integrated instructional guide - genesee school district 282 · integrated instructional guide ......

I n t e g r a t e d I n s t r u c t i o n a l G u i d e

Ins tr uc t io na l Th eme s ● Places and Faces ● Movement and Impact ● Claim and Fame ● Yesterday and Today

I D A H O D E P A R T M E N T O F E D U C A T I O N

G r a d e 4 : I d a h o H i s to r y

Published by the Idaho Department of Education Fall 2002

Social Studies Grade 4

Dr. Dan Prinzing

Social Studies Coordinator Bureau of Curriculum and Accountability

[email protected]

Idaho Department of Education P.O. Box 83720

Boise, ID 83720-0027 Phone 208-332-6974 Fax 208-332-6997

Course Contributors:

Kris Major, Idaho Historical Society Molly Pooley, Boise Marsha Roush, Boise

Margaret Reimer, Boise Kathy Stefani, Council

Dr. Marilyn Howard

State Superintendent of Public Instruction

Carolyn Mauer Chief, Bureau of Curriculum and Accountability

Table o f Con t en t s

Introduction ....................................................................................................................... i

Instructional Theme 1: Places and Faces ....................................................................... 1 Goal .......................................................................................................................... 1 Concept Map ............................................................................................................. 2 Concept #1 Geography ............................................................................................. 3 Objective(s) ...................................................................................................... 3 Idaho Achievement Standards ......................................................................... 3 Suggested Activities ......................................................................................... 3 Concept #2 Native Americans .................................................................................. 4 Objective(s) .................................................................................................... 4 Idaho Achievement Standards ........................................................................ 4 Suggested Activities ........................................................................................ 5 Concept #3 Explorers ............................................................................................... 6 Objective(s) .................................................................................................... 6 Idaho Achievement Standards ........................................................................ 6 Suggested Activities ........................................................................................ 8 Suggested Resources ................................................................................................. 9 Suggested Assessment ............................................................................................... 9

Instructional Theme 2: Movement and Impact ......................................................... 10

Goal ........................................................................................................................ 10 Concept Map ........................................................................................................... 11 Concept #1 Geography ........................................................................................... 12 Objective(s) .................................................................................................... 12 Idaho Achievement Standards ....................................................................... 12 Suggested Activities ....................................................................................... 12 Concept #2 Native Americans ................................................................................ 13 Objective(s) .................................................................................................. 13 Idaho Achievement Standards ...................................................................... 13 Suggested Activities ...................................................................................... 14 Concept #3 Missionaries ........................................................................................ 15 Objective(s) .................................................................................................. 15 Idaho Achievement Standards ...................................................................... 15 Suggested Activities ...................................................................................... 15 Concept #4 Oregon Trail / Westward Movement ................................................... 16 Objective(s) .................................................................................................. 16 Idaho Achievement Standards ...................................................................... 16 Suggested Activities ...................................................................................... 17 Suggested Resources ............................................................................................... 18 Suggested Assessment ............................................................................................. 18

Grade 4 SOCIAL STUDIES

Tab le o f Con t en t s con t inue d

Instructional Theme 3: Claim and Fame ...................................................................... 19

Goal ........................................................................................................................ 19 Concept Map ........................................................................................................... 20 Concept #1 Events through 1862 ........................................................................... 21 Objective(s) .................................................................................................... 21 Idaho Achievement Standards ....................................................................... 21 Suggested Activities ....................................................................................... 22 Concept #2 1863—1890 ......................................................................................... 23 Objective(s) .................................................................................................. 23 Idaho Achievement Standards ...................................................................... 23 Suggested Activities ...................................................................................... 24 Concept #3 Idaho Pioneer Case Study ................................................................... 25 Objective(s) .................................................................................................. 25 Idaho Achievement Standards ...................................................................... 25 Suggested Activities ...................................................................................... 25 Suggested Resources ............................................................................................... 25 Suggested Assessment ............................................................................................. 25

Instructional Theme 4: Yesterday and Today ................................................................ 26

Goal ........................................................................................................................ 26 Concept Map ........................................................................................................... 27 Concept #1 Geography, Technology, Economics .................................................. 28 Objective(s) .................................................................................................... 28 Idaho Achievement Standards ....................................................................... 28 Suggested Activities ....................................................................................... 29 Concept #2 Idaho in the World .............................................................................. 30 Objective(s) .................................................................................................. 30 Idaho Achievement Standards ...................................................................... 30 Suggested Activities ...................................................................................... 32 Concept #3 Changing Government ........................................................................ 33 Objective(s) .................................................................................................. 33 Idaho Achievement Standards ...................................................................... 33 Suggested Activities ...................................................................................... 34 Suggested Resources ............................................................................................... 34 Suggested Assessment ............................................................................................. 34


Introduction

Historical Understanding: "History is a broadly integrative field, recounting and analyzing human aspirations and strivings in various spheres of human activity: social, political, scientific/technological, economic, and cultural. Studying history - inquiring into families, communities, states, nations, and various peoples of the world - at once engages students in the lives, aspirations, struggles, accomplishments, and failures of real people, in all these aspects of their lives. Through social history, students come to deeper understandings of society: of what it means to be human, of different and changing views of family structures, of men's and women's roles, of childhood and of children's roles, of various groups and classes in society, and of relationships among all of these individuals and groups. This sphere considers how economic, religious, cultural, and political changes have affected social life, and it incorporates developments shaping the destiny of millions: the history of slavery; of class conflicts; of mass migration and immigration; the human consequences of plague, war, and famine; and the longer life expectancy and rising living standards following upon medical, techno-logical, and economic advances. Through political history, students come to deeper understandings of the political sphere of activ-ity as it has developed in their local community, their sate, their nation, and in various societies of the world. Efforts to construct governments and institutions; the drive to seize and hold power over others; the struggle to achieve and preserve basic human rights, justice, equality, law, and order in societies; and the evolution of regional and world mechanisms to promote international law are all part of the central hu-man drama to be explored and analyzed in the study of history. Through history of science and technology, students come to deeper understandings of how the scientific quest to understand nature, the world we live in, and humanity itself is as old as recorded his-tory. So, too, is the quest to improve ways of doing everything from producing food, to caring for the ill, and transporting goods, and advancing economic security and well-being of the group. Understanding how scientific/ technological developments have propelled change and how these changes have altered all other spheres of human activity is central to the study of history. Through economic history students come to deeper understanding of the economic forces that have been crucial in determining the quality of people's lives, in structuring societies, and in influencing the course of events. Exchange relationships within and between cultures have had major impacts on so-ciety and politics, producing changing patterns of regional, hemispheric, and global economic dominance and permitting the emergence in the 20th century of a truly international economy, with far-reaching con-sequences for all other spheres of activity. Through cultural history, students learn how ideas, beliefs, and values have profoundly influenced human actions throughout history. Religion, philosophy, art, and popular culture have all been central to the aspirations and achievements of all societies, and have been a mainspring of historical change from earliest times. Students' explorations of this sphere of human activity, through literature, sacred writings and oral traditions, political treatises, drama, art, architecture, music, and dance, deepen their understand-ings of the human experience. Analyzing these five spheres of human activity requires considering them in the contexts both of historical time and geographic place. The historical record is inextricably linked to the geographic setting in which it developed. Population movements and settlements, scientific and economic activities, geopo-

Esto perpetua. May she endure forever.

