First Grade- Connections between environment now and past. They begin to
distinguish between events and people of the past and the present, and use a sense of time in classroom planning and participation.
Indiana Academic Standards included in this field trip-
History:
1.1.3.8 Compare cultural similarities and differences, such as family traditions and
customs, and the traditional clothing and food of various ethnic and cultural
groups found in Indiana.
1.3.9 Give examples of natural resources found locally and describe how people in the
school and community use these resources.
1.1.1Compare the way individuals in the community lived in the past with the way they live in the present.
1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and video images.
1.1.3 Identify American songs and symbols and discuss their origins.
1.1.4 Identify local people from the past who have shown honesty, courage and responsibility.
1.1.5 Identify people and events observed in national celebrations and holidays.
1.1.6 Use terms related to time to sequentially order events that have occurred in the school.
1.1.9 Use the library and other information resources* to find information that answers questions about history.
1.1.10 Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
Civics and Government:
1.2.4 Describe ways that individual actions can contribute to the common good of the
community.
1.2.5 Define what a citizen is and describe the characteristics of good citizenship.
Geography:
1.3.8 Compare cultural similarities and differences, such as family traditions and
customs, and the traditional clothing and food of various ethnic and cultural
groups found in Indiana.
1.3.9 Give examples of natural resources found locally and describe how people in the
school and community use these resources.
Primary focus:
- Roberts School House
-discuss differences in schools now and then
a. What was studied?
b. What was different about the physical facility?
c. Compare students, now and then
2. Conestoga wagon and Historical Automobiles
-discuss uses of varied forms of transportation
a. What are the pros and cons of each
b. How did each succeeding vehicle improve life?
c. Transportations systems (roads) now and than
- discuss why changes might have occurred
a. What was different?
b. time frame of changes
3. Old time Main Street
-what types of things were sold in “Old Main Street” times
-discuss why merchandise was so limited
a. lack of availability
b. lack of resources to purchase merchandise
c. distance from stores and difficulty getting there
**Break** field trip time up with a song, craft activity, or game… helps children refocus, and be ready to listen
-example: coloring pages of children in dress from different time periods
-example: play a game children played in different time periods
(tie to lack of “toys” available… hopscotch required no special equipment, boys rolled hoops, etc.)
-example: read a short field trip appropriate story
Ox-Cart Manby Donald Hall, 1997
Dakota Dugoutby Ann Warren Turner, 1985
Secondary exhibits: very brief discussions
- Black Smith building
-jobs involved and resources needed
- Solomon Dickinson log cabin
-resources available and needed for construction
3. Horse-drawn carriages
-materials needed to construct
-why that made them area-appropriate
Accompanying Activities:
- Teacher packet-
-sheet containing areas to be covered and accompanying State
Standards
-vocabulary
-songs
-games
-activity sheets
-web pages as further resources
(virtual tour)
project.html
Brown Angelsby Walter Dean Myers, 1993
-simple art/craft ideas
-story list for further in-class reading
Watch the Stars Come Outby Riki Levinson, 1985
Apples to Oregon : Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples , Peaches , Pears , Plums , Grapes , and Cherries (and Children) Across the Plainsby Deborah Hopkinson, 2004
Dakota Dugoutby Ann Warren Turner, 1985
Miss Bridie Chose a Shovelby Leslie Connor, 2004
Ox-Cart Manby Donald Hall, 1997
The Daring Escape of Ellen Craft by Cathy Moore, 2002
-ideas for furthering understanding (writing activities, story webs,etc.)
2. Digital pictures- taken at the museum and emailed to the classroom
teacher
-pictures of individual students (preferred- but you’d have to make sure
you took pictures of every child)
-small group pictures
-whole group picture- emailed to teacher and posted in the
museum for the children to show to parents when they come back
as a family
3. Take-home invitation- each child takes home an “invitation” from the
museum, to bring their families and return.
-outline areas covered in the field trip
4. Teacher field trip evaluation and suggestion sheet
Wayne County Historical Museum
1150 North A Street
Richmond, IN 47374
765-962-5756
Dear Parents and Family Members,
Your child just returned from a field trip to the Wayne County Historical Museum. He/She got to see and do many interesting things… see exciting exhibits, sing songs, hear stories, play games, and much more.
The first grade field trip focused on the always exciting Roberts School House, the Conestoga Wagon, Historical Automobiles , and Old Time Main Street, among other things. Please ask your student about his/her favorite part.
