CORNELL SCHOOL
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​Teacher's Guide​  

Welcome      Prepare for Visit     Daily Schedule     Curriculum     Skits & Stories     Extra Activities     State Standards
State Standards ​
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Cornell School programming provides Specific Curriculum Suggestions for all Johnstown-Monroe School District building levels. These curriculum suggestions are based on Ohio Department of Education Standards. Below these suggestions there are more state standard examples that align for Grades 1 through 5. 
Specific Curriculum Suggestions for Grades 1 through 12
at the Johnstown-Monroe School District
Elementary (Grades 1 & 3)
Grade 1 
Includes a day at Cornell School with a schoolmarm.
  • Use of McGuffey Readers for comprehension and vocabulary, slates and Spenserian handwriting.
  • Everyday math problems on slates.
  • Discussion of old toys and how the real thing was used during this time period.
  • P.E. They play games outside using period games and toys. There is an art period where they make a handmade toy.
  • They are introduced to a hornbook. 
  • For writing they record their day in a little booklet that they take with them. 
  • Lunch is outside on the grass weather permitting.

3rd Grade Program
Includes a one hour program alternating classes between the 1st floor and the basement areas. Rotates 6 classes.

1st Floor
  • Use of McGuffey readers for short lesson.
  • May include a recitation of poetry.
  • Includes a history of the school and how it came to be.  
Basement:  
  • A history of schools in Ohio with use of a timeline, a bit about Johnstown school history, and an art rendition of the schoolhouse which can be colored.
  • Sometimes this is in conjunction with the tour of the Opera House. (History of Johnstown and surrounding area.​ ​
Intermediate School (Grades 4 & 5)
Grade 4
  • RL 4.10, RL 4.4 Stories, drama, poetry Could read from McGuffey Reader, act out stories, explain comprehension, recite poetry from the third reader.
  • 2CE- Storytelling tradition throughout history of Ohio.
  • 3CE- Discuss characters in different time periods and cultures. Again Use McGuffey Readers.
  • 6PR- Problem solving to dramatize historical events in Ohio history. Use time period of the school up to 1920, the last time this school was used.
History/Social Studies   
  • Order significant events on a timeline.
  • N.W. Ordinance processes (Includes the creation of school districts.) Can go into more detail with this than the third grade level.
​
Grade 5
  • RL-5.2 Theme of Story, use McGuffey Readers or story from this period.
  • RF- 5.3 Phonics and word analysis. This is found in every story in the McGuffey Readers. Use levels 4 and 5.
  • RF-5.4 Read orally with expression. (great for a recitation bench)
  • 3 PE- Cultural objects in everyday environment. Utilize out toy collection such as milk wagon, sewing machine, irons, toy tops, pot bellied stove, flags, water jug, etc.
  • 5 PR- Respect and support for peer ideas. (Draw a picture of the school and share with group.)
  • PE 2- Catch with an implement. (See antique games.)

Middle School (Grades 6 to 8)
Grade 6
  • RL 6.6 Author point of view. McGuffey Readers often contain  lesson or moral to the story.
  • RL 6.9 Stories, poems, historical novels and fantasy. Could compare modern book to stories in the McGuffey Reader.
  • FA 2-PE- media forms of the day, discuss the illustrations in the Reader as black and white, the print fonts, etc.
  • FA 3 PE- regions and different cultures, discuss how society has changed since this school period.
Social Studies
  • Multiple timelines, events , and places taking place during this time period.
  • Early civilization and practices. (Religious groups and sects that influenced schools.)
  • Period maps (We have old Ohio Maps and period globes.)

Grade 7
  • RL 7.2- Analyze literary text
  • RL 7.8- Author perspective
  • RL 7.9- Comparing historical accounts
  • RL 7.10 Stories, dramas, poems
  •  W 7.3-Author point of view, sequence (The stories in the McGuffey Readers are short and easy to use for this.)
  • (Speaking/Listening)
  • SL 7.2- Main ideas and supporting details in story
  • Historical Thinking- 1.12- Maps, human settlement. (Discuss how settlements and groups of farms pooled their resources to build a school and hire a teacher.)
  • EPC- Production and practice, culture and everyday life. Why did most schools at the time only go to grade 8? Were students absent due to working on the farm, etc.

Grade 8
  • RL 8.1- text meaning
  • RL 8.2- literary text development
  • RL 8.9- Compare and analyze a modern work to a traditional story. (Could easily be done in McGuffey Readers.)
  • RI 8.4 Meaning of words and phrases used in text
  • W 8.4 Write for organization/style appropriate to task and use multi media and displays. (Write about your day at Cornell School. Create a display with a group.)
  • SL 8.5 Look at old toys and games to verify use.
High School (Grades 9 to 12)
Language skills
  • Vary sentence patterns for meaning, interest, and style.
  • ELA- Understand other perspectives and cultures, include a variety of periods. (Could analyze period writing pieces and compare language use of today.)

Social Studies
  • History of Ohio, Ohio Schools, School district systems, more in depth than the third grade timeline.
  • Could utilize John Ashbrook’s book on Johnstown Schools.