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Student Evaluation Philosophy

Assessment of student progress toward mastering individual standards should be ongoing and imbed-ded in each instructional theme. Ideally, this assessment should be formative in nature and help guide subse-quent instruction. Student performance can/should be assessed in a variety of formats, including performance assessment as well as traditional testing formats. At the completion of this guide, a summative assessment can be used to validate student performance. Assessment for grade four social studies should blend the fundamen-tal content knowledge as stated in the Idaho Achievement Standards with an additional avenue for demonstrat-ing the intellectual and participatory skills developed in the course. The State Department of Education will have a sample assessment for this instructional guide available on request fall 2003.

Idaho History Day

History Day is a highly regarded and academically challenging history program. This educational contest fosters academic achievement and intellectual growth. In addition to acquiring useful historical knowledge and perspective during the district and state competitions, students develop critical thinking and problem solving skills that will help them manage and use information now and in the future. History Day participation is truly an experience that last a lifetime. History Day is an exciting way for student to understand and explore the past. Students create imaginative exhibits, original performances, documentaries, and papers related to an annual National History Day theme. For more information, contact the Education Specialist at the Idaho State Historical Society, (208) 334-2120. Bown House

litical agendas, and the distributions and spread of political, philosophical, religious, and aesthetic ideas are all related in some measure to geographic factors. The opportunities, limitations, and constraints with which people have addressed the issues and challenges of their time have, to a significant degree, been in-fluenced by the environment in which they lived or to which they have had access, and by the traces on the landscape, malignant or benign, irrevocably left by those who came before." (Excerpt from National Center for History in the Schools, National Standards for United States History: Exploring The American Experience, University of California: CA, 1994.) Idaho Achievement Standards: Standards provide widely agreed upon guidelines for what all students should learn and be able to do. They are useful in the development of curricular frameworks, course outlines, textbooks, professional de-velopment programs, and systems of assessment. The ultimate goal of social studies in Idaho is to de-velop the civic competence and civic participation of Idaho's youth, the citizens of today and tomorrow. Each of the Fourth Grade Idaho History instructional themes is built upon the supporting Idaho Achieve-ment standards; power standards are identified in red. Teacher Resource: Idaho Achievement Standards available at www.sde.state.id.us. Performance Assessment: “The ultimate foundation of all reflective practice or self-reflection is the ability and opportunity to en-gage in self-evaluation and self-assessment" (Paulsen, M.B. and Feldman, K.A. "Taking teaching seri-ously: Meeting the Challenge of Instructional Improvement" in ERIC Digest 396615 95. Available at www.ed.gov/databases/ERIC_Digests/ed396615.html) "Social studies, often considered to be the most content-oriented of the core curriculum areas, is ripe for reform. The call for alternative assessments only serves to highlight the importance of rethinking current practice in social studies as we recognize once again the close link between the over-arching goal of pub-lic education and that of social studies. As the nation moves toward assessments of student achievement which are more closely aligned with what is demanded of us in the real world and which demand student-generated demonstrations of mastery, traditional practices in social studies are called into question. Both curriculum and instruction, often geared toward low-level recall of facts, must be revisited. Test-teach-test modes, in which assessment is treated as separate from instruction, also deserve to be reexamined with re-gard to how well such practice mirrors how we are evaluated in the real world. Whether or not alternative assessments take hold at state and national levels, the trend has brought us face-to-face with our responsibility as social studies practitioners in schools and classrooms. Traditional practices cannot effectively prepare young people to demonstrate achievement of civic compe-tence." (Nickell, Pat. "Alternative Assessment: Implications for Social Studies." ERIC Clearinghouse for Social Studies/ Social Science Education, ED360219, 1993) Assessment: Assessment of student progress toward mastering individual standards should be on going and imbedded in each instructional theme. Ideally, this assessment should be formative in nature and help guide subse-quent instruction. Student performance can/ should be assessed in a variety of formats, including per-formance assessment as well as traditional testing formats. At the completion of this instructional guide, an end of grade assessment or performance measure can be used to validate student progress.

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The Bown House (A Case Study in Idaho History): In 1865, Joseph and Temperance Bown homesteaded a 240 acre ranch about three miles east of Boise. By 1879, they had built a two-story sandstone with a decorative cupola observatory, surrounding window’s walk, and front porch. The cupola afforded a good view of Bown's ranch with its cattle and other livestock. Renowned as the grandest dwelling in Boise’s outlying districts, sandstone blocks used in the build-ing of the Bown House were hauled from Table Rock Quarry, located north of the house across the Boise River. Built in a classic Italian style with 20 inch sandstone walls, the fortress home was warm in the winter and cool in the summer. Joseph Bown was known as a "venerable and honorable rancher." Temperance Bown was the teacher for two or three terms at south Boise's pioneer school. When the school burned, Mrs. Bown held classes in the block house until a new school was constructed. Parties and dances were also held in the block house. The site of the Bown House is adjacent to the Oregon Trail, now incorporated into the campus of Riv-erside Elementary School and surrounded by a rapidly growing neighborhood in Southeast Boise. The house, and the Bown family, are representative of a lifestyle forged in the frontier—a case study of an Idaho Pioneer. Who was the Idaho pioneer in your community? What does his/her story teach us about life in early Idaho? For more information on the Bown House, visit: http://education.boisestate.edu/compass/Kidscompass/Bownhouse/Introduction.htm An interactive instructional cd-rom on the Bown House is in development by Mairs Productions @ Lean Forward Studios. For information regarding distribution, contact:

Dr. Dan Prinzing, Idaho Department of Education [email protected]

Supplemental Resources: Project WET Contact: Julie Scanlin, Water Education Coordinator, 800 Park Blvd., Plaza 4, Suite 105, Boise, ID 83712 (208) 422-0737 or (208) 334-1502, [email protected] Project Wild Contact: John Gahl, 108 Gardener Place, Cascade, ID 83611 (208) 382-4538, [email protected] Project Learning Tree Contact: Michelle Youngquist, Project Learning Tree Coordinator, 350 N. 9th Street, Suite 304, Boise, ID 83702, (208) 334-4061 Proceeding on . . . Visions of Idaho is a 15-episode video tape history of Idaho for fourth graders with an accompanying teacher’s guide of lessons and activities. Available at Idaho Public Television (KAID) video sales, (1-800) 543-6868; $89.95 (no shipping charges to schools). Idaho State Historical Society. “Reference Series.” Available at: http://www.idahohistory.net/reference_series.html

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Instructional Theme #1: Places and Faces

G oal statement: To understand the origins of the state, students of Idaho history

must recognize how the land shaped early inhabitation. Concepts:

1. Understand the impact of geography on people, places and environment on the earth’s surface. 2. Understand the impact of exploration, economic development, emerging

democracy and expansion on Native Americans. 3. Understand the role of exploration and westward migration in the develop-

ment of American political and economic systems.

