my food my fingers soil'

Must keep my seat when I have done, Nor round the table sport and run When told to rise, then I must put My chair away with noiseless foot;

And lift my heart to God above, In praise for all His wondrous love.

After reading this poem have your students make a list of the rules given in the text. Have your class

discuss and list the rules of behaviour that they follow at the table today. Or, have them use the poem

as the basis for writing their own poem, chant or rap-song about manners.


Parlour Entertainment

Before radio, television and ipods, people created much of their own entertainment. In the nineteenth

century, indoor recreational activities were often referred to as parlour games. Of course, toys were also

a source of amusement.

The preparation of these games and toys for the Live-In evening is an important activity to help students

more fully appreciate an 1860s lifestyle.

Your class or group is responsible for the organization of the parlour entertainment that will complete

the evening program. Divide your class or group into four smaller groups. Assign each of these groups

the responsibility for preparing one 20-minute session.

We have included suggestions for various games and toys that were popular pastimes in the mid-19th

century. A group can choose to prepare one of these games, or they can entertain their friends with a

dramatic reading or music of the time period (vocal or instrumental). Game boards can be made of

wood or paper or, as a last resort, purchased.

Many popular pastimes were called parlour games because they were suitable activities for the parlour.

This room was outfitted with the best furnishings the family could afford. Generally, the parlour was

only used on special social occasions.


Toys

Thaumatrope

1. Colour the bird. Bright colours are best.

2. Cut out the two circles.

3. Glue circles, back to back, with the bird upside down.

4. Attach 15 cm. (6") of string to each side.

5. Spin the thaumatrope and watch carefully.

The bird will appear in the cage!

Whizzer 1. Colour the circles. Bright colours are best.

2. Cut out the circles.

3. Also cut a circle of heavy cardboard the same size.

4. Glue together with the heavy cardboard in the centre.

5. With a needle, place string through whizzer. Knot string together. Wind and

pull.

SOURCE: Philip and Caroline Freeman Sayer, Making Victorian Kinetic Toys, New York, 1977


Board Games

Draughts/Checkers

Draughts, known as Checkers in North America, was invented about 1000 A.D., probably in the south of France. The medieval game, called Fierges, used a Chess board, the 'tablemen' or pieces of Backgammon and the moves of Alquerque. Each player had twelve pieces, which were known as 'fers', the name of the queen in medieval chess, or Fieres, and they also had her power of movement, namely one square diagonally in any direction. In Fierges, the pieces were allowed to capture by a diagonal "jump" over an enemy piece on an adjacent square landing on a vacant square immediately beyond. If the capturing piece could make more than one "short leap" in the same turn of play, multiple captures were permitted. The 'Chronicle' of Philip Mouskat (1243 A.D.) refers to a king of Fierges, indicating that by the thirteenth century a 'fers' could be promoted to a king. Later when the chess queens were known as 'dames' (ladies) the game was called Feu de Dames, as it is still called in France today. In Dames there was no compulsion to capture a piece at risk, another similarity to chess. About 1535 A.D. compulsory capture of an enemy piece at risk was introduced and an attacking piece which missed this opportunity paid the penalty by being "huffed" or removed from the board. This new game was called Feu Forcé to distinguish it from the older version without the compulsory capture rule which became known as Feu Plaisant. Modern standard Draughts/Checkers is based on the 16th century Feu Forcé. The opening position of the pieces as shown in the figure below. PLAYERS Two. PIECES Twelve for each side. AIM Capture or immobilization of all the opponent's pieces. ORIGIN Probably southern France, c.1000 A.D. RULES 1. The pieces move only

on the black squares. 2. The white corner square is always to the right of the players. 3. The players change colours at the end of each game. 4. The player with the black pieces moves first. 5. The pieces move diagonally forwards one square at a time. They

cannot move backwards. 6. When a piece reaches the opponent's back row it is 'crowned',

becoming a king with the power of moving backwards or forwards. 'Crowning' ends a move. There may be several kings on the board at the same time.

This seventeenth century French engraving shows a lady playing Draughts with her pet monkey. This animal had the reputation of winning the game as often as any human.

7. Crowning is indicated by placing two pieces on top of each other as shown in the figure below left.

8. A capture is made by a short leap diagonally over an opposing

piece onto a vacant square immediately beyond. 9. If the capturing piece can continue to leap over other enemy

pieces in the same turn of play it is permitted to do so, and the captured pieces are removed from the board as they are captured. When a piece finally comes to rest the turn is finished.

10. If a player fails to capture an enemy piece at risk, his opponent

has a choice of three penalties: a. The piece must be returned to its position and the proper

capturing move made. b. The opponent may accept the move and let is stand. If this

is done the piece must make the capture at the next move if this is still possible, or it again becomes liable to a penalty.

c. The opponent may huff or remove the piece which should have made the capture and then continue his own move. Huffing does not constitute a move.

11. The first player to capture or immobilize the twelve opposing

pieces is the winner.

SOURCE: Bell, R.C., The Boardgame Book, New York, 1983


Asalto Based on the material game of Fox and Geese a later variant called Asalto was developed. During the mid-nineteenth century, influenced by the events of the Indian Mutiny, the game was revived and given a new name - Officers and Sepoys. The board represents a fort defended by three officers and besieged by fifteen soldiers or sepoys.

PLAYERS

Two.

PIECES

Fifty sepoys on one side; three officers on the other.

AIM

Sepoys try to immobilize officers or occupy entire garrison; officers try to

prevent the fort being occupied or themselves being immobilized by

'killing' enough sepoys.

ORIGIN

India, nineteenth century.

RULES

1. Two players control sides of unequal force - the fifty pieces of one

side represent the besieging soldiers or sepoys and the other side is

represented by three officers defending the besieged fort.

2. The fort is indicated by the area containing seventeen red points.

One player places the three officers on any of these points.

3. The other player controlling the moves of the fifty soldiers places

them on the white points at the intersections of the red and black

lines on the remaining area of the board, which represents the

countryside surrounding fort.

4. Soldiers move one at a time along any red line but must always

move towards the fort.

5. Officers, however, move in all directions on any lines, red or black.

6. By making a short leap and jumping over a soldier in a straight line

to an adjacent and vacant position, an officer 'kills the soldier who is

then removed from the board.

7. The soldiers win if they immobilize the officers or occupy every

point in the fort.

8. The officers win if they manage to 'kill' enough soldiers to prevent

their being immobilized or the fort being occupied.



