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Examples of a Lesson Plans for a German Bank Barn Circa 1800




Robert Brown, season interpreter (19th century educator).
1850's Historical Area , the Houtz Barn, 1997 season.

Examples of a Lesson Plans for a German Bank Barn Circa 1800
by
Theodore R. Hazen

A German Bank Barn Circa 1800
LESSON TOPIC:
Wheat Harvesting TEACHER: Theodore R. Hazen
GRADE LEVEL: Kindergarten-3rd DATE: March 1997

OBJECTIVES:

1. The student will identify the processes in which wheat was obtained for milling by the early settlers.
2. They will recognize the basic equipment used in processing the wheat harvest and that there are different types of barns for various uses.
3. They will be able to determine the value of the term cooperative farming when the early settlers harvested wheat.
4. The student will identify the term "food staple" and will explain its importance, using the concept of different food groups.

RATIONALE:

Centuries before barns evolved as shelter for animals, barns were used for threshing. The threshing floor (which the name threshold comes from) was an important place on the farm. The barn was a place to store sheaves of wheat, and the threshing floor was a place were they could be spread out and beaten with a stick, animals would trod the grain with their hoofs. This technique is still used in undeveloped parts of the world.

Beating the sheaves of wheat with a stick was followed by the flail. The average flailer could flail 7 to 8 bushels per day of wheat, 30 bushels of oats, 8 bushels of rye, and 20 bushels of buckwheat. Wheat, rice and rye was usually flailed. Oats, barley, and buckwheat was generally threshed under animal hoofs. Grains flailed easiest on snapping cold days. The flailer wore shoes made from an old hat as not to bruise the grain. The grain was flailed to separate it from the straw and chaff.

English and American barns were place so the prevailing winds blew through the threshing floor from open doors at one end to a winnowing doors at the other end. The chaff would be carried on the breeze while the grain fell to the floor. The flailed mixture of grain and chaff would be tossed aloft from a tray, basket or sheet. Latter a winnowing machine the fanning mill was used as early as the 1700's by Andrew Fletcher of Scotland from barley mills and fanners found in Holland. James Meikle was the co-called inventor of the winnowing machine in the year 1720. In 1732 Michael Menzies designed a threshing machine that consisted of a series of flails drawn by a water wheel. By 1840 the tread horse powered threshing machines and latter the successor was the steam driven threshing machine was combined with a separator. Today a modern farm "combine," it combined the operations of cutting, threshing and separating the grain from the straw and chaff.

The harvested grain was threshed with flails two months after it was harvested. Wheat threshing was a cooperative enterprise. Later horse-powered threshing machines threshed the wheat. The wheat would season in the fields for a while, and then hauled into the threshing barn. The bundles of wheat were built into large stacks in the barn's mows to await threshing day.

INSTRUCTIONAL CONTENT:

1. Introduction:

A. The Name of the Park.
B. Self Introduction.
C. Program Introduction.
2. Harvesting wheat: A. Identification of wheat.
B. Size of average wheat crop.
C. Knowing when the wheat is ready for harvesting.
D. Why is wheat harvested using your friends and neighbors labor?
E. What time of the year is it harvested and what is the weather like?
3. Discuss the process of harvesting wheat: A. Wheat was cut with cradles. The "cradler" would cut the wheat in the field.
B. The "binder" would follow and bound the wheat into bundles or sheaves of wheat using wisps of wheat for the bands. The sheaves of wheat would be stacked in the fields for several days.
C. The sheaves of wheat was stacked in the barn's mows to await threshing day.
4. Discuss the process threshing wheat: A. The harvested grain was threshed with flails two months after it was harvested.
B. Wheat threshing was a cooperative enterprise.
C. Simple tools were used for thousands of years in threshing wheat all over the world.
D. The "flailers" would bring their flails to flail the wheat on the threshing floor of the barn.
E. the sheaves of wheat were opened on the floor for the threshers who used their flails upon the wheat.
E. The "winnowers" would used either a sheet, winnowing tray or winnowing basket to winnow the wheat free of the chaff.
F. Why separate the straw and chaff from the wheat?
5. What did the farmer do with his wheat kernels: A. Stored it for next years crop.
B. Sell the wheat crop to grain dealers and merchant millers.
C. Carry small quantities of wheat to the mill to have it ground into flour to feed his family.
PROCEDURE:

1. Set: Introduction to program. A. Compare modern methods of harvesting with historical process.
B. Demonstrate wheat harvesting and threshing procedure.
C. What methods were introduced to improve the methods of threshing?
The horse-drawn threshing machines were used. They continued to thresh most of the wheat for a long time. It was not until after the turn of the century was modern machinery introduced to the area. If a threshing machine was used the owner of the thresher would collect his "toll" for his threshing just like the miller collected his toll. One usual rate for threshing was three bushels just for setting up the threshing machine and one bushel for every twenty bushels threshed. The old horse powered machines were replaced later by steam powered machines.

2. Activity: A. One student will flail wheat and winnow wheat.
B. Marks faintily scribed on beams were used by flailers to keep count of the number of bushels threshed. Can you find such marks in the barn?
C. Find the threshing floor from the rest of the barn floor, is it the well worn area of heavy boards, often three inches thick sometimes splined together.
D. Can you give 30 to 40 blows per minute the the sheaves?
3. Assignment: A. Ask students could they live on just bread?
B. Discuss what types of bread did the early settlers eat as compared to what we find on modern tables today.
4. Closure: A. Ask students to compare modern methods of obtaining grain with the mid-1800's ways of obtaining grains. Which is better? Why?
B. What are the benefits and effects of modern wheat harvesting and threshing? What are the problems of using animals to thresh grain?
C. Ask students to identify another cooperative "harvestings."
This was corn harvesting and corn shuckings. This did not require the physical strength of wheat harvesting and it did not take place on the hottest days of summer. After the corn was cut and stored in the corn cribs until neighbors came for shucking. It would begin in the afternoon and last well into the night. Some farmers would store their corn shucked or unshucked in the corn cribs. "Shucking races" would turn the work into sport. Shelling was originally done by hand and later corn shellers made less work of the process and less could be wasted or lost on the ground.

MATERIALS NEEDED:

1. Cradle.
2. Wheat, sheaves of wheat.
3. Flails. A wooden rod handle made of ash, with a swivel attached to the handle so a man could stand in an upright position and pound the sheaves on the floor at his feet.
4. Winnowing tray, winnowing basket or sheet.

EVALUATION:

1. The student will understand that wheat goes through different processes from planting, growing, harvesting, threshing, milling and baking.
2. Ask the students what is the importance to the barn in wheat harvesting and threshing.
3. Ask the students to recognize the tools used historically by the early settlers.
4. Ask the students is can we eat the wheat or does something else need to be done to it to further process the grain into flour and eventually into bread.




A German Bank Barn circa 1800
LESSON TOPIC:
Wheat Harvesting TEACHER: Theodore R. Hazen
GRADE LEVEL: 4th to 6th DATE: March 1997

OBJECTIVES:

1. The student will understand the three process in which wheat was obtained for milling by the early settlers.
2. They will recognize the basic equipment used in processing the wheat harvest.
3. They will be able to deduce the benefits of the term cooperative "workings" when the early settlers harvested wheat.
4. The student will define the term "staple of life" and will explain its importance to an individuals diet and survival.

RATIONALE:

The average farmer grew only enough wheat to supply bread for his own family. The average wheat crop consisted of ten to fifteen acres of wheat and could be harvested in less than a day using cooperative neighbors labor. The wheat must be harvested before it ripened so dry it would shatter and be wasted in the cutting process
.
At harvest time, the farmer would invite his neighbors to come with their cradles. Wheat was cut with cradles. The "cradler" would cut the wheat in the field and the "binder" would follow and bound the wheat into bundles or sheaves of wheat using wisps of wheat for the bands.