Idaho History

This is where the Joseph Bown story begins. 1829: Joseph Bown is born in Nottingham, England.

Idaho Connection

Joseph Bown is born at the height of the Mountain Man Era.

Idaho Pioneer

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Early Inhabitants

P laces and Faces

Concept #1: Understand the impact of geography on people, places and environment

on the earth’s surface.

Concept #2: Understand the role of exploration,

economics, democracy and expansion on Native Americans. Concept # 3:

Understand the role of explorers and westward migration in the development

of American political and economic systems.

Idaho History 2


Ins t r u c t i o n a l Th em e # 1 : P l a c e s an d Fa c es C o n c e p t # 1 : U n d e r s t a n d t h e i mp a c t o f g e o g r a p h y o n p e o p l e ,

p l a c e s a n d e n v i ro n me n t o n t h e e a r t h ’s s u r f a c e .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 442.01 Understand the spatial organizations of people, places, and environment on the earth’s surface. I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S T U D I E S 442.01a. Use geographic skills to collect, analyze, interpret and communicate data. 442.01b. Locate and label on a map of the world the continents, oceans, landforms, poles, hemispheres, equator, and prime meridian. [See activity #2] 442.01c. Use a number/letter grid to find specific locations on a map. [See activity #1]

Suggested Activities: 1. Compare a map of the earth with a spherical globe while identifying the continents, oceans, landforms, poles, hemispheres, equator and prime meridian. 2. On a blank map of the world fill in the continents, oceans, landforms, poles, hemispheres, equator and prime meridian. 3. Project WET Activities:

• Piece It Together • Great Water Journeys

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I n s t r uc t i o n a l T h e m e # 1 : P l a c e s a n d F a c e s

C o n c e p t # 2 : U n d e r s t a n d t h e ro l e o f e x p l o r a t i o n , e c o n o mi c s , d e mo c r a c y a n d e x p a n s i o n o n N a t i v e A me r i c a n s .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 432.01 Understand the role of exploration and expansion in the development of the United States.

431.01 Understand the evolution of democracy.

440.01 Understand basic economic concepts.

433.01 Understand the role of migration and immigration of people in the development of the United States.

I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S T U D I E S 432.01a. Identify early inhabitants of Idaho (Nez Perce, Kootenai, Kalispel, Shoshone, Coeur d’Alene, Bannock)

431.01b. Know how Native Americans and early Idahoans governed themselves. (Voice of the People)

440.01a. Explain how Native Americans and early settlers met their basic needs of food, water, and shelter. ( horse, camas bulb, seasonal round, buffalo hunt) [See activity #2]

440.01b. Explain the concepts of supply and demand and scarcity. [See activity #3]

433.01a. Identify where the ancestors of Native Americans and immigrants originated. (land bridge; for example: Chinese, Basque, Hispanics, Japanese) [See activity #4]

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C o n c e p t # 2 : N a t i v e A me r i c a n s c o n t i n u e d LANGUAGE ARTS:

Reading 707.01: Read a variety of traditional and electronic materials for information and understanding. 707.02: Read and respond to a variety of literature to compare and contrast the many dimensions of

human experience. 707.03: Read a variety of traditional, technical, and electronic materials for critical analysis and

evaluation. 707.04: Read to locate information from a variety of traditional, technical, and electronic sources. 707.05: Read for technical information. Writing 708.01: Understand and use the writing process. 708.02: Write and edit for correctness and clarity. 708.03: Write a narrative essay that align with the fourth-grade Direct Writing Assessment.

Suggested Activities 1. Identify places and items in Idaho that have Native American names. 2. A Look At Lifestyles; Project Learning Tree 3. Common Water, Project WET 4. Water Crossings, Project WET

5. Make a chart/book on one of the six tribes in Idaho.

In s t r u c t io na l Th e me # 1 : P l ac e s an d Fa c e s

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I ns t r uc t i o n a l Th e m e # 1 : P l a c e s a n d Fa c e s C o n c e p t # 3 : U n d e r s t a n d t h e ro l e o f e x p l o re r s a n d w e s tw a r d

mi g r a t i o n i n t h e d e v e l o p me n t o f A me r i c a n p o l i t i c a l a n d e c o n o mi c s y s t e ms .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 432.01 Understand the role of exploration and expansion in the development of the United States.

437.01 Understand the foundations and principles of the American political system.

440.01 Understand basic economics concepts.


I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n o w l e d g e a n d S k i l l s S O C I A L S TU D I ES 432.01b. Identify and verbalize the motivations of some of the early explorers to Idaho. (Lewis

and Clark, commissioned by President Thomas Jefferson) [See activity #3]

432.01c. Explain the accomplishments, significance, and outcomes of the Lewis and Clark expe-dition.

432.01d. Describe the lifestyles of the mountain men and explain the Rendezvous. (fur trappers and traders, interactions with Native Americans)

437.01a. Identify significant Idaho leaders and their contributions. (Native American leaders: Sa-cajawea, Chief Joseph) [See activity #2]

440.01b. Explain the concepts of supply and demand and scarcity. (beaver pelts, furs, barter sys-tem) [See activity #1]

433.01c. Identify the major groups and significant individuals and their motives in the western expansion and settlement in Idaho. (Explorer: Lewis and Clark; Mountain Men: David Thompson and Jim Bridger)

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C o n c e p t # 3 : E x p l o re r s c o n t i n u e d LANGUAGE ARTS: Reading 707.02 Read and respond to a variety of literature to compare and contrast the many dimensions of hu-

man experience. 702.02a. Identify defining characteristics of the following literary forms and genres: fiction, nonfic-

tion, fairy tales, fables, myths, poems, and plays. (See activity #2)

Writing 708.03 Write a narrative essay that align with the fourth-grade Direct Writing Assessment. 708.03a. Create a multiple-paragraph narrative composition that provides an introductory

paragraph and establishes and supports a central idea. Include supporting paragraphs with thoughtful transitions, simple facts, details, and explanations. Conclude with a paragraph that summarizes key points. Properly indent. (See activity #3)

HUMANITIES: Music 906.03 Communicate in the visual and performing arts through creative expression. 906.03a. (Music) (#1) Sing in a musical group, while blending vocal quality, matching dynamic lev-

els, and responding to cues of a conductor. (See activity #4) Theater 906.03 Communicate in the visual and performing arts through creative expression. 906.03c. (Theatre) (#1) Plan and interact in improvisations.