Nine Men’s Morris Outlines for the game of Nine Men's Morris have been found carved into the roofing slabs of the ancient Egyptian temple of Kurna, c.1400 B.C. Two similar boards were cut into the great flight of steps up to the shrine at Mihintale in Ceylon, built during the reign of Mahadathika Maha-Naga, 9-21 A.D. PLAYERS Two PIECES Nine men or pieces for each side. AIM To reduce the opponent to two pieces or immobilize him. ORIGIN Egypt, c.1400 B.C. RULES 1. At the start of the game the board is empty, each player

holding nine pieces of his own colour. The game is played in two phases.

PHASE ONE 2. A game for two players who draw lots for the advantage of

starting. 3. Each player enters his nine pieces, one at a time, onto any

vacant point on the board in alternate turns of play. 4. Each time a player forms a row or three men along a line,

known as a mill, he removes one of his opponent's pieces from the board. Pieces in a mill are exempt from attack.

5. When all the pieces have been placed on the board the

game enters the second phase. PHASE TWO 6. The turns of play continue with the players moving one man

to an adjacent vacant point along any line, attempting to make a mill and remove an opposing piece.

7. A mill can be made and broken any number of times, an opposing man being removed each time a mill is formed.

8. If a player makes a mill and all the opponent's pieces are

safely in mills, play continues without loss to the opponent. 9. Double mills are five pieces so placed that each time a mill is

broken another is formed with a capture being made at every turn. (See diagram below.)

10. When a player has only three men left on the board and

these are in a mill, if it is his turn to move he must break the mill, even if it means losing a piece and the game at his opponent's next move.

11. There are two ways of winning the game:

a. By reducing the opponent to two pieces. b. By blocking all the opponent’s pieces so that they

cannot move.



Solitaire

This game is a form of Patience played by one person on a Fox and Geese board. It was reputedly invented by a French count to pass the time while imprisoned in solitary confinement during the French Revolution. However the German philosopher, Leibnitz, wrote in a letter dated January 17, 1716 that the game called Solitaire pleases me much. A later writer has compared it favourably to the crossword puzzle since players can even invent their own problems. Solitaire is usually played on a board with thirty-seven positions or holes, thirty-six of which are occupied by counters or marbles at the start of play, while the central position is left vacant. If the variant thirty-three hole board is used, it is possible to finish with the last remaining piece in the central hole. The object of the game is to reduce the thirty-six pieces to a solitary piece in the 'end' position. This is achieved by a series of moves consisting of "short leaps" to remove each piece 'leapfrogged'. Fox and Geese board set up for Solitaire PLAYERS One. PIECES Thirty-six. AIM To remove the pieces - leaving one or more as pre-arranged. ORIGIN France, eighteenth century.

RULES 1. One piece jumps over another, landing in any adjacent and

empty space in any straight line except the diagonal. 2. The piece which has been jumped is removed and the

'leapfrogging' piece remains in the position where it landed, unless it can continue jumping over other pieces.

3. A move may be as long or as short as the player chooses,

that is, there is no need to continue jumping suitable pieces unless he wants to.


4. Any piece can jump any other piece.

5. The solution to an elegant problem is given below in

notation form. At the start of play point nineteen is vacant

and the game ends with pieces on points four, eight,

nineteen, thirty and thirty-four, in the form of St. Andrew's

Cross.

6 to 19; 14 to 12; 3 to 13; 20 to 7; 1 to 3; 3 to 13; 33 to 20;

29 to 27; 26 to 28; 15 to 29; 29 to 27; 24 to 26; 35 to 25; 18

to 31; 37 to 35; 35 to 25; 5 to 18; 9 to 11; 12 to 10; 23 to 9; 9

to 11; 26 to 12; 12 to 10; 10 to 24; 24 to 26; 26 to 28; 21 to

19; 18 to 20; 13 to 27; 28 to 26; 32 to 19.

6. Although any of the thirty-seven positions except the centre

may be left vacant at the start of the game and the same on

left occupied as the 'end' position, due to the symmetry of

the board many of these games would be equivalent. For

example, if 36 is the initial vacant position, by turning the

board through quarter turns, this becomes the same as 19,

2 and 16. Therefore, the vacant positions can be reduced to

these seven - 35, 31, 25, 36, 32, 26, 19.

7. A greater variety of games is possible if at the start of play a

different 'end' position is decided on from the opening

vacant position.

8. There are twenty-one basic games of Solitaire if Rule seven is

followed, as indicated below in the table below. Vacant - 'End' positions 35 35 18 21 1 36 36 16 2 19 31 31 11 14 32 32 9 12 25 25 28 26 26 23 6 19 19 32 24 16 16 16

9. In addition, it is always possible to end with a piece in the

original vacant position, as described in rule six,

providing another seven possible games.

An English eighteenth century version of a Fox and Geese board



Other Indoor Amusements

Hand Shadows

To create hand shadows, place your hand before a light in a dark room.

Experiment to create more images in shadow. Draw illustration cards, like this one, for your activity

station.

A TORTOISE


THE GOOSE A PRISONER


AN ELEPHANT


PIG


BRUIN


Active Games And Outdoor Recreations

This section includes a variety of 19th century outdoor recreations, which you should review with your

students. You may want to use these activities to fill in any spare time you have.

Upper Canada Village will provide a reproduction 19th century bat and ball for the Massachusetts game

of baseball. We will also provide a rope for "Tug of War".

3 blindfolds (strip of cloth or cloth handkerchief);

1 three metre length of rope;

several skipping ropes; and

15 strips of cloth for three-legged races.


Hunt The Ring (adapted from Sports and Pastimes for In-Doors and Out, Boston, 1863) Use a ribbon (or string) that is long enough to go completely around the outside of the ring of students. Before you tie the ribbon in a circle slip a large ring onto the ribbon. Children put their hands behind their backs and pass the ring from one to another. The hunter in the centre of the circle tries to guess who has the ring. If the guess is right the hunter takes the place of the person holding the ring and this person becomes the new hunter. Use a ribbon (or string) that is long enough to go completely around the outside of the ring of students. Before you tie the ribbon in a circle slip a large ring onto the ribbon. Children put their hands behind their backs and pass the ring from one to another. The hunter in the centre of the circle tries to guess who has the ring. If the guess is right the hunter takes the place of the person holding the ring and this person becomes the new hunter.

Blind-Man's Bluff One person is chosen to be blindfolded - to be the "blind man". The rest of the players run around the "blind-man" touching him and calling his name. The blindfolded player must catch one of the other players by following only the sound of voices. The player that is caught then becomes the "blind-man".

