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-

History5.1.2 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 thecontributions of important early American artists and writers and traditional arts and crafts to the new nation’s cultural landscape.

Geography5.3.4 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.Economics5.4.1 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 Indianaa. agricultural strengthsb. role of the location of Richmond on the Whitewater Riverc. transportation/ relationship to larger populationsd. relationships with Native Americans

2. Native American Artifacts-tribes in this area

a. relative locations to settlementsb. effect on Richmond and region’s economyc. general perceptions of relationships

- how Native Americans and settlers worked togethera. What changed and why?b. time frame of changes

-disputes and disagreements-artifacts, arts and crafts

3. Timeline of Development (basement) of Indiana and Richmonda. emphasize Richmond area settlersb. 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 storyAmerican Revolution  by Stuart Murray, 2002Conestoga Wagons  by Richard Ammon, 2000

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

study and visits1. 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

http://www.logcabinvillage.org/docments/pioneer_school_curriculum.pdfhttp://www.native-languages.org/indiana.htm

http://www.lenapelifeways.org/lenape1.htm http://www.google.com/archivesearch?hl=en&q=Native+Americans+in+Indiana&rlz=1W1GPEA_en&um=1&ie=UTF-8&scoring=t&ei=kgq8SZWQM6XyMsTf4bkI&sa=X&oi=timeline_result&resnum=11&ct=title (timeline)http://www.centerforhistory.org/indiana_history_main1.html http://www.connerprairie.org/HistoryOnline/indnam.html http://www.accessgenealogy.com/native/indiana/index.htm http://www.kindredtrails.com/Indiana-History-1.html www. logcabin village.org/tour-marine school .html (virtual tour) www.campsilos.org/mod2/teachers/life.shtml (history detective)www.proteacher.com/090029.shtmlwww.heritage.uen.org/pioneerswww.fun.families.com/blog/celebrate-pioneer-dayhttp://americanindiansinchildrensliterature.blogspot.com/http://www.carolhurst.com/index.html http://www.childrenslit.com/childrenslit/th_1.html http://www.dawcl.com/search.asp

-poemsTiny 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 readingAnd 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 Arnold by Fritz, 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 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 trip4. Teacher field trip evaluation and suggestion sheet

Wayne County Historical Museum1150 North A StreetRichmond, 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 HarlanExecutive Director

*minimal entrance fee

Wayne County Historical Museum1150 North A StreetRichmond, 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?

2. 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?

3. In what ways could we have made this field trip better for your class?

4. 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 GradeList 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

2. Roberts School House

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

4. Native American Artifacts

5. Horse Drawn Carriages

6. Genuine Conestoga Covered Wagon

Pennsylvania School Days...1800-1960Attending 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

Write About ItIn the mid-1800’s, people immigrated to the United States from Ireland,Germany, and other countries. Read the poem below written by EmmaLazarus, 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. Explainyour 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 ItWriting RubricWriting Rubric4 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 relevantdetails.• 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 relevantdetails.• 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 AmericansUse 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:

______________      ______________      ______________      ______________

 

Name_________________________________

Complete the activity.

_____ 1. A Native American tent; usually cone shaped made of tall poles covered withbark or animal skins

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

_____ 2. People who grew their own foodA. 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 foodA. gatherers B. canoe C. pictograph D. farmers

_____ 5. A Native American house made with bent poles and covered with bark or hidesA. pictograph B. farmers C. gatherers D. wigwam

_____ 6. A long narrow sledA. toboggan B. lodge C. farmers D. tepee

_____ 7. Many people lived inside this large wooden buildingA. lodge B. cradle board C. farmers D. canoe

_____ 8. A graphic character used in picture writingA. tepee B. pictograph C. gatherers D. toboggan

_____ 9. A village built of adobe and rockA. long house B. pueblo C. canoe D. cradle board

_____ 10. Small and light boat; pointed at both endsA. wigwam B. gatherers C. canoe D. farmers

_____ 11. Many families lived inside this large house made with poles covered with treebarkA. tepee B. canoe C. gatherers D. long house

Tribe

Y I N O E W B S N A L C T V JL J Q P G A A A R J H R E P PI B B T D R S I N I T L U N YM K I C O L U R E D A C A N LA R M V L E K F O B S M E I NF J D K E A T D P I E U T G WD G W F H D N W F N R T W R FF I K Z T E M M I X L R S V TG P A J F R T C O E F T A C TV W Q P O G I X T T U P R W RK O P B R D C O D O H F N C IE I N D E E E D C A J E P U BR W C M N U G S I C M G R M EP O T B W S H A M A N Z F S OP P E T O F E I H C D N A B D

BAND CHIEF BANDS CHIEFCLAN MOTHERS CLANS FAMILY

LITTLE TOE MEDICINE MAN OWNER OF THE LODGESCOUTS 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.