(#2) Justify reasons for personal preference concerning dramatic performances. (#3) Construct and/or apply scenery, properties, costumes, and makeup for a

dramatic performance. Dance 906.03 Communicate in the visual and performing arts through creative expression. 906.03d. (Dance) (#4) Develop ideas cooperatively with a partner.

(#5) Use props to extend movement ideas. (#6) Imitate steps from two different dance genres. (ballet, tap, folk).

In s t r u c t io na l Th e me # 1 : P l ac e s an d Fa c e s

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Art 902.01 Understand the historical and cultural contexts of visual and performing arts. 902.01a. (#2) Show how a specific work of art reflects events in history. (#3) Compare works of art representing two different cultures of the same time period. (#4) Identify specific works as belonging to a particular era in art history. 902.02 Understand the interrelationships among visual and performing arts disciplines. 902.02b. (#3) Observe and describe the presence of the visual arts in today’s society. 904.01 Conduct analyses in the arts and humanities disciplines. 904.01b. (#3) Discuss how people’s experiences can influence and develop specific art works. 904.02 Engage in reasoned dialogue about arts and humanities issues. 904.02b. (#2) Explain the difference between the visual characteristics and the purpose of a specific work of art (beauty vs. meaning). 906.03 Communicate in the visual and performing arts through creative expression. 906.03b. (#2) Create a work of art using personal experience and skills.

(#5) Describe how human experience influences the development of specific artworks.

Suggested Activities 1. Make a Coat, Project WILD 2. Read Children’s Literature: Sacajawea Speaks, Naya Nuki or Sign of the Beaver. 3. Write a letter as if you were Thomas Jefferson explaining to Lewis and Clark the goals of their journey. 4. Perform a musical or play that portrays the impact of exploration. 5. Re-enact a Rendezvous. a. Review and discuss the purpose of a Rendezvous. b. Who attended rendezvous ceremonies? c. Using pictures of clothes and costumes worn in the 1800’s, discuss elements and style of dress. (Mountain Men/Native American costumes.) d. Brainstorm items that would been traded at a Rendezvous in the 1800’s. (pelts, furs, beads, jewelry) e. Brainstorm items that would be traded at a Rendezvous today. f. Make beads that you could trade at a Rendezvous. Methods could include paper rolled beads, salt dough, model magic fimo dough. Paint or embellish beads with markers and gel pens/markers. String beads. g. At bead barter, trade your beads for others.

C o n c e p t # 3 : E x p l o re r s c o n t i n u e d

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h. Final project will be to string your beads with others you have bartered for in a symetrical design. Suggested Resources: 1. The Lewis and Clark Traveling Trunk can be checked out for up to two weeks from the Idaho State

Historical Museum. Seven lesson plans accompany this trunk and focus on the journal writing, plant identification, and the mapmaking activities of the Corps of Discovery’s trip through Idaho. The arti-cles in the trunk are replicas of items actually packed by Lewis and Clark for their trip west. Artifacts can be used in hands-on lessons. The cost of using the trunk is free except for the return postage. Contact Idaho State Historical Museum (208) 334-2120 to schedule the trunk. If the trunk is not available, ask for a copy of the resource binder and lesson plans.

Visit the Idaho Historical Museum (Boise) for a presentation on fur trappers and mountain man. The presentation provides an object-based lesson using traps, furs, and black-powder. The program can come to your classroom if you are near Boise. 2. Schanzer, Rosalyn. How We Crossed the West: The Adventures of Lewis & Clark. National Geo-

graphic, Washington, D.C., 1997. 3. GeoKit: Lewis & Clark (thematic teaching kit), National Geographic Society (1-800-368-2728). 4. “On the Trail With Lewis and Clark” Instructional Alignment and Lessons Correlated to the Idaho

Achievement Standards. Contact: [email protected] for a copy. 5. Lewis and Clark Trail Heritage Foundation, Inc. An American Legacy: The Lewis and Clark Expedi-

tion, Curriculum and Resource Guide for Middle and Junior High Schools, 2001. Contact:1-888-701-3434 or email: [email protected]

C o n c e p t # 3 : E x p l o re r s c o n t i n u e d

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Suggested Theme Assessment Page 1: On a world map, label the oceans, continents, equator, prime meridian and poles. Identify where in the world Idaho is located Page 2: Create a map of Idaho that shows the location of Native American tribes in pre- territorial Idaho. Page 3: On a North American map, show the complete route of Lewis and Clark’s Corps of Discovery to the west and return to St. Louis. Page 4: On a North American map, trace the Astorian route to Oregon. Show the locations of significant events and trading posts in the journey west.

Ma in H ead ing

Instructional Theme #2: Movement and Impact

G oal statement: To understand settlement patterns, students of Idaho history

must investigate the motivation for westward migration.

Concepts:

1. Understand the migration and settlement of human populations on the earth’s surface. 2. Understand how economics, migration and immigration led to significant conflicts in U.S. History. 3. Understand the role of missionaries in the cultural and social development of the U.S. 4. Understand how economics influenced migration and immigration of people in the development of the U.S.

Idaho History

1841: Joseph Bown arrives in America from England.

Idaho Connection Pioneers travel through Idaho on the Oregon Trail.

1849: Fort Hall is established.

1853-62: Joseph and Temperance Bown marry and farm in Waterloo, Iowa.

Idaho Connection 1860: Gold is discovered in Idaho.

1861: The Pony Express and telegraph begin operations in Idaho. 1862: Gold is discovered in Grimes Creek.

Idaho Pioneer

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Migration

M ovement and Impact

Concept #1: Understand the migration and

settlement of human populations on the earth’s surface.

Concept #2: Understand how economics,

migration and immigration lead to significant conflicts in U.S.

History

Concept #3: Understand the role of missionar-ies in the cultural and social de-

velopment of the U.S.

Concept #4: Understand how economics in-

fluenced migration and immigra-tion of people in the develop-

ment of the U.S.

Idaho History 11


Ins t r u c t io na l Th eme # 2 : Mo vem e n t a n d Im pa c t C o n c e p t # 1 : U n d e r s t a n d t h e mi g r a t i o n a n d s e t t l e me n t o f h u ma n

p o p u l a t i o n s o n t h e e a r t h ’s s u r f a c e .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 442.02 Understand the migration and settlement of human populations on the earth’s surface. I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S ki l l s S O C I A L S T U D I E S : 442.02a. Explain past and present settlement patterns in Idaho. (natural resources, ethnic communities, transportation, economics) [See activity #2] 442.02b. Identify the geographic features of Idaho in which people settled. (Snake River plain, Camas Prairie, Silver Valley mining) [See activities #1, #2 and #3] 442.02c. Compare and contrast one of the following: city/suburb/town, urban/rural, farm/factory, or agriculture/industry. [See activity #2]

Suggested Activities: 1. On a map, identify the geographic features that define Idaho’s landscape. 2. Create a book that illustrates and explains Idaho’s physical / geographic features. 3.. Make a relief map of Idaho.