Badger The Bear OR Bait The Bear (from Boy's Own Book, 1831 and The Boy's Week-Day Book, 1841)

A bear is chosen and seats himself holding one end of a rope about three yards long. The other end is held by the bear's master. The remaining players "attack" the bear trying to touch him - the master is responsible for protecting the bear from the "attackers". If the master touches an "attacker" that person will become the bear. The master cannot let go of the rope or unseat the bear. Each new bear has the privilege of choosing his own master.

Tug Of War Choose two teams with an even number of students on each side. A flag marks the centre of the rope. Two pickets or stakes should be placed 1 m. on each side of the flag. Players pull trying to move their opponents past the picket. Foot races, three-legged races and wheelbarrow races are also appropriate 19th century outdoor

recreations.


The Cat And The Mouse Let all the company join hand in hand in a circle, except one who is placed inside, called the Mouse and another outside called the Cat. They begin by running around, raising the arms; the Cat springs in at one side and the Mouse jumps out at the other; they then suddenly lower their arms so that the Cat cannot escape. The Cat goes round mewing, trying to get out: and as the circle must keep dancing around all the time, she must try and find a weak place to break through. As soon as she gets out, she chases the Mouse, who tries to save herself by getting within the circle again. For this purpose they raise their arms. If the Mouse gets in without being followed by the Cat, the Cat must pay a forfeit and try again; but if the Mouse is caught, she must pay a forfeit. Then they name who shall succeed them; they fall into the circle and the game goes on as before.

Puss In The Corner This game requires five players positioned as illustrated below.

☻ ☻

X

☻ ☻

The corner positions should be marked in some manner. Those in the corner positions call – “Puss, puss, come and get some milk. Puss, puss, come to my corner.” At the end of the verse all corner players run to change corners. The middle player runs to get a corner putting a new player in the middle, if successful.


Skipping

(appropriate verses)

Nose, Nose, jolly red Nose, And what gave you that jolly red Nose.

Nutmegs and cinnamon, spices and cloves, And they gave me this jolly red Nose.

I had a little Doll,

The prettiest ever seen, She washed me the dishes, And kept the house clean.

She went to the mill To fetch me some flour, And always got it home

In less than an hour; She baked me my bread, She brewed me my ale,

She sat by the fire And told many a fine tale.

Apples and oranges, two for a penny.

Takes a good scholar to count as many O-u-t, out goes she.

Boys and girls, come out to play,

The moon does shine as bright as day, Leave your supper, and leave your sleep, And meet your playfellows in the street;

Come with a whoop, and come with a call. Up the ladder and down the wall, A halfpenny roll will serve us all. You find milk and I'll find flour,

And we'll have pudding in half an hour.


Massachusetts Baseball

By the middle of the 19th century, two variations of our present game of baseball were played: the "Massachusetts Game" and the "New York Game". Though played widely, both in Ontario and New England, during the 1860s, the popularity of the "Massachusetts Game" went into a decline after the American Civil War. The principle distinction between the "Massachusetts Game" and modern baseball lies in the method of winning. In the former, the objective is for one side to score 75 runs and there are no fixed number of innings in which to score them. In the modern game, the winning side is the highest scorer after nine innings. The next most conspicuous feature of the "Massachusetts Game" is the lay out of the baseball field, which is not in the familiar diamond shape. Also the number of players permitted on each side varies from our modern game. The most significant rules, (excerpted from "The Baseball Player's Pocket Companion, published 1860), are listed below: No. 3 Four bases or bounds shall constitute a round; the distance from each base shall be sixty feet. No. 4 The bases shall be wooden stakes, projecting four feet from the ground. No. 6 The thrower shall stand thirty-five feet from, and on a parallel line with, the striker. No. 8 The ball must be thrown - not pitched or tossed - to the bat, on the side preferred by the

striker, and within reach of his bat. No. 11 The ball being struck at three times and missed, and caught each time by a player on the

opposite side, the striker shall be considered out, or if the ball be ticked or knocked, and caught on the opposite side, the striker shall be considered out. But if the ball is not caught after being struck at three times, it shall be considered a knock, and the striker obliged to run.

No. 12 Should the striker stand at the bat without striking at good balls thrown repeatedly at him, for

the apparent purpose of delaying the game, or of giving advantage to players, the referees, after warning him, shall call one strike, and if he persists in such action, two and three strikes; when three strikes are called he shall be subject to the same rules as if he struck at three fair balls.

No. 16 In playing all match games, seventy-five tallies shall constitute the game, the making of which

by either club, that club shall be judged the winner. No. 18 Not less than ten or more than fourteen players from each club, shall constitute a match in all

games, and no person shall be allowed to take part in a match who is a member of more than on club, playing under the rules of this association.


School Activities

Participants in the Live-In Adventure have indicated that role-playing the part of a 19th century scholar is

one of the most popular activities in the program. The information and pre-trip activities contained in

this section will help prepare Live-In participants for role-playing.

In addition, each student will need a copy book to use at the Village School. Following the instructions

on page 43, have participants make their own copy books for use at the Village. Be sure to bring these

copy books with you when you come.

Education In The 1860s

During the 1860s, schooling was not yet compulsory. Children made significant contributions to the

work at home and on the farm. If there was work at home then the children, especially the older ones,

would be kept out of school for long periods of time. School was open ten months a year. The tradition

of school being closed in the busy summer months began at this time. There were the three types of

schools in Upper Canada during the 1860s:

Model Schools

Found in large towns and cities, these were schools where students from the new teacher training

courses at Teacher's College could try out new theories, practices and materials suggested by the now-

active Board of Public Instruction (forerunner of today's Ministry of Education).

Grammar Schools

Found in towns and cities, these were schools for higher education (in the 1870s they became known

as High Schools). Since rural children would have to live away from home while attending such schools,

only boys who were destined for university and the few girls whose parents wanted - and could afford -

a bit more education for them were sent there. (Girls did not attend university. Few saw any need for

them to do so as females would not be entering any of the professions which called for intellectual

achievements.)

Common Schools - Public And Separate

Found in rural and urban areas throughout the province, these were local schools where the basic skills

and acceptable behaviour were taught with equal emphasis.

At the Village we represent a typical common or public school. These schools were the most numerous

and were available to the greatest number of scholars. By the 1860s many were becoming free schools

which means that they were financed by property taxes on all landholders rather than by fees paid only

by parents of attending children. This decision was made yearly in each school section by means of a

vote of all ratepayers.


A day began at 9:00 a.m. and went to 4:00 p.m., with a lunch hour but no recess, Monday to Friday. The

days of attending school on Saturdays had ended in 1860. There were few frills in these buildings -

blackboards had recently been introduced in most schools, but maps, globes or other apparatus were

seldom seen yet in rural areas. There were not yet grades in the rural common schools; each child

worked at his or her own speed through a series of lesson books. The most common branches of

instruction were reading, arithmetic, spelling, grammar, geography, writing and history.

Until the 1850s, teachers were, for the most part, educated in common schools and very few had

additional training. During the 1860s, teachers were encouraged by Chief Superintendent Egerton

Ryerson to go to Teacher's College and were rewarded for doing so by being granted first Class

Certificates and higher salaries. Because this process took time and money, most rural schools were still

presided over by teachers with Second and even Third Class Certificates who had little knowledge of the

new "progressive" methodology. They did receive The Journal of Education, a monthly magazine with

helpful hints for classroom management and were visited by a local superintendent whose duties

included instructing the teacher about new techniques, but many were scarcely more informed than

their older students and spent much of the time maintaining order.

During the 1860s more and more women became teachers in the Common School System. (Higher

learning was still the province of men.) By the end of the decade, 50% were female and this number

would increase until, by the end of the century, they vastly outnumbered their male colleagues. Two

main reasons for this were the following:

(a) women could be paid less because they seldom had dependents to feed. In Stormont, Dundas

and Glengarry counties (1860) men were paid $260.00 to $280.00 a year; women $130.00 to

$165.00; and

(b) a gentler, kinder rearing of young children was in vogue and this was seen as something a

woman did more naturally than a man.

The results of their teaching methods were closely scrutinized by visiting officials such as the local

superintendent, school trustees, magistrates and clergymen.

An 1860s-Style School Lesson

As a pre-trip activity, we suggest conducting an 1860s-style lesson in your modern classroom. The

following description of how a lesson is conducted at the Village can be used as model for this role-

playing activity.

When your class arrives at the School House, the scholars line up at the door - girls in one line, boys in

another. When the teacher rings the hand bell, scholars enter in an orderly fashion and stand by their

benches until permission is given to sit. The teacher will address the class by saying "Good day,

scholars". The boys will bow and say, "Good day, mistress/master". Girls will curtsy and say "Good day,

mistress/master".


GOD SAVE THE QUEEN

"God save our gracious Queen

Long live our noble Queen,

God save the Queen

Send her victorious,

Happy and glorious,

Long to reign over us:

God save the Queen.

O Lord, our God, arise,

Scatter thine enemies,

And make them fall:

Confound their politics,

Frustrate their knavish tricks,

On thee our hopes we fix:

God save us all.

Thy choicest gifts in store,

On her be pleased to pour;

Long may she reign:

May she defend our laws,

And ever give us cause

To sing with heart and voice

God save the Queen."

They then sing "God Save The Queen" with the teacher.

Permission will be given for the scholars to take their seats -

sitting up straight, elbows off the desks, facing the wall (to

take advantage of the light from the windows).

At this point, the teacher (an interpreter at Upper Canada

Village) will make the rules clear to all. Your students will be

spoken to as if they were indeed students in an 1866

classroom. If they follow the teacher's lead, they will easily slip

into the role-playing which will help them feel first-hand, the

"you are there" experience of living history.

When addressed by the mistress/master, a scholar must

respond, "Yes, mistress/master. Thank you, mistress/master."

In this school, the mistress/master is always right! Scholars

may be punished for things considered unimportant in school

today, e.g. talking to another scholar, making errors in lessons

or disagreeing with the mistress/master. The leather strap

was the common punishment, but in the lessons at Upper

Canada Village much less severe punishments are used! They

may include holding a log on outstretched arms or facing the

blackboard and counting aloud while stamping a foot at

every multiple of five or ten.

Work will be selected from a variety of reproduction 19th

century lesson books. Books are provided for spelling,

geography, poetry and general studies. To begin, each

scholar is assigned a lesson. As soon as the scholar is given a lesson, he/she must begin to practice it

aloud in a normal speaking voice. The room will be very noisy when all the scholars are at work. A

scholar practices the lesson until it is memorized. This is called learning by rote.

When the scholar is ready to recite or wishes to ask a question, he/she must come to the front and take

a seat on the recitation bench. There is a limit of four or five scholars at the recitation bench at one time.

The teacher will stand up on the platform to hear the recitations. Scholars are not permitted on the

platform without permission. Scholars are expected to speak politely to you saying "Yes, mistress/master.

Thank you." The teacher is always right!

To recite a lesson a scholar must stand, hand his/her book to the teacher and say the lesson. If a scholar

recites the lesson correctly, he/she will be given a slate board, slate pencil and a flannel cloth for erasing.

When the work is complete, the scholar returns to the recitation bench to have the work checked for

neatness and mistakes. Scholars should make the necessary corrections on their slate boards before

proceeding to the next step. In the final part of the lesson, the scholar will write the lesson neatly into

the copy book only once.


HOW TO MAKE A COPY BOOK

For one book you will require:

3 to 6 sheets of white paper measuring 8-1/2” x 11”

1 sheet of coloured paper for the cover, 8-12” x 11”

needle and thread

1. Fold sheets of paper in half with coloured

cover sheet on the outside.

2. Mark a dot (A) clearly in the centre fold 4-

1/4" in from the edges, then make two

more dots (B, C) 3" away from centre (A)

as illustrated.

3. Thread needle with 36" of thread. Knot

both ends together --- sew with a

doubled thread.

4. Sew the copy book together with a

bookbinding stitch. Stitch through

centre dot (A), inside to outside. Leave

about 3" of thread inside the book. Go to

top dot (B) and push needle back

through.

5. Next, stitch through the centre dot (A)

again, inside to outside. Go to bottom

dot (C) and push needle back through.

6. Tie ends of thread together at centre (A),

knot securely and cut threads close to

copy book.


Spelling And Arithmetic Bees

A bee gives an opportunity for all members of the class or group to participate. Scholars are divided into

two groups, preferably of equal size. To begin the bee, the first person on the right is asked to spell a

word. He/she should say the word first, then spell it. An incorrect answer results in him/her sitting

down. The same word is then asked of the next person on the opposing team. A correct response

leaves the player standing and a new word is asked of the opposing team. The bee continues until only

one person is left standing.


Penmanship

Penmanship or the study of fine writing was an important part of schooling in the 1860s. Writing

exercises are often found in original copy books from the nineteenth century. As part of your class

preparation you may want to have them practice penmanship using the sentences below or the

practice sheet on the next page. These sentences are appropriate for penmanship exercises. One

example can be written in each copy book.

1. Remove the cork from the inkwell while holding the inkwell. The small centre well holds the ink.

2. Dip the pen into the ink. Lift out and tap gently against the edge of the well.

3. Make a sample mark or letter on the blotter to ensure there is not too much ink in the pen.

4. Write slowly without putting too much pressure on the nib as this will cause splattering or the

release of too much ink.

When the scholar has completed the lesson in the copy book he/she will be assigned a new lesson or a

new subject.


Practice Sheet


Keeping A Diary Diaries were frequently kept by people of all ages. A few kept by children have survived. This activity will help compare the life of an 1860s child to that of today’s child. Diary Excerpt Sunday, March 25th 1866 It was a very cold day and drifted. I went to church. Mr. Tompson preached. I got the milk. Mr. Sibly was here to day. I am reading Pilgrems Progress now. Monday March 26th 1866 It was a nice day but cold. I went to school said my lessons. I went to the post office. got the milk. I had my connger in (conjuring) book down to night. Tuesday March 27th 1866 It was a beautiful day. I went to school. said my lessons. I went to the post office. got the milk. There was a run away tonight. Wednesday March 28th 1866 It was a cold day and snowd. I went to school. said my lessons. I went to post office. got the milk. Bessy was over to Mrs. Lawrences. I got some goods down at the store. Thursday March 29th 1866 It was a beautiful day but cold. I went to school. said my lessons. I left school. I got too books before I left school. holidays commence to night. I went to post office. got the milk. I went to the shop and over to Mrs. Shaw's. Friday March 30th 1866 It was a beaitful day. It is good Friday to day. I went to the post office. got the milk. I made a feathered toy out of my coungering books I went down to the store and George Bristow cleaned his flute. We made some shadow scenes to day. We stayd up till after ten oclock at night looking at the eclipse of the moon. Saturday March 31st 1866 It was a mild day and it snowd. I went to the post office..got the milk. I went down to the store. I got washed in the tub. Have the students keep a diary for a 48-hour period during a school week. Divide the time into different sections, e.g. time spent at school, at play, watching television and doing various chores. After your visit to the Village use these diairies to compare the live-in experience to modern day experiences.


Questions For Discussion

1. What is meant by "said my lessons"?

2. What is a conjuring book?

3. What is a runaway?

4. What holiday is Charles talking about?

5. Why did Charles go "down to the store"?

6. What are shadow scenes?

7. Why did Charles go to the Post Office and get the milk so often? Answers (for teacher's use only)

1. Rote learning involved the memorization of assigned work and the recitation of each lesson from

memory.

2. Conjuring books contained instructions for magic, illusions, games, amusements and toys.

3. Runaway horses hitched to vehicles occurred from time to time in every community.

4. Easter Sunday, April 1, 1866.

5. His father owned the store and Charles sometimes worked there.

6. These are hand shadows cast onto a wall.

7. Children often ran errands after school in the 1800s.


Historical Meal Preparation

An important aspect of experiencing 1860s is understanding diet and how meals were prepared. We suggest that this be accomplished through the actual preparation by your class or group of the meals which will be eaten during the Live-In Adventure. Because your time at the Village is limited, most of this preparation must be done as a pre-trip activity. Using foodstuff recipes and menus from the 1860s will add an important dimension to the experience. During the Live-In, your class/group will likely require one supper, one breakfast and two lunches (one before the program begins and one after the program is finished). Supper and breakfast are consumed at the Blue and Grey Houses, while lunches may be consumed at other designated areas on site. Preparation Notes 1. A shopping list has been included in the pre-trip section (see pages 51 to 53) for your

convenience. This list is for 30 grade 8 students and four adults. Obviously, smaller/younger groups will need less food.

2. All dishes in the menu marked with an asterisk must be prepared prior to your visit. 3. Refrigeration and freezer space is available in the Blue and Grey Houses. 4. The necessary pots and pans to cook with during your stay are provided. 5. Suggested appropriate juices are: apple or raspberry. Citrus juices such as: orange juice, punch,

etc., were not available in the 1860s. 6. Snacks are included in your grocery list. We recommend that your students do not bring modern

snack foods. 7. A proposed menu and recipes for the dishes to be prepared prior to your visit are included in this

section. Consider incorporating food preparation into your health curriculum by using the following activities:

have participants evaluate this menu and these historical recipes relative to modern health

standards for a balanced diet (compare to the Canada Food Guide recommendations); have participants become involved in the food purchasing and/or food preparation activities.


Live-In Menu This menu represents the eating arrangements of a typical working family in the 1800s. supper * chicken and rice soup OR beef stew OR macaroni and cheese bread bread bread cold ham cold ham * cookies cookies cookies * jumbles jumbles jumbles * applesauce applesauce applesauce water or milk water or milk water or milk breakfast gruel (oatmeal) bread cheese marmalade jams hot chocolate tea lunch water, apple cider, milk (a glass jar can be used to store drinks) sandwiches with cold meats such as ham, pork or beef and/or sandwiches with

jams or jellies (e.g. raspberry, strawberry, rhubarb, currant or apple) cheese crackers or * biscuits * cookies * gingerbread apples, dried fruit such as raisins, figs or dates and/or nuts In order to be consistent with the historical period, students are encouraged to bring their lunches in a basket or a cloth bag or wrapped in a large piece of brown paper tied with string. Please avoid the use of plastic bags and wrapping on food items. * These items are to be prepared before you come to the Village. The necessary period recipes

(receipts) are on pages 54 and 55.


Live-In Grocery List For Menu With Chicken Soup

6 to 10 loaves unsliced bread

6 to 8 lbs. cheese

6 to 8 lbs. ham

10 lbs. apples (for applesauce) 3 lbs. butter

4 (4 litre bags) milk

1 bag oatmeal

1 jar jam

1 jar mustard

1 container hot chocolate

10 to 15 lbs. chicken

2 lbs. onions

5 lbs. carrots

10 lbs. potatoes

1 small cabbage

1 small turnip

½ bunch celery

SMALL AMOUNTS OF:

baking soda (pearlash)

cinnamon

nutmeg

caraway

thyme

parsley

lemon juice

OPTIONAL:

apples (for snack)

coffee

tea

brown sugar (for oatmeal)

BAKING INGREDIENTS FOR

COOKING RECIPES:

2 lbs. butter

3 eggs

5 lbs. flour

2 lbs. sugar


Live-In Grocery List For Menu With Beef Stew


6 to 8 lbs. cheese

10 lbs. apples (for applesauce)

3 lbs. butter


1 bag oatmeal

1 jar jam

1 jar mustard


8 to 10 lbs. stewing beef

2 lbs. onions

5 lbs. carrots

10 lbs. potatoes

1 small cabbage

1 small turnip

½ bunch celery

SMALL AMOUNTS OF:


cinnamon

nutmeg

mixed spices

bay leaf

OPTIONAL:

apples (for snack)

coffee

tea



COOKING RECIPES:

2 lbs. butter

3 eggs

5 lbs. flour

2 lbs. sugar


Live-In Grocery List For Menu With Macaroni And Cheese


3 lbs. macaroni

6 to 8 lbs. cheese

6 to 8 lbs. ham

4 lbs. butter

10 lbs. apples (for applesauce)


1 bag oatmeal

1 jar jam

1 jar mustard


SMALL AMOUNTS OF:


cinnamon

nutmeg

caraway

OPTIONAL:

apples (for snack)

coffee

tea



COOKING RECIPES:

2 lbs. butter

3 eggs

5 lbs. flour

2 lbs. sugar


Period Recipes

Chicken Soup Cut up a large fowl and boil it well in milk and water, thicken with cream, butter, and flour. Add vegetables of different kinds cut in small pieces, such as potatoes, turnips, the heart of cabbage, one or two onions, celery, etc., with the thyme, parsley, cayenne or black pepper, and mace. Boil all together, and just before you dish it add wine, or a little lemon juice, and salt to your taste. Godey's Lady's Book and Magazine, 1861

Family Stew Of Beef Take any piece of beef good for stewing, cut it into small pieces, slice two or three large onions, and put them into the stewpan with two ounces of butter or good beef-dripping. When melted, dredge in some flour, add the meat also dredge with flour, and enough water to keep it from burning. When the gravy has drawn, fill up with boiling water, let it come to a boil gently, skim the pot well, then add a spoonful of mixed spices and a bayleaf or two; set the pan by the side of the fire to stew slowly for a couple of hours. Eleven pounds of meat will take four hours. This dish may be thickened like Irish stew, with potatoes, or it may be served with the addition of chopped vegetables of all kinds, previously fried. Godey's Lady's Book and Magazine, 1861

Macaroni With Cheese

Mrs. C. H. Warnock Half pound, or twelve sticks, of macaroni broken into one inch lengths; cook in three pints of salted boiling water twenty minutes; turn into a colander and pour over it cold water; drain, make a sauce of one tablespoonful each of butter, flour, one and a half cups of hot milk, salt. Put a layer of grated cheese in bottom of bake dish, then a layer of macaroni and one of sauce then cheese, macaroni, sauce and bread crumbs, with bits of butter and a little grated cheese. Bake half an hour, or until brown. The Galt Cook Book, 1878

Jumbles Two cups of butter, two of sugar, three eggs, as much flour as will make it thick, and any good spice you like. mode Mix together one cup of butter, one cup of sugar, two eggs and two cups of flour or more. Add one teaspoon of nutmeg and one tablespoon of cinnamon. Drop by tablespoon on a cookie sheet. Cook in a hot oven for about twenty minutes. Cook Not Mad, 1830


nice cookies that will keep good three months Four and one half cups flour, one and three quarters of butter, two and one half of sugar, one half of water, with one half teaspoon of pearlash dissolved in it; rub your butter and sugar into the flour, one half teaspoon of caraway.

mode Mix together two and one quarter cups of flour, two third cup of butter and one and a quarter cup of sugar. Dissolve one quarter of a teaspoon of pearlash in one quarter cup of water. Add one quarter teaspoon of caraway and mix all together. Roll thin and cut out. Cook in good hot oven for twenty minutes or less. Cook Not Mad, 1830


Additional Pre-Trip Activities

Idea Treasure Hunt

Participants are grouped into teams of two to three. During the Adventure, each team will be

responsible for collecting five pieces of information from one of the activity sessions they attend. As a

post-trip activity, these teams could be required to prepare and give an oral presentation on this aspect

of the Adventure. Selecting teams, choosing topics, related research and formulating questions could all

be pre-trip activities.

NOTE: It is important to remind students that they should try to remember to stay “in the role” of an

inhabitant of an historic village while seeking this information.

Interpreter Interview

Have each student compose one or more questions they would like to ask of an interpreter at Upper

Canada Village. Or, conducting a brief interview with an historical interpreter could be a requirement

for every participant’s journal. Designing the interview, selecting questions, etc. could be a pre-trip

activity.

Simple Machines

As part of the Math, Science and Technology portion of The Common Curriculum program consider

using the Live-In Adventure to introduce the students to simple machines such as levers, pulleys and

gears. Related pre-trip activities could include discussions about and demonstrations of these simple

machines or an historical machine that employs the same principles (e.g. a waterwheel or turbine,

windmill, a stump puller), and the preparation of materials that would help students to identify the use

of various simple machines at Upper Canada Village.


POST-TRIP ACTIVITIES AND ASSESSING ACHIEVEMENT LEVELS

The proposed post-trip activities may be used to assess the extent to which Live-In participants have met

curriculum expectations and learning outcomes. Potentially, these activities could also provide Upper

Canada Village with some useful participant reaction, feedback and advice with respect to the Live-In

Adventure program.

Post-Trip Activities

After the Adventure, participants might be expected to have completed some or all of the following

activities:

1. Complete a personal journal describing their daily routine and experiences from the past.

2. Write a brief descriptive essay describing one of the activity sessions.

3. Prepare and give a brief oral presentation about one of the activity sessions.

4. Complete a sketch or drawing, or write a statement to contribute to a class collage of "Live-In

Adventure Memories".

5. Build a model of something from the Village.

6. Sculpt or draw something from the Village.

7. Build a simple machine to depict the technologies used at the Village.

8. In a small group, prepare a five minute skit to depict some aspect of life in Upper Canada Village

in the 1800s.

9. Complete a written evaluation of one or more of the pre-trip, on-site, and/or post-trip activities by

responding to such questions as:

What did you like most about the pre-trip/on-site/post-trip activities?

What did you dislike most about the pre-trip/on-site/post-trip activities?

What changes would you make for future pre-trip/on-site/post-trip activities?

10. In a small group, discuss and respond to the question "If you were in charge of the on-site

activities what would you do differently? Why? As a class or larger group, analyze the different

ideas proposed and decide which ideas should be sent to Upper Canada Village for

consideration.


Extension Ideas: A Novel Study

The following information is intended as a resource for those who may wish to engage students in a

novel study following the Live-In Adventure. Possible novels, related reading material, study questions

and other types of related activities are included for your consideration.

Novels

The Soldier's Son - Leeder, T.

Dundurn Press (Low Reading Level)

The Carrol family flees from Niagara-on-the-Lake during the War of 1812 to

settle in the pioneer community of Toronto.

Honour Bound - Downie, M & J

Oxford Press (Medium Reading Level)

After the American War of Independence the Averys are forced to leave

their home in Philadelphia and journey to Cataraqui (Kingston) to take up

land to farm.

The Tinderbox - Brandis, M.

Porcupine's Quill Press (Medium Reading Level)

Provides a sensitive portrayal of the Anderson family, pioneer farmers in

Upper Canada in the 1830s.

The Quarter-Pie

Window - Brandis, M.


Continuation of the Tinderbox. Emma and her brother move to the city of

York where they learn to survive under the stern guardianship of

Mrs. McPhail.

The Sign of the

Scales Brandis, M.



Related Reading Materials

Roughing It In

The Bush - Moodie, S.

The author's view of life in early Canada, first published in the 1850s.

My Brother Sam

Is Dead - Collier, J and C

Scholastic (Medium Reading Level)

Sam is part of the new American Revolutionary army but his brother, Tim,

and their father, remain loyal supporters of the British King.

Escape - Fryer, M. Beacock

Dent (Medium Reading Level)

The author traces this history of her own ancestors by following the journey

of the seamen family in their 1789 escape from the New York State to

Coleman's Corners, Upper Canada.

Study Questions

1. Was immigration a threat to family life?

2. What were peoples' reasons for leaving home? How did they feel about doing so?

3. Would it be easier to settle in Ontario today?

4. Without knowing a lot about living off the land, could you have survived?

5. Were the Indians a help or a hindrance to them?

6. What would have been a fairer method of allocating land?

7. Was learning to read and write in your spare time or at evening school a system you would have

enjoyed?

8. Human beings always have to have something to celebrate to keep their spirits up. Was that

true of your novel?

9. Was the social class system (a) more rigid; (b) less rigid; (c) the same as today?

10. "Kids can survive without parents or adults to help them?" Was that so in your book?


11. Life was uglier in the past than it is today. Comment.

12. Could we still exist by bartering instead of buying and selling?

or Why don't we barter goods, any more?

13. Was there anything about life then that you would have enjoyed?

14. Do you think we have far fewer problems than those pioneers did?

15. Are we better at taking care of (a) the poor and (b) the sick than they were?

16. What did you think of a soldier's life back then?

17. Did children then behave any differently from children now?

18. Thieving seemed to be common then. Is thieving ever justified?

19. What methods did they have for settling disputes. Were they any good?

20. Drink was often regarded as a demon. Why?

21. Do you think loneliness was a problem for the characters in your novel?

22. What evidence was there that community co-operation was necessary in order to survive?

Personal Response Questions

1. Have you ever been in the position of being reluctant to move to a different home? What was

most difficult for you?

2. Write about the experiences of the Pioneers which stick most vividly in your mind.

3. If you could transport yourself back in time right into this novel, which character would you see

yourself as - i.e. appearance, age, role?

4. What pictures do you see of Canada as it must have looked then?

5. Are you aware of having had the experience of trying something for the very first time? What do

you remember about how you felt?

6. Was there a character in the novel whom you found yourself wanting to help? Write about it.

7. Were there any characters in the novel that gave you "bad vibrations" right from the start? What

was there about the character and what is there in you, to make you feel that way?


8. Did you find yourself thinking about those early Canadians and comparing them with people

you know today? What things strike you as (a) the same, (b) totally different?

9. Write about the aspects of your novel which you found yourself wishing we still had in our life

today.

Related Reading / Writing Activities

1. Charting

List the negative and positive effects of either the American Revolution or the War of 1812 on the

characters in your novel.

2. Writing

In the role of one of the characters, produce a journal entry giving your first impressions of

Canada.

3. Charting / Judging

List the main items taken on the journey to Canada. Opposite each item try to decide the reason

for its inclusion.

4. Writing

Write a poem entitled "Leaving Home".

5. Role-Playing

Imagine you were able to interview one of the characters about his/her journey to Upper

Canada. Provide a script for the interview giving details on discomforts, dangers, help and

support, joys and sorrows. Tape or be prepared to present the interview.

6. Role-Playing

Find out what an Ombudsman is. If there had been such a person around at that time, what

might he/she have been concerned about? Prepare his/her speech.

7. Mapping

Make a sketch-map of the piece of land allocated to the family in your novel.

8. Judging

At what point in your story does the author introduce humour? Why do you think he/she has

done so?


9. Researching / Creating

Find out more about the herbs, wild flowers and wild-life described in your novel. Produce an

illustrated pamphlet on the ones you found most intriguing.

10. Constructing

Produce a model of the house or cabin that the family built on their land.

11. Debating

"It was better to be a boy than a girl back then".

12. Charting

Classify the work done by the people according to whether you felt it was challenging or boring,

physical or intellectual.

13. Judging

To what extent were the new immigrants at the mercy of cheats and/or thieves.

14. Illustrating

Show the main stages in preparing the land for farming.

15. Writing

In the role of one of the characters, write a letter to someone.

16. Illustrating / Constructing

Find out how the mill worked. Prepare an illustrated pamphlet or model to show the main steps

involved.

17. Judging

If you could have given the characters one modern medicine to help them, which one would

you choose? Explain.

18. Creating

Prepare a poster (a) to encourage boys to enlist in the army or (b) to turn boys into pacifists. Make

the poster as historically accurate as possible.


19. Debating

Children had to work hard all the time with no chance of fun.

20. Comparing

Contrast the streets of a town today with the streets of York then. Choose the means you think

most effective - e.g. pictures, charts, etc.

21. Writing / Illustrating

Most travellers, whether then or now, look for the same things in a hotel or inn, e.g. food, rest,

drink, washing and toilet facilities. Describe the kind of facilities available at hotels or inns back

then.

22. Constructing / Illustrating

Produce a diorama, sketch-map or picture of a room mentioned in your novel.

23. Illustrating

Draw or copy the lakefront of York as you image it might have looked back then.

24. Debating

Grocery shopping was a lot easier in those days.

25. Creating

Create an invitation, menu, table arrangement for a dinner party you feel the characters in your

novel could have had.

26. Charting

List the means of transportation available and the difficulties involved in getting from place to

place.

27. Judging

Who was (a) the weakest character in your novel, and (b) the strongest? Explain.

28. Judging

(i) Was there a division of labour between men and women?

(ii) In your novel, who had the more difficult job - men or women? Perhaps charting tasks might

help you organize your thinking here.


29. Charting

Prepare a chart headed "Threats to Survival" and "Qualities Needed to Overcome Threats".

e.g. Threats to Survival Quality to Overcome

♦ lack of medicine ♦ resourcefulness

Use the following retrieval bank of qualities to help you - co-operation, task commitment,

courage, loyalty, empathy, self-discipline, tolerance, patience, courtesy, initiative, compassion,

honesty, resourcefulness.

