Historic Oak View County Park

Transcription

1 Historic Oak View County Park Educational Tour Packet 1 HOVCP122017

2 Table of Contents Directions to Oak View Essential Standards What to Expect History of Oak View Program Offerings Vocabulary Worksheets Answer Keys Take Home Sheet

3 Directions to Historic Oak View County Park 4028 Carya Drive Raleigh, North Carolina (919) Directions From the I-440 Beltline, take Poole Road (Exit 15) and turn right at the stop light, head east toward Wendell (away from Downtown Raleigh). Look for white fence on left. At stoplight, turn left onto Carya Drive (entrance to Wake County Office Park) and follow Carya, veering left at the fork. At the circle, take the left-most road (marked Historic Oak View Lane ) and continue all the way to the Farm History Center. Farm History Center Entrance to Oak View 3

4 NC DPI Essential Standards of Historic Oak View County Park Educational Programs Kindergarten Social Studies K.H.1 Understand change over time. K.H.1.1 Explain how people change over time (self and others). K.H.1.2 Explain how seasons change over time. K.G.2 Understand the interaction between humans and the environment. K.G.2.2 Explain ways people use environmental resources to meet basic needs and wants (shelter, food, clothing, etc.). K.E.1 Understand basic economic concepts. K.E.1.1 Explain how families have needs and wants. K.E.1.2 Explain how jobs help people meet their needs and wants. First Grade Social Studies 1.H.1 Understand that history tells a story of how people and events changed society over time. 1.H.1.1 Explain how and why neighborhoods and communities change over time. 1.G.2 Understand how humans and the environment interact within the local community. 1.G.2.2 Explain how people use natural resources in the community. 1.G.2.3 Explain how the environment impacts where people live (urban, rural, weather, transportation, etc.). Science 1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. 1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in the environment. Second Grade Social Studies 2.H.1 Understand how various sources provide information about the past. 2.H.1.1 Use timelines to show sequencing of events. 2.H.1.2 Identify contributions of historical figures (community, state, nation and world) through various genres. 2.G.2 Understand the effects of humans interacting with their environment. 2.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs. Science 2.P.2 Understand properties of solids and liquids and the changes they undergo. *In the kitchen program Third Grade Social Studies 3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities. 3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions. 3.H.2 Use historical thinking skills to understand the context of events, people and places. 4

5 Third Grade Science 3.P.2 Understand the structure and properties of matter before and after they undergo a change. *In the kitchen program 3.L.2 Understand how plants survive in their environments. 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow. 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants. Fourth Grade Social Studies 4.H.1 Analyze the chronology of key historical events in North Carolina history. 4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of North Carolina. 4.G.1 Understand how human, environmental and technological factors affect the growth and development of North Carolina. 4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication and land use). 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment. 4.G.1.4 Explain the impact of technology (communication, transportation and inventions) on North Carolina s citizens, past and present. 4.E.1 Understand how a market economy impacts life in North Carolina. 4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation and world. Fifth Grade Social Studies 5.H.1 Analyze the chronology of key events in the United States. 5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information (beliefs, fears and leadership). 5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction. 5.H.2 Understand the role of prominent figures in shaping the United States. 5.H.2.3 Compare the changing roles of women and minorities on American society from the Pre-Colonial era through Reconstruction. 5.G.1 Understand how human activity has and continues to shape the United States. 5.G.1.1 Explain the impact of the physical environment on early settlements in the New World. 5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present. 5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations. 5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came). 5.E.1 Understand how a market economy impacts life in the United States. 5.E.1.2 Explain the impact of production, specialization, technology and division of labor on the economic growth of the United States. 5

