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The Education Department Education Department 10825 East Boulevard Cleveland, OH 44106 Phone: (216)721-5722 ext. 1502 Fax: (216) 721-0645 www.wrhs.org Dear Teacher, Thank you for booking a program with the Western Reserve Historical Society! We are very pleased that you have chosen Into the Woods, Grades 3 and 4. This packet is designed for use with your class before and after the museum visit. An outline of the program, Ohio and Common Core Academic Content Standards for Social Studies, Science, and Language Arts match-ups, and some helpful background information are included in the pages that follow. We believe that the use of these materials before your field trip help prepare your students for a more meaningful experience on program day. Some of the information and activities are also appropriate for use after the program as reinforcement and follow-up. We look forward to your program! Sincerely, The Education Department © · Cleveland, OH · www.wrhs.org Location: History Center or Outreach Grades: Grade 3-4 Time: 2 Hour Program at History Center / 90 min program as Outreach Description: Students compare and contrast Eastern Woodland American Indians with Early Settlers with hands-on activities about their land use and daily life. While imagining what life was like for these early peoples, students develop ideas about the similarities and differences in the ways cultures meet common human needs. History Historical Thinking and Skills 1. Events in local history can be shown on timelines organized by years, decades and centuries. 2. Primary sources such as artifacts, maps and photographs can be used to show change over time. Heritage 3. Local communities change over time. Geography Spatial Thinking and Skills 4. Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions. Places and Regions 5. Daily life is influenced by the agriculture, industry and natural resources in different communities. Government Civic Participation and Skills 10. Individuals make the community a better place by solving problems in a way that promotes the common good. Economics Economic Decision Making and Skills 15. Both positive and negative incentives affect people’s choices and behaviors. Scarcity 16. Individuals must make decisions because of the scarcity of resources. Making a decision involves an opportunity cost, the value of the next best alternative given up when an economic choice is made. Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. © · Cleveland, OH · www.wrhs.org 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. History Historical Thinking and Skills 1. The order of significant events in Ohio and the United States can be shown on a timeline. Heritage 3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict. Geography Places and Regions 11. The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies. Human Systems 12. People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the United States. 13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the cultural diversity of the United States. Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 3. Identify the reasons and evidence a speaker provides to support particular points. Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. © · Cleveland, OH · www.wrhs.org INTO THE WOODS Pre-visit Questions Grade 3 1. The Early Settlers first came to the Western Reserve in the late 1790s. Our area was a very different place then. In your Answer Document describe some of the changes that have taken place over the past 200-plus years. Think about the buildings, the land features, jobs and technology. 2. Moving people and products from one place to another in the Western Reserve was very difficult when people first came here. In your Answer Document describe how people and products were transported 200 years ago. 3. People who trade for (or purchase) goods and services are called consumers. Which statement below describes consumers? A. Native Americans made tools from stone and bones. B. Native Americans traded for items made of metal. C. Native Americans hunted, fished and planted to get their food. D. Native Americans made shelters from tree bark and branches. 4. People who make goods or provide services are called producers. Which statement describes producers? A. Early Settlers traded at the general store. B. Farmers often used oxen to plow their fields. C. The grist mill owner ground grain into flour. D. A potter might go hunting for food. © · Cleveland, OH · www.wrhs.org INTO THE WOODS ANSWER DOCUMENT Pre-visit Questions Grade 3 NAME: _________________________________________________________ 1. Write your response to question 1 in this space. 2. Write your response to question 2 in this space. 3. A B C D O O O O 4. A B C D O O O O © · Cleveland, OH · www.wrhs.org INTO THE WOODS Post-visit Questions Grade 3 1. Think about the food eaten by the Native Americans and the Early Settlers and how it was grown and prepared. In your Answer Document compare the similarities and differences in the food and how it was made. 2. On the grid in your Answer Document, draw symbols for the physical and human features listed below to make a map. A B C D E 1 2 3 4 5 Pond, B5 Cabin, C2 Waterfall, A1, Blacksmith shop, D4 3. The landforms, bodies of water and plants of the Western Reserve have been changed by the people who have lived here over the past 200 years. In your Answer Document describe two ways the geography has changed. © · Cleveland, OH · www.wrhs.org 4. While learning about Native American and Early Settler ways of life, you used a variety of sources. What sources helped in your investigation? A. Letters, diaries, photographs or drawings. B. Biographies, map atlas, interviews. C. Videos, CDs, books, interviews and websites. D. Artifacts, maps, models, pictures. © · Cleveland, OH · www.wrhs.org INTO THE WOODS ANSWER DOCUMENT Post-visit Questions Grade 3 NAME: _________________________________________________________ 1. Write your response to question 1 in the space below. © · Cleveland, OH · www.wrhs.org 2. On the grid below, draw symbols for the physical and human features listed to make a map. A B C D E 1 2 3 4 5 Pond, B5 Cabin, C2 Waterfall, A1 Blacksmith shop, D4 3. Write your response to question 3 in the space below. 4. A B C D O O O O © · Cleveland, OH · www.wrhs.org INTO THE WOODS Pre-Visit Questions Grade 4 1. So many people moved into the Ohio territory that Ohio was able to become a state in 1803. Which statement describes the reasons people came to Ohio? A. People came to Ohio to buy more land. B. People came to Ohio to start businesses. C. People came to Ohio because they had relatives here. D. All of the above. E. None of the above. 2. The people moving into Ohio in the early 1800s made many changes in the environment. In your Answer Document identify two ways that the early settlers affected the physical environment of Ohio. 3. Read the following paragraph. Which sentence tells the main idea? Women were the farmers in an Indian village. With the help of the children, they planted seeds, pulled weeds and picked the crops. Sometimes they attached the shoulder bone of a large animal to a stick and used it as a hoe. They dug holes and placed fertilizer and seed in each one. They would plant the seeds of beans, squashes and pumpkins in the same hole.
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