Delaware Model Unit Gallery Template s1

Delaware Model Unit

This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards.

Unit Title: Writing the Story of the Past

Designed by: Kimberly Statham District: Caesar Rodney

Content Area: Social Studies Grade Level(s): K-3 ______

Summary of Unit

The K–3 cluster introduces students to the concept that documents and artifacts give us information about the past. A student will have mastered this concept when that student can respond to a new document or artifact by giving a written explanation that clearly displays an understanding of the concept.

History Standard Three introduces students to the concept that historical accounts are created from logical inferences based upon documents and artifacts. Historical documents and artifacts speak to us in a way, but we have to coax out some information through logical inferences.

Teachers wishing to review the expectations of the History K-3 Standards may view this online video link from the Delaware State Archives: http://archives.delaware.gov/outreach/video_primarysources.shtml

History Standard Two: Understanding Primary Sources in the Elementary School Classroom There are four segments to this video about History Standard Two and the use of primary sources in the classroom. The first segment covers the benchmark at the kindergarten to third-grade level. The next two segments discuss the two benchmarks at the fourth-grade to fifth-grade level. The fourth and final segment is entitled What About Newspapers? Because the clarification statement for History Standard Two builds on the understanding and knowledge in previous grade levels, the viewer will recognize segments which may appear very similar.

Source: Delaware Social Studies Clarifications Document ______

1 Stage 1 – Desired Results (What students will know, do, and understand) ______

Delaware Content Standards  Include those addressed in Stage 3 and assessed in Stage 2.

History Standard Two K-3a: Students will use artifacts and documents to gather information about the past.

History Standard Three K-3a: Students will understand that historical accounts are constructed by drawing logical inferences from artifacts and documents.

Big Idea  Transferable core concepts, principles, theories, and processes from the Content Standards.  Investigation

Unit Enduring Understandings K-12  Full-sentence, important statements or generalizations that specify what students should understand from the Big Ideas(s) and/or Content Standards and that are transferable to new situations.  Many different types of sources exist to help us gather information about the past, such as artifacts and documents.  What is written by a historian depends upon the sources used.

Unit Essential Questions  Open-ended questions designed to guide student inquiry and learning.  What can I learn about the past from studying artifacts and documents? What can’t I learn?  How are artifacts and documents used to write the story of the past?

Knowledge and Skills  Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2.

Students will know…  Primary source  Artifact  Document

Students will be able to…  Analyze artifacts and documents  Explain how artifacts and documents are used to write history  Make logical inferences and conclusions

2 Stage 2 – Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are achieved) ______

Suggested Performance/Transfer Tasks  Performance/transfer tasks as evidence of student proficiency.

An effective assessment for ALL students should be designed to include:  Complex, real-world, authentic applications  Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential Questions, Big Ideas) found in the Content Standards  Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret, apply, empathize, have perspective, self-knowledge)

This summative assessment is a transfer task that requires students to use knowledge and understandings to perform a task in a new setting or context.

The assessment and scoring guide should be reviewed with students prior to any instruction. Students should do the assessment after the lessons have been completed (see Performance Task 1 and Performance Task 2).

Essential Questions  What can I learn about the past from studying artifacts and documents? What can’t I learn?  How are artifacts and documents used to write the story of the past?

Prior Knowledge You learned how documents and artifacts can be used to write the story of the past, and you learned to make logical inferences and conclusions. Now you are ready to help create a museum exhibit. Problem A collection of artifacts and documents have been donated to the Delaware State Archives by a Delaware family. A local museum would like to use these primary sources to create a museum exhibit focusing on the history of Delaware communities. Role/Perspective You are helping the exhibits curator, the person that creates museum displays, by leading the research on one topic. Product/ The exhibit about your community will have five sections. Performance They include they history of : . Education . Entertainment . Fashion . Housing . Businesses First, select which section you would like to research. Then, create an exhibit label for each of the artifacts and documents about your community that you use. (At least

3 four should be used.) Each label should include a title, an explanation about what the artifact or document tells you about life in your community, and the year that it was created. Next, using all of the information written in the labels, you will write a conclusion (2-3 paragraphs) about what these artifacts and documents tell you life was probably like. Finally, you need to report to the curator what questions you still have that were not answered by the artifacts or documents (e.g., what you could not learn). A summary of the inferences you made while completing the research (e.g., what you learned) should also be included in the curator’s report. Criteria for an Your exhibit should include: Exemplary Response . Exhibit labels that summarize what can be learned about the past from studying the artifact or document. . A conclusion (2-3 paragraphs) that explains to visitors what life was probably like in Delaware based upon the evidence found in these artifacts and documents. . A curator’s report with remaining questions about the research that were not answered by the artifacts or documents (e.g., what you could not learn). . A curator’s report that summarizes what inferences you made while completing the research (e.g., what you learned).

Teacher Tips

Digital resources to assist with this task include:  Delaware Public Archives Photograph Exhibits – http://archives.delaware.gov/exhibits/photograph/index.shtml. Towns included in this digital archive include Bethany, Bowers, Camden, Clayton, Dover, Georgetown, Harrington, Laurel, Lewes, Middletown, Milford, Milton, Newark, Odessa, Rehoboth Beach, Seaford, Smyrna, Wilmington, and Wyoming  Miscellaneous Delaware town photos can be accessed in “A Photographic View of Delaware in the 1890s” – http://archives.delaware.gov/exhibits/photograph/arcweek/index.shtml  Delaware Public Archives Historical Markers – http://archives.delaware.gov/markers/markers-search.shtml  Library of Congress Searchable Site (search specific community—e.g., Smyrna, Delaware—for resources) – http://www.loc.gov/index.html  Historical Society of Delaware – Delaware during the 1950s http://www.hsd.org/Fabulous50s/Fabulous_50s_Intro_HSDLibrary.htm

To assist with the Transfer Task teachers may choose to: 1. Compile artifacts and documents regarding their local community and place them in packets according to category (education, entertainment, fashion, housing, and businesses).

4 2. Contact local historical societies and libraries which may have resources in their collection that could be reproduced or photographed. 3. Create a Word document hyperlinked to specific websites that include artifacts and documents.

For students who do not have prior knowledge or experiences visiting museums:  Virtual exhibits can be accessed through the Colonial Williamsburg Foundation – http://www.history.org/history/museums/online_exhibits.cfm#  Live field trips can be arranged at a number of Delaware museums: . The Division of Historical & Cultural Affairs offers free admission to museums in all three counties. Information about each museum and contacts can be found at http://history.delaware.gov/museums/default.shtml . The Historical Society of Delaware offers limited scholarships for field trip visits http://www.hsd.org/SchoolBulletin/DHM_Programs/DHMHandsOnClasses.htm

Rubric

Transfer Task Rubric

Scoring Category

This exhibit provides … Score Point 3 Score Point 2 Score Point 1 exhibit labels which The artifact and Partially Minimally summarize what can document exhibit developed developed be learned about the label summaries summaries summaries past from studying are thoroughly the artifact or developed document. a conclusion (2-3 The conclusion Partially Minimally paragraphs) for the provides well developed developed section of the exhibit developed reasoning reasoning you are researching reasoning of what which explains to life was probably visitors what life was like in the Delaware probably like in the community Delaware community based upon the evidence found in the artifacts and documents. a summary for the The summary Partially Minimally curator focuses on provides well- developed developed what questions you developed reasoning reasoning still have about the reasoning of research that were questions about not answered by the research that were artifacts or not answered by documents (e.g., the artifacts or what you could not documents learn?).

