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Self, Other, and Jump Rope Community: the Triumphs of African American Women
Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2007 Self, Other, and Jump Rope Community: The Triumphs of African American Women Wynnetta Ann Scott-Simmons Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Scott-Simmons, Wynnetta Ann, "Self, Other, and Jump Rope Community: The Triumphs of African American Women" (2007). Electronic Theses and Dissertations. 507. https://digitalcommons.georgiasouthern.edu/etd/507 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. SELF, OTHER, AND JUMP ROPE COMMUNITY: THE TRIUMPHS OF AFRICAN AMERICAN WOMEN by WYNNETTA SCOTT-SIMMONS (Under the Direction of Ming Fang He) ABSTRACT Using Critical Race Theory, Critical Literacy, Black Feminist Thought as a theoretical framework and Oral History as research methodology, the lives of four young African American women are explored as they leave their culturally insular surroundings, “Jump Rope Communities”, to seek access to the codes of power and registers of language in all-White, all-girl, elite private schools during the late 1960’s and early 1970’s. In capturing the memories, perceptions, and lived experiences of these women over thirty years later, the journey into a world of divergences was explored--divergent language codes, divergent social, cultural, and economic stratifications, and divergent linguistic expectations, behaviors, and dispositions. -
Playbook Games (PDF)
® PLAYBOOK V P1 Games P1 500 P11 Kick the Can P1 Anti, Anti i-Over P12 Obstacle Course P2 British Bulldogs P13 Ocean Crossing P2 Capture the Flag P13 Octopus Tag P3 Cat & Mouse Tag P14 Pin Guard P3 Crows & Cranes P14 Red Light, Green Light P4 Dodgeball P15 Scavenger Hunt P4 Flying Disc Golf P15 Sky Ball P5 Fox & Geese P16 Sledding & Hill Play P6 Freeze Tag P17 Spud P6 Giants, Wizards & Elves P17 Swipe P7 Hopscotch P18 Ten Pass Keep Away P7 Horse P19 Terminator P8 Ice & Skating Games P19 Treasure Hunt P9 Ice Castle Capades P20 What Time Is It, Mr. Wolf? P10 Jump Rope Games P21 Safety Tips P23 Adaptations for Children with Disabilities ®Saskatchewan Blue Cross is a registered trade-mark of the Canadian Association of Blue Cross Plans, used under licence by Medical Services Incorporated, an independent licensee. Push2Play is a registered trade-mark of Saskatchewan Blue Cross. HOW TO PLAY: Choose 1 player to be the first thrower. The rest of the players should be 15 to 20 steps away from Players the thrower. 3 or more The thrower shouts out a number and throws the ball toward the group Equipment so everyone has an equal chance of catching it. Ball The player who catches the ball gets the number of points the thrower shouted. The thrower continues to throw the ball until another player makes enough catches to add up to 500 points. This player now becomes the thrower. CHANGE THE FUN: If a player drops the ball, the points shouted out by the thrower are taken away from the player’s score. -
^^SOJVIAN 4^ Fc, 3 Smithsonian Center for Folklife Ami Cultural Heritage
^^SOJVIAN 4^ fc, 3 Smithsonian Center for Folklife ami Cultural Heritage 750 9th Street NW Suite 4100 Washington, DC 20560-0953 www.folklife.si.edu « 2001 by the Smithsonian Institution ISSN 1056-6805 EDITOR: Carla M. Borden ASSOCIATE EDITOR: Peter Seitel DIRECTOR OF DESIGN: Kristen Femekes GRAPHIC DESIGNER: Caroline Brownell DESIGN ASSISTANT: Michael Bartek Cover image: Gombeys are the masked dancers of Bermuda. Art from photo courtesy the Bermuda Government . mB^th Annual Smithsonian Folklife Festiva On The National Mall, Washington, D.C. June 27 - July 1 a July 4 - July 8, 2001 Bermuda Connection Mew York City amhe Smithsonian' Masters c#!he Building Arts NewYOiK CITY ax THe smiTHSonian The Festiva. This program is produced in collaboration with Mew York's is co-sponsored by __ Center for Traditional Music and Dance and City Lore, the National Park Service. with major funding from the New York City Council, the New York City Department of Cultural Affairs, The Festival is supported by federally Howard P. Milstein, and the New York Stock Exchange. appropriated funds, Smithsonian trust funds, The Leadership Committee is co-chaired by The Honorable contributions from governments, businesses, Daniel Patrick Moynihan and Elizabeth Moynihan and foundations, and individuals, in-kind corporate chairman Howard P. Milstein. assistance, volunteers, food and craft sales, and Friends of the Festival. Major support is provided by Amtrak, Con Edison, the Recording Industries Music Performance Trust Funds, IVIajor in-kind support has been provided by Arthur Pacheco, and the Metropolitan Transportation GoPed and IVIotorola/Nextel. Authority. Major contributors include The New York Community Trust, The Coca-Cola Company, The Durst Foundation, the May £t Samuel Rudin Family Foundation, Leonard Litwin, and Bernard Mendik. -