6 What to Expect When Your Class Visits We will need your students to be in three (or fewer) groups for the program. If you are bringing 3 or fewer classes, they can stay in their class groups. If you have more than 3 classes, please divide them into 3 separate groups. There is no need to separate your class into smaller groups, as they will be together for all activities at Historic Oak View County Park. Please tell your students to be prepared with weather-appropriate clothing. Some buildings are not climate-controlled, and you will be outside as you transition between programs. When you arrive, the bus(es) will need to pull in front of the Farm History Center. The students will unload there and line up in their groups. The bus(es) can then park behind the Farm History Center if they are staying on-site. Parent chaperones are not required; if you d like to bring chaperones, please limit to 15 parents per trip due to space restrictions. It is also encouraged that parent chaperones carpool to Oak View. If you plan to picnic on-site, lunches can be unloaded when you arrive and left in the Farm History Center while you receive your programs. You will eat in the Bluebird Shelter. Restrooms are located in the Farm History Center, the Carriage House, and in the Main House. Groups will rotate through the 3 programs you chose, with each group starting with a different program. The program choices are described on pages

7 The History of Oak View Farm In 1829, Benton S. D. Williams bought a piece of land in eastern Wake County from a man named Arthur Pool. Mr. Williams paid $ for the property that included 85 acres and a few buildings. One of those buildings was a plank kitchen built around This kitchen was probably the first home that Mr. Williams and his wife lived in on the farm. Over the next thirty years, Mr. Williams added more and more to his property that eventually totaled over 900 acres of land. In 1855, the two-story main house was completed and Benton and his family began living there. The property was eventually named Oak View because of the four large oak trees planted around the main house. The Oak View farm was not considered a plantation because it was too small with too few slaves. However, the family was successful at farming. By 1860, just before the start of the American Civil War, the family owned about twelve slaves and produced about twenty-three, 500-pound bales of cotton that year. Benton and his family were Unionists, which means that they supported the North instead of the South during the Civil War. Benton believed that North Carolina should remain a part of the United States and so he and his sons chose not to volunteer to fight in the war. After the War, he served as one of four representatives from this area at the 1868 North Carolina Constitutional Convention. This meeting allowed North Carolina to apply to reenter the United States after the Civil War, and to change the State Constitution to make slavery illegal. Oak View is the only house of any of the delegates to survive today. Mr. Williams died in His property was divided between his wife, Burchett, and his children. Burchett ran the farm until her death in 1886, and the property was sold to pay bills. Businessmen Job P. Wyatt and Phil Taylor bought the house, outbuildings, and 178 acres of land. Soon enough, Wyatt bought Taylor s half of the farm and the Wyatt family operated the farm. They experimented with different types of crops and seeds on the Oak View farm. In 1911, the Wyatts decided to diversify their farm, which means they wanted to grow more than just one crop, like cotton, on the property. The pecan grove was planted for this purpose. While operating Oak View as a farm, they continued to operate the Wyatt-Quarles Seed Company, which was founded in 1881 and still does business in Raleigh today. The Wyatt family never lived at Oak View. Instead, they hired a farm manager to live in the house and oversee farm workers. These workers were paid wages and lived in tenant houses on the farm. Unfortunately, these houses are no longer at Oak View; however, a tenant house similar to those that once stood here was moved from a farm in Wendell in After restoration, the house was opened to the public in The Wyatts also built additional buildings including the Cotton Gin House, Livestock Barn, and Carriage House, which are still on the property. In 1940, Julian M. Gregory acquired the property and then sold the farm to James Gregory Poole, Sr. in The Poole family lived there until 1943 during which time they made many changes and improvements to the property. The house was made larger with the addition of an indoor kitchen, sunroom, and library, and more modern with indoor plumbing and electricity. The barn and farm equipment were also updated. By 1944, Oak View was owned by James and Mary Bryan. The Bryans didn t farm Oak View, but did raise cattle. They built the pond where geese live today. In 1955, Chauncey and Ella Mae Jones bought the farm and rented some of it out to farmers for several years. In 1984, Wake County bought 72 acres of Oak View land and decided to build an office park. All of the buildings, the main house, and the pecan grove were scheduled to be destroyed. A committee of interested people got together to ask the Wake County Commissioners to save the property. The land was registered as an important historic site in 1991, and in 1995, Wake County Parks and Recreation took over the site and opened it to the public. Historic Oak View was the first historic site to become a Wake County park. The Farm History Center, opened in 1997, is our visitor s center and teaches children and adults about North Carolina agricultural history. 7

