Indiana Academic Standards Included in This Field Trip

Indiana Academic Standards Included in This Field Trip

Fifth Grade- The United States – The Founding of the Republic, students study the United States, focusing on the influence of physical and cultural environments on national origins, growth, and development up to 1800. Emphasis should be placed upon study of Native American Indian cultures, European exploration, colonization, settlement, revolution against British rule, the founding of the Republic and the beginnings of the United States.

Indiana Academic Standards included in this field trip-

History

5.1.2 Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had.

5.1.6 Identify and discuss instances of both cooperation and conflict between Native American Indians and European settlers, such as agriculture, trade, cultural exchanges and military alliances, as well as later broken treaties, massacres and conflicts over control of the land.

5.1.18 Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of the stories’ historical details and sequence of events.

5.1.19 Using primary* and secondary sources* to examine an historical account about an issue of the time,

reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.

5.1.21 Formulate historical questions from encounters with primary sources and identify and describe the

contributions of important early American artists and writers and traditional arts and crafts to the new nation’s cultural landscape.

Geography

5.3.4 Locate Native American Indian and colonial settlements on maps and suggest reasons for the locations of these places.

5.3.7 Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.

5.3.11 Describe adaptation and how Native American Indians and colonists adapted to variations in the physical environment.

5.3.12 Describe and analyze how specific physical features influenced historical events and movements.

Economics

5.4.1 Describe the economic activities within and among Native American Indian cultures prior to contact with Europeans. Examine the economic incentives that helped motivate European exploration and colonization.

Primary focus:

  1. Solomon Dickinson log cabin and Roberts School House

-discuss reasons for settling in eastern Indiana

a. agricultural strengths

b. role of the location of Richmond on the Whitewater River

c. transportation/ relationship to larger populations

d. relationships with Native Americans

2. Native American Artifacts

-tribes in this area

a. relative locations to settlements

b. effect on Richmond and region’s economy

c. general perceptions of relationships

- how Native Americans and settlers worked together

a. What changed and why?

b. time frame of changes

-disputes and disagreements

-artifacts, arts and crafts

3. Timeline of Development (basement) of Indiana and Richmond

a. emphasize Richmond area settlers

b. tie the historical events to the timeline

-Revolutionary War

-Civil War

**Break** field trip time up with a song, craft activity, or game… helps children refocus, and be ready to listen

-example: play a game children played in different time periods

(tie to lack of “toys” available… hopscotch required no special equipment, boys rolled hoops)

-example: read a short field trip appropriate story

American Revolutionby Stuart Murray, 2002

Conestoga Wagonsby Richard Ammon, 2000

Secondary exhibits: very brief discussions- just enough to whet appetites for further

study and visits

  1. Genuine Conestoga Covered Wagon
  2. Horse Drawn Carriages

-How modes of transportation affected life

-other modes of transportation pros and cons

-horseback

-boats

Accompanying Activities:

1. Teacher packet-

-sheet containing areas to be covered and accompanying State

Standards

-vocabulary

-songs

-games

-activity sheets

-web pages as further resources

(timeline)

(virtual tour)

(history detective)

-poems

Tiny Dreams, Sprouting Tall: Poems about the United States by Laura Purdie Salas (Capstone Press/Capstone Publishers, 2008)

-simple art/craft ideas

-story list for further in-class reading

And Then What Happened, Paul Revere? Written by Fritz, Jean (Putnam, 1996)

Can't You Make Them Behave, King George?by Fritz, Jean (Putnam, 1996)

Traitor: The Case of Benedict ArnoldbyFritz, Jean (Puffin, 1981)

What's the Big Idea, Ben Franklin?by Fritz, Jean (Scott Foresman, 1996)

The American Story: 100 True Tales from American History by Jennifer Armstrong (Alfred A. Knopf, 2006)

-ideas for furthering understanding (writing activities, story webs,etc.)

2. Digital pictures- taken at the museum and emailed to the classroomteacher

-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

style

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 fifth grade field trip focused on the always exciting Solomon Dickinson log cabin, the Roberts School House, the North American Artifacts, and a timeline of the development of Richmond and Indiana, 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______

  1. Did this field trip meet your expectations? Why or why not?
  1. 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?
  1. In what wayscould we have made this field trip better for your class?
  1. 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.