UNP-0121 Traditional Street Games
UNP-0121 TraditionalARCHIVE Street Games UNP-0121 Traditional Street Games Table of Contents Why Street Games? .................................................................................................................................................. 1 Introduction .................................................................................................................................................... 1 The Problems................................................................................................................................................. 1 Why Street Games......................................................................................................................................... 2 Helpful Hints for Game Leaders .............................................................................................................................. 3 Street Games ............................................................................................................................................................. 4 Egg or Balloon Toss ....................................................................................................................................... 4 Hit the Stick.................................................................................................................................................... 5 Hopscotch ...................................................................................................................................................... 6 Human -
J.A.M. (Jump and Move): Practical Ideas for JR4H Heart Links Instant
J.A.M. (Jump And Move): Practical Ideas for JR4H Chad Triolet – [email protected] Chesapeake Public Schools 2011 NASPE Elementary Physical Education Teacher of the Year www.PErocks.com www.noodlegames.net www.youtube.com/user/NoodleGames Heart Links Heart Links are a great way to make some connections for students regarding fundraising and the importance of exercise in building a strong and healthy heart. We use this activity during our Jump Rope for Heart week as a “rest station”. Students complete one heart link each class period and are asked to write down one thing they can do to be heart healthy or a heart healthy slogan. They can decorate them if they would like and then they place them in a basket so that the links can be put together. During class, we connect some of the links then talk about the links at the end of the class as a culminating discussion about the importance of fundraising and exercise. Fundraising – Sometimes a small amount of money does not seem like it makes a difference but if you use the heart chain that is created as an example, students realize that when the links are added together they make a huge chain that goes around the gym. So, every little bit of money collected, no matter how small, adds up and can make a difference. Exercise – In much the same way, daily exercise doesn’t seem like it would have a big effect on how healthy your heart can be. The visual of the heart chain helps the students understand that if you exercise each day, it adds up and builds a strong and healthy heart. -
2 – 3 Wall Ball Only a Jelly Ball May Be Used for This Game. 1. No Games
One Fly Up Switch 5. After one bounce, receiving player hits the ball 1 – 2 – 3 Wall Ball Use a soccer ball only. Played in Four Square court. underhand to any another square. No “claws” (one hand Only a jelly ball may be used for this game. 1. The kicker drop kicks the ball. on top and one hand on the bottom of the ball). 2. Whoever catches the ball is the next kicker. 1. Five players play at a time, one in each corner and one 6. Players may use 1 or 2 hands, as long as it is underhand. 1. No games allowed that aim the ball at a student standing 3. Kicker gets 4 kicks and if the ball is not caught, s/he in the middle of the court. 7. Players may step out of bounds to play a ball that has against the wall. picks the next kicker. bounced in their square, but s/he may not go into 2. No more than three players in a court at one time. 2. When the middle person shouts “Switch!” in his/her another player’s square. 3. First person to court is server and number 1. No “first loudest voice, each person moves to a new corner. Knock Out 8. When one player is out, the next child in line enters at serves”. 3. The person without a corner is out and goes to the end Use 2 basketballs only for this game. the D square, and the others rotate. 4. Ball may be hit with fist, open palm, or interlocked of the line. -
NONCOMPETE GAMES 2018.Cdr
