Kyle Flood, Elaine Rennekamp, Logan Bonar SS392 February 2008 Course Title: Living History Grade Level: Fourth Unit: Local Fishers History Abstract This unit uses information on the Nineteenth Century period of Fishers, Indiana. Students will consider mapping, timelines, material culture (especially fur and traded goods), social history, historical comprehension, and model construction. Students will observe provided artifacts, resources, photos, and documentation in order to understand Fishers, Indiana history. This should be used as an introduction on Fishers, Indiana before a field trip to Conner Prairie.
Focus Questions 1. How has Fishers, Indiana changed? 2. What has not changed? 3. Can we relate our lives to those of the early settlers? 4. What do you believe was the biggest event in Fishers’ history? 5. How did the Native Americans and European settlers work together and do we observe that in today’s world relations? Instructions Resources (Prompt) Materials History Logs Pencils Crayons Markers Felt String Construction Paper
Note Paper Scissors Classroom Library School Library Computers and Internet Thick stick pretzels Chocolate icing
Artifacts Rabbit Fur Raccoon Fur Primary Sources: Moccasins, Retrieved February 10, 2008, from Sherwoods Spirit of America http://www.sherwoodsspirit.com/item/2
Karen Baldwin (2003), History, Retrieved February 10, 2008, from Kiiloona Myaamiaki, http://www.miamination.com/ Ernest Thompson Seton (2005), Indian Moccasins, Retrieved February 10, 2008, from Inquiry http://www.inquiry.net/outdoor/native/skills/moccasins.htm Wikipedia (2008), William Conner, Retrieved February 10, 2008, from Wikipedia Images http://upload.wikimedia.org/wikipedia/en/6/69/William_Conner.jpg Secondary Sources: Town of Fishers (2006), About Fishers/Timeline, Retrieved February 11, 2008, from Town of Fishers http://www.fishers.in.us/about.asp#Timeline Hillary, History of Log Cabins in America, Retrieved February 11, 2008, from Log Cabins http://library.thinkquest.org/J002677/history.html Ohio Historical Society (2008), Fur Trade, Retrieved February 10, 2008, from Ohio History Central http://www.ohiohistorycentral.org/entry.php?rec=1555
Benchmarks Assessment Tasks Key Concepts 1. Students will use Identify and describe Timeline available resources to historic Native study Indiana Native American Indian Americans and groups that lived in Map construct moccasins. Indiana at the time of early European exploration Historical including ways these Comprehension groups adapted to and interacted with the physical Chronological environment. Thinking (Individuals, Society, and Research Culture) (4.1.2) Explain how key Construction
individuals and events influenced the early growth of and changes in Indiana. (4.1.6) Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana. (Individuals, Society, and Culture) (4.1.15) Use latitude and longitude to identify physical and human features of Indiana. (4.3.1) Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans. (Individuals, Society, and Culture) (4.1.1)
2.
Students will work with trading furs and relate their importance to early European-Indian trade and economics.
Material Culture
3.
Students will construct timelines to further understand important Fishers dates and events in chronological order.
4.
Students will construct maps to better their understanding of map use and application. Students will study the purpose and use of log cabins in Fishers and construct a log cabin model.
5.
Lesson One: Where are we? (Maps) Students will observe maps of the United States and Indiana in order to build their mapping skills. Students will break into groups of four and have a set of three maps to work with. Students will first find Indiana on a map of the United States. Next, students will find Fishers on a map of Indiana. Lastly, students will observe a map of Fishers, Indiana. Students will be asked to write down any interesting features they see such as rivers, road patterns, trails, and forests. Student groups will re-create a single map per group of Fishers, Indiana. Each group should use lots of color and words to describe their maps. Each group will present their maps to the class. Students will be asked to point out
features they included in their recreation. Maps will be hung on the bulletin board for the remainder of the unit. Assessment: Students will construct maps to better their understanding of map use and application in an organized format. Lesson Two: This land is everyone’s Land (Native Americans) Students will learn about Native American groups that lived in Fishers and the central Indiana area around the time William Connor built his log cabin (1802). Students will study the Miami Native Americans and the Treaty of St. Mary’s. Students will use the Internet and given websites to research the Miami Native Americans. Students will keep a History Log of the facts they learn as well as answer given questions such as “Where does the name Miami come from?” Students will take especial interest in the Native American clothing. Students will observe photos of Miami moccasins then create their own out of felt and string. Assessment: Students will use available resources to study Indiana Native Americans and construct moccasins.