The harvested grain was threshed with flails two months after it was harvested. Wheat threshing was a cooperative enterprise. Later horse-powered threshing machines threshed the wheat. The wheat would season in the fields for a while, and then hauled into the threshing barn. The bundles of wheat were built into large stacks in the barn's mows to await threshing day.

INSTRUCTIONAL CONTENT:

1. Introduction:

A. The Name of the Park.
B. Self Introduction.
C. Program Introduction.
2. Harvesting wheat: A. Identification of wheat.
B. Size of average wheat crop.
C. Knowing when the wheat is ready for harvesting.
D. Why is wheat harvested using cooperative neighbors labor?
E. What time of the year is it harvested and what is the weather like?
3. Discuss the process of harvesting wheat: A. Wheat was cut with cradles. The "cradler" would cut the wheat in the field.
B. The "binder" would follow and bound the wheat into bundles or sheaves of wheat using wisps of wheat for the bands. The sheaves of wheat would be stacked in the fields for several days.
C. The sheaves of wheat was stacked in the barn's mows to await threshing day.
4. Discuss the process threshing wheat: A. The harvested grain was threshed with flails two months after it was harvested.
B. Wheat threshing was a cooperative enterprise.
C. Simple tools were used for thousands of years in threshing wheat all over the world.
D. The "flailers" would bring their flails to fail the wheat on the threshing floor of the barn.
E. The "winnowers" would used either a sheet, winnowing tray or winnowing basket to winnow the wheat.
F. Why separate the straw and chaff from the wheat?
5. What did the farmer do with his wheat kernels: A. Stored it for next years crop.
B. Sell the wheat crop to grain dealers and merchant millers.
C. Carry small quantities of wheat to the mill to have it ground into flour to feed his family.
PROCEDURE:

1. Set: Introduction to program. A. Compare modern methods of harvesting with historical process.
B. Demonstrate wheat harvesting and threshing procedure.
C. What methods were introduced to improve the methods of threshing?
The horse-drawn threshing machines were used. They continued to thresh most of the wheat for a long time. It was not until after the turn of the century was modern machinery introduced to the area. If a threshing machine was used the owner of the thresher would collect his "toll" for his threshing just like the miller collected his toll. One usual rate for threshing was three bushels just for setting up the threshing machine and one bushel for every twenty bushels threshed. The old horse powered machines were replaced later by steam powered machines.

2. Activity: A. One student will flail wheat and winnow wheat. 3. Assignment: A. Ask students could they live on just bread?
B. Discuss what types of bread did the early settlers eat as compared to what we find on modern tables today.
4. Closure: A. Ask students to compare modern methods of obtaining grain with the mid-1800's ways of obtaining grains. Which is better? Why?
B. What are the benefits and effects of modern wheat harvesting and threshing?
C. Ask students to identify another cooperative "workings."
This was corn shuckings. This did not require the physical strength of wheat harvesting and it did not take place on the hottest days of summer. After the corn was cut and stored in the corn cribs until neighbors came for shucking. It would begin in the afternoon and last well into the night. Some farmers would store their corn shucked or unshucked in the corn cribs. "Shucking races" would turn the work into sport. Shelling was originally done by hand and later corn shellers made less work of the process and less could be wasted or lost on the ground.

MATERIALS NEEDED:

1. Cradle.
2. Wheat, sheaves of wheat.
3. Flails.
4. Winnowing tray, winnowing basket or sheet.

EVALUATION:

1. Observe how easily the students learn the basic steps of processing wheat for the milling process.
2. Ask the students to list the basic steps of wheat harvesting and threshing.
3. Ask the students to identify the tools used historically by the early settlers.
4. Ask the students is this an end process or process and individuals used to further process the grain into flour and eventually into bread.



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