Goose or Snow Goose Totem 

Moon: December 22 - Jan 19 Earth RenewalAnimal: Goose or Snow GoosePlant: Birch Tree or BrambleMineral: Quartz or PeridotColor: WhiteSpirit Keeper: Waboose (White Buffalo)Power Direction: NorthElement: EarthElemental Clan: Turtle

Determination and ResourcefulnessPersevering, 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

 

Otter Totem 

Moon: January 20 - February 18 Rest & CleansingAnimal: OtterPlant: Quaking Aspen or FernMineral: Silver or TurquoiseColor: SilverSpirit Keeper: Waboose (White Buffalo)Power Direction: NorthElement: AirElemental Clan: Butterfly

Joy - Primal Feminine EnergyOtters awaken curiosity. They remind us that everything is interesting if we look at it from the right angle. Birth Totem Otter is in a continual search of information, ideas and concepts. However, in their enthusiasm to glean as much knowledge as quickly as possible, there may be a tendency to skim the surface, rather than explore the deeper waters that would result in truer understanding.

A little eccentric and unconventional, the Birth Totem Otter is a hard one to figure sometimes. The Otter Totem's methods aren't the first ones chosen to get the job done. This is a big mistake on the part of others because although unconventional, the Otter's methods are usually quite effective! The Otter Totem may have an unusual way of looking at things, but is equipped with a brilliant imagination and intelligence. - Medicine Cards by Jamie Sams

 

Wolf Totem 

Moon: February 19 - March 20 Big WindsAnimal: WolfPlant: PlantainMineral: Turquoise or JadeColor: Blue-GreenSpirit Keeper: Waboose (White Buffalo)Power Direction: NorthElement: WaterElemental Clan: Frog

Teacher - PathfinderWolf is the pioneer, the forerunner of new ideas, to teach and share with others what they have learned. Wolves have an enormous sense of family as well as a strong individualistic urge. Baying at moon is wolf's desire to connect with new ideas just below the surface of consciousness, for the moon is a symbol for psychic energy. - Medicine cards by Jamie Sams

 

Red Hawk or Falcon Totem 

Moon: March 21 - April 19 Budding Trees or AwakeningAnimal: Red Hawk or FalconPlant: DandelionMineral: Fire OpalColor: Yellow or Yellow-GreenSpirit Keeper: Wabun (Golden Eagle)Power Direction: EastElement: FireElemental Clan: Thunderbird or Hawk

Mental Speed - Agility - FocusA natural born leader, those with a Falcon Totem are always looked upon for clear judgment in sticky situations. Falcon never wastes time; they strike while the iron is hot, and take action in what must be done. Falcon is honored and respected for its keen eyesight, speed of flight, and precision of movement.

 

Beaver Totem 

Moon: April 20 - May 20Animal: BeaverPlant: Wild CloverMineral: Jasper - BloodstoneColor: Blue or YellowSpirit Keeper: Wabun (Golden Eagle)Power Direction: EastElement: EarthElemental Clan: Turtle

Dream BuilderBeaver is the builder of the Animal Kingdom, and has a strong sense of family and home. In building its home, you will find several entrances and exits.

Beaver never limits itself to one escape route. Beaver's lesson for us is: 'not to paint ourselves in a corner'. In addition, Beaver is well equipped to protect its creation.

 

Deer Totem 

Moon: May 21 - June 20 Cornplanting or FlowerAnimal: DeerPlant: YarrowMineral: Moss AgateColor: White and greenSpirit Keeper: Wabun (Golden Eagle)Power Direction: NorthElement: AirElemental Clan: Butterfly

Gentleness - Innocence The Deer is lively, quick-witted and always aware of her surroundings. Ever alert for the subtlest of movements and the slightest sounds that warn her of impending danger. Yet, her own flightiness often leads her straight into the sights of the hunter.

