PRESENTED BY Curriculum Guide for Indiana 3rd Grade Classrooms Table of Contents Introduction 2 Introduction to Teachers 2 Map Key 6 Map 7 Planning Your Visit 8 All Aboard in Indianapolis 9 Lucas Oil Stadium 10 N.K. Hurst Building 11 Eiteljorg Museum of American Indians and Western Art 12 Indianapolis Soldiers and Sailors Monument 13 Indianapolis Power & Light Building 14 Hilbert Theatre 15 Lacy Building 16 5/3rd Bank Building 17 One America Building 18 Indianapolis Chamber of Commerce 19 Union Station 20 National Parks 21 Glacier National Park 22 Glacier Lodge 25 Grand Canyon National Park 26 El Tovar Lodge 28 Grand Canyon Railway 29 Mesa Verde National Park 30 Yellowstone National Park 31 Old Faithful 34 Old Faithful Inn 35 Roosevelt Arch 36 Yosemite National Park 37 The Majestic Yosemite Hotel 39 Half Dome 40 Additional Scenes and Landmarks of the West 41 Albuquerque International Balloon Fiesta 42 Artist Charlie Russell’s Cabin 44 Golden Gate Bridge 46 Mount Rushmore 48 Western Town 50 Aspen, Colorado 51 Hoover Dam 52 Las Vegas 53 Trains and Railroads 54 Atchison, Topeka and Santa Fe Super Chief Passenger Train 55 Durango & Silverton Narrow Gauge Railroad 57 Spanish Missions 59 The Alamo (Mission San Antonio de Valero) 60 Mission San Francisco de la Espada 60 San Francisco de Asis Church 60 El Sanctuario de Chimayo 61 Mission San Xavier Del Bac 61 Mission San José de Tumacácori Mission 61 Mission San Carlos Borroméo de Carmelo 61 Back Home Again 62 Coliseum 63 Midway 63 Normandy Barn 64 Indianapolis Motