Education Guide - Great Explorations

May1-Jul
y31,2013
Monday-Thur
sday10:
00am -7:
00pm
Fr
i
day&Sat
ur
day10:
00am -5:
00pm
Exhibit Credits
Produced and toured by Great Explorations Children’s Museum
Designed and fabricated by Bruce Barry’s Wacky World Studios
This project was supported in part by a grant from the
Institute of Museum and Library Services.
Endorsed by
Advisory Committee
Robert Baum – Great grandchild of L. Frank Baum
Angelica Carpenter – Curator,
Arne Nixon Center for the Study of Children’s Literature
Dr. Joel D. Chaston – Distinguished Professor of English,
Missouri State University
Janine Farver – Executive Director, Florida Humanities Council
John Fricke – Author, Emmy Award-winning producer and performer
Gita Dorothy Morena – Great grandchild of L. Frank Baum
Jean Nelson – Founder, Indiana Wizard of Oz Festival
Assistance Provided by
Allen, Dyer, Doppelt, Milbrath & Gilchrist, P.A.
Clearwater Public Library
gingersnaps
The Wonderful Wizard of Oz Exhibition © 2010
The Wonderful Wizard of Oz Exhibition Fact Sheet Historical Background Information •
•
L. Frank Baum and W. W. Denslow first worked together on a collection of poems, By the Candelabra’s Glare, published in 1898. Denslow did two of the illustrations in the book. L. Frank Baum’s second children’s book, Father Goose, His Book was a collaboration with W. W. Denslow, who did the illustrations. Father Goose was the bestselling children’s book in America in 1899. •
The Wonderful Wizard of Oz, published in 1900 was written by L. Frank Baum, with original art by W. W. Denslow. It was their third collaboration. •
The publisher was concerned about the cost to print the color plates, so Baum and Denslow paid for the additional cost to include the color plates. •
The book, The Wonderful Wizard of Oz, was a huge success. They collaborated on one more novel, Dot and Tot of Merryland, (1901) unrelated to Oz. In 1902 they worked on a successful play, “The Wizard of Oz”, an adaptation of their book. Business concerns strained their relationship and ended their collaboration. The public demanded more books about Oz. L. Frank Baum wrote 13 sequels all of which were illustrated by John Rea Neill. o 1904 The Marvelous Land of Oz o 1907 Ozma of Oz o 1908 Dorothy and the Wizard in Oz o 1909 The Road to Oz o 1910 The Emerald City of Oz o 1913 The Patchwork Girl of Oz o 1914 Tik‐Tok of Oz o 1915 The Scarecrow of Oz o 1916 Rinkitink in Oz o 1917 The Lost Princess of Oz o 1918 The Tin Woodman of Oz o 1919 The Magic of Oz o 1920 Glinda of Oz •
•
•
Introduction
In the year, 1900, L. Frank Baum wrote The Wonderful Wizard of Oz.
W. W. Denslow illustrated the book. Considered to be the first American
fairy tale, its popularity was something of a national craze. Mr. Baum
responded to the sensation and demand with thirteen sequels over the
next 20 years.
The exhibition, by the same name, uses this iconic story as a backdrop
to engage students to learn about science, history, math, performance
arts and storytelling. The Educator Materials focus on literature and
storytelling and can be used either before or after a field trip to see
the exhibition. Included are activities that are designed for preschool,
elementary and middle school age students.
4
B u z z Wo r d S t o r y
Instructions
• Practice the sound and motion cues for each character with the students.
• Students can make cue cards for each of the seven character buzz words to hold
up as the class does the story as a group.
• Read the story aloud and have the class do the sound and motion cues as each
buzz word is said.
Sound and Motion Cues
• Toto - “Ruff, ruff”
• Wicked Witch of the East and West - “Boo”
• Scarecrow – rub chin in the palm of one hand in a pondering manner and say,
“Hmmm…” thoughtfully
• Tin Woodman - raise right arm up and down from the elbow to make a chopping
motion with arm two times and say, “Chop, chop.”
• Lion – let out a “Roar”
• Wizard – make two fists placed back to back in front of mouth as if they are a
trumpet and say “Do do dah do!” – the sound a trumpet makes to announce
things
• Glinda the Good Witch -“Yeah!”
5
T h e Wo n d e r f u l W i z a r d o f O z
S h o r t Ve r s i o n o f t h e S t o r y
There once lived a young girl named Dorothy. She lived in a farmhouse in Kansas with
her Uncle Henry, Aunt Em, and little dog Toto. One day the farmhouse got caught up
in a terrible tornado with Dorothy and Toto still inside! The house flew up and up into
the cyclone, then landed with a terrible CRASH. Dazed but unhurt, Dorothy and Toto
stepped outside and found themselves in the Land of Munchkins in the Land of Oz. The
Munchkins were grateful to Dorothy because her house squished their evil ruler, the
Wicked Witch of the East. The Munchkins were free!
Then the Good Witch of the North appeared. She rewarded Dorothy for her good
deed by giving her the glittery silver shoes from the feet of the Wicked Witch. She told
Dorothy that, to get back to Kansas, she must visit the City of Emeralds and ask the
Wonderful Wizard of Oz for help. It wouldn’t be easy; nobody had ever seen the Wizard
before.
Wearing her new shoes, Dorothy and Toto set out on their journey down the road
paved with yellow brick. The kind-hearted girl freed the Scarecrow from the cornfield he
was guarding, oiled the very rusty Tin Woodman, and befriended the not-so-fearsome
Lion. They all agreed to join her to go meet the Wizard with their own requests: a brain
for the Scarecrow, a heart for the Tin Woodman, and courage for the Lion.
Nervous and excited, Dorothy and her friends approached the chamber of the
mysterious Wizard. Despite his terrifying appearance, the Wizard announced he would
be happy to help all of them get what they wanted. But they had a big job to do: First
they had to rid the Land of Oz of the Wicked Witch of the West! The four friends and
Toto departed Emerald City, determined to accomplish their assignment.