5 Scoring Category

This exhibit provides … Score Point 3 Score Point 2 Score Point 1 an explanation of The explanation of Partially Minimally why inferences were why inferences developed developed made during your were made is explanation explanation research. thoroughly developed use of content- Content- Some evidence of Minimal evidence appropriate appropriate content- of content- vocabulary in order vocabulary is well appropriate appropriate to demonstrate developed and vocabulary vocabulary understanding. evident

Total Score: ______

Above the Standard: 13 to 15 Meets the Standard: 8 to 12 Below the Standard: 5 to 7

Other Evidence  Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations and supplements the evidence provided by the task).

Formative Assessments conclude each teaching strategy as a Check for Understanding.

Student Self-Assessment and Reflection  Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, self- editing—based on ongoing formative assessments).

When students are required to think about their own learning, to articulate what they understand and what they still need to learn, achievement improves. – Black and William, 1998; Sternberg, 1996; Young, 2000.

How a teacher uses the information from assessments determines whether that assessment is formative or summative. Formative assessments should be used to direct learning and instruction and are not intended to be graded.

The Checks for Understanding at the end of each instructional strategy should be used as formative assessment and may be used as writing prompts or as small-group or whole-class discussion. Students should respond to feedback and be given opportunities to improve their work. The rubrics will help teachers frame that feedback.

An interactive notebook or writing log could be used to organize student work and exhibit student growth and reflection.

6 Stage 3 – Learning Plan (Design learning activities to align with Stage 1 and Stage 2 expectations) ______

Key Learning Events Needed to Achieve Unit Goals  Instructional activities and learning experiences needed to align with Stage 1 and Stage 2 expectations.

Include these instructional elements when designing an effective and engaging learning plan for ALL students:  Align with expectations of Stage 1 and Stage 2  Scaffold in order to acquire information, construct meaning, and practice transfer of understanding  Include a wide range of research-based, effective, and engaging strategies  Differentiate and personalize content, process, and product for diverse learners  Provide ongoing opportunities for self-monitoring and self-evaluation

Lesson One

Essential Question  What can I learn about the past from studying artifacts and documents? What can’t I learn about the past from studying artifacts and documents?

Background: Initial Excerpts from the Clarifications Document

The K–3 cluster introduces students to the concept that documents and artifacts give us information about the past. A student will have mastered this concept when that student can respond to a new document or artifact by giving a written explanation that clearly displays an understanding of the concept. An artifact is simply a thing, any thing, made by human hands. A piece of physical evidence (referred to as material culture by historians) from a time period or an event is a primary source. So, both a document and an artifact may be a primary source. Sometimes we learn more from touching artifacts than we learn from reading about them. A student’s book bag contains artifacts that historians could use to describe that student. Is he or she neat, organized, prepared for trouble (two pencils), or occasionally hungry (filled with snacks)?

For example: When given a picture of a colonial fireplace, a picture of a pioneer family in a covered wagon, or a picture of a family in an automobile, the student would describe the family and their activity. An old map shows what people knew, and perhaps more importantly, did not know at that time. Students might examine a map that locates China close to Europe, without the two continents of North and South America, to gain an appreciation for the difficulties faced by early explorers. Birth certificates tell where and when you were born, who your parents are, but not anything about your grades in school.

Strategy 1: Gathering Information Categorizing

Students should not be told about this strategy prior to the day that it takes place. One element that supports active engagement of this strategy is spontaneity.

Place student desks in a circle or clusters of four. Ask students to open their backpack or purse and take out evidence of what it means and/or looks like to live in the year 20XX (insert the present year). These items should be displayed on their desk or workspace. Then ask students to take out a sheet of paper and a writing utensil. If the room is set up in a circle, have the students stand in front of their desk. Students will rotate from desk to

7 desk around the circle (taking approximately 30 seconds per desk) and record one item from each desk that they feel best reflects what it is like to live in the present day. If the desks are clustered, then rotate in mini-circles and then from group to group.

Students should return to their desks and pair up with another student. Ask the pair to create categories for the different types of evidence found. The teacher should model categorizing. For instance, the teacher might show how states within the U.S. can be categorized by climate or region. Categories for this strategy might include types of technology, written records, fashion/beauty, etc. Each pair should share the categories that they created, and a class list should be compiled.

In pairs, ask students to brainstorm how historians might categorize different sources they may find while researching a person’s life. Each pair will share one category. (Examples might include photographs, letters, diaries, jewelry, clothes, the person’s house, etc.) As the reporting takes place, each contribution should be added to a class list. Ask students how all of these categories might be divided into just two (artifact and document).

For teacher background:

A piece of historical evidence is known as a primary source or material culture. The definition (which could be projected or found on a poster) of a primary source is, “A piece of physical evidence (referred to as material culture by historians) from a time period or an event is a primary source.” Historians then divide primary sources into two categories, just as the students categorized—artifact and document. “An artifact is simply a thing, any thing, made by human hands. Documents that are considered primary sources are diaries, letters, photographs, birth records, or any document that serves as a first person account or eyewitness to an event or time period.” Students will process this information using the KIM Vocabulary Building strategy. Rather than simply copy the definition, students will be required to state the definition in their own words, draw a clue to help them remember what the word means, and use the word in a sentence. Below is a model using the word defeat (see Handout 1-1 Vocabulary Words).

Source of the Strategy and Model – http://www.asdk12.org/MiddleLink/HighFive/KIM/

8 K I M (K = Key Vocabulary Word) (I = Information/Definition) (M = Memory Clue/Picture) Primary Source Your sentence:

K I M (K = Key VocabularyK Word) (I = Information/Definition)I (M = MemoryM Clue/Picture) (K = Key ArtifactVocabulary Word) (I = Information/Definition) (M = Memory Clue/Picture) Document Your sentence:

Your sentence:

Check for Understanding

If you had known in advance that you would be sharing objects out of your backpack, what artifact would you have included that you think best represents the current year? Explain your answer.

Rubric 2 – This response gives a valid artifact or document with an accurate and relevant explanation. 1 – This response gives a valid artifact or document with an inaccurate, irrelevant, or no explanation.

For administration of formative assessment see Student Self-Assessment and Reflection

Strategy 2: Extending and Refining Object-Based Learning

Students will expand their understanding of primary sources by purposefully putting together a collection rather than relying upon what happened to be in their backpack. They are also beginning to look at how historians research individuals in addition to time periods.

Materials Needed  Paper bags for each student.  Artifacts and documents that the students bring in from home.