Pre-field trip picture sheet-

Areas to be covered on this field trip: Fifth Grade

List all your students below the field trip area where they would like to have their picture taken as a remembrance of this field trip:

  1. Solomon Dickinson log cabin
  1. Roberts School House
  1. Timeline of Development of Indiana and Richmond (basement)
  1. Native American Artifacts
  1. Horse Drawn Carriages

6. Genuine Conestoga Covered Wagon

Pennsylvania School Days...1800-1960

Attending school in the 1800s and early 1900s was vastly different from what it's like today. Most of the pioneers who settled here were self-educated people. Few of them had received formal classroom instruction. But they were determined that their children get a better education than they had received. So they enrolled their brightest and most talented youngsters in subscription schools, or what we would now call private schools.
The schools were conducted by men of good reputation who knew how to read, write and do arithmetic. Attendance was not compulsory, and teacher certification was not required. Parents paid tuition in cash or the cash equivalent of butter, milk, cheese, eggs, meat or firewood. Children whose parents couldn't afford to pay performed chores such as splitting firewood, tending the woodstove, emptying ashes, shoveling snow or cleaning the floor.
Classes were held in a teacher's home, often a log cabin, or in a log cabin built for educational purposes. The log cabins were built of rough-hewn logs and had small windows covered with oiled paper instead of glass. They were headed by a stone fireplace or a potbellied cast iron wood stove placed in the middle of the room. The seats were plank boards or logs cut flat on top. The seats had no backrests, and the legs of the youngest children often didn't touch the floor. Desks were pieces of flat timber attached to the wall by wooden pegs.
Books and paper were scarce and expensive. Often a Bible or dictionary was the only book available. Some teachers provided a box of sand which was moistened and smoothed on the surface. The students were taught to use sticks to scratch letters and numbers in the sand.
Another early teaching aid was the hornbook. The hornbook was a flat wooden board on which was pasted a sheet of paper printed with the alphabet, the numbers one through ten, and the Lord's Prayer. The paper was protected under a transparent sheet of flattened cattle horn. Hornbooks were used to teach spelling, reading, writing and basic arithmetic.
Students were expected to provide their own slates. Slate is a naturally occurring type of rock which can be split apart into flat sheets.
Students attended grades one through eight in the same room, taught by the same teacher. While one class recited or received special instruction, the others listened or studied quietly. School was held from September to April so the children could help their parents with farm work and house work the rest of the year.
School buildings were used as social centers as well as for education. Literary societies and musical groups held meetings there. The students also put on plays, musicals and speech recitals to which parents and the public were invited.

Rules for Teachers, 1872

  1. Teachers each day will fill lamps, clean chimneys.
  2. Each teacher will bring a bucket of water and a scuttle of coal for the day's session.
  3. Make your pens carefully. You may whittle nibs to the individual taste of the pupils.
  4. Men teachers may take one evening each week for courting purposes, or two evenings a week if they go to church regularly.
  5. After ten hours in school, the teachers may spend the remaining time reading the Bible or other good books. Women teachers who marry or engage in unseemly conduct will be dismissed.
  6. Every teacher should lay aside from each pay a goodly sum of his earnings for his benefit during his declining years so that he will not become a burden on society.
  7. Any teacher who smokes, uses liquor in any form, frequents pool or public halls, or gets shaved in a barber shop will give good reason to suspect his worth, intention, integrity and honesty.
  8. The teacher who performs his labor faithfully and without fault for five years will be given an increase of twenty-five cents per week in his pay, providing the Board of Education approves.

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Write About It

In the mid-1800’s, people immigrated to the United States from Ireland,

Germany, and other countries. Read the poem below written by Emma

Lazarus, which is now carved into the platform of the Statue of Liberty.

Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse (waste) of your teeming (crowed) shore.

Send these, the tempest-tossed, to me.

I lift my lamp beside the golden door.

Imagine you are an immigrant. Write a letter to a friend in your former homeland. Explain

your reasons for coming to America and your plans for the future.

Your writing should:

• focus the reasons people immigrated and their dreams for the future.

• use facts and details to help the reader understand your points.

• use correct grammar, spelling, punctuation, and capitalization.

Write About It

Writing Rubric

Writing Rubric

4 Excellent

• The writing clearly describes the reasons people immigrated and their dreams for the future.

• It maintains a consistent point of view and has a clearly presented central idea and relevant

details.

• It contains few, if any errors in grammar, punctuation, capitalization, and spelling.

• It is easy to read.

3 Good

• The writing describes the reasons people immigrated and their dreams for the future.

• It maintains a mostly consistent point of view and has a central idea with mostly relevant

details.

• It contains some errors in grammar, punctuation, capitalization, and spelling.

• It is mostly easy to read.

2 Fair

• The writing partly describes the reasons people immigrated and their dreams for the future.

• It maintains an inconsistent point of view and suggests a central idea with limited details.

• It contains several errors in grammar, punctuation, capitalization, and spelling.

• It has some areas that are hard to read.

1 Unsatisfactory

• The writing describes only one reason people immigrated.

• It lacks a clear point of view and a central idea but may contain marginally related details.

• It contains serious errors in grammar, punctuation, capitalization, and spelling.

• It is very hard to read.

Name ______/ Date ______

Native Americans

Use the clues to figure out which pictures to draw. The solution is a sequence of 4 different pictures. The order of the pictures is important.

1. / / 1 / One of the pictures in this row is in the solution.
0 / None of those pictures is in the exact position of the solution.
/ 2 / Two of the pictures in this row are in the solution.
0 / None of those pictures is in the exact position of the solution.
/ 2 / Two of the pictures in this row are in the solution.
1 / One of those pictures is in the exact position of the solution.
/ 2 / Two of the pictures in this row are in the solution.
0 / None of those pictures is in the exact position of the solution.
/ 3 / Three of the pictures in this row are in the solution.
3 / Three of those pictures are in the exact position of the solution.
Draw the solution:
______

scan0002 jpg

Name______

Complete the activity.