This made the Wicked Witch very angry. She sent the Winged Monkeys to capture the
group. Swooping from the sky, the monkeys brought Dorothy and the Lion back to the
castle, where the Wicked Witch lived with her enslaved army of Winkies.
When the Wicked Witch tried to steal Dorothy’s silver shoes, the young girl threw a
bucket of water on her captor. Within seconds the Wicked Witch melted away. The
Winkies were so happy to be free that they elected the Tin Woodman as their ruler!
Dorothy asked the Winged Monkeys to carry her and the Lion back to the City of
Emeralds so they could tell the Wizard that the Wicked Witch was gone. As they entered
the Wizard’s chamber, Toto accidentally tipped over a screen in the corner of the room.
To everyone’s surprise, there stood the Wonderful Wizard of Oz. But instead of being a
great and terrible wizard, they discovered he was an ordinary old man! He had floated
to Oz from Omaha long ago in his hot air balloon, and when he landed the people of
Oz made him their Wizard. He smiled and gave each of the travelers a token to help
them focus on their desires.
6
The Wizard named the Scarecrow the new ruler of Oz! Dorothy’s reward would be a
trip home to Kansas in the hot air balloon, but she missed the ride chasing Toto. The
balloon floated away, leaving Dorothy on the ground. Would she ever get home?
Dorothy decided to travel South to the Quadling Country, where Glinda the Good
Witch lived in a shining red palace. Perhaps the Good Witch could help her get
home. On their journey, the friends escaped the Fighting Trees, dodged the armless
Hammer-Heads, and treaded carefully through China Country. The animals of the
forest were so grateful to the Lion for defeating a terrible spider that they made him
the King of Beasts!
When the four friends and Toto finally arrived at the Good Witch’s gorgeous palace,
she surprised them all by announcing that Dorothy had had the power to go home
the whole time! Her silver shoes could take her anywhere – All she had to do was
tap her heels three times. Dorothy thanked the Good Witch, gave a tearful goodbye
to the Scarecrow, the Tin Woodman, and the Lion, and she and Toto returned to
Kansas and her home.
The End
7
Wr i t e t h e S e q u e l
The Wonderful Wizard of Oz was an immensely popular book throughout
America in 1900. L. Frank Baum wrote an additional 13 books about the Land of
Oz.
• Ask the students to imagine they are the author of this book and are going to
write a sequel.
• Ask them to think about what will come next in the story.
• Have them write a couple paragraphs describing what will happen next for the
major characters in the book. For younger children, one paragraph.
• Invite students to share their finished products by reading it to the class.
C r e a t e Yo u r O w n S t o r y
Be the author and illustrator of your own story. Write a make-believe story that
gives voice to animals, inanimate objects or made-up creatures who are on a
journey. What is the journey and why are they on it? Determine page length
based upon the capability of your students.
8
Character Analysis
Goals
• Students will learn to analyze the major characters in The Wonderful Wizard of
Oz.
• Students will learn that behavior is not an absolute.
Materials
• white board or overhead projector
• markers, slides, etc.
Activity Summar y
Students will analyze characters to determine how much of a certain trait or
characteristic they have. Students should consider whether:
• Dorothy is independent or dependent
• The Scarecrow is intelligent or unintelligent
• The Tin Woodman is kind-hearted or mean
• The Lion is brave or cowardly
• The Wizard is helpful or unhelpful
Activity Procedures
• On a white board or overhead, the teacher should draw a long straight line with
two x’s on either end.
For example:
Dorothy
X-------------------------------------------------------------------------------------------------------X
I n d e p e n d e n t Dependent
• Students place an “x” on the line where they feel the traits reflects the character.
The activity and discussion is more interesting when there are differing opinions.
• Once everyone has placed their “x” in the spot they feel appropriate, engage
the students in a discussion to explain and justify their placement of the “x” on
the line graph.
• Do this same analysis for each of the five key characters using the traits above.
9
Meet the Author: L. Frank Baum
L. Frank Baum was born in the village of Chittenango, New York on May 15, 1856. Frank,
as he preferred to be called, was the seventh of nine children born to Cynthia Stanton and
Benjamin Ward Baum. Only five of the children survived into adulthood. Benjamin, a
successful businessman and oil speculator, soon moved his family to a large estate east of
Syracuse called Rose Lawn.
Frank and his siblings were tutored by traveling teachers. They had a grand library and
a live-in music teacher. Between lessons, Frank and his brothers often played in the fields
and nearby woods. Frank’s imagination flourished during these years. It was on one such
outing that he had an experience with a Scarecrow which made a lasting impression on
him. Frank’s parents sent him to Peekskill Military Academy when he was 12 years old for
a more formal education. Within two years the strict military regime and Frank’s ill health
brought an end to his formal schooling.
Back home Frank pursued many different activities. With the printing press his father
bought him, he and his younger brother, Harry, printed their own paper, The Rose Lawn
Home Journal. They sold ads and wrote all the stories and poems that were published in
the paper. He also started another publication called Baum’s Complete Stamp Dealers’
Directory. He even tried his hand at acting. At the age of 20 he became a breeder of
Hamburg Chickens and established a monthly trade journal, The Poultry Journal. In 1886
he wrote his first book, The Book of Hamburgs, a technical book on raising different
varieties of Hamburg chickens.
During these busy years, his interest in acting prevailed and he took small parts in local
productions. While managing a string of theaters his father owned, he began writing
his own plays. In 1880 he wrote a melodrama called The Maid of Arran, composed the
songs and music, and was the lead actor under the stage name, Louis F. Baum. The play
was a success and his company took it on the road. When he was home for the Christmas
holidays in 1881, his sister Harriet Neal introduced him to Maud Gage, the daughter of
Matilda Joslyn Gage, a leading Suffragette. It was love at first sight and they were married
on November 9, 1882.