Approximately one week prior to conducting this strategy ask students (or send home a letter of request to their parents or guardians) to select 5 “things” (e.g., pictures, books, old report cards, trophies, certificates, copies of birth certificates, toys, jewelry, journals, travel memorabilia, etc.) that would enable another person to learn more about them, their hobbies, their families, their interests, their past, etc.

Teacher Tips

9  Caution students not to bring in valuable objects that they are afraid to lose. For such items students may chose to bring in a photo of the item or cut out a picture of the item from a catalog or magazine.  Instead of bringing in something that is not allowed by school code (video games, electronic devices, etc.), ask students to bring in the packaging from the item.  Remind students that the items will remain in the classroom for a few days, so they should avoid including an item that they will need during that time.

Distribute paper bags. Ask the students to write their names on them and the phrase “My History Bag.” Tell the students that they are to put their 5 “things” (artifacts and documents) in the bags and bring them to class in the bags on the day selected for this lesson. Ask them not to share the contents of their bags with anyone in class.

Prior to the day selected for this strategy, bring in your own History Bag with items that reveal significant information about yourself. Model and provide guided practice by taking one item out of the bag. Ask students to guess what they think the item reveals about you and your past. Confirm or correct their conclusions. Continue this until you have gone through each item in your History Bag, and then ask each student to summarize what the 5 items reveal about you and your past.

Place students in pairs (Student A and Student B) and ask them to exchange their History Bags with their partners. Ask Students A to empty the bags of Students B. Then, ask them to write down or explain orally what they have learned about Students B from the contents of their bags and have Students B confirm or correct what the documents or artifacts were meant to reveal about him or her. Repeat the process but this time Students B report on the contents of Students A bags. You may want to ask students to share what they have learned about each other with the entire class.

Then, pose the question to the student pairs: How is this similar to what historians do when they write historical accounts? (Historians draw conclusions from artifacts and documents.)

Finally, ask each student to take the 5 “things” from their partner’s History Bag and put documents on the left side of their desk or workspace and artifacts on the right. Have the students check the placements while you walk around the room doing likewise. Invite the class to identify some of the artifacts they found in the History Bags and write them on the board under the word Artifact. Do likewise with documents (see Handout 1-2 History Bags).

10 ARTIFACTS DOCUMENTS  Toy  Photo  Jewelry  Notebook  Key Chain  Diary  Game Boy/Video Game  Yearbook  DVD/Video  Certificate  Piece of Sports Equipment

Teacher Tip  Teachers should keep in mind that this activity is to help students “practice” using the terms artifacts and documents. Since documents are really one type of artifact, there will be items that may not neatly fit into one category or the other. The overarching goal is for students to be comfortable understanding that historians use both artifacts and documents to provide evidence of the past.

Debriefing Questions (see Handout 1-2 History Bags – Debriefing) 1. What is an artifact? 2. What are some examples of artifacts in the classroom? … at home? 3. What is a document? 4. What are some examples of documents in the classroom? … at home? 5. How do historians piece together the story of the past?

Strategy Source: Delaware Social Studies Education Project http://www.udel.edu/dssep/lessons_and_resources/TrashBags_K-3.htm

Have students take out the list compiled during the previous strategy. Students will apply their knowledge of these vocabulary terms using two highlighters, colored pencils, or crayons to circle or highlight which are artifacts and which are documents.

Why is it important for historians to use primary sources while investigating history? Explain your answer.

Rubric 2 – This response gives a valid reason with an accurate and relevant example. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no example.

Strategy 3: Extending and Refining Think/Pair/Share

Students will extend and refine their understanding of how to use artifacts and documents to learn about the past through a think/pair/share. They will continue using the documents and artifacts found in their partner’s History Bag. The questions to guide this discussion include: . What can we learn from studying these artifacts and documents? . What can’t we learn from studying these artifacts and documents?

11 First, ask students to answer these questions individually based upon their partner’s History Bag. They may want to record their answers using the graphic organizer below (see Handout 1-3 History Bags – Extending and Refining).

What can we learn from studying What can’t we learn from studying these artifacts and documents? these artifacts and documents?

Then ask students to get together with their partner and compare their findings. Students should at this point modify or add to their original graphic organizer. Next, ask students to think about why their answers might differ based upon the types of documents and artifacts that were found in each history bag. (Just as historians are limited by the sources that are available to them, the students are limited by the availability of sources.) Students should record the similarities and differences between the resources found in the two History Bags using a T-chart.

Similarities Differences

The students should conclude their discussion by brainstorming how they could use artifacts and documents to learn more about each other. . What other documents would help you learn more about your partner? . What other artifacts would help you learn more about your partner? . Where might you go to find these primary sources?

How might what you write about your partner’s history change when new sources are found? Support your answer with an example. (This example can be fictional.) (See Lesson 1 – Assessment.)

Rubric 2 – This response gives a valid change with an accurate and relevant example. 1 – This response gives a valid change with an inaccurate, irrelevant, or no example.

12 Strategy 4: Application Artifact and Document Analysis - Childhood at the Turn of the Century

In the groups of four, students will apply their understanding of how documents and artifacts can be used to learn about the past by analyzing unfamiliar artifacts and documents. Copies of the Primary Source Analysis Sheet should be distributed to each student. Groups will discuss each primary source, and all students should record their findings on their personal analysis sheet.

After the groups are finished discussing and recording their findings, a class-wide debriefing should take place. The teacher will randomly call on groups to answer the question using their analysis sheet in addition to the group discussion that took place (see Handout 1-4 Primary Source Document Analysis Sheet – Debriefing Questions).

The analysis focuses on the following questions: . What can a historian learn from studying these artifacts and documents? . What can’t a historian learn from studying these artifacts and documents?

Debriefing questions should include sharing out what was recorded for each artifact (12 separate student responses), plus: . Which artifact or document provided the greatest amount of information? Explain your answer. . Which artifact or document provided the least amount of information? Explain your answer. . How are the photos alike or different from the photos that your family and friends have in your homes? Explain your answer.

Why is it important to use artifacts and documents when studying the past? Explain your answer. (See Lesson 1 – Assessment.)

Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

13 Lesson Two

Essential Question  How are artifacts and documents used to write the story of the past?

Background: Initial Excerpts from the Clarifications Document

History Standard Three introduces students to the concept that historical accounts are created from logical inferences based upon documents and artifacts. If students see an old toothbrush, they may wonder how it was used. Colonial toothbrushes did not have the plastic bristles we have. Their toothbrushes used natural bristles, such as stiff plant material or fibers. The colonial toothbrushes in museums have no bristles because they rotted away. Upon close inspection and an awareness of the fact that the bristles rotted, students can now draw a logical inference that colonial children brushed their teeth, just as we do. Historical documents and artifacts speak to us in a way, but we have to coax out some information through logical inferences.