Your child would really enjoy sharing this wonderful experience with you and other family members. Your family is invited to come to the Wayne County Historical Museum to explore all we have to offer.*
Our hours are Monday - Friday, 9:00 a.m. – 4:00 p.m. and Saturday – Sunday, 1:00 p.m. – 4:00 p.m.
Please come share your child’s educational excitement.
Sincerely,
Jim Harlan
Executive Director
*minimal entrance fee
Wayne County Historical Museum
1150 North A Street
Richmond, IN 47374
765-962-5756
Field Trip Evaluation and Suggestion form
School______date______
Grade Level______
Teacher______
- Did this field trip meet your expectations? Why or why not?
- What other Wayne County Historical Museum areas should be part of this field trip and fit into your school corporation’s curriculum and your State Standards?
- In what wayscould we have made this field trip better for your class?
- Are there any activities, websites, books, etc. that you could suggest to accompany this field trip information packet?
Thank you for completing this evaluation and suggestion sheet.
Vocabulary- 1st grade
ancestors- somebody from whom somebody else is directly descended, especially
somebody more distant than a grandparent
blacksmith- somebody whose job is making and repairing iron and metal objects such
as horseshoes or wagon wheels
caravan-a group of people, vehicles, or supervised animals that are traveling together
for security, such as a pioneer wagon train
dulcimer- a musical instrument consisting of a flat shallow soundbox with metal
strings stretched across played with lightweight hammers or sometimes by
plucking.
frontier-the part of a country with expanding settlement that is being opened up by
hunters, herders, and other pioneers in advance of full urban settlement
lean-to - a shelter or small building with a roof that slopes in one direction, often
reaching the ground
livestock-animals raised for food or other products, or kept for use, especially farm
animals such as meat and dairy cattle, pigs, and poultry
pioneers-a person who is one of the first from another country or region to explore or
settle a new area
possessions-something owned
quince-an aromatic apple-shaped or pear-shaped yellow or orange fruit that is edible
only when cooked.
stockade-a tall fence or enclosure made of wooden posts driven into the ground side
by side to keep out enemies or intruders, such as a fort
sundown-the time when the sun sets/ goes down, usually around 6:00 PM
sunup-the rising of the sun above the eastern horizon each morning, usually around
6:00 AM
survival-the fact of remaining alive or in existence, especially after facing life-
threatening danger
transportation-a means of traveling or of carrying somebody or something from one
place to another
trencher- in the past, a wooden platter used to serve, cut, or eat food… a slab of wood
with an indentation
INTRODUCTION
How Did the Pioneers Travel?
Most pioneers traveled in a Conestoga wagon. Many of the pioneers chose oxen instead of mules or horses because the oxen were a lot stronger. They would buy up to 4 oxen per wagon. The father would drive the oxen by walking beside the wagon. The children would walk behind of the wagon much of the time.
What Were Their Wagons Like?
The Pioneers traveled in a wagon called a covered wagon. The wagon was usually a wooden wagon made of hickory, oak, or maple. A wooden piece made from hickory stuck out from the front of the wagon. This piece called a tongue was connected to the yoke of the oxen, mules, or horses.
The wagon could not carry more than 2,000 pounds. It had big wooden hoops, called bows that were bent from side to side. There would be 4 to 7 wooden hoops on one wagon. There was a canvas pulled across the hoops that would keep out the rain, wind, and the hot sunshine. Pioneers would rub oil on the canvas to make it waterproof. Inside the wagon there were many hooks that hung from the wooden hoops. They could hang weapons, clothes, milk cans, and anything there was room for. The front wheels of the wagon were smaller than the back wheels. This helped the wagon turn. Underneath the back wheels there was a bucket full of grease hanging from the axle. This was used to make the wheels run smoothly. Traveling in a wagon was not an easy trip. There were many things that could go wrong. For example some wagon wheels would break or there would be no water. Ifthey ran out of food they would need to hunt. When they were on the trail it was very noisy because all the pots and pans hanging off the wagons were clanging against each other.
What Were Their Lives Like on the Trail?
When Was the Best Time to Leave?
When the pioneers decided the time of year to leave on their journey, they needed to consider several things. They had to plan ahead. Some of the things they had to consider were possible bad weather along the trail, food for their livestock, and a supply of water.
How Far Would a Wagon Train Travel in One Day?
On many days the caravanwould only travel ten to fifteen miles. On rainy and muddy days they might only travel one mile! It would take them five to seven days just to travel the distance we can drive a car in a single hour.