Suggested materials to use: A. Salt dough B. Bean and Pea C. Colors/Markers

D. Tear paper

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Ins t ruc t i o na l Th em e #2 : Mo vem e n t a nd I m pa c t

C o n c e p t # 2 : U n d e r s t a n d h o w e c o n o mi c s , mi g r a t i o n a n d i mmi g r a t i o n l e a d t o s i g n i f i c a n t c o n f l i c t s i n U . S . H i s t o r y.

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 440.01 Understand basic economic concepts. 433.01 Understand the role of migration and immigration of people in the development of the United States. 435.01 Understand significant conflicts in United States history. I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S T U D I E S : 440.01a. Explain how Native Americans and early settlers met their basic needs of food, water, and shelter. ( trading posts, hunters/gatherers, agriculture) [See activity #2 and #3] 440.01c. Explain the concepts of specialization and division of labor. (men—hunters; women—gatherers) [See activity #2] 433.01a. Identify where the ancestors of Native Americans and immigrants originated. (land bridge; Native American creation stories) 435.01a. Explain how the westward migration impacted Native Americans. (destruction of environment by immigrants on the Oregon Trail, reservation system, treaties) [See activity #1]

13


C o n c e p t # 2 : N a t i v e A me r i c a n s c o n t i n u e d

LANGUAGE ARTS Viewing: Identify a variety of visually presented material (books, films, videos, internet.)

711.01: View for information and understanding. 711.02: View media sources for personal response and expression. 711.02a. Demonstrate understanding of significant relationships, ideas, and cultures, which various media represent. [See activity #1]

Suggested Activities 1. Video: “I Will Fight No More Forever”

2. Video Series: Proceeding on ... Visions of Idaho: - #4 “Tools” [See Suggested Resources in the Introduction to this guide.]

3. Create a poster showing the natural resources used by Native Americans.

I n s t r u c t i o n a l T h e m e # 2 : M o v e m e n t a nd I m p a c t

14


Instructional Theme #2: Movement and Impact

C o n c e p t # 3 : U n d e r s t a n d t h e ro l e o f mi s s i o n a r i e s i n t h e c u l t u r a l

a n d s o c i a l d e v e l o p me n t o f t h e U . S . O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 436.01 Understand the cultural and social development of the United States. I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S ki l l s S O C I A L S T U D I E S 436.01a. Explain the role of missionaries in the development of Idaho. (Catholics [Black Robes] in Cataldo, Mormons in Franklin/ Ft. Lemhi, Spaulding Mission in Lapwai) [See activity #1]

Suggested Activity 1. Using a physical map of Idaho, label the locations of the missions that were established in Idaho during the 1800s. Speculate why each mission was founded at that specific location.

15


I n s t r uc t i o n a l T h e m e # 2 : M o v e m e n t a n d I m p a c t

C o n c e p t # 4 : U n d e r s t a n d h o w e c o n o mi c s i n f l u e n c e d mig r a t i o n

a n d i m mi g r a t i o n o f p e o p l e i n t h e d e v e l o p me n t o f t h e U . S .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 433.01 Understand the role of migration and immigration of people in the development of the United States 440.01 Understand basic economic concepts. I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S ki l l s S O C I A L S T U D I E S 433.01b. Describe the preparations necessary for the trip west to Idaho. (packing list, wagon trains) [See activities # 1-5] 433.01c. Identify the major groups and significant individuals and their motives in the western expansion and settlement in Idaho. (gold seekers, land, health concerns, religious freedom, Joseph Bown) [See activities # 1-3] 433.01d. Describe the role of the discovery of gold and other minerals in the settlement of Idaho. (increased population, established towns, mining camps) 440.01d. Identify goods and services in early Idaho settlement. [See activities # 6-8]

16


C o n c e p t # 4 : O re g o n Tr a i l / We s t w a r d M o ve me n t c o n t i n u e d

MATH 297.03 Estimate and judge reasonableness of results. 297.03a. Use estimation to predict computation results. 297.03b. Evaluate the reasonableness of an answer.

298.01 Understand and use a variety of problem-solving skills. 298.01a. Select strategies appropriate to solve a problem. 298.01b. Select and use appropriate operations. 298.01c. Make predictions and decisions based on information.

Humanities Music 902.01: Understand the historical and cultural contexts of visual and performing arts. 902.01a. Identify music from various cultures by genre or style.

902.02: Understand the interrelationships among visual and performing arts disciplines. 902.02a. (#1) Identify how music and art (dance or drama) that has evolved from a similar ethnic,

geographical, or historical origin. Dance 902.01: Understand the historical and cultural contexts of visual and performing arts. 902.01d. (#1) Research dance forms that have evolved during specific periods of history.

(#2) Explain how a dance from a culture or time period reflects values of its society.

902.02: Understand the interrelationships among visual and performing arts disciplines. 902.02d. (#1) Compare and contrast dance and other art forms associated with specific groups of

people, geographic regions, or time periods. (#2) Identify ways in which art forms have been transmitted from one generation to

another. Suggested Activities: 1. Write a journal that identifies noted “landmarks” along the Oregon Trail. 2. “Oregon Trail in Idaho,” http://www.idahohistory.net/Otlinks.html 3. Oregon Trail Computer Game 4. Water Crossing, Project WET 5. The Long Haul, Project WET


17


C o n c e p t # 4 : O re g o n Tr a i l / We s t w a r d M o v e me n t c o n t i n u e d

Suggested Activities continued 6. Water History, Project WET 7. Cold Cash in the Ice Box, Project WET 8. Water Connection, Project WET 9. Re-enact a Rendezvous. Students will barter/trade goods, research and demonstrate Native American music and dance as well as music of the Mountain Men. Suggested Resource: 1. Slide show “They Left Their Mark” available from the Idaho Historical Museum. Slide shows,

complete with scripts, can be borrowed for up to two weeks. For more information, contact (208) 334-2120.


18


Suggested Theme Assessment Page 1: On a map of Idaho that identifies the state’s defining geographic/physical features, label the Native American reservations. Page 2: On a map of Idaho, label the locations of early missions. Page 3: On a map of the United States, trace the Oregon Trail and identify significant landmarks. Page 4: Write a supply list of items needed for the trip west and explain why each item would be necessary for the journey. Page 5: Write three paragraphs identifying the reasons families migrated west; include

length of time to reach destination, hardships met along the way and ways increased popula-tion connected the west to the rest of the United States.