Teachers in these grades should take opportunities to show students how to draw logical conclusions. Students can learn this skill by applying it repeatedly throughout the day, without realizing it is a history standard. Why is it difficult to pay attention right before lunch? Why did you bring your umbrella today if it is not raining? (The weatherperson says it will.) Hold up an artifact: What was this used for? Why do you think so?

Strategy 1: Gathering Information Writing with Reflection

Using the artifacts and documents found in the History Bag, each student will write a brief biography about their partner (see Handout 2-1 History Bag Biography).

They will then record a reflection that focuses on the following questions: (Alternative: Have all students write about the teacher or principal based on items from a History Bag.) (See Handout 2-1 History Bag Biography Reflection.) . How did the artifacts and documents help you write this story? . How does living during the same time period as the person you are researching help while writing?

After everyone is finished with the writing assignment, the partners should share with each other. A class-wide debriefing should conclude the activity. Questions for the debriefing might include (see Handout 2-1 History Bag Debriefing): . Did you write your biography based only on the artifacts and documents? Why or why not? . How did your friendship or relationship with your partner before opening the History Bag influence what you learned about him or her? . How did living through the same time period help you write the biography?

What problems did you have when using the artifacts and documents to write the biography? Explain your answer. (See Handout 2-1 History Bag Check for Understanding.)

14 Rubric 2 - This response gives a valid problem with an accurate and relevant explanation. 1 – This response gives a valid problem with an inaccurate, irrelevant, or no explanation.

Strategy 2: Extending and Refining Vocabulary Building – Making Inferences

Students will record the definitions below and create a nonlinguistic representation of each term. They will then in partners take out their History Bags. Using those artifacts and documents, they will write one conclusion and one inference about the life of their partner (see Handout 2-2 Vocabulary Building – Making Inferences).

To conclude To infer What we think or what we can figure out What we know by looking at the artifacts by looking at the artifacts and documents and documents (using clues) Graphic: Graphic:

A conclusion about your partner using An inferences about your partner using his/her History Bag: his/her History Bag:

What evidence from the artifact or What evidence from the artifact or document helped you make this document helped you make this conclusion? inference?

After students have written the conclusion and inference, they will share each with their partner and discuss why they recorded each. The partner will then provide feedback regarding the accuracy of the conclusion and inference. One example should be shared during a class-wide debriefing.

The partners will then use four digitally archived photos to continue making conclusions vs. inferences regarding textile mills during the early 1900s. They should also discuss why one picture might provide better information than another. (This would help to assess the students’ ability to determine the amount of information that can be gained from each of the artifacts.) (See Handout 2-2 Making Inferences.)

15 Supplemental materials to assist with making inferences: http://www.studyzone.org/testprep/ela4/o/makinginferencel.cfm http://www.kimskorner4teachertalk.com/readingliterature/readingstrategies/inferences.htm

This video provides examples of making inferences in both fiction and non-fiction http://www.brainpopjr.com/reading/comprehension/makeinferences/zoom.weml

Sample Responses

Girls Basketball Team, Milton, ND 1908

CONCLUSIONS INFERENCES  Girls played basketball in 1908  The basketball team in Milton,  Girls basketball uniforms were North Dakota in 1908 was very very modest small  Men usually coached sports teams

Picture: Menagerie

CONCLUSIONS INFERENCES  Toys from Europe could be  Animals were one of the most found in America popular toys that children  Toys sometimes came in sets played with during this time of items that went together period during the mid 1800s

Rural school near Milton, North Dakota, 1913: Miss Margaret McKay, teacher

CONCLUSIONS INFERENCES  Children had time to go outside  Children played organized during school in 1913 games during recess or  Schools in Milton, North Dakota “outside time” in 1913 in 1913 were co-ed (boys and  Teachers were mostly women girls went to school together) during this time period

16 Frances Benjamin Johnston, Tuskegee History Class. Copyprint, 1902

CONCLUSIONS INFERENCES  Students wore very formal  African-American students did clothing to school in the early not go to school with white 1900s students in the early 1900s  Students studied social studies  Teaching patriotism was an in school during the early important part of education in 1900s the early 1900s

Oliver Perry Myers (born 1856) diary, 1872-1873

CONCLUSIONS INFERENCES  A tornado passed through  Oliver Perry Myers hunted and Keokuk County, Iowa on May fished to help feed his family 22, 1873  Oliver Perry Myers lived in a  Hunting and fishing were a big rural community part of Oliver Perry Myers’ daily activities  Oliver Perry Myers was 17 years old in 1873

The partners will then select one inference and brainstorm a list of sources where they might find information to help them turn the inference into a conclusion. The partners will then pair up with another group (creating a group of four) to compare their inference and research plan. Each group will report one conclusion, inference, and research plan (see Handout 2-2 Researching Inferences).

How do conclusions differ from inferences? Explain your answer.

Rubric 2 – This response gives a valid difference with an accurate and relevant explanation. 1 – This response gives a valid difference with an inaccurate, irrelevant, or no explanation.

Strategy 3: Application Object-Based Learning using Technology

Students will investigate the Springer family who lived in New Castle, Delaware approximately 200 years ago. Throughout the investigation, students will attempt to determine what the primary sources (artifacts and documents) left behind tell them about the family. The site is available at: http://americanhistory.si.edu/kids/springer/00clues.htm

Eight sets of visual “clues” are available. The students predict what the primary sources are and how they would provide information about the family. The interactive feature allows

17 the students to see if their prediction was accurate. The clues can either be projected onto a screen using an internet-connected computer or the students can work together in a computer lab. In either situation, the students should work with a partner to discuss their predictions.

As students are working, they should compile information found in the “clues,” using the Future Historians questionnaire found on the website and located below (see Handout 2-3 Questions for Future Historians).

Questions for Future Historians

The Springer House 1. How many people lived in the Springer house? How do you know? 2. What did the Springers eat? How do you know? 3. How did the Springers earn a living? How do you know? 4. What chores did the children do? How do you know? 5. What did the Springers do in the evenings? How do you know? 6. What sort of standing did the Springers have in the community? Were they better or worse off than their neighbors? How do you know? 7. What other sources of information might have helped you to know more about the daily life of the Springers?

Your Home 1. How will future historians figure out how many people lived in your house? 2. All the food will have rotted away. How will historians know what you ate? 3. What clues will historians use to find out what the members of your family did for a living? 4. How will historians find out what the kids did in the evening? 5. How will historians find out what you did in the evening? 6. How will historians discover what your standing was in your community? Will they be able to tell if you were better off than your neighbors? What evidence will they use? 7. What can you do to leave a better record of your life?

Source: http://americanhistory.si.edu/kids/springer/00qprint.htm

After students have completed their Future Historians questionnaire, students should write a brief history of the Spring Family comparing it to your family today.

Draw one conclusion about the Springer family. What evidence supports this conclusion?

Alternative Strategy 3 Application Activities

(See Handout 2-3 Option #1 – Cat Creek, Custer County, Nebraska.)