When Maud announced the coming of their first child he gave up acting and became
superintendent of the family oil business, Baum’s Castorine and Axle Oil Co. His position
was a traveling salesman for the company. On one of these trips, while installing a window
display for a customer, the idea of the Tin Woodman came to him. The company enjoyed
some success but came to an end when the bookkeeper gambled away the profits.
Frank and Maud next headed to Aberdeen, South Dakota with their two children for a fresh
start. Frank started Baum’s Bazaar where he sold everything – from atomizers to nails,
ostrich feathers to zippers. He even became Secretary of the local baseball team, the Hub
City Nine, who went on to win the championship that year in 1889. But in that same year,
the drought and deepening depression plagued the area, and he lost his store.
19
Falling back on his printing experience, Frank started his own newspaper, The Aberdeen
Saturday Pioneer. He invented the character of Sadie Bilkins for his column “Our Landlady,’
and used her to not only have some fun with Aberdeen’s population but express some of
his own views and ideas for the growing city. In the afternoons, he could always be found
telling stories to the local children on the steps of the newspaper office. Unfortunately, due
to the continuing depression and drought, his paper closed at the end of 1890.
Frank traveled to Chicago, rented a house, and sent for Maud and their four sons. He
worked for a local newspaper and also sold crockery for the Pitkins and Brooks Company.
No matter how hard his day was, he always made time in the evenings to tell stories to a
gathering of his children and their friends. Maud’s mother often listened to his imaginative
stories. It was after one such story time that she suggested he write his stories down. She
saw that the children loved them and was sure others would to. Not to mention, the
extra money would be a big help! Frank took her advice and in 1897, published his first
children’s book, Mother Goose in Prose. It was soon followed by Father Goose, His Book.
His new-found fame and money made life easier and gave Frank the time to concentrate
on his new story idea. He tested some of his new story ideas at the evening story time.
One night he was telling the gathered children about Dorothy, the Scarecrow and the Tin
Woodman. They were walking down a road of yellow bricks and about to enter a dark
forest, when a girl in the group asked, “Where is this magic land, Mr. Baum?” Stumped for
a quick answer, Frank continued the story while looking around the room for an answer.
He saw his filing cabinet in the next room. The top drawer was marked A-N and the bottom
drawer O-Z. “Why they live in the Land of Oz,” he answered.
The Wonderful Wizard of Oz was published in 1900 but only after Frank and W. W.
Denslow, the illustrator, paid to have the 24 color plates included in the book. The
Wonderful Wizard of Oz was an overnight success. Frank now turned his attention to his
first love, the stage. In 1902 he produced the Broadway play, The Wizard of Oz. It too
was a great success and played to packed houses for many years. Thinking he was finished
with Oz, he turned his imagination to other writing projects including other fantasy stories.
His little readers, however, had other plans. Frank was flooded with thousands of letters
demanding more Oz! He soon relented and continued the Oz books. In all, he wrote 13
more Oz books. The final book was published in 1920, the year after his death.
Frank and Maud moved to Hollywood in 1910 where he built his home called Ozcot. He
had a wonderful garden in back where he wrote many of his books. It was not unusual for
him to produce six or seven books a year. He was also active in Hollywood’s fledgling film
industry, starting the Oz Film Manufacturing Company with several of his friends from the
Los Angeles Athletic club. He passed away May 6, 1919. Maud proudly attended the
1939 premier of the film version of his famous book. When asked about the source of his
ideas, Maud unequivocally stated “from his vivid imagination!”
L. Frank Baum was truly the man behind the curtain, the real Wizard of Oz.
Written by Robert Baum, Great grandson of L. Frank Baum
20
The Man Behind the Man Behind Oz: W. W. Denslow at 150 by Michael Patrick Hearn July 05, 2006 The year 2006 marks the 150th birthday of not only L. Frank Baum, the author of The Wonderful Wizard of Oz (1900) but also that of W. W. Denslow, the original illustrator of the Great American Fairy Tale. Although remembered today almost solely for that one work, Denslow made significant contributions to other areas of American commercial art. Denslow was a character. The poet Eunice Tietjens described him as “a delightful old reprobate who looked like a walrus.” He married three times and divorced three times. Alcohol finally did him in. But he produced some of the most important children’s books of his day. Born in Philadelphia on May 5, 1856, William Wallace Denslow began submitting illustrations to the magazines when he turned 16. He soon developed into an extraordinarily adaptable designer and went wherever the work was. He roamed the countryside drawing lithographs for county atlases in New York and Pennsylvania. He designed theater posters and other advertising in Philadelphia and New York City. When the daily press started using pictures, he went from paper from paper from New York to Chicago to Denver to San Francisco and back to Chicago. He earned his first international reputation for his newspaper, book and magazine posters during the art poster craze of the late 1890s. He was the first professional artist Elbert Hubbard invited to work at the Roycroft Shops in East Aurora, New York. There he spent part of the year drawing cartoons, posters and bookplates and decorating limited editions. He supplemented this income by designing dozens of book covers for Rand McNally and supplying hundreds of little pictures for Montgomery Ward’s mail order catalogues. In almost every design could be found his totem—a tiny seahorse. Denslow did not think much of entering the juvenile field until he met Baum. At the time the author was editing a trade journal for window trimmers, but he wanted to write children’s books. His first, Mother Goose in Prose, came out in 1897, and it was also the first book Maxfield Parrish ever illustrated. Baum and Denslow began working on a book