Geography
  • Comparing old maps to modern maps
  • 1877-1920 (Industrialization and Progressivism)
  • Include a change from an agrarian society to and industrial one and how that affected schools.

Math
  • Circumference, area, volume: ideas, water jug, area of the school floor, area of the dunce hat cone, roof blowing off, planning for re-roofing a real world problem.

Science
  • paths of motion (The standard actually said to use marbles.) Different paths of motion, use the toy top that we have.
  • Another suggestion from the standard was to make a pin-hole camera
  • You could compare old photographs during this time period.
  • Energy transfer. (See the pot-bellied stove and discuss why they were usually in the center of the room.)

Media
  • We would like to have a video made promoting the school. This could be a project for high schoolers interested in this type of media production.   
​

Art
  • Many opportunities for architecture of schools, outside drawings of the school, techniques in construction, details of the inside, etc.

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More examples of State Standards for Grades 1 through 5 are below:
1st Grade​
  • Photographs, letters, artifacts and books can be used to learn about the past.
  • The way basic human needs are met has changed over time.

2nd Grade
Reading Standards for Literature
  • 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • 3. Describe how characters in a story respond to major events and challenges.
  • 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Reading Standards for Informational Text 
  • 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Foundational Skills: Fluency
  • 4. Read with sufficient accuracy and fluency to support comprehension.
  • a. Read grade-level text with purpose and understanding.
  • b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening Standards: Comprehension and Collaboration
  • 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

3rd Grade
Social Studies: Communities: Past and Present, Near and Far
History Strand - Historical Thinking and Skills
  • 1. Events in local history can be shown on timelines organized by years, decades and centuries.
  • 2. Primary sources, such as artifacts, maps and photographs, can be used to show change over time.
History Strand - Heritage
  • 3. Local communities change over time.
4th Grade
Social Studies: Ohio in the United States
History Strand - Historical Thinking and Skills
  • 1.  The order of significant events in Ohio and the United States can be shown on a timeline.
History Strand - Heritage
  • 3.  Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict.
  • 8.  Many technological innovations that originated in Ohio benefited the United States.
Geography Strand – Places and Regions
  • 11. The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.
Geography Strand - Human Systems
  • 13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the cultural diversity of the United States.
English Language Arts
Reading Standards – Key Ideas and Details
  • 1.Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • 2.Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • 3.Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Reading Standards – Craft and Structure
  • 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Reading Standards – Informational Text
  • 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Mathematics
Measurement and data 4.MD
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
  • 1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table.
Represent and Interpret Data
  • 4. Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
5th Grade
Social Studies: Ohio in the United States
History Strand - Historical Thinking and Skills
  • 1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.
Geography Strand – Places and Regions
  • 6. Regions can be determined using data related to various criteria including landform.
Geography Strand - Human Systems
  • 7. The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.
  • 9. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere and results in diversity.
  • 10. The Western Hemisphere is culturally diverse (eg., language, food, religion, art, music) due to the influences and interactions of a variety of world cultures.
English Language Arts
Reading Standards – Key Ideas and Details
  • 1.Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • 2.Analyze literary text development. a. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic. b. Summarize the text, incorporating a theme determined from details in the text.
  • 3.Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Mathematics
Measurement and data 4.MD
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
  • 1. Know relative sizes of these U.S. customary measurement units: pounds, ounces, miles, yards, feet, inches, gallons, quarts, pints, cups, fluid ounces, hours, minutes, and seconds. Convert between pounds and ounces; miles and feet; yards, feet, and inches; gallons, quarts, pints, cups, and fluid ounces; hours, minutes, and seconds in solving multi-step, real-world problems.
Represent and Interpret Data
  • 2. Display and interpret data in graphs (picture graphs, bar graphs, and line plotsG) to solve problems using numbers and operations for this grade, e.g., including U.S. customary units in fractions 1/2, 1/4, 1/8, or decimals.​

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    • A Teacher's Memory
    • "School Days"
    • By-Laws
  • Teacher's Guide
    • Welcome
    • Prepare for Your Visit >
      • Clothing Suggestions
      • Lunch Suggestions
      • Discipline
      • Schoolhouse Definitions
      • Rules for Teachers
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    • Daily Schedule >
      • 1st & 2nd Grade Example
      • 3rd, 4th or 5th Grade Example
    • Curriculum >
      • Arithmetic >
        • 1st Grade
        • 2nd Grade
        • 3rd Grade
        • 4th Grade
        • 5th Grade
      • Elocution
      • Health & Hygiene
      • History/Geography
      • Penmanship
      • Reading
      • Spelling
    • Skits & Stories >
      • Billy Dragoo
      • Johnny Appleseed
      • "The Past Revisited"
      • Drinking from the Water Crock
      • Nurse Maude
      • "Toys Teach History"
      • Christmas Celebrations
    • Extra Activities >
      • Choral Readings
      • Games & Crafts
      • The Flag
      • William McGuffey
      • Laura Ingalls Wilder
  • Gallery
  • Contact/Visitors
  • Inventory
  • Kroger Community Rewards
  • Brochure
  • Cornell Images
  • State Standards
  • Video
  • Teaching Aids
  • Online Resources
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