Option #1

Students will make conclusions vs. inferences about life in Cat Creek, Custer County, Nebraska during the late 1800s using four documents in the form of photographs. Students will first discuss the following questions: 1. What do these photos have in common? They were taken during the same time period; they were taken in the same county, etc. 2. Why do you think these photos were taken? Family snapshots or family portraits

18 3. What conclusions can be made? Custer County, Nebraska was an agricultural area; most people in this area lived on farms; families lived in this area 4. What inferences can be made? Inferences might include: taking care of animals was a part of daily life, people lived in small houses, houses were made of different materials, windmills were used to make energy, there were not a lot of trees to use for fuel, families were not wealthy in this area

Based upon the information discussed from the photos, students will write a brief history of life in Custer County, Nebraska during the late 1800s. After the summary is written, students will be using two different colored highlighters—they will underline the statements that are conclusions in one color and inferences using a second color. Then students will write two questions that still remain regarding life in Custer County, Nebraska during the late 1800s.

How can these artifacts be used to help historians write the history of the past? Explain your answer.

Rubric 2 - This response gives a valid use with an accurate and relevant explanation. 1 – This response gives a valid use with an inaccurate, irrelevant, or no explanation.

Option #2 – Analyzing a Document

(See Handout 2-3 Option #2 – Documents Written in Nebraska in the 1800s.)

Students will make conclusions vs. inferences about Nebraska prairie life during the late 1800s using four documents in the form of diaries. Students will first discuss the following questions: 1. What do these documents have in common? They each describe daily chores and life during this time period. 2. Why do you think these documents were written? They were letters written to share news with friends or family. 3. What conclusions can be made? Men, women, and children were physically active on a daily basis. 4. What inferences can be made? Life was challenging for most families, most people worked the land as farmers …

Remind students the grammar and spelling errors were common during this time period since public education was not readily available. (The handwritten originals can also be accessed using the same web addresses.) Based upon the information discussed from the photos, students will write a brief history of life on the Nebraska prairie during the late 1800s. After the summary is written, students will be using two different colored highlighters to underline the statements that are conclusions in one color and inferences using a second color. Then write two questions that still remain regarding life on the Nebraska prairie during the late 1800s.

19 Check for Understanding

How can these documents be used to help historians write the history of the past? Explain your answer.

Rubric 2 - This response gives a valid use with an accurate and relevant explanation. 1 – This response gives a valid use with an inaccurate, irrelevant, or no explanation.

Resources and Teaching Tips  A variety of resources are included (texts, print, media, web links)  Help in identifying and correcting student misunderstandings and weaknesses

Resources

For more information regarding primary sources, documents, and artifacts:  The Delaware Public Archives with the support of the Social Studies Coalition of Delaware produced and distributed to Delaware elementary schools the DVD entitled, History Standard Two – Understanding Primary Sources in the Elementary School Classroom. . Video segments are also available at: http://archives.delaware.gov/outreach/video_primarysources.shtml For more information contact Tom Summers at [email protected]  The Division of Historical and Cultural Affairs loans out a traveling trunk which is available on a first-come first-serve basis to Delaware schools. The 19th century trunk provides an opportunity for students to access artifacts and documents including 15 laminated pages from a 1908 Sears Roebuck Catalog, an 1803 inventory, an 1805 indenture, a reproduction sundial, an apple peeler, a flat iron, a waffle iron, etc. For more information contact Madeline Dunn at [email protected]  The Colonial Williamsburg Foundation allows classroom use of its web site text, images, and media. Students and teachers may download text, images, and media without restriction for use in a classroom setting*. Audio, video, and podcast interviews may not be presented to a non-educational audience without the expressed, written consent of The Colonial Williamsburg Foundation.

* Electronic Field Trips are excluded. Registered schools see copyright information in the Electronic Field Trip teacher materials.

The following statement should be included on each copy: © The Colonial Williamsburg Foundation 2009

Note: "Colonial Williamsburg" is a trademark name and a registered service mark of the Colonial Williamsburg Foundation

Teaching Tips  The teacher may choose to compile artifacts and documents regarding their local community and place them in packets to assist with the Transfer Task or a Word document hyperlinked to specific websites that include artifacts and documents rather than having the students locate their resources themselves.

20  The unit could be supplemented by having students read a historical text during the reading block and then discuss what primary sources the historian might have used to write the book. Or, the teacher might want to read the text aloud for the students. In addition they will ask: . How are artifacts and documents used to write the story of the past?

Differentiation  Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the products and performances without compromising the expectations of the Content Standards.  Instruction is varied to address differences in readiness, interest, and/or learning profiles.  Accommodations and differentiation strategies are incorporated in the design of Stage 2 and 3.

Differentiation is embedded within the instructional strategies and the transfer task.

Linguistic Students are supported by using graphic organizers, written (learns by reading questions, and the analysis worksheets. Rather than using the and writing) original letters in Lesson Two, transcripts are provided. Logical/Mathematical Students are expected to categorize primary sources into (likes classifying and documents and artifacts. Students are also expected to make categorizing, connections between the documents and photos by looking for patterns and patterns and relationships. relationships) Auditory/Musical Students are supported through cooperative learning and (learns by listening, paired discussion. likes rhythm and song) Visual/Spatial Students use the internet to access artifacts in Lesson Two/ (learns by drawing Strategy 3. and designing, using videos, maps, charts, etc.) Tactile/Kinesthetic Students can touch and manipulate artifacts found in the (likes to use tactile History Bags (Lesson One/Strategy 2). Copies of the Lesson methods of learning) Two documents and artifacts are accessible online that can be printed, laminated, and distributed to students. Interpersonal Cooperative learning and paired discussion takes place (likes to work with throughout the unit. others) Intrapersonal Using the Think/Pair/Share strategy, students must first work (likes working alone and record their personal thoughts quietly. Only after independently) this takes place are they expected to pair with another student and discuss their thoughts. Naturalist The big idea of this unit is investigation. Throughout the unit (learns by students are expected to investigate and question the sources investigating and before making inferences. questioning, particularly in nature)

21 22 Other strategy options include: . The use of student visuals to assist in writing a historical text . The use of diary entries and letters that are adapted for easier reading

Design Principles for Unit Development At least one of the design principles below is embedded within unit design.  International Education - the ability to appreciate the richness of our own cultural heritage and that of other cultures in order to provide cross-cultural communicative competence.  Universal Design for Learning - the ability to provide multiple means of representation, expression, and engagement to give learners various ways to acquire and demonstrate knowledge.  21st Century Learning – the ability to use skills, resources, and tools to meet the demands of the global community and tomorrow’s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth. (AASL, 2007)

21st century skills include: . Demonstrate teamwork and leadership . Develop, implement, and communicate new ideas with others . Work productively with others

21st century skills are required since the students are working in cooperative groups throughout the unit.