30. Judging

Choose the three qualities from the retrieval bank in #29 that you feel were most important for

an early pioneer to have. Are the same three qualities important for success today? Explain.

Other Related Group Activities

1. Write a script for an interview of some major characters of the novel. Role play the interview.

2. Videotape a scene from the novel using interviews, tableau or role playing.

3. Plan sound effects for a scene from the book.

4. Create a diorama of the setting.

5. Write a script for and present a radio play.

6. Make a film strip of several scenes from the story.

7. Using a talk show format, interview the author of the book.

8. Present freeze frame (tableau) of three events from the story.

9. Mime a scene from the book and have the audience guess which part of the book it is.

10. Storytelling: In groups of three, take turns telling each other what happens in the book.

11. Create a Readers' Theatre from an interesting event in the book. Rehearse the scene with the

narrator and present it to the class.

12. Use an established jazz change or "Rap" and use that pattern to talk about the book.

13. Design costumes for a stage production of the novel.

14. Design a backup, scenery and props for a stage production of the novel.


15. In role as business manager for the theatre plan a full fledged campaign to make the stage

production successful commercially.

Independent Group Activity

Use the Early Settler Series (Crabtree - see bibliography) to research one aspect of life in the 19th

Century in Canada, e.g. Early Health and Medicine.

UPPER CANADA VILLAGE EDUCATIONAL PROGRAMMING VILLAGE LIVE-IN ADVENTURE TEACHER’S GUIDE 66 APPENDIX A Bibliography

APPENDIX A Bibliography The following list contains many books which will be invaluable resources in developing the classroom lessons which will prepare students for their visit. 1. Allodi, Mary, Canadian Watercolours and Drawings in the Royal Ontario Museum, ROM,

Toronto, 1974 2. Bates, Christina, Out of Old Ontario Kitchens, Pagurian Press Limited, Toronto, 1978 3. Boyce, Gerald E., Hutton of Hastings, Hastings County Council, Belleville, 1972 4. Conner, Ralph, The Man From Glengarry, McClelland and Stewart, Toronto, 1960 5. Conner, Ralph, Glengarry School Days, The Westminster Co. Ltd., Toronto, 1902 6. CRB Foundation "We Are Canadians" Kit; #4 Loyalists Find Refuge; #5 The Great Migration 7. Creighton, Luella, The Elegant Canadians, McClelland and Stewart, Toronto 8. Croil, James, Dundas or A Sketch of Canadian History, Mika Silk Screening Ltd., Belleville, 1972 9. de Pencier, Honour, Posted to Canada, Dundurn Press, Toronto, 1987 10. Early Settler Life Series, (Crabtree Publishing) - Early Artisans

- Early Christmas - Early City Life - Early Family Home - Early Farm Life - Early Health and Medicine - Early Loggers and the Sawmill - Early Pleasures and Pastimes - Early Schools - Early Settler Children - Early Settler Storybook - Early Stores and Markets - Early Travel - Early Village Life - Food for the Settler 11. Graham, W.H., Greenbank, Broadview Press, Peterborough, 1988


12. Graham, W.H., The Tiger of Canada West, Clarke Irwin, Toronto, 1962 13. Greenhill, Ralph, Early Photography in Canada, Oxford University Press, Toronto, 1965 14. Guillet, Edwin C., Pioneer Settlements in Upper Canada, University of Toronto Press, Toronto,

1933 15. Haight, Canniff, Country Life in Canada, Mika Silk Screening Ltd., Belleville, 1971 16. Hall, Roger and Dodds, Gordon, A Picture History of Ontario, Hurtig Publishers, Edmonton, 1987 17. Historical Atlas of (a) Frontenac, Lennox and Addington (b) Leeds and Grenville (c) Stormont, Dundas and Glengarry Mike Publishing, 1972, 1973, 1972 18. Jameson, Anna, Brownell, Winter Studies and Summer Rambles, McClelland and Stewart Ltd.,

Toronto, 1965 19. Langdon, Eustella, Pioneer Gardens, Holt, Rinchart and Winston of Canada Ltd., Toronto, 1972 20. Langdon, Anne, A Gentlewoman in Upper Canada, Clarke, Irwin and Co. Ltd., Toronto, 1950 21. Leitch, Adelaide, The Visible Past, Ryerson Press, Toronto, 1967 22. Lemieux, Germain, La Vie Paysanne, Centre franco-ontarien le folklore, Ottawa, 1982 23. MacRae, Marion, The Ancestral Roof, Clarke, Irwin and Co. Ltd., Toronto, 1963 24. McDonald, Donna, Illustrated News, Dundurn Press, Toronto, 1985 25. McDougall, Robert L. ed., Life in the Clearings, The Macmillan Company of Canada Ltd.,

Toronto, 1959 26. McIntosh, Dave, When the Work's All Done This Fall, Stoddard, Toronto, 1989 27. Mills, Olivia and Smith, Renee, Burrit's Rapids 1793-1993, 1993 28. Minhinnick, Jeanne, At Home in Upper Canada, Clarke, Irwin and Co. Ltd., Toronto, 1970


29. Pain, Howard, The Heritage of Upper Canadian Furniture, Van Nostrand Reinhold Ltd., Toronto, 1978

30. Patterson, Pat and Francis, Harvests Past, The Boston Mills Press, Erin 31. Rempel, John I., Building with Wood, University of Toronto Press, Toronto, 1967 32. Senior, Hereward, The Last Invasion of Canada, Dundurn Press, Toronto, 1991 33. Shackleton, Philip, The Furniture of Old Ontario, Macmillan of Canada, Toronto 1973 34. Sloan, Eric, A Reverence for Wood, Ballantine Books, New York, 1965 35. Sloan, Eric, A Museum of Early American Tools, Ballantine Books, New York, 1964 36. Sloan, Eric, Our Vanishing Landscape, Ballantine Books, New York, 1955 37. Smith, W.H., Smith's Canadian Gazetteer, H. & W. Rowsell, Toronto, 1846 38. Thomson, Gary, Village Life in Upper Canada, Mika Publishing Company, Belleville, 1988 39. Thoreau, Henry David, Walden, The University Press, Cambridge, 1902 40. Tivy, Louis, Your Loving Anna, University of Toronto Press, Toronto, 1973 41. Traill, Catherine Parr, The Canadian Settlers Guide, 1969 42. Traill, Catherine Parr, The Backwoods of Canada, McClelland and Stewart Ltd., Toronto, 1966 43. Webster, Donald Blake, English - Canadian Furniture of the Georgian Period, McGraw-Hill

Ryerson Limited, Toronto, 1979

teacher's live-in resource guide

Documents