WHY NONCOMPETITIVE RECREATION? THE ANSWER: COOPERATIVE GAMES The concept behind noncompetitive recreation can be either hard to understand or hard to accept or both! So who needs games nobody loses? Too often games have become rigid, judgmental, too highly organized and excessively goal-oriented. Have you seen children left out, eliminated to sit out, always chosen last, rejected and wondered why? Many children quit organized sports early because of pressure or they don’t feel they are good enough. We need to find ways for plain old fashioned fun Cooperative games offer a positive alternative. These interactive games provide opportunities for challenge, stimulation and success while eliminating the fear of failure. They foster greater communication, trust, social interaction, acceptance and sharing. Children play with one another instead of against one another. As partners instead of opponents we compete against the limits of our own abilities instead of against each other. Everybody must cooperate in order to accomplish the goals or meet the challenge. The beauty of the games lies in their versatility and adaptability. In most cases there is inexpensive or no equipment necessary. Rules need not to be strictly adhered to. Instead of being eliminated, players change roles or sides or teams and keep playing. Players can work out their own details. These games can reaffirm a child’s confidence in their selves and help them in their willingness to try new experiences. You can bring out creativity and even a boldness they never knew they had. The games can help build a “WHY NOT?” Attitude. NEVER lose sight of the fact that the primary reason children play games is to have fun. -
The Woodland Park Physical Education Program Develops Motor Skills and Teachers Concepts of Movement Through a Wide Variety of Activities
Physical Education Curriculum- 2014-2015 The Woodland Park Physical Education Program Develops motor skills and teachers concepts of movement through a wide variety of activities. Students experience enjoyment and a heightened awareness of the benefits of movement and fitness. This is the foundation for a lifetime of activity and wellness. Physical Education is for all students. Our program focuses on individual learning needs, thereby developing confidence and self-esteem as students strive to perform at their individual best. By actively participating, students learn effective stress management skills that enhance physical and emotional wellbeing. This self-discovery educates the students about their strengths and aids them in setting realistic goals. Through participation in our Physical Education Program, social skills such as effective communication, conflict resolution, tolerance and cooperative group plat are developed. All of these aspects combined help our students become well rounded. Our district’s commitment is to empower students to choose lifetime physical activities that lead to a more productive healthy lifestyle. Physical Education Curriculum- 2014-2015 Pacing Guide Content Area: Physical Education Grade Level: Kindergarten Unit Title: Safety Rules and Requirements/ Classroom Set-Up Two Weeks Unit Title: Body Awareness/ Movement and Skills Two Weeks Unit Title: Ball Manipulation Two Weeks Unit Title: Fitness-Gram Activities Three Weeks- Fall, Winter, Spring Unit Title: Obstacle Course Two Weeks Unit Title: Jump Rope for -
Jacks and Other Dexterity Games in Children and Their Parents
Special article Arch Argent Pediatr 2019;117(6):405-410 / 405 Jacks and other dexterity games in children and their parents Alfredo Eymann, M.D.a, Alejo Cavadas, Studentb and Horacio Lejarraga, M.D.b ABSTRACT tension and express feelings like Traditional games have changed with the anger, anxiety or frustration, and development of technology. We analyzed dexterity games played by children and their allows children to regulate their parents in general, and jacks in particular. emotions and communicate through A survey was administered to children different behaviors, thoughts, and aged 5-12 years and their families. A total of needs. Games are a chance for 109 surveys were completed; 91.7 % of parents referred that they had played jacks and that 4.6 % children to learn, discover different of their children also played it (p < 0.00001). Girls society roles, develop abilities, and played Chinese jump rope and ring-a ring-a roses understand and take in what they less often than their mothers, but football more learn. Therefore, playing games often. Boys played ring-a ring-a roses less often than their fathers. Besides, 28.4 % of parents did also becomes a “gratifying, fun, and 3 not play any dexterity game with their children. educational activity for children.” To conclude, jacks, Chinese jump rope, and Vygotsky defined games like ring-a ring-a roses are now less common; and a “changing activity that, above girls play football more often than their mothers. Parents do not usually play dexterity games with all, encourages a child’s mental their children. -
(NOT) JUST for FUN Be Sure to Visit Our Logic Section for Thinking Games and Spelling/Vocabulary Section for Word Games Too!