Technology Integration The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information

Multiple opportunities to integrate technology are included in this unit. For instance, the documents and artifacts can be accessed electronically if student computers are available. In Lesson Two/Strategy 2, students will investigate the Springer family who lived in New Castle, Delaware approximately 200 years ago. Throughout the investigation, students will attempt to determine what the primary sources (artifacts and documents) left behind tell them about the family. The site is available at: http://americanhistory.si.edu/kids/springer/00clues.htm

Eight sets of visual “clues” are available. The students predict what the primary sources are and how they would provide information about the family. The interactive feature allows the students to see if their prediction was accurate. The clues can either be projected onto a screen using an internet-connected computer or the students can work together in a computer lab. In either situation, the students should work with a partner to discuss their predictions.

23 Content Connections Content Standards integrated within instructional strategies

History Standard Four K-3:  Students will develop an understanding of the similarities between families now and in the past, including daily life today and in other times.  Students will develop an awareness of major events and people in the United States and Delaware history. (Different kinds of communities in Delaware and the United States)

Civics Standard Four K-3a: Students will acquire the skills necessary for participating in a group, including defining an objective, dividing responsibilities, and working cooperatively.

ELA Standard Two – 2.4i (K-4) Grade 3 – Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support; Make inferences about author’s decisions; Make reasonable predictions as they read; Use texts to make generalizations.

ELA Standard Three – 3.3b2 - Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relative to a specific purpose.

Visual Art Standard Five - 5.2 Identify ways the visual arts are used as communication (third grade proficiency).

24 Performance Task 1

You will create a museum exhibit on your community using primary sources. You will write a summary and curator report about what your exhibit.

Your exhibit must include information the following topics: . Education . Entertainment . Fashion . Housing . Businesses

The following is a checklist to help you with your exhibit.

EXHIBIT WHAT HOW Education At least 4 primary Title: sources Year Created: Explanation: Entertainment At least 4 primary Title: sources Year Created: Explanation: Fashion At least 4 primary Title: sources Year Created: Explanation: Housing At least 4 primary Title: sources Year Created: Explanation: Business At least 4 primary Title: sources Year Created: Explanation: Summary Write a summary 2 or 3 paragraphs explaining what you based on all the found out about your community sources you found Curator Report – Write a report about 1 or 2 paragraphs explaining the questions Part 1 what you could not you still have about your community’s find out history, but could not any find resources to answer your questions Curator Report – Write a report about 1 or 2 paragraphs giving examples about Part 2 what inferences you how you made inferences from the made resources you found

25 Performance Task 2 – Exhibit Cards

Title ______

Year Created ______

Summary ______

Title ______

Year Created ______

Summary ______

Title ______

Year Created ______

Summary ______

26 1-1 Vocabulary Words Name ______

Complete the chart for the 3 vocabulary words.

Vocabulary Word My Definition A Picture or Example

Primary Source

My Sentence:

Document

My Sentence:

Artifact

My Sentence:

If you had known in advance that you would be sharing objects out of your backpack, what artifact would you have included that you think best represents the current year? Explain your answer.

______

27 1-2 History Bags Name ______

History Bag Owner’s Name ______

Record what you found in the history bag. Place each item under the correct heading.

Artifacts Documents 1. ______1. ______2. ______2. ______3. ______

3. ______4. ______5. ______4. ______

5. ______

What can you learn about your partner from the primary sources in the history bag?

______

28 ______

______

29 1-2 History Bags – Debriefing

Answer each of the following questions:

1. What is an artifact?

______

2. What are some examples of artifacts in the classroom or at home?

______

3. What is a document?

______

4. What are some examples of documents that you have seen?

______

5. How do historians piece together the story of the past?

______

30 1-3 History Bags – Extending and Refining

What can’t we learn from What can we learn from studying studying these artifacts and these artifacts and documents? documents? 1. 1.

Compare your history bag to your partner’s history bag

Similarities Differences

What other primary sources would help you learn more about your partner? Where could you find those primary sources?

______

31 1-4 Primary Source Document Analysis Sheet

What can historians learn from What can’t historians learn from studying these artifacts and studying these artifacts and documents? documents?

1. ______1. ______

______

2. ______2. ______

______

3. ______3. ______

______

4. ______4. ______

______

32 1-4 Primary Source Document Analysis Sheet – Debriefing Questions

Which artifact or document provided the greatest amount of information? Explain your answer.

______

Which artifact or document provided the least amount of information? Explain your answer.

______

How are the photos alike or different from the photos that your family and friends have in your homes? Explain your answer.

______

33 Lesson 1 – Assessment

How might what you write about your partner’s history change when new sources are found? Support your answer with an example.

______

Why is it important to use artifacts and documents when studying the past? Explain your answer.

______

34 2-1 – History Bag Biography

Think back to the items you found in your partner’s History Bag. Write a short biography about your partner from the items in the History Bag.

A Biography of ______

Written by ______

35 2-1 History Bag Biography Reflection

How did the artifacts and documents help you write this story?

______

How does living during the same time period as the person you are researching help while writing?

______

36 2-1 History Bag Debriefing

After everyone is finished with the writing assignment, share your biography with your partner. Answer the following questions and be prepared to share your answers with the class.

Did you write your biography based only on the artifacts and documents? Why or why not?

______

How did your friendship or relationship with your partner before opening the History Bag influence what you learned about him or her?

______

How did living through the same time period help you write the biography?

______

37 2-1 History Bag – Check for Understanding

What problems did you have when using the artifacts and documents to write the biography? Explain your answer.

______

38 2-2 Vocabulary Building – Making Inferences

To conclude To infer What we know by looking at the What we think or what we can figure artifacts and documents out by looking at the artifacts and documents (using clues) Graphic: Graphic:

A conclusion about your partner An inferences about your partner using his/her History Bag: using his/her History Bag:

39 2-2 Making Inferences

Document Conclusions Inferences 1

40 2-2 Researching Inferences

With a partner, select one inference and brainstorm a list of sources where you might find information to help turn the inference into a conclusion.

Our inference is ______

List of sources to check:

1. ______

2. ______

3. ______

4. ______

5. ______

How do conclusions differ from inferences? Explain your answer.

______

41 2-3 Questions for Future Historians The Springer House http://americanhistory.si.edu/kids/springer/00clues.htm

1. How many people lived in the Springer house? How do you know?

______

2. What did the Springers eat? How do you know?

______

3. How did the Springers earn a living? How do you know?

______

4. What chores did the children do? How do you know?

______

5. What standard of living did the Springers have? Were they better or worse off than their neighbors? How do you know?

______

6. On the back, list other sources of information might have helped you to know more about the daily life of the Springers.

42 2-3 Questions for Future Historians

Your Home http://americanhistory.si.edu/kids/springer/00clues.htm

1. How will future historians figure out how many people lived in your house?

______

2. All the food will have rotted away. How will historians know what you ate?

______

3. How will historians find out what the kids did in the evening?

______

4. How will historians discover information about your standard of living? Will they be able to tell if you were better off than your neighbors? What evidence will they use?