Instructional Theme #3: Claim and Fame

G oal statement: To understand the transition from territory to state, students

of Idaho history must recognize the origins and symbols of the state’s identity. Concepts:

1. Identify Idaho’s historical events through 1862. 2. Explain the transition from 1863-1890 which led to Idaho’s statehood. 3. Research an early individual/family/group to personalize the story of Idaho.

Idaho History

1863 (February): Joseph Bown works a mining claim at Elk Creek near Idaho City. 1863 (June): Joseph Bown starts farming three miles southeast of Boise City, located next to the Boise River and the Oregon Trail. He builds a log house. 1863 (Fall): Joseph Bown travels to Walla Walla, WA to purchase seeds for spring planting. He is held up at pistol point and robbed.

Idaho Connection

Idaho becomes a territory on March 4 with Lewiston as its capital. The Bear River Massacre, the West's largest slaughter of Indians, is fought near present-day Preston.

1864: Joseph Bown buys seed barley, sells vegetables to the miners and business people in Idaho City and sells barley to a brewery in Boise. Joseph returns to Iowa by traveling to San Francisco, Panama, and on to New York. He returned to Boise in 1865.

Idaho Connection

The Territorial Legislature approves moving capital to Boise. Owyhee Miners' League in Owyhee County was organized as the state's first labor union. 1866-91: Joseph Bown’s family expands to seven children. The family builds a sandstone house and their third child is married in the new house. When the local school burns down, the Bowns use their home as a temporary school.

Idaho Connection Railroad service reaches Idaho at Franklin. Native American tribes fight to defend their land in the Nez Perce Indian War and Bannock Indian War. The Idaho population is recorded at 32,610. Boise and Lewiston independent school districts are created. In 1890 Idaho becomes a state.

Idaho Pioneer

19


From Territory to Statehood

C laim to Fame

Concept #1: Identify Idaho’s his-

torical events through 1862.

Concept #3: Research an early individual/family/group to personalize

the story of Idaho.

Idaho History

Concept #2: Explain the transition from 1863-1890 which led to Idaho’s state-

hood.

20


I n s t r uc t i o n a l T h e m e # 3 : C l a i m a nd Fam e C o n c e p t # 1 : I d e n t i f y I d a h o ’s h i s t o r i c a l e v e n t s t h ro u g h 1 8 6 2 .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 430.01 Acquire critical thinking and analytical skills.

431.01 Understand the evolution of democracy.



I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S TU D I ES 430.01a. Chronologically organize the events that led to Idaho becoming a state. Oregon Territory, gold rush, Civil War) [See activity #2]

431.01a. Evaluate and interpret the concepts of popular consent, respect for the individual, equality of opportunity, and personal liberty. (republic, democracy, rights and responsibilities, citizenship) [See activity # 1]

433.01d. Describe the role of the discovery of gold and other minerals in the settlement of Idaho. (gold rush increases population, towns, trade) [See activity #3]

440.01b. Explain the concepts of supply and demand and scarcity. [See activity #4]

440.01c. Explain the concepts of specialization and division of labor.

440.01d. Identify goods and services in early Idaho settlements. 440.01e. Explain the concept of public and private property in the development of Idaho. (mining, farming, ranching) [See activity #5]

.

21


I n s t r uc t i o n a l T h e m e # 3 : C l a i m a nd Fam e C o n c e p t # 1 : E v e n t s t hro u g h 1 8 6 2 c o n t i n u e d .

Suggested Activities: 1. Compare / contrast classroom rules with those of the community / state. 2. Create a timeline of the events that led to Idaho statehood. 3. Create a class ghost town. 4. Set up a trading post and bargain with each other for items. 5. Participate in a mock debate between Native Americans and early Idaho settlers on the concept of land ownership.

22


Ins t r u c t io na l Th eme # 3 : C l a i m a n d Fam e

C o n c e p t # 2 : E x p l a i n t h e t r a n s i t i o n f ro m 1 8 6 3 - 1 8 9 0 w h i c h l e d t o I d a h o ’s s t a t e h o o d .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 437.01 Understand the foundations and principles of the American political system.

438.01 Understand the organization and formation of the American system of government.


442.02 Understand the migration and settlement of human populations on the earth’s surface. 442.03 Understand that human actions modify the physical environment and how physical systems affect human activity and living conditions.

I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S T U D I ES 437.01a. Identify significant Idaho leaders and their contributions. (First territorial Governor Wallace, Governor Shoup, Abigail Scott Duniway) 437.01b. Explain the democratic process in Idaho. (Three branches of government, republic, selection of the capital city, minority voting rights) 438.01a. Identify major events that lead to Idaho statehood. (railroad, population increase, national policy on United States expansion) 438.01b. Identify the symbols of Idaho such as the state bird and state seal. (Bird = Mountain Bluebird, seal designed by Emma Edwards, tree = Western White Pine, flower = Syringa, horse = Appaloosa, fossil = Hagerman Horse, gem = star garnet, dance = square dance, song = “Here We Have Idaho”, fish = cutthroat trout, insect = Mon- arch butterfly, vegetable = potato, fruit = huckleberry) [See activity # 2] 438.01c. Recognize that a state is divided into local units of government. (44 counties) 438.01d. Identify the basic function of the legislative and executive branches of state government. (legislative = pass laws, executive = carries out the law, judicial = interprets) law, checks and balances, veto) [See activity #1]

23


I n s t r uc t i o n a l T h e m e # 3 : C l a i m a nd Fa m e

C o n c e p t # 2 : 1 8 6 3 — 1 8 9 0 c o n t i n u e d I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S TU D I ES 440.01b. Explain the concepts of supply and demand and scarcity. 440.01c. Explain the concepts of specialization and division of labor. (labor unions, industry) 440.01e. Explain the concept of public and private property in the development of Idaho. (water and grazing rights, homesteads, treaty rights) [See activity # 1] 442.02b. Identify the geographic features of Idaho in which people settled. (fertile lands, river valleys) 442.03a. Identify ways the land in Idaho has been changed by people, technology, and natural forces. (harvesting, irrigation) 442.03b. Explain how machines and technology have affected the natural resources of Idaho. (increased production, reduce labor) H U M A N I T IE S Music 904.02: Engage in reasoned dialogue about arts and humanities issues. 904.02a. (#1) Discuss the importance of music in our society. [See activity #2] Suggested Activities:

1. Pass the Jug (water rights), Project WET

2. Teach the Idaho state song, “Here We Have Idaho”; review other songs composed during the 1890’s and/or compositions pertinent to Idaho history.

24


I n s t r uc t i o n a l T h e m e # 3 : C l a i m a nd Fa m e

Concept #3: Research an early individual/family/group to personalize the story of Idaho.