(NOT) JUST FOR FUN Be sure to visit our Logic section for thinking games and Spelling/Vocabulary section for word games too! Holiday & Gift Catalog press down to hear him squeak. The bottom of A new full-color catalog of selected fun stuff is each egg contains a unique shape sort to find the available each year in October. Request yours! egg’s home in the carton. Match each chick’s 000002 . FREE eyes to his respective eggshell top, or swap them around for mix-and-match fun. Everything stores TOYS FOR YOUNG CHILDREN easily in a sturdy yellow plastic egg carton with hinged lid. Toys for Ages 0-3 005998 . 11.95 9 .50 Also see Early Learning - Toys and Games for more. A . Oball Rattle & Roll (ages 3 mo+) Activity Books Part O-Ball, part vehicle, these super-grabba- ble cars offer lots of play for little crawlers and B . Cloth Books (ages 6 mo .+) teethers. The top portion of the car is like an These adorable soft cloth books are sure to ☼My First Phone (ages 1+) O-ball, while the tough-looking wheels feature intrigue young children! In Dress-Up Bear, the No beeps or lights here: just a clever little toy rattling beads inside for additional noise and fun. “book” unbuttons into teddy bear’s outfit for the to play pretend! Made from recycled materials Two styles (red/yellow and (green/blue); if you day. The front features a snap-together buckle by PLAN toys, this phone has 5 colorful buttons order more than one, we’ll assort. -
*****************************U************Tt************T***** Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 320 868 SP 032 382 AUTHOR Werner, Peter H.; Simmons, Richard A. TITLE Homemade Play Equipment. INSTITUTION American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. REPORT NO ISBN-0-88314-446-8 PUB DATE 90 NOTE 211p. AVAILABLE FROMAmerican Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Publication Sales Office, 1900 Association Drive, Reston, VA 22091. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Elementary Education; *Manipulative Materials; Material Development; Physical Education; Physical Recreation Programs; *Playground Activities; *Teacher Developed Materials ABSTRACT This book provides elementary school teachers, physical education specialists, special education teachers, recre-..tion leaders, and parents with some innovative ideas for construction and utilization of homemade playground equipment. Activities which have been found to be inter ating to children and adaptable to large classes are suggested. The acquisition, construction, purpose and activities for various pieces of physical education equipment are outlined. The emphasis is on utilizing materials normally thrown away or of very little cost. An appendix lists sources for equipment which may be purchased at little expense and used for playground activities. (JD) ***************************************U************tt************t***** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************x*********************************************** -
DOCUMENT RESUME ED 045 679 TE 002 192 TITLE Folklore in The
DOCUMENT RESUME ED 045 679 TE 002 192 TITLE Folklore in the Elementary Schools. INSTITUTION Nebraska Univ., Lincoln. PUB DATE May 68 NOTE 46p. AVAILABLE FRCP. Nebraska Curriculum Development Center, Andrews Hall, University of Nebraska, Lincoln, Nebraska 68508 ($1.00). Make checks payable to Univ. of Nebraska EDRS PRICE EDRS Price MF-$0.25 RC-S2.40 DESCRIPTORS Childhood Interests, Child Language, Children, *Childrens Games, Community_ Characteristics, Community Study, Composition (Literary), Elementary Education, Family Environment, *Folk Culture, *Oral Communication, *Research Projects, Research Skills, Research Utilization, Resource Centers, Resource Materials, Student Teacher Relationship, *Teacher Education ABSTRACT In an attempt to explore the little-known world of children's play, and to open up channels of communication and understanding with children, the following are offered to teachers and teachers-in-training: (1) 11 topics for reading, discussion, and research (with bibliographical materials) on the playlore of children;(2) techniques for studying folklore of the neighborhood; (3) a guide for collecting and archiving games of the playground and street, and lore of the home and community;(4) examples of children's writing which grew cut of classroom talk; and(5) listings of sources and resources for teacher research and student reading in folklore. (MF) U.S. DEPARTMENT Of HEALTH, EDUCATION 8 WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BUN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINT: OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION DR POLICY. FOLKLORE IN THE ELEMENTARY SCHOOLS Participants: Sister M. Ralph Basel, Georgia Bishel, Lillian Broome, June Byers, Estella Clark, Sister Mary Jude Eddy, Patricia Gardner, Carina Weber, and Evelyn Wiggins.