of nonsense verse for boys and girls; but because both author and artist wanted the pictures in color, no Chicago firm was willing to invest in the project. They finally convinced the George M. Hill Co. to publish Father Goose, His Book if Baum and Denslow paid all printing costs. To everyone’s pleasant surprise, it became the best‐selling children’s book of 1899. The Wonderful Wizard of Oz in 1900 was an even more impressive achievement. As Baum and Denslow were again responsible for all printing costs, they created a truly enticing volume. With its twenty‐four colored plates, and two‐color headpieces and tailpieces, chapter title pages, and other delightful marginalia, The Wonderful Wizard of Oz is one of the most lavishly produced children’s books ever published in America. Baum’s story was a challenge. Denslow admitted that he had to “work out and invent characters, costumes, and a multitude of other details for which there is no data—and there never can be in original fairy tales.” And he succeeded brilliantly. Denslow’s contribution to the book is all the more remarkable when one realizes that he drew all of these pictures in black and white and then had the printers add the colors. Denslow was first and foremost a comic artist, and Baum’s whimsical characters gave him much to play with. “To make children laugh, you must tell them stories of action,” Denslow explained. “I tell my stories with pictures, and I can often indicate action by expression. Action and expression, then, are two of my mainstays, and when you add the incongruous, you have the triad that I rely on.” His little figures are always doing something, always acting and reacting; and Denslow made the Scarecrow and the Tin Woodman his own. “I made twenty‐five sketches of those two monkeys before I was satisfied with them,” he explained. “I experimented with all sorts of straw waistcoats and sheet‐iron cravats before I was satisfied.” The Cowardly Lion and Toto too demonstrate Denslow’s skill with comparative anatomy. He further enlarged the magic of Oz with his amusing anthropomorphized architecture. Despite their success together, Baum and Denslow produced only one more children’s book, the pretty fairy tale Dot and Tot of Merryland (1901). The two bitterly clashed over the 1902 musical extravaganza based on their most famous book and went their separate ways. Denslow left for New York where he drew an early Sunday comic strip “Billy Bounce,” cowrote and designed another musical extravaganza The Pearl and the Pumpkin, and continued to illustrate successful children’s books. Denslow’s Mother Goose (1901), Denslow’s Night Before Christmas (1902), and the eighteen volumes of “Denslow’s Picture Books” (1903‐1904) were all enormous sellers. With his considerable profits from the plays and books, he bought a small island in Bermuda, built a “castle” on it, and crowned himself King Denslow I of Denslow Island. But all fashions fade. Denslow began drinking heavily as his career went into a slump. He spent his last years working for a third‐rate advertising agency in New York, drawing postcards, sheet music covers, advertising booklets, and an occasional magazine illustration. In 1915, he unexpectedly sold a cover to the popular humor weekly Life, went on a bender with the money, caught pneumonia and died. He was only 58 years old. The children’s book is a true collaborative art. The pictures are as important as the texts. Lewis Carroll had his John Tenniel, A. A. Milne had his E. H. Shephard, and L. Frank Baum had his W. W. Denslow. There might not have been The Wonderful Wizard of Oz if not for the illustrator. Therefore, it is only appropriate that in the year of Baum’s sesquicentennial that we celebrate Denslow too. Provided with permission by AIGA – http://www.aiga.org/content.cfm/the‐man‐behind‐the‐man‐behind‐
oz‐w‐w‐denslow‐at‐150 Resource List
Resource List
Toincludes
Be Inserted
The resource list
references for the story, about the author L. Frank Baum, and
about topics explored through the story for integrated learning across the curriculum.
The Story
Baum, Frank L. and W. W. Denslow (Illustrator). The Wonderful Wizard of Oz. New
York: Harper Collins Publishers Inc., 2000.
Baum, Frank L. and W. W. Denslow (Illustrator). The Wonderful Wizard of Oz: 100th
Anniversary Edition. Harper Collins Publishers Inc., 2000.
Baum, Frank L. and Michael Patrick Hearn (Editor). The Annotated Wizard of Oz. New
York; W. W. Norton and Company, 2000.
Heather Forest. Story Arts. Bell Atlantic Foundation, 1998-2009. www.storyarts.org*
Storybook Online Network- A Storytelling Community for Children, 2000-2009.
www.storybookonline.net*
International Wizard of Oz Club: www.ozclub.org*
About the Author
Carpenter, Angelica Shirley and Jean Shirley. L. Frank Baum: Royal Historian of Oz.
Lerner Publishing Group, 1992.
Rogers, Katharine M. L. Frank Baum Creator of Oz: A Biography. Da Capo Press, 2003.
About Kansas
Bjorklund, Ruth. Kansas: Celebrate the States. New York: Benchmark Press, 2009.
Cannarella, Deborah. Kansas: America the Beautiful. Third Series. Connecticut: Children’s
Press, 2008.
Kansas Historical Society for Kids, 2009. www.kshs.org/kids*
Ballooning
Priceman, Marjorie . Hot Air: The (Mostly) True Story of the First Hot-Air Balloon Ride.
Atheneum/ Anne Schwartz Books, 2005.
Spindler, Ailsa. Hot Air Balloons. New Line Books, 2005.
21
Resource List
Tornadoes To Be Inserted
Fisher, Carolyn. Twisted Tale. Diane Publishing Company, 2002.
Prigger, Mary Skillings and Betsy Lewin (Illustrator). Aunt Minnie and the Twister. New
York: Clarion Books, 2002.
The Weather Channel Kids. The Weather Channel. www.theweatherchannelkids.com*
Human Body
Simpson, Kathleen. The Human Brain: Inside Your Body’s Control Room, 2009.
Viegas, Jennifer. The Heart: Learning How Our Blood Circulates. Rosen Publishing
Group (1st Edition), 2001.
Kids Biology. Kids Know it Network, 1998-2009. www.kidsbiology.com*
Kids Health. The Nemours Foundation, 1995-2009. www.kidshealth.org*
Camouflage
Dell, Pamela. Why Do Tigers Have Stripes?: A Book About Camouflage. Capstone Press,
2005.
Smith, Penny. Animal Hide and Seek. New York: DK Publishing Inc., 2006.
Courage
Loewen, Nancy. I Can Do It!: Kids Talk About Courage. Picture Window Books, 2003.
Waber, Bernard. Courage. New York: Houghton Mifflin Books for Children, 2002.
Shapes
Gunzi, Christiane. Shapes. Two-Can Publishing, 1997.
Peat, Ann. Shapes. Heinemann-Raintree, 2005.