The people would have to get up very early each morning in order to prepare for their daily travels. It was usually dark on these mornings. They would have to start the fire, prepare breakfast, gather the livestock, reload the wagon, and hitch the oxen or mules before getting started.
What Did They Do Each Day On the Trail?
Each morning the pioneers would get up before daylight and gather their livestock and cook breakfast. Many times they would go ahead and prepare lunch as well. After breakfast around 7:00 a.m. they hitched up the oxen and started down the trail. Since the wagon was so bumpy the pioneers who were not driving the wagon would walk behind or next to it much of the time. They would stop at lunchtime and rest for an hour or two. After a rest period they would travel down the trail until about four or five p.m. The women would fix the dinner and the men would prepare the livestock for the night. After supper they would gather around the campfires and sing songs, dance, tell stories and visit. Sometimes they slept inside the wagon but they also slept under the wagon, in a tent, and sometimes under the stars.
What Types of Chores Did Children Do?
Children had lots of chores that included milking their cows, fetching water from a stream or a river that was nearby, helping their parents cook food, washing dishes, collecting buffalo chips or wood for the fire, shaking out dusty blankets and quilts, and hanging beef jerky to dry in the sun.
What Did They do After Reaching Their New Homes?
One of the first things the pioneers did when they got to their new homes was buy land. Although land cost abouttwo dollars an acre in many areas, that was very expensive to some pioneers. After they bought their land they had to clear the rocks and tree stumps so they could build their houses and plant crops. The first spring and summer they did little, other than working the land. Their first home was a lean-to. It looked like an open shed that faced the fire. Most of the pioneer women and children made quilts for the beds. If they didn't buy land where there was a stream, the men would dig a well.
Who Were the Pioneers?
Pioneers were the first people to settle in the frontiers of North America. Although many of the pioneers were farmers, others were doctors, shopkeepers, blacksmiths, missionaries, or lawyers. They came from many places in the United States to start their new lives. The majority of their ancestors came from European countries such as England, Germany, and Scotland. Before leaving their homes they either saved money for the trip, sold their land and other possessions, or agreed to work for others on the trip.
The pioneers were hard working people. They grew or hunted what they ate. They built their own homes and made their own clothing.
The life of early settlers was not easy. The men and women had to be strong. At times, they lived in fear of Indians. Each day they worked hard. The clothes got washed. The cows got milked. The fields got cleared and the barns were built. From sunup to sundown, each family member did the daily tasks to survive.
These pioneers had many children - six to ten. The children grew up, married and moved a few miles deeper into the wilderness to build their homes.
Many pioneer settlers had little or no schooling. But they had the skills and help of their parents and grandparents. They came from different backgrounds. Some were English, Scottish, Irish or German. These pioneers were proud people. They wanted to be free.
Some of the men fought in the Revolutionary War. They helped build the early towns of this area.
Pioneer people really liked to sing. They sang to feel good about themselves. While they worked, they would sing. These songs tell us about their feelings of hope, happiness, sadness and fear. One person learned a song from someone else. Some musical instruments of the pioneers were the fiddle and the penny whistle.
The pioneer family was largely concerned with existing. Each day was filled with struggles of survival. Each family member had chores to do. They would help each other. Meeting the needs forshelter, food and clothing was an endless task.
FOOD
A lot of time was spent by the pioneer in the getting, growing, and preparing foods. Once the pioneer farmer worked out the supply problems, the family ate well. With the cedar sticks and oak logs burning many good smells came from the fireplace; the boiling of hominy, the steaming of sassafras tea, the baking of cornbread, and the frying of meat.
Each farm had a garden. First, the land was cleared. Then the crops were planted. No matter what was grown, it had a fence around it to keep out the livestock.
Common garden crops included corn, potatoes, beans, onions, squash, pumpkins, and turnips. Fruit trees took time to grow, so it took a few years to have their own apples, but other wild berries and fruits were picked. In the forest, there was meat from deer, bear, turkey, squirrel and wild pigeons. The pioneer farmer also raised chickens, hogs, sheep and cattle.
Things used to cook food in were dutch ovens, brass kettles, large and small iron pots and skillets. Jars, crocks and mugs were also needed. Early potters found clay to make dishes. The firing of the pottery was done in a huge oven of brick with a slow fire of poplar wood. This firing took twenty-four to thirty-six hours. The pioneer often ate on a trencher. This was a wooden plate made from a board. Some plates were made from a metal called pewter. Spoons and forks were made of wood horn or pewter. Much china is found in this time.