8 Program #1: From Field to Fiber In this interactive program, students will learn about the history of cotton in North Carolina. They will even get to try their hand at picking cotton! (Crop and weather permitting). Goals 1) Students will learn the following terms: cotton gin, boll weevil, Eli Whitney, sliver. 2) Students will learn about the process of cotton growing and production and how a gin operates. 3) Students will assess changes in farm life since the antebellum period and examine/ understand why these changes occurred. Pre Visit Activities Have students name as many items as they can that are made with cotton. Ask students to think about how they would separate the cotton seeds from the cotton fiber. Encourage them to think of a machine that could do it. What parts would be needed? Have them draw the machine, and if you have the time and supplies, build a replica of it with everyday household items (shoeboxes, toothpicks, paper towel rolls). Photocopy a blank outline map of the state of North Carolina. Using books and/or computers, ask students to find 3-5 agricultural products for each of the state s regions (Coastal, Piedmont, and Mountains). Students should draw a picture and label the product in the correct region. Post-Visit Activities Ask local vendors to donate cotton seeds, potting soil, fertilizer, and garden tools to your classroom. Research information about the planting and care of cotton plants. Have your students plant individual seeds in classroom pots and track their growth. Create a graph charting water use and height of plants. Feel free to consult the staff at Oak View for tips! Have students create an art project based on cotton. Divide a paper into four sections and label them Spring, Summer, Fall, and Winter. Then draw or paint what a cotton field would look like in each season. Encourage students to research the cotton life cycle and then create a paper plate representation of the life cycle. Start from a seed and go to seedling, flower, boll, and finally to cotton. Have students research the price of bales of cotton in various years during the 19th century. Then make a graph displaying these findings. 8

9 Program #2: In the Farm s Kitchen This program will allow students to explore the daily work done in the farm s kitchen through hands-on and sensory activities. Students will try their hands at butter making and cleaning laundry with a scrub board and lye soap! Goals 1) Students will gain an understanding of change over time by comparing and contrasting food methods from the 19th century and today. 2) Students will gain insight into life on a 19th century farm by examining cooking techniques and other chores that were done in Oak View s plank kitchen. 3) Students will gain an appreciation for newer technologies by experiencing the difficulty of farm chores during the 19th century. Pre-Visit Activities Ask students to write a journal entry reflecting on how they would get their food if there were no grocery stores. What would they have to grow? What animals would they have to keep? What would they have to do without? Post-Visit Activities Have students think of their favorite food. Write a recipe with instructions for making their favorite food if they could not go to the store to buy the ingredients. (Ex: To make a hamburger I would have to raise cows, slaughter a cow for the meat, grind the meat, grow or trade for wheat, mill the wheat to make flour, bake the flour into bread for the bun, plant lettuce, onions, tomatoes, etc.) Ask students to make a Venn diagram comparing and contrasting cooking methods in the past versus cooking methods today. What was different? What was the same? 9

10 Program #3: All in a Day s Work This hands-on program presented in the early 20 th -century livestock barn allows students to try out farm chores. Students will be historical detectives as they investigate artifacts. They will also meet the park s resident goats. Goals 1) Students will learn about life on a farm, specifically work in and around the barn, such as feeding the farm animals, milking the cows, and collecting eggs. 2) Students will learn about various artifacts and their uses and applications on a farm. 3) Students will gain an understanding of change over time by examining objects from one time period and comparing them with what they have and use now. Pre-Visit Activities Have students draw a picture of a barn and the animals that might live inside. Then talk about the different chores farmers and their families may have had to do with the animals. Have students brainstorm what purposes different animals on the farm might serve (ex: chickens: eggs and meat, horses: pulling plows or carts, goats: eating brambles to clear land and milk and meat, cows: milk (and cheese and butter) and meat, etc. Post-Visit Activities After your visit, ask students to write a story from the perspective of children growing up on a farm. Be sure to include their daily chores and what they did for fun! Ask students to draw one of the artifacts they examined during the program. Write a short description of how it was used. It the artifact is no longer used today (ex. lantern), what has replaced it? Have students invent a machine to replace one of the jobs they did in the barn. (ex. An egg collector or a machine to milk the cows). 10