______

5. What can you do to leave a better record of your life?

______

43 2-3 Option #1 – Cat Creek, Custer County, Nebraska

1. What do these photos have in common?

______

2. Why do you think these photos were taken?

______

3. What conclusions can be made?

______

4. What inferences can be made?

______

5. How can these artifacts be used to help historians write the history of the past? Explain your answer.

______

44 2-3 Option #2 – Documents Written in Nebraska in the 1800s

6. What do these documents have in common?

______

7. Why do you think these documents were written?

______

8. What conclusions can be made?

______

9. What inferences can be made?

______

10. How can these documents be used to help historians write the history of the past? Explain your answer.

______

45 TO BE USED WITH LESSON 1, STRATEGY 4

ARTIFACT #1

Source: Colonial Williamsburg – for educational purposes only © The Colonial Williamsburg Foundation 2009 http://www.history.org/Foundation/journal/Christmas04/toys.cfm#webex

ARTIFACT #2

46 ARTIFACT #3

ARTIFACT #4

47 ARTIFACT #5

ARTIFACT #6

DOCUMENT #1 – Girls’ basketball team, Milton, North Dakota, 1908.

Source: The Northern Great Plains, 1880-1920: Photographs from Fred Hultstrand and F.A. Pazandak Photograph Collections http://memory.loc.gov/cgi-bin/query/D?ngp:1:./temp/~ammem_ChLI::

SUMMARY Five girls in uniforms standing around a seated man, presumably the coach. One girl has foot resting on basketball with lettering "M.H.S. '08." Taken in a studio with backdrop. No identification of people given.

DOCUMENT #2 – Rural school near Milton, North Dakota, 1913: Miss Margaret McKay, teacher.

Source: The Northern Great Plains, 1880–1920: Photographs from Fred Hultstrand and F.A. Pazandak Photograph Collections http://memory.loc.gov/cgi-bin/query/D?ngp:1:./temp/~ammem_fKff::

Schoolchildren in a circle holding hands, likely playing a game. In background is a woman standing in school doorway.

DOCUMENT #3

Frances Benjamin Johnston. Tuskegee History Class. Copyprint, 1902.

Source: African American Odyssey Exhibit; Library of Congress. Prints and Photographs Division. Reproduction Number: LC-USZ62-64712 (6-3) http://www.loc.gov/exhibits/odyssey/archive/06/0603001r.jpg

DOCUMENT #4

Clara Hinton diary Monday July 30, 1906 Aunt Lou’s birthday. She and the rest were coming up to our house to celebrate Papa’s and her birthday but they telephon-ed up and said they had to thrash. So Madge, Jessie and Aunt Maud came over. We had a good dinner (for us) We washed the dishes. I went down town with them after dinner. Then Mrs. Howell gave me my music lesson. We have protrac-ted meetings now. July 31 Papa, Ruth and I went. Grandma came over to bake bread. Papa Forrest and [Gene] went to the farm for plums in the morning. I made doll dresses, practiced music lesson, etc. …

Source: Iowa Digital Library; Clara Hinton diary, 1906-1907; Hendrick, Iowa http://cdm.lib.uiowa.edu/cdm4/document.php?CISOROOT=/diariesandCISOPTR=103andREC=3

Document #4 Modified

Clara Hinton diary Monday July 30, 1906 Today is Aunt Lou’s birthday, so we planned a family birthday party. Before the party started, they called on the telephone and said that they could not come because the wheat needed to be cut. Madge, Jessie, and Aunt Maud were still able to visit. We had a good dinner (for us) and washed the dishes. We went to town after dinner. Then Mrs. Howell gave me my music lesson.

July 31 Grandma came over to bake bread. Papa Forrest and [Gene] went to the farm to pick plums this morning. I made doll dresses, practiced for my music lesson, etc. …. Adapted from: Iowa Digital Library; Clara Hinton diary, 1906-1907; Hendrick, Iowa http://cdm.lib.uiowa.edu/cdm4/document.php?CISOROOT=/diariesandCISOPTR=103andREC=3

DOCUMENT #5

Oliver Perry Myers (born 1856) diary, 1872-1873 May 1873 16

16 went Down to William Armstrongs 17 Hunted and fished 18 Visited 19 Hunted and [and] fished 20 Came home to Day " Charlie Payne went with we me Down to Will’s we Killed 14 pigeons and caught 12 fish weighing about 30 or 40 lb 21 Harrowed a piece of corn commenced shoveling another piece for the purpose of replanting 22 There was quite a rain this morning And About 3 oclock there was an awful tornado passed south of our house It blowed 5 dwelling’s to atoms and a school house and one barn in this section and it is said that it was far more Destructive in the adjoining county (Keokuk) and as much so in its onward Course Its course was generally

Source: Iowa Digital Library; Oliver Perry Myers diary, 1872-1873 http://cdm.lib.uiowa.edu/cdm4/document.php?CISOROOT=/diariesandCISOPTR=112andREC=9

Document #5 Modified

16 went Down to William Armstrongs 17 Hunted and fished 18 Visited 19 Hunted and fished 20 Came home to Day Charlie Payne went with we me down to Will’s house. We were able to hunt 14 pigeons and catch 12 fish weighing about 30 or 40 lb 21 Harrowed the corn field, and plowed another for the purpose of replanting 22 There was quite a rain this morning. About 3 o’clock there was an awful tornado which passed south of our house. It tore down five houses, a school house and one barn in this and it is said that it was far more destructive in the next county (Keokuk).

Adapted from: Iowa Digital Library; Oliver Perry Myers diary, 1872-1873 http://cdm.lib.uiowa.edu/cdm4/document.php?CISOROOT=/diariesandCISOPTR=112andREC=9

USING EVIDENCE TO MAKE CONCLUSIONS AND INFERENCES

1. Girls’ basketball team, Milton, North Dakota, 1908. Source: The Northern Great Plains, 1880-1920: Photographs from Fred Hultstrand and F.A. Pazandak Photograph Collections http://memory.loc.gov/cgi-bin/query/D?ngp:1:./temp/~ammem_ChLI::

SUMMARY Five girls in uniforms standing around a seated man, presumably the coach. One girl has foot resting on basketball with lettering "M.H.S. '08." Taken in a studio with backdrop. No identification of people given.

2. Menagerie Source: Colonial Williamsburg – for educational purposes only © The Colonial Williamsburg Foundation 2009 http://www.history.org/Foundation/journal/Christmas04/toys.cfm#webex

3. Rural school near Milton, North Dakota, 1913: Miss Margaret McKay, teacher.

Source: The Northern Great Plains, 1880–1920: Photographs from Fred Hultstrand and F.A. Pazandak Photograph Collections http://memory.loc.gov/cgi-bin/query/D?ngp:1:./temp/~ammem_fKff::

4. Frances Benjamin Johnston. Tuskegee History Class. Copyprint, 1902.

Source: African American Odyssey Exhibit; Library of Congress. Prints and Photographs Division. Reproduction Number: LC-USZ62-64712 (6-3) http://www.loc.gov/exhibits/odyssey/archive/06/0603001r.jpg

16 went Down to William Armstrongs 17 Hunted and fished 18 Visited 19 Hunted and fished 20 Came home to Day Charlie Payne went with we me down to Will’s house. We were able to hunt 14 pigeons and catch 12 fish weighing about 30 or 40 lb 21 Harrowed the corn field, and plowed another for the purpose of replanting 22 There was quite a rain this morning. About 3 o’clock there was an awful tornado which passed south of our house. It tore down five houses, a school house and one barn in this and it is said that it was far more destructive in the next county (Keokuk).