Figure This! Math Challenges for Families. National Council of Teachers of Mathematics,
2004. www.figurethis.org*
*Accessed December 16, 2009
22
Craf t Activities
Corn Husk Doll
To r n a d o Tu b e s
Character Prop – Dorot hy’s Basket
Character Prop – Scarecrow’s Glasses
C h a r a c t e r P r o p – T i n Wo o d m a n ’ s H e a r t
Character Prop – Lion’s Crown
Craft Activity Corn Husk Dolls Goals • Introduce children to the Scarecrow character from The Wonderful Wizard of Oz. • Children will create using natural materials. Supplies • corn husks ‐ 6‐10 per child o Found at many supermarkets, especially Hispanic food stores • bucket or large bowl to soak the corn husks in • water to soak corn husks • yarn or thick string • scissors • extra decorations such as feathers, googlie eyes, colorful yarn, or fabric Content Summary The Scarecrow was the first friend that Dorothy meets on her journey after leaving Munchkin Land. The Scarecrow wanted to go with Dorothy to meet the Wizard of Oz because he wanted a brain. The scarecrow was stuffed with straw and had a painted face. Scarecrows were a common sight in gardens and on farms to keep crows away from eating the seeds and crops. Craft Directions Preparation: Soak corn husks in water for a few hours or overnight. Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Step 10 Step 11 Step 12 Arrange 4 cornhusks as shown in the photo. Tie the straight ends together tightly using a small piece of string. Using a scissor, trim and round the edges where the husks were tied together. Turn upside down and pull the long ends of husks down and over the trimmed edges, covering the string. With a small piece of string, tie to form a ball or head. Use another husk and flatten it and roll, lengthwise, it into a tight cylinder. Tie each end of the cylinder with string to form the arms. Fit the arms under the neck, through the husks Tie with string to form a waist. Use another husk and drape it around the upper body, coming in front in across‐cross pattern to form the shoulders. Arrange 4 or 5 more husks around the waist with the flat end at the waist and the pointed husk end toward the feet. Tie the husks in place with a string at the waist as a skirt. Step 13 Step 14 To create legs/pants, divide the husks in half and tie with strings at the thigh, knee and ankle to create the shape. Optional: To finish the doll, tie small strips of husk to hide the strings or use pieces of fabric scraps. Corn Husk Doll Photo Directions
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8
Step 9
Step 10
Step 11
Step 13
Step 12
Craft Activity Tornado Tubes Goals • Children will visualize the properties of a vortex. • Children will connect the phenomena with the tornado from The Wonderful Wizard of Oz. Supplies • 8 ounce plastic soda bottle with cap • water • dishwashing liquid • 3‐4 marbles or small fish tank pebbles • glitter (optional) Content Summary Dorothy’s house was swept away by the tornado in the story. A tornado is a weather phenomenon with wind that swirls in a vortex. The wind force is stronger on the inside of the vortex and weaker on the outside. A tornado is known as a vortex because as it spins, objects are sucked towards the center. Creating a vortex with water and dishwashing soap can correlate to a tornado forming in air. The dishwashing soap is denser than that of water. Similarly, cold air is denser than hot air and when the two meet, storm‐like conditions are created. Craft Directions • Fill 2/3 of the bottle with water. • Put 1 drop of dishwashing liquid into the bottle. • Place a few marbles and a pinch of glitter into the bottle. Recap the bottle tightly. • Hold the bottle vertically with one hand on the top and one on the bottom. • Rotate the bottle in a circular motion to swirl the liquid. • Keep the liquid swirling as you turn the bottle upside down. Keep the cap end of the bottle steady while you continue to swirl the liquid in the large end. • Watch the vortex form and spin! Suggested comments to engage children • Have you ever seen a tornado? • What direction does the vortex spin? o Counterclockwise Lesson Plans
Elementar y – Histor y
Elementar y – Stor ytelling
Preschool – Human Body
Preschool – Stor ytelling
Lesson Plan Elementary: Farm Life in 1900 America Book Connection The Wonderful Wizard of Oz was written in 1900 by L. Frank Baum, illustrated by W. W. Denslow. In the book, Dorothy lives on a farm in Kansas with her Aunt Em and Uncle Henry. It is a modest farm and they are modest people living in a small house in a rural setting typical of America’s Midwest in 1900. A tornado, referred to as a cyclone in 1900, takes Dorothy far from home to the fantastic Land of Oz with magical creatures, good characters and wicked witches. In the end she returns to her home in Kansas. Estimated Time 30 ‐45 minutes Activity 1 can be done during the entire program Select 2 activities from Activity 2, 3, or 4 Goals • Students will utilize map skills to find their community on a map of the United States. • Students will utilize critical thinking skills to determine lifestyle in 1900 Kansas through study of historic photographs. • Students will utilize dexterity and playfulness with historic games and toys. • Students will learn that it took effort to make food in the past that is purchased today. Materials • glass fruit jar with lid – Provided – Activity 1 • five marbles – Provided – Activity 1 • 1 pint whipping cream and dash of salt – Activity 1 • saltines or soda crackers – Activity 1 • butter chant cue card – Activity 1 ‐ Provided • map of United States today – Provided – Activity 2 • ruler – Activity 2 • 24 crop magnets for the map – Provided – Activity 2 • crop chart – Activity 2 • five historic photographs of circa 1900 Kansas – Provided – Activity 3 • seven historic games and toys plus instructions – Provided – Activity 4 Activity 1 Let’s Make Butter This activity can be done with other activities underway. Prepare the jar as described below and have students take turns shaking the jar during the program. • Have the cream at room temperature and pour it into the glass jar. • Add marbles to the jar and twist the lid on tight. •