Lesson Three: Living History (Timelines) Students will construct their own timelines. Using the Town of Fishers website, students will gather important information on the history of Fishers. I will show students a finished timeline that includes information they should include on their own. Students will be asked to include additional information that they find important. Timelines will range from 1800 C.E. to present day. Students will be asked to use lots of colors, words, and descriptions on their timelines. If computers are available, students will be encouraged to print pictures to paste on their timelines. Finished timelines will be hung on a classroom bulletin board for the remainder of the unit. Assessment: Students will construct timelines to further understand important Fishers dates and events in chronological order.
Lesson Four: Log Cabins Students will study the history of log cabins and recognize their importance in early Fishers history (including William Conner’s first log cabin). Students will first view the provided website on the history, construction, and importance of log cabins, (if there are not enough computers, print the pages out for students to have). Students will take notes in their History Logs, (students will have pre-arranged questions to answer and will be encouraged to add their own important facts). Students will sketch a log cabin in their History Logs. If there is time, students will be encouraged to color their sketches. After the introduction and exploration of log cabins, students will then construct their own. Students will break into groups of four or five and construct model log cabins out of thick stick pretzels and chocolate icing. Students will explore ways to construct their models and observe the log cabin layouts from the provided website. Models will be built on top of thick cardboard or another sturdy material so the model may be moved easily. Finished models will be displayed in the classroom.
Assessment: Students will study the purpose and use of log cabins in Fishers and construct a log cabin model. Lesson Four Extension: Abstract: This lesson is designed to create a better understanding of log cabins in early Fishers. Students will learn about the construction of log cabins, their importance, and their use. Students will research log cabins through the provided websites. Students will connect this study of log cabins to William Connor’s log cabin. Prompt: Hillary, History of Log Cabins in America, Retrieved February 11, 2008, from Log Cabins http://library.thinkquest.org/J002677/history.html Town of Fishers (2006), About Fishers/Timeline, Retrieved February 11, 2008, from Town of Fishers http://www.fishers.in.us/about.asp#Timeline Procedure/Directions: Prompt the students by starting a short discussion on material already covered. Students should mention William Connor, if not, direct the discussion toward him. With William Connor, direct discussion toward his, and other, log cabins built in Fishers and central Indiana. Students will then view the provided websites (this may be done as entire class on a projection screen, in small groups at computers, or view printed material from the website). Students will record information in their History Logs. It is important students include key concepts of log cabin use, materials, floor plans, and additional information. Students will also sketch a log cabin and/or a log cabin floor plan. History Logs should include: Notes on log cabin use Construction of log cabins / materials Notes on log cabin importance Connection to William Connor Log cabin sketch
After learning about log cabins, students will break into small groups to construct model log cabins. Students will use the listed materials to create a small log cabin that will be displayed in the classroom. When constructing the models, students should have the freedom to discover the best way to build their model and plan the layout. The finished product should be close to what an actual log cabin would look like. After the log cabin model is completed, students will be asked to present it to the class. Students should explain the procedure they used to construct the model as well as connect it to what they learned about log cabins.
Scoring Rubric In order to get full credit for this lesson, students must complete their history logs. A completely history log must include the five parts noted above (minimum). Students must also complete the model log cabin and present it to the class. During presentations, students should explain the procedure they used to construct the model. Presentations should also include reasoning for why they included certain pieces to their model. Students will be graded individually for their History Logs and as a group for models and presentations. Below is an example rubric:
Benchmark Explain how key individuals and events influenced the early growth of and changes in Indiana. (4.1.6)
Score 4 > 1 1 2 History logs not History logs not completed completed with only 2-3 parts. Log Cabin model not completed Presentation needs improvement. Log Cabin model nearly completed Presentation to class needs improvement.
3 History logs nearly completed with 3-4 parts. Log Cabin model completed Presentation of model not explained thoroughly, needs improvement.
4 History Logs completed with minimum of five parts. Log cabin model completed Coherent presentation of model to class.
Lesson Five: Fur Trading Students will study the importance and impact of fur trading in early Indiana (and Fishers) history. Students will recognize William Conner’s connection to fur trading. Students will examine the list of furs and other items traded between the Native Americans and European pioneers. Students will be provided with rabbit and raccoon fur the touch and observe. Students will write their observations in their History Logs. Students will relate fur trading back to the information they know about Native Americans and clothing. The importance of fur trading on local economy will be emphasized. Animal fur will be displayed in the classroom. Assessment: Students will work with trading furs and relate their importance to early European-Indian trade and economics.