Objectives: Idaho Achievement Standards 430.01 Acquire critical thinking and analytical skills. 432.01 Understand the role of exploration and expansion in the development of the United States. 442.02 Understand the migration and settlement of human populations on the earth’s surface.

Idaho Achievement Standards: Content Knowledge and Skills SOCIAL STUDIES 430.01 a. Chronologically organize the events that led to Idaho becoming a state. 430.01 e. Gather and use information on Idaho history from primary and secondary sources. 432.01 a. Identify early inhabitants of Idaho. 442.02 b. Identify the geographic features of Idaho in which people settled.

Suggested Activity: 1. Bown House CD ROM (See Introduction: Bown House) Suggested Resources: 1. Idaho Secretary of State. “State Emblems.” Available at: http://www.idsos.state.id.us/elect/ emblem.htm 2. Idaho State Historical Society. “Idaho History Timeline.” Available at: http://www. idahohistory.net/dateline.html

25


Suggested Theme Assessment Page 1: Make a time line that identifies a minimum of twelve events in chronological order, that led to Idaho becoming a state. Page 2: On a blank map of Idaho, label Idaho’s 44 counties. Page 3: Using a variety of artistic media, draw and label a minimum of six Idaho symbols.

Page 4: Write a paragraph that explains what a labor union is and why they developed in the Coeur d’Alene mining area in Idaho.

Instructional Theme #4: Yesterday and Today

G oal statement: To understand national and international connectedness, stu-

dents of Idaho history must identify the strengths of person, place, and performance that define Idaho in the 21st century.

Concepts:

1. Identify the impact of geography, technology, and economics in Idaho’s development. 2. Analyze the global impact of Idaho. 3. Describe the citizen’s role and responsibilities in our changing government.

Idaho History

1891-1915: The Bowns pass away—Temperance in 1904, Joseph in 1915.

Idaho Connection 1890: The Bicycle became popular and a trolley line developed in the Treasure Valley. 1893: The Idaho Legislature provided for state wagon roads to connect northern and southern Idaho. 1896: Butch Cassidy robbed the bank in Montpelier. 1900: The Idaho population was recorded at 161,722. 1904: The completion of Milner Dam brings irrigation to the south side of the Snake River. 1905: Former Governor Frank Steunenberg is assassinated. 1907: William E. Borah is elected to the U.S. Senate, where he serves for 33 years. Weiser baseball player Walter "Big Train" Johnson signs with the Washington Senators. 1914: Moses Alexander is the first elected Jewish governor in the United States. 1920: The Idaho population was recorded at 431,866. The State Capitol Building is completed. 1991-Present: Since the passing of the Bowns, many changes have taken place in Idaho. In 1991, the process for renovating the Bown House began as a cooperative effort of the Idaho Historic Preserva-tion Council and the Boise School District, with many volunteer efforts. In May 1994 the house opened for visitors and has been designated as a “hands-on” history museum for classroom tours.

Idaho Pioneer

26


Here We Have Idaho

Y esterday and Today

Concept #1: Identify the impact of ge-ography, technology, and economics in Idaho’s de-

velopment.

Concept #2: Analyze the global impact

of Idaho

Concept #3: Describe the citizen’s role and responsi-

bilities in our changing government.

Idaho History 27


I n s t r uc t i o n a l T h e m e # 4 : Ye s t e r d a y a n d To d a y C o n c e p t # 1 : I d e n t i f y t h e i mp a c t o f g e o g r a p h y, t e c h n o l o g y, a n d

e c o n o mi c s i n I d a h o ’s d e v e l o p me n t .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 440.01 Understand basic economic concepts. 434.01 Understand the political, social, and economic responses to industrialization and technological innovations that have occurred in the United States. 441.01 Understand there are many influences on economic systems. 442.03 Understand that human actions modify the physical environment and how physical systems af-fect human activity and living conditions. I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S TU D I ES 440.01c. Explain the concepts of specialization and division of labor. (INEEL, hydro-electric power, corporations, high-tech industry, tourism, geothermal industry)

434.01a. Identify some of the changes that have occurred to Idaho society due to technological advances. (transportation, communication, irrigation, environmental issues) [See activity #3]

434.01b. Name some of the contributions made by individuals in bringing about industrial changes to Idaho. (J.R. Simplot, Joe Albertson, Harry Morrison, Philo T Farnsworth, Barbara Morgan

441.01b. Describe how geographic features of Idaho have determined the economic base of Idaho’s regions. (water: affordable energy, recreation, fishing industry, agriculture; mountains: recreation and tourism, mining, timber)

442.03a. Identify ways the land in Idaho has been changed by people, technology, and natural forces. (Teton Dam, movement of towns due to creation of reservoirs, strip mining, clear cutting, urban sprawl) [See activity #1 and 2]

28


C o n c e p t # 1 : G e o g r a p h y, Te c h n o l o g y, a n d E c o n o mi c s c o n t i n u e d

I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S TU D I ES 442.03b. Explain how machines and technology have affected the natural resources of Idaho. (dropping level of ground water, ie., Snake River aquifer; permanent al- teration of lands due to damming; nuclear energy; Lewiston as a seaport) Suggested Activities 1. To Dam or Not to Dam, Project WILD 2. Water History Trunk (Teton Dam video), Project WET 3. Irrigation Interpretation, Project WET 4. Energetic Water, Project WET

I n s t r uc t i o n a l T h e m e # 4 : Ye s t e r d a y a n d To d a y

29


I n s t r uc t i o n a l T h e m e # 4 : Ye s t e r d a y a n d To d a y C o n c e p t # 2 : A n a l y z e t h e g l o b a l i mp a c t o f I d a h o

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 430.01 Acquire critical thinking and analytical skills.

437.01 Understand the foundations and principles of the American political system.


435.01 Understand significant conflicts in United States history.

436.01 Understand the cultural and social development of the United States.

441.01 Understand there are many influences on economic systems.

I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S TU D I ES 430.01b. Identify current events involving the state of Idaho. (As applicable)

430.01c. Explain how all cities, regions, and states have histories.