_____ 1. A Native American tent; usually cone shaped made of tall poles covered with

bark or animal skins

A. cradle board B. pueblo C. tepee D. long house

_____ 2. People who grew their own food

  1. gatherers B. cradle board C. farmers D. long house

_____ 3. A small wooden board made to carry a baby

A. farmers B. tepee C. cradle board D. gatherers

_____ 4. People who pick and find their food

A. gatherers B. canoe C. pictograph D. farmers

_____ 5. A Native American house made with bent poles and covered with bark or hides

  1. pictograph B. farmers C. gatherers D. wigwam

_____ 6. A long narrow sled

  1. toboggan B. lodge C. farmers D. tepee

_____ 7. Many people lived inside this large wooden building

  1. lodge B. cradle board C. farmers D. canoe

_____ 8. A graphic character used in picture writing

  1. tepee B. pictograph C. gatherers D. toboggan

_____ 9. A village built of adobe and rock

  1. long house B. pueblo C. canoe D. cradle board

_____ 10. Small and light boat; pointed at both ends

  1. wigwam B. gatherers C. canoe D. farmers

_____ 11. Many families lived inside this large house made with poles covered with tree

bark

A. tepee B. canoe C. gatherers D. long house

Tribe

Y / I / N / O / E / W / B / S / N / A / L / C / T / V / J
L / J / Q / P / G / A / A / A / R / J / H / R / E / P / P
I / B / B / T / D / R / S / I / N / I / T / L / U / N / Y
M / K / I / C / O / L / U / R / E / D / A / C / A / N / L
A / R / M / V / L / E / K / F / O / B / S / M / E / I / N
F / J / D / K / E / A / T / D / P / I / E / U / T / G / W
D / G / W / F / H / D / N / W / F / N / R / T / W / R / F
F / I / K / Z / T / E / M / M / I / X / L / R / S / V / T
G / P / A / J / F / R / T / C / O / E / F / T / A / C / T
V / W / Q / P / O / G / I / X / T / T / U / P / R / W / R
K / O / P / B / R / D / C / O / D / O / H / F / N / C / I
E / I / N / D / E / E / E / D / C / A / J / E / P / U / B
R / W / C / M / N / U / G / S / I / C / M / G / R / M / E
P / O / T / B / W / S / H / A / M / A / N / Z / F / S / O
P / P / E / T / O / F / E / I / H / C / D / N / A / B / D
BAND CHIEF / BANDS / CHIEF
CLAN MOTHERS / CLANS / FAMILY
LITTLE TOE / MEDICINE MAN / OWNER OF THE LODGE
SCOUTS / SHAMAN / TRIBE
WAR LEADER / WARRIOR

Discover Your Birth Animal Totem

Most people know the sign of the Zodiac that they were born under. That is your Sun sign. Do you know the animal totem associated with your birth or your Moon Sign?
There are a set of totems for each of the 12 moons of a year and we carry them with us throughout our lives.
We are given totems by Mother Earth according to which of the Moons we were born under. Totems of distinct animals, plants, minerals, colors, elements (fire, water, air, earth), and wind directions. We share our basic dispositions with the basic characteristics of these totems. We can learn everything about ourselves by studying them.
Follow me as I explain the twelve animal totems associated with each Moon of the year.

Contents at a Glance

  1. Goose or Snow Goose Totem
  2. Native American Canoeing, Watching a Snow Goose Take Flight
  3. Otter Totem
  4. Otters Print
  5. Wolf Totem
  6. Red Hawk or Falcon Totem
  7. Beaver Totem
  8. Deer Totem
  9. Woodpecker Totem
  10. Salmon or Sturgeon Totem
  1. Brown Bear Totem
  2. Raven or Crow Totem
  3. Snake Totem
  4. Owl Totem
  5. Totem Ideas on eBay
  6. Animal Totem Understanding
  7. Native American Reltated Articles
  8. Animal Totem Rating Area
  9. Leave your mark on the Totempole
  10. My Bio Totem
  11. Come Join Senior Squids

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Goose or Snow Goose Totem

Moon: December 22 - Jan 19 Earth Renewal
Animal: Goose or Snow Goose
Plant: Birch Tree or Bramble
Mineral: Quartz or Peridot
Color: White
Spirit Keeper:Waboose (White Buffalo)
Power Direction: North
Element: Earth
Elemental Clan: Turtle
Determination and Resourcefulness
Persevering, determined, and ambitious to a fault, the Goose Totem sets goals for accomplishment, and always obtains them. The Goose is determined to succeed at all costs not for the approval of others, but Goose Totem competes with their own internal foe. Driven is Goose Totem's dominating personality trait. If you want something done, give it to the Goose! - from Medicine Cards by Jamie Sams

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