Shake the jar, continuously and vigorously, taking turns around the class until butter forms. This will take about 30 minutes. • Pour off the buttermilk that remains. • Mix in some salt with the butter (optional). • Serve with simple crackers. Background Information When farmers milk cows, the milk that is collected has cream on top. The cream product is more fattening than the milk and will actually float on top of the collected milk. The cream is then skimmed off and used for various other products, including butter. Enhancement • While the cream is being churned, have the class chant this old exhortation to butter in time with the shaking. • Think of ways to change the chant. Devise some modern versions and shake to these, too. Come, butter, come, Come, butter, come, Nellie’s standing by the gate, Waiting for her butter cake, Come, butter, come. Activity 2 Map Time Find out where Kansas is located, where your community is located and what crops were commonly grown in America in 1900 and in which states. • L. Frank Baum wrote the book in 1900 and Dorothy lived in Kansas in 1900. How many years ago is that? • Look at the map of the country. • Where is Kansas? • Where is your state? • Where is your community on this map? Have a student locate it. • How far is your community from Kansas? Have a couple students use a ruler and calculate using the scale of miles. • Dorothy’s Uncle Henry was a farmer. What did he grow? Corn Place a crop magnet on the map in that area. • What other crops are grown in the country and in what parts of the country are they grown? • Hand out the 24 crop magnets to the class – 3 magnets for each of the crops below. o corn o wheat o tobacco •
•
•
o cotton o citrus o dairy o potato o apple Using the 1900 Crop Chart, call out the top three producing states one crop at a time and have each student place the crop magnet on the state on the map. Continue until all 8 crops have had their magnets placed on the map Discuss the clustering of the crops and where they are grown. Activity 2 Pictures From The Past A collection of photographs will be shown and discussed with the class. The basic descriptions are noted on the back of each photo. • Main Street, Ottawa, Kansas 1898 o What do you see on the buildings that are different from stores today? ƒ Advertisements painted on the buildings – before lighted signs and billboards ƒ Awnings to keep the sun out – before air conditioning o What do you see on the street that’s different than today? ƒ Street is mud ƒ No cars – horses and carts ƒ Not a lot of people on the street • Milking Cows on Riley County farm 1903 o Who is milking the cows – mother and father o Who is helping – all the kids o Are the kids wearing work clothes – that’s their clothes – don’t have lots of sets of clothes o What is the milk collected in – pail – see the girl carrying the pail o What season of the year is it? Fall – no leaves on trees and no jackets or sweaters o What is the building to the right – the family house o What is the pile of vegetation piled near the house – hay o The hay is stacked outside and the cows are being milked outside – they must not have a what ‐ barn o What is the structure in background going across the picture – a bridge – appears to be metal ‐ probably a railroad bridge that is very close to this modest farm. • Herkimer School in Marshall County, Kansas 1900‐1910 o What style of the clothes did the students wear 100 years ago – long dresses with ruffles, aprons, dark stockings and shoes; some boys in vests, jackets and bow ties. Dressed very nice and all similar style. ƒ
ƒ
•
•
Does anyone look shabby? no Do you think this is in the city or the country? Why? City – well‐dressed and the school is well supplied – piano. o What materials were used in the classroom – wood floors; wood walls; wood desks; painted blackboard o How big is the class? How big is your class? Harvesting crew, Saline County, Kansas 1900 o What is growing in this field – wheat o They are removing the plant from the field –what is that called – harvesting. o The big unit in the middle of the picture is a combine used to harvest the wheat. o On the right and left are wagons pulled by horses in which was loaded the wheat. Why is it sloped? So they can pitch in the wheat as it is cut. o 100% horse power Farmstead, Haskell County, Kansas ca 1891‐1912 o Describe the land ‐ flat o House yard is fenced – why – to keep out the farm animals o Do you think this is a farmstead of a family just getting by or one that is doing better – more than getting by: good condition of buildings and property; house has lots of lovely details rather than just plain o What is the windmill for: windmill operates a pumps for water from an underground well and that water was used for the animals. o What is the big building on the right – the barn Activity 3 Play Time • Students will be given time to play with historic toys and games individually or in groups. Instructions provided for each game. o Pegboard Game o Pull Top o Marbles o Jacobs Ladder o Pick‐up Sticks o Hooey Stick o Cup‐and‐Ball American Crops 1900
Crops
Top Producing States
Corn
1. Iowa 2. Illinois 3. Kansas
Wheat
1. Iowa 2. Illinois 3. Kansas
Dairy
1. New York 2. Wisconsin 3. Iowa
Apples
1. New York 2. Pennsylvania 3. Ohio
Oranges
1. California 2. Florida 3. Hawaii
Tobacco
1. Kentucky 2. North Carolina 3. Virginia
Cotton
1. Texas 2. Mississippi 3. Georgia
Potatoes
1. New York 2. Wisconsin 3. Michigan
Historic Games and Toys Instructions Pegboard Game Object‐ To leave one peg in the board by jumping one peg over another. Setup‐ Place a peg in each hole, leaving one hole empty anywhere on the board Rules‐ 1. Start by jumping one peg over another in any directions (vertical, horizontal, or diagonal). 2. Remove the peg that was jumped. 3. Continue jumping one peg at a time until as many pegs have been removed as possible. Pull Top Object‐ Pull the leather string fast so that the top will be released and start spinning. Marbles Object‐ “Ringer” is a popular marble game; the object is to shoot the marbles out of a ring, 10 feet in diameter, drawn on a smooth level surface Setup‐ Within the circle, a cross should be drawn. Thirteen marbles are placed on the cross, three inches apart. Rules‐ 1. The first player “knuckles down” just outside the ring and shoots. ÆIf the player’s shooter marble knocks a marble outside the ring, he picks it up and shoots again. ÆIf the shooter remains in the ring, he shoots from the spot where the marble stopped. ÆIf the shooter stops rolling outside the ring, he may take “roundsters”, that is, shoot from any point on the ring. ÆIf the player fails to knock a marble out of the ring, he picks up his shooter and waits for his next turn. 2. The first player who shoots seven marbles out of the ring is the winner! Jacobs Ladder Rules‐ 1. Holding onto the edges of one of the end pieces of the Jacob’s ladder, hold the ladder stretched out lengthwise above the floor. 2. Now turn the piece in your hand like you were folding the ladder up. This will start the ladder and it will seem like the pieces are tumbling over each other. 