437.01a. Identify significant Idaho leaders and their contributions. (Frank Church Wilderness Area, Cecil Andrus as Governor and Secretary of the Interior, Gracie Pfost: First Congresswoman from Idaho) [See activity #2]

440.01b. Explain the concepts of supply and demand and scarcity. (global markets for agricultural and high-tech goods)

435.01b. Describe the involvement of Idaho’s veterans in international conflicts. (Vernon Baker, Congressional Medal of Honor recipient; Mountain Home Air Force Base)

436.01b. Describe ways that cultural groups learn from each other. (Juneteenth and Cinco de Mayo celebrations; Native American pow-wows) [See activity #4]

441.01a. Describe examples of changes in transportation and communication in relation to economic growth in Idaho. (teleconferencing; United Airlines; single North/South highway; long-haul trucking instead of log runs)

30


C o n c e p t # 2 : I d a h o i n t h e Wo r l d c o n t i n u e d

I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S TU D I ES 441.01a. Describe examples of changes in transportation and communication in relation to economic growth in Idaho. (teleconferencing; United Airlines; single North/South highway; long-haul trucking instead of log runs) H U M A N I T IE S Art 902.01: Understand the historical and cultural contexts of visual and performing arts. 902.01b. (#2) Show how a specific work of art reflects events in history. [See activity #3]

902.02: Understand the interrelationships among visual and performing arts disciplines. 902.02b. (#2) Describe how elements of various arts depict ideas and emotions. (#3) Observe and describe the presence of the visual arts in today’s society.

904.01: Conduct analyses in the arts and humanities disciplines. 904.01b. (#1) Recognize differences between art materials, techniques, and processes. (#2) Use arts vocabulary to experience and discuss a variety of art works. (#3) Discuss how people’s experiences can influence and develop specific art works.

904.03: Demonstrate informed judgment about philosophical, aesthetic, or ethical arts issues. 904.03b. (#2) Explain how elements of composition and/or organization cause different responses. (#3) Describe how different media communicate meaning in the visual arts.

906.02: Communicate in the visual and performing arts through application of artistic

concepts, knowledge, and skills. 906.02b. (#1) Demonstrate how different media, techniques, and processes are used to communi-

cate ideas. (#2) Demonstrate how composition, expression, and organization of art cause different responses. (#3) Compare ways in which subject matter, symbols, and ideas are used to communicate meaning. [See activity #3]


31


C o n c e p t # 2 : I d a h o i n t h e Wo r l d c o n t i n u e d

H U M A N I T IE S c on t i n u e d Music 902.01: Understand the historical and cultural contexts of visual and performing arts. 902.01a. (#1) Identify music from various cultures by genre or style. 902.02: Understand the interrelationships among visual and performing arts disciplines. 902.02a. (#1) Identify how music and another art form have evolved from a similar ethnic, geographical, or historical origin. [See activity #4] S u g g e s t e d A c t i v i t i e s : 1. Irrigation Interpretation, Project WET 2. Water Bill of Rights, Project WET 3. The state seal was designed in 1891 and revised in 1957. Think of items that would represent Idaho today throughout the state as well as in your specific community. Using these symbols, arrange them within a circle to create a contemporary seal for Idaho. 4. Hold a Cinco de Mayo celebration. a. Teach/perform Hispanic music/dance compositions for a class celebration. Discuss elements of music including rhythm, instrumentation, form, etc. b. Discuss what elements of Hispanic music have been adopted as part of mainstream contemporary music. c. Attend/observe a Cinco de Mayo celebration hosted within Idaho’s Hispanic community.


32


I n s t r uc t i o n a l T h e m e # 4 : Ye s t e r d a y a nd To d a y

C o n c e p t # 3 : D e s c r i b e t h e c i t i z e n ’s ro l e a n d re s p o n s i b i l i t y i n o u r c h a n g i n g g o v e r n me n t .

O b j e c t i v e s : I d a h o A c h i e v e me n t St a n d a r d s 438.01 Understand the organization and formation of the American system of government. 439.01 Understand that all citizens of the United States have responsibilities and rights. 440.01 Understand basic economic concepts. I d a h o A c h i e v e me n t St a n d a r d s : C o n t e n t K n ow l e d g e a n d S k i l l s S O C I A L S TU D I ES 438.01d. Identify the basic function of the legislative and executive branches of state government. (state versus federal jurisdiction of lands; wolf/grizzly reintroduction) [See activity # 1] 439.01a. Describe ways in which citizens can participate in public life. (hold public office; sign petitions; vote; serve as community leaders) 439.01b. Identify some of the basic responsibilities and rights of a citizen. (vote; individual rights) [See activity # 2-4]

440.01e. Explain the concept of public and private property in the development of Idaho. (federal agencies i.e., Forest Service, Bureau of Land Management, Bureau of Reclamation) [See activity #5 and 6]

33


C o n c e p t # 3 : C h a n g i n g G o v e r n me n t c o n t i n u e d

S u g g e s t e d A c t i v i t i e s : 1. Students role-play the process of how a bill becomes law.

2. Identify the qualifications to be a voter in the state of Idaho.

3. Students work together to problem solve classroom issues.

4. Compare/contrast the daily responsibilities of pioneer children with those of children today in

Idaho.

5. Pass the Jug, Project WET

6. Choices and Preferences, Project WET

Suggested Resources: 1. Boone, Lalia. Idaho Place Names: A Geographical Dictionary. University of Idaho Press, 1988. 2. Idaho State Historical Society. “Idaho History Timeline.” Available at: http://www.idahohistory.

net/dateline.html 3. Quigley, Charles. Foundations of Democracy: Authority, Justice, Privacy, Responsibility. Center for

Civic Education, 1997.

I n s t r u c t i o n a l T h e m e # 4 : Ye s t e r d a y a nd Tod ay

34


S u gg e s t e d T h e me A s s e s s me n t Page 1: Choose two significant individuals from Idaho and write a paragraph that describes each of

their contributions made to the state.

Page 2: Draw a map of Idaho; identify the rivers and hydroelectric dams located within the state.

Page 3: Choose one way in which the land in Idaho has been changed by people. Draw a be-fore and after picture of the location chosen.

Page 4: Name two current Idaho government/ political leaders and write a brief biography about each. Page 5: Locate the original countries of at least four Idaho immigrant groups. (Ex.: Chinese, Japanese,

Basque or Swedish) and in a short paragraph describe what factors might have attracted each group to the state.

This publication is not copyrighted. All contents may be duplicated and distrib-uted as needed for school or classroom use. Federal law prohibits discrimination on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, or marital or family status in any educational programs or activities receiving federal financial assistance. (Title VI and VII of the Civil Rights Act of 1964; Title IX of the Edu-cational Amendments of 1972; Section 504 of the Rehabilitation Act of 1973; Americans with Disabilities Act of 1990.) It is the policy of the Idaho State Department of Education not to discriminate in any educational programs or activities or in employment practices. Inquiries regarding compliance with this nondiscriminatory policy may be di-rected to State Superintendent of Public Instruction, P.O. Box 83720, Boise ID 83720-0027, (208) 332-6800, or to the Director, Office of Civic Rights, Seattle Office, U.S. Department of Education, 915 Second Avenue, Seattle WA 98174-1099, (206) 220-7880; FAX (206) 220-7887.

Idaho Department of Education

Idaho Department of Education P.O. Box 83720 Boise, Idaho 83720-0027

Phone: 208/ 332-6974 Fax:208/ 332-6997 Email: [email protected]

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