 

Woodpecker Totem 

Moon: June 21 - July 21/22 Strong SunAnimal: WoodpeckerPlant: Wild RoseMineral: Carnelian AgateColor: pink or roseSpirit Keeper: Shawnodese (Coyote)Power Direction: SouthElement: WaterElemental Clan: Frog

Sensitive - Emotional - Protective Birth Totem Woodpecker is the most nurturing of the animal symbols, the consummate listener, totally empathic and understanding. The primary focus for Woodpecker is to be completely devoted to another, even at the expense of the self. When Woodpecker bores into a tree in search of insects for food, she uses her beak and head to drum out the holes and uncover her meal. This symbolizes to us, to gain emotional perspective, to learn detachment, and to use our head instead of recklessly following our heart.

 

Salmon or Sturgeon Totem 

Moon: July 22/23 - Aug 21/22 Ripe Berries or RipeningAnimal: Salmon or SturgeionPlant: RaspberryMineral: GarnetColor: RedSpirit Keeper: Shawnodese (Coyote)Power Direction: SouthElement: FireElemental Clan: Thunderbird or Hawk

Wisdom - Inner KnowingSalmon, despite strong river currents, will always return to the place of its creation. Its determination is driven by the wisdom of instinct and inner-knowing, which yields a sense of purpose that cannot be stopped by outside forces. Salmon tells us to trust our gut feelings and inner-knowing.

Salmon teaches us to see every bend in the river as a new adventure, with a lesson we need to learn to grow, even when the flow of life seems to push us back, we can tap the hidden resources of our human spirit.

 

Brown Bear Totem 

Moon: August 22/23 - September 21/22 HarvestAnimal: Brown BearPlant: VioletsMineral: AmethystColor: PurpleSpirit Keeper: Shawnodese (Coyote)Power Direction: SouthElement: EarthElemental Clan: Turtle

Keeper of Unconscious KnowledgeBear seeks honey, or the sweetness of truth, inside the hollow of an old tree, and enters the cave, or womb, to hibernate, and to digest the year's experiences. Bear seeks answers while hibernating, or dreaming, and then is reborn in the spring. Bear teaches us that to accomplish the goals and dreams we carry enter the silence within. If we choose to believe that there are many questions to life, we must also believe that the answers to these questions resides within us.

 

Raven or Crow Totem 

Moon: September 22/23 - October 22/23 Ducks Fly or Falling LeavesAnimal: Raven or CrowPlant: MulleinMineral: JasperColor: Brown or BlueSpirit Keeper: Mudjekeewis (Grizzly Bear)Power Direction: WestElement: AirElemental Clan: Butterfly

Keeper of Sacred LawCrow knows the Unknowable Mysteries of Creation and is Keeper of All Sacred Law. This Totem signifies first-hand knowledge of a higher order of right and wrong than that indicated by Human Law. Crow see the physical and spiritual world, ( as humanity interprets them ) are an illusion and can simultaneously see the past, present, and future. Crow merges the light and darkness, seeing both inner and outer reality.

 

Snake Totem 

Moon: October 23/24 - November 21/22 Freeze Up or FrostAnimal: SnakePlant: ThistleMineral: CopperColor: Orange or VioletSpirit Keeper: Mudjekeewis (Grizzly Bear)Power Direction: WestElement: WaterElemental Clan: Frog

Wisdom - Healing - Symbol of EternityThe shedding of Snake's skin symbolizes the transformation of the life-death-rebirth cycle. They are compelled toward evolution and transformation, driven to discard the past and emerge with new 'flesh'. It is the energy of wholeness, cosmic consciousness and the ability to experience anything willingly and without resistance. It is the knowledge that all things are equal in creation, and that even things experienced as 'poison' can be integrated and transmuted with the proper state of mind.

 

Owl Totem 

Moon: November 22/23 - December 21 Long SnowsAnimal: OwlPlant: Black SpruceMineral: ObsidianColor: Black or GoldSpirit Keeper: Mudjekeewis (Grizzly Bear)Power Direction: WestElement: FireElemental Clan: Thunderbird or Hawk

Magic and Wisdom Owl hunts his prey at night. Not only can Owl see in the dark, it can also accurately locate and recognize any sound. This gives it a great advantage when seeking food. Owl's feathers are silent. You cannot hear an owl when it flies, but its prey definitely knows when it strikes! Owl is a symbol for wisdom, because Owl can see what others cannot. No one can deceive the Owl about what they are doing, no matter how hard they try to disguise or hide it from the Owl.