5. Adapted from: Iowa Digital Library; Oliver Perry Myers diary, 1872-1873 http://cdm.lib.uiowa.edu/cdm4/document.php? CISOROOT=/diariesandCISOPTR=112andREC=9

55 TO BE USED WITH LESSON 2-3, OPTION 1

Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 Farm of W.W. Potts, Cat Creek, Custer County, Nebraska; Solomon D. Butcher; 1888 http://memory.loc.gov/cgi-bin/displayPhoto.pl? path=/award/nbhips/lca/141andtopImages=14153r.jpgandtopLinks=14153v.jpganddisplayProfile=0andtitle=Farm %20of%20W.W.%20Potts,%20Cat%20Creek,%20Custer%20County, %20Nebraska.andm856s=$dnbhips$f14153anddir=ammemanditemLink=D?psbib:4:./temp/~ammem_rWRx

H.E. Hyatt, southeast Custer County, on Cat Creek; Solomon D. Butcher; 1888 or 1889 Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/displayPhoto.pl? path=/award/nbhips/lca/110andtopImages=11003r.jpgandtopLinks=11003v.jpganddisplayProfile=0andtitle=H.E. %20Hyatt,%20southeast%20Custer%20County,%20on%20Cat %20Creek.andm856s=$dnbhips$f11003anddir=ammemanditemLink=D?psbib:2:./temp/~ammem_4nCf::

Abraham Hyatt, on Elk or Cat Creek, Custer County, Nebraska; Solomon D. Butcher; 1886 or 1887 Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/D?psbib:1:./temp/~ammem_WOmj

W.P. Hyatt, Cat Creek or Elk Creek in Southeast Custer County, Nebraska; Solomon D. Butcher; 1888 Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/D?psbib:3:./temp/~ammem_m3xa

Letter from Mattie V. Oblinger to Thomas Family, April 25, 1874 To day I give the house a general sweeping and brushing cleaned out the cupboard and washed off all my dishes then washed {Begin deleted text}the{End deleted text} down the windows and doors Last Wednesday I washed and then scoured my tin ware so we will live bright for a few days Now Mother are you ready to say well Marth what do you scour tin ware with away out in Neb Well I use sand just as I use to in Ind but I can not go to the Creek here and get it for we are not near any runing stream the sand I useed come out of Mr Powells Well it was some Mrs Allkire give me Then I give the table a genuine scouring with it I had scoured it frequently with ashes but it would never look the way I wanted it to It is the table top the boys brought with them and it got so colored before I got here that I dont think I ever will get it the right color Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/S?ammem/psbib:@field(SUBJ+@od1(Housecleaning++Nebraska+ +Fillmore+County))

Letter from Giles S. Thomas to Thomas Family, July 23, 1876 I put 4 horses to the corn planter and put in 19 A. in one day I was out by sun up or a little after. Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l135)

Letter from Giles S. Thomas to Thomas Family, April 30, 1881 I am puting out 60 Acres of a crop and have had every foot of it to plow I am doing it all my self and with two horses-- I put 10 A-- to wheat 10 to Oats …I have 20 Acres of wheat that was hailed last June did not make any thing to cut but left enough wheat on the ground to Seed it… Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l158)

Letter from Stella Oblinger to Rhoda Bacon, Lucy Bacon, Sadie Oblinger, and Nettie Oblinger, April 24, 1887 I and Maggie are going to school our school commensed two weeks ago tomorrow I like my teacher real well her Name is Miss Cora Evans what is your teachers name I study fifth reader Arithmetic Spelling and Geography and History what do you and Lucy study and does Len go up stairs to school yet we go to school in a sod schoolhouse it is just the size of our house there are eleven scholars coming to school we have one mile and a half to walk. Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l216)

Letter from Uriah W. Oblinger to Thomas Family, January 4, 1883 At present I am chopping cordwood, and sawing stove wood for a living just as opportunity offers. Our winter is close and cold with about ten in' of snow on the ground, for over two weeks it has been from 5o to 25o below zero, we are getting used to it by this time, and think it nothing extraordinary… I have lost both crops with hail storms …to support my family by days work, takes all my time, and days are so short here in this northern country that a man can not do much unless he uses every minute of it to the best advantage. Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l187)

58 TO BE USED WITH LESSON 2-3, OPTION 2 or the modified diaries can be used.

Letter from Mattie V. Oblinger to Thomas Family, April 25, 1874 Today I cleaned the house. First I swept the floor and then washed the dishes. Then I cleaned all of the windows and doors. Last Wednesday I polished the tin dishes that we use. My mother wondered how to do that since we live in Nebraska and don’t have stores to buy cleaning supplies. We used to use sand from the creek in Indiana, but there is no creek here. Instead, I scrub them with sand that comes out of Mr. Powell’s well. I also use sand to scrub the table. I tried ash on the table that we brought with us, but I can’t get it the color that I want it. Adapted from: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/S?ammem/psbib:@field(SUBJ+@od1(Housecleaning+ +Nebraska++Fillmore+County))

Letter from Giles S. Thomas to Thomas Family, July 23, 1876 My four horses pulled the corn planter and I planted nineteen acres of corn in one day. I started when the sun came up or a little after. Adapted from: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l135)

Letter from Giles S. Thomas to Thomas Family, April 30, 1881 I am planting sixty acres of my farm and have had every foot of it to plow. I am doing it all by myself and with the help of my two horses. Ten acres were planted with wheat and ten acres were planted with oats. Last year 20 Acres of wheat were destroyed during a hail storm. So in June I did not have any thing to cut but left enough wheat on the ground to seed it… Adapted from: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l158)

Letter from Stella Oblinger to Rhoda Bacon, Lucy Bacon, Sadie Oblinger, and Nettie Oblinger, April 24, 1887 Maggie and I started school two weeks ago. I like my teacher, Miss Cora Evans. What is your teacher’s name? I study level five reading, math, spelling, geography and history. What do you and Lucy study? Does your brother Len go upstairs in the school yet? Our schoolhouse is made out of sod and is the same size as our house. There are eleven students who come to our school we have to walk one and a half miles to get there. Adapted from: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l216)

Letter from Uriah W. Oblinger to Thomas Family, January 4, 1883 I am now chopping and sawing wood for a living when work is offered. Our winter is cold with about ten inches of snow on the ground. For over two weeks it has been from 5o to 25o below zero. We are getting used to it by now and don’t think that much about it… I have lost both crops with hail storms so I now work all day to support my family, but the days are so short here in this northern country that a man can not do much unless he uses every minute of it to the best of his ability. Source: American Memory – Prairie Settlement: Nebraska Photographs and Family Letter, 1862-1912 http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l187)