3. Turn the piece in your hand over again and the pieces will tumble again! Pick up Sticks Rules‐ 1. The first player vertically holds all Sticks in one hand making sure that one end of the sticks remains in with the playing area, the player quickly releases his/her hand and lets the sticks scatter. 2. The player proceeds to pick up the sticks, one by one. The only stick that is allowed to move is the one the player is trying to pick up. If any other stick moves, that player's turn is over, and play passes to the next player on the left. 3. The next player may continue to pick up the remaining sticks or choose to begin again, by gathering up all sticks, and once again letting them scatter in the playing area. 4. If a player is successful in picking up the Black stick (called the Master Stick), that player is permitted to use the Master Stick for removing other sticks. (For example, to separate two sticks that are lying close together, or to flick off one stick that is resting on another stick). No other stick may be used in this way. 5. If a player successfully picks up all sticks, that player begins again, and continues to play until he/she loses his/her turn. 6. Players are to agree in advance on how many points are required to win the game. (I.E.: 500 or 1000 points). 7. As each player finishes a turn, and up the points earned on the sticks successfully picked up. The first player to score the required points to win is declared the winner. 8. If a player picks up, in order, a red, blue and green stick, that player's score for those specific sticks doubles in point‐value. COLOR POINT VALUE Black 25 Red 10 Blue 5 Green 2 Yellow 1 Hooey Stick Rules‐ 1. Hold the notched stick at the plain end, tightly, in one hand. 2. Hold the plain stick in the other hand and rub the notched stick with the plain stick. 3. Try rubbing fast and try rubbing slow and when you’re doing it just right the little propeller will spin. 4. Try placing your thumb on one side, then the other side of the notched stick, and see what happens. Cup‐and‐Ball Rules‐ 1. To play, the player holds the cup by the handle and lets the ball hang freely. 2. The player then tosses the ball upward by jerking the arm holding the toy, attempting to catch the ball in the cup. 3. The player must not use any body part other than their handle‐holding arm to catch the ball. 4. The player must not purposefully bounce the ball off their body to change its trajectory. Lesson Plan Elementary: Storytelling Book Connection The Wonderful Wizard of Oz was written in 1900 by L. Frank Baum and illustrated by W. W. Denslow. In the book, Dorothy is on a journey with several friends to get home to Kansas after a tornado carried her to the fantastic Land of Oz with magical creatures, good characters and wicked witches. Estimated Time 30 minutes Activity 1 and choose Activity 2 or 3. Goals • Students will learn who the characters are in the book The Wonderful Wizard of Oz. • Students will utilize verbal and physical cues based upon careful listening and response. • Students will appreciate that art helps tell the story. • Students will utilize creative writing skills. Materials • Small book short version of the story – Provided – Activity 1 • Buzz Word cue cards ‐ Provided ‐ Activity 1 • 2 sets of 10 illustrations from the book by W. W. Denslow – Provided – Activity 2 • 2 sets of 10 captions for illustrations – Provided – Activity 2 • Answer chart for illustrations and captions – Provided – Activity 2 • Computer with word processor and printer; or flip chart with marker – Activity 3 Activity 1 Buzz Word Story • What do you know about the story? Who has read the book? • State the author, illustrator and year published. • Let’s do a Buzz Word Story. Use the cue cards to practice the movement or sound for each character. o Toto – “Ruff, ruff” o Wicked Witch of the East and West ‐ “Boo” o Scarecrow – rub chin in the palm of one hand in a pondering manner and say, “Hmmm…” thoughtfully o Tin Woodman ‐ raise right arm up and down from the elbow to make a chopping motion with arm two times and say, “Chop, chop.” o Lion – let out a “Roar” o Wizard – make two fists placed back to back in front of mouth as if they are a trumpet and say “Do do dah do!” – the sound a trumpet makes to announce things o Glinda the Good Witch ‐“Yeah!” Post the cue cards or have students hold them up in front of the group. Read the small book/short version of the story with group participation. •
•
Activity 2 Picture Matching Game • Have the group work in two teams. • Students display or lay out on a table the 10 drawings by W. W. Denslow. • Students receive the 10 captions for the drawings. • Students determine which caption goes with which drawing. • Students determine what order should be for the caption and pictures • Have teams present their results in a manner that is a retelling of the story. Activity 3 Write The Sequel • Now that the students know the story, discuss that L. Frank Baum wrote 13 additional books over the next 20 years. • A book that continues a story is called a sequel. • The class will write the first paragraph or page (depending upon the number of students) of the sequel to The Wonderful Wizard of Oz. • Set up either a flip chart with marker or computer with printer. • Select a student to say what the first sentence should be. • Each student will then follow adding a sentence until each student has added a sentence for the beginning of the sequel. • Read the finished product out loud. • Take suggestions for a book title for the sequel. • The activity leader either writes this on a flip chart and gives the teacher the flip chart to take back, or keys it into a computer and then prints it out. The class group writing project is a memento of the museum visit. Denslow Image Answer Chart
Illustrations
Plate 2
Descriptions
Dorothy lived in Kansas. A tornado came
and carried the house, Toto, and Dorothy
all the way to the Land of Oz. When the
house plopped down, it crushed the Wicked
Witch of the East.
Plate 4
The first people she met in the Land of Oz
were Munchkins. The Munchkins were the
same size as Dorothy but were adults and
they were all blue. They were kind people
who wanted to help her get back to Kansas.
Plate 9
Dorothy began the long journey to Emerald
City to meet the Wizard to seek his help
and get back to Kansas. Along the way she
met the Scarecrow, Tin Woodman, and
Lion. The four, with Toto, met great
challenges, and were able to outsmart all
kinds of dangerous creatures, like tigers!