11 Program #4: Change Over Time Through an interactive presentation in the Farm History Center, students will learn about 400 years of agricultural history in North Carolina and visit a real sharecropper s cabin! Goals 1) Students will gain an understanding of North Carolina's agricultural history and the concept of change over time by examining a timeline. 2) Students will gain an understanding of the difference between slavery and sharecropping. 3) Students will gain an appreciation of the difficulty of farming before technological advancements. Pre-Visit Activities Photocopy the handout entitled History of Historic Oak View County Park for students. Using art paper, markers, and crayons, have students create an illustrated timeline of the park s history. You may also want to provide copies of information from site brochures. At the end of the project, have students present their timeline to the class and display illustrations in the classroom. Post-Visit Activities Have students talk about some of the artifacts they saw in the sharecropper s cabin. Then discuss what everyday objects they use today that will one day be artifacts. If they had to pick one item to describe them in 100 years, what would it be and why? Have students research a famous farm invention (tractor, steel plow, cotton gin) and make a poster explaining how it revolutionized farm work. 11

12 Oak View Vocabulary Agriculture-the science or practice of farming, including growing crops and raising animals Artifact-an object that is at least 50 years old, made by people, and used by people. Boll-the rounded seed vessel in which cotton grows. Boll Weevil-an insect from Mexico and the southern United States whose babies hatch in cotton plants and eat the cotton lint. The boll weevil forced many North Carolina farmers to stop growing cotton. Canning-the act of preserving food in sealed cans or jars. Carding-the process in which fibers of cotton are turned into sliver prior to spinning. Cash Crop-a crop produced for the commercial value rather than for use by the grower. Cotton-a plant grown in warm places for the lint around the seed. Cotton lint is used to make clothing, paper, and other products. You ll get a piece of raw cotton to take home with you when you visit Oak View and you may get to pick it yourself from our field! Cotton Gin-a machine built by Eli Whitney in 1793 that takes the seeds out of the cotton lint. Crop Duster-a plane that spreads pesticide or fertilizer on crops from the air. Fertilizer-food put in the soil to help plants grow. Herb-any plant with leaves, seeds, or flowers used for flavoring, food, medicine, or perfume. 12

13 Livestock- Animals raised for use on the farm or sold for money. Pesticide-a substance used for destroying insects. Plantation-a large farm of at least 1,000 acres and twenty or more slaves. Twelve slaves worked at Oak View, which was less than 1,000 acres so it was considered a farm and not a plantation. Sharecropper-a person who lives and works on a farm owned by somebody else and gives part of the money from the crops to the landowner. Slavery-the act of legally owning people and forcing them to work without pay. Sliver-a long strand of clean cotton which becomes strong when twisted. Subsistence Farming-farming crops solely for the purpose of survival, not for commercial gain. 13

14 Changes in Technology Draw a line to match the early technology to the modern technology that would later replace it

15 Historic Oak View County Park Word Scramble Directions: Use the word list below to unscramble the following terms. 1. ECRPSRAHEPOR 2. SICOLTEKV 3. RMFA 4. KAO EWIV 5. ZFRTIELEIR 6. RANB 7. LOBL VEILEW 8. TOCNOT 9. TGASO 10. OTYRSHI WORD LIST FARM LIVESTOCK COTTON BARN HISTORY OAK VIEW SHARECROPPER BOLL WEEVIL FERTILIZER GOATS 15

16 Historic Oak View County Park Word Search AGRICULTURE ARTIFACT BOLLWEEVIL CANNING CARDING CASH CROP Can you find these words? COTTON GIN CROP DUSTER FERTILIZER HERB LIVESTOCK PESTICIDE PLANTATION SHARECROPPER SLAVERY SLIVER SUBSISTENCE FARMING 16

17 Vocabulary Matching Activity Directions: After your visit to Historic Oak View, test your knowledge. Match each item on the left with the definition on the right. Write the letter of the correct definition in the blank beside the word. 1. boll weevil A. an old object made and used by people 2. sharecropper B. a crop produced for the commercial value rather than for use by the grower 3. artifact C. the science or practice of farming, including growing crops and raising animals 4. sliver D. the act of preserving food in sealed jars 5. gin E. change over time 6. agriculture F. food put in the soil to help plants grow 7. livestock G. separates the cotton seed from the lint 8. history H. a person who lives and works on a farm owned by somebody else and gives part of the money from the crops to the landowner 9. fertilizer I. a long strand of clean cotton that when twisted becomes strong 10. cash crop J. insect that eats cotton lint 11. herb K. animals raised for use at home or for money 12. canning L. any plant with leaves, seeds, or flowers used for flavoring, food, medicine, or perfume. 17

18 Changes in Technology Answer Key

19 Historic Oak View County Park Word Scramble Answer Key Directions: Use the word list below to unscramble the words. 1. ECRPSRAHEPOR SHARECROPPER 2. SICOLTEKV LIVESTOCK 3. RMFA FARM 4. KAO EWIV OAK VIEW 5. ZFRTIELEIR FERTILIZER 6. RANB BARN 7. LOBL VEILEW BOLL WEEVIL 8. TOCNOT COTTON 9. TGASO GOATS 10. OTYRSHI HISTORY WORD LIST FARM LIVESTOCK COTTON BARN HISTORY OAK VIEW SHARECROPPER BOLL WEEVIL FERTILIZER GOATS 19

20 Historic Oak View County Park Word Search Answer Key AGRICULTURE ARTIFACT BOLLWEEVIL CANNING CARDING CASH CROP COTTON GIN CROP DUSTER FERTILIZER HERB LIVESTOCK PESTICIDE PLANTATION SHARECROPPER SLAVERY SLIVER SUBSISTENCE FARMING 20

21 Vocabulary Matching Activity Key Directions: After your visit to Historic Oak View, test your knowledge. Match each item on the left with the definition on the right. Write the letter of the correct definition in the blank beside the word. J 1. boll weevil A. an old object made and used by people H 2. sharecropper B. a crop produced for the commercial value rather than for use by the grower A 3. artifact C. the science or practice of farming, including growing crops and raising animals I 4. sliver D. the act of preserving food in sealed jars G 5. gin E. change over time C 6. agriculture F. food put in the soil to help plants grow K 7. livestock G. separates the cotton seed from the lint E 8. history H. a person who lives and works on a farm owned by somebody else and gives part of the money from the crops to the landowner F 9. fertilizer I. a long strand of clean cotton that when twisted becomes strong B 10. cash crop J. insect that eats cotton lint L 11. herb K. animals raised for use at home or for money D 12. canning L. any plant with leaves, seeds, or flowers used for flavoring, food, medicine, or perfume. 21

22 Take Home Letter We encourage you to make copies of the following page to send home with your students after their field trip to Historic Oak View County Park. Sometimes students ask for a paper about the park so they can show their parents. We hope this encourages future visits to the park! 22

23 Historic Oak View County Park Today, your student took a field trip to Historic Oak View County Park. They learned about farm life in the 19th-20th centuries and how farming has changed through the years. We hope they had a fun, educational trip, and we encourage you to come for a visit as well! A day at Historic Oak View County Park offers visitors a variety of cultural, educational, agricultural, and recreational activities. This 27-acre site includes a number of historic buildings and the Farm History Center, a museum and visitor s center dedicated to telling the story of North Carolina s agricultural development. Visitors are also welcome to enjoy the park by strolling through the grounds, visiting the park s resident goats and chickens, playing in the Farmer s Corner, picnicking, or fishing in the pond. In addition to the above activities, the park offers several self-guided activities for preschool through middle school aged children. Start your visit at the Farm History Center to learn more! Park Hours: 8:00 AM-sunset Seven days a week Building Hours: 8:30 AM-5:00 PM Monday-Saturday 1:00 PM-5:00 PM Sunday Historic Oak View County Park 4028 Carya Drive Raleigh, NC (919) Wakegov.com/parks/oakview 23