Plate 10
During their adventure, they crossed a great
river in a raft they built, but the Scarecrow
got left behind. As the Scarecrow hanged
helpless from a pole in the river, a kind
stork rescued him.
Plate 11
As the group crossed a field of poppies,
Dorothy and the Lion fell fast asleep. A
group of field mice came to their rescue
and pulled them in a cart out of the poppy
field. That was a close call!
Plate 14
As they arrived in Emerald City, with its
tall towers and big walls, they noticed that
everyone was friendly and waving to them.
Plate 17
The Winged Monkeys who had been slaves
of the witch were now free, since when
Dorothy found her she threw water on her,
accidentally killing her. The Winged
Monkeys helped Dorothy and her friends
return to the Emerald City with the proof
the Wizard wanted- the special Golden
Cap.
Plate 18
The Wizard came out from behind his
screen and turned out to be a regular man
from Omaha. He gave the Tin Woodman a
lovely stuffed silk heart. He stuffed bran
for brains in the head of the Scarecrow.
The Wizard gave the Lion a beverage filled
with courage. He decided to take his
balloon back to Omaha and have Dorothy
join him, but Toto was frisky and she
missed the balloon.
Plate 23
Dorothy was advised to go see Glinda, the
Good Witch of the South, in Quadlings
Country to see if she could help Dorothy
get home. Her friends joined her for yet
another journey. They went through
interesting places, including China
Country, where all the people had rosy
cheeks and round tummies.
Plate 24
When Dorothy and her friends made it to
Quadlings Country, Glinda ended up being
very kind and everything turned out
perfectly. The Lion received a golden
crown and became the ruler of the Grand
Forest. The Scarecrow and Tin Woodman
became rulers of lands also. The last wish
of the Golden Cap freed the Winged
Monkeys, and Dorothy knocked the heels
of her silver shoes together three times and
went home to Aunt Em.
Lesson Plan Preschool Human Body Lesson Book Connection The Wonderful Wizard of Oz was written in 1900 by L. Frank Baum and illustrated by W. W. Denslow. In the book, Dorothy is on a journey with several friends. The Tin Woodman wants a heart and the Scarecrow wants a brain. The book is a springboard to learn about the human body. Estimated Time 30 minutes Goals • Children will learn that there are organs inside their body. • Children will learn the relative placement of the brain, heart, lungs and stomach in their body. Materials • Book: Me and My Amazing Body” by Joan Sweeney – Provided • Drawing by W. W. Denslow of the 4 main characters in the book – Provided • Whole Body Tracing: o markers o butcher paper or newspaper print paper o glue sticks o scissors o templates stomach, lungs, heart and brain – Activity 3, Option A ‐ Provided • Gingerbread Person: o template for body shape – Provided o glue sticks o scissors o templates small stomach, lungs, heart and brain‐ Activity 3, Option B ‐Provided Content Summary The heart pumps blood through the body carrying oxygen to all the parts. The lungs are behind the heart which is where the blood gets oxygen. The brain controls important functions such as physical movements, speaking, hearing, seeing, and thinking. The stomach is the first place food goes into our body to be digested and made into fuel we need to keep going. Activity 1 Give a brief summary of the story of The Wonderful Wizard of Oz. Explain who the key characters are. Use the drawing. Tell the students about what the Tin Woodman and Scarecrow wanted. Activity 2 Read the book, Me and My Amazing Body. This is an effective introduction for preschoolers to learn about their body and the organs that are inside. Suggested discussion: • Ask children to put their hands on their head. o Is it soft or hard? Hard o Where is the brain? In your head. o But it’s hard? That’s the skull. o Where’s the brain? Inside the skull. • Ask children to put their hands on their chest – where their heart is located. o What important organ is inside? It’s the one filled with love! The heart. • Now take a deep breath. Where does all that good air and oxygen go? The lungs – right behind your heart. • Ask children to put their hands on their stomach – above the waist. o What’s inside there? It’s where your food goes! The stomach. Activity 3: Option A Whole Body Tracing • Cut butcher paper in lengths, equal to the height of the student. • Students work in pairs. • One student lies down on the paper on the floor while the other student traces an outline of the student with a marker or crayon or pencil. • Students switch. • Students cut out and color the internal organs – brain, heart, lungs and stomach. • Glues the organs in the appropriate place on their body outline. Tips • Organs can be cut out in advance. • Adults may need to help with the outlining of students. Activity 3: Option B Gingerbread Person • Give each student one gingerbread person. • Students color the person. • Students color and cut out small size internal organ. • Glue the internal organs onto the gingerbread person in the appropriate places. Tips • Organs can be cut out in advance. BRAIN
HEART
DIGESTIVE SYSTEM- STOMACH
LUNGS
BRAIN
LUNGS
HEART
DIGESTIVE SYSTEM- STOMACH
Lesson Plan Preschool Storytelling Book Connection The Wonderful Wizard of Oz was written in 1900 by L. Frank Baum and illustrated by W. W. Denslow. In the book, Dorothy is on a journey with several friends in the Land of Oz. Estimated Time 30 minutes Goals • Children will learn who the characters are in the book The Wonderful Wizard of Oz. • Children will practice retelling a story. • Children will use creativity and dexterity. Materials • small book short version of the story – Activity 1 ‐ Provided • 10 outlines of characters from the drawings by W. W. Denslow – Activity 2 ‐ Provided. • crayons • scissors • popsicle sticks • glue sticks/stapler Activity 1 Listen to the Story • Ask students what they know about the story. • Share the name of the author and illustrator of the book. • Read the short story version of The Wonderful Wizard of Oz to the class. Activity 2 Character Puppets • Students select a character to make into a puppet. • Color the character. • Attached the character to a popsicle stick – glue or staple. • Put student names on the back of the popsicle stick. Activity 3 Retelling the Story • Students retell the story of The Wonderful Wizard of Oz. o Use the character puppets to help retell the story. o Small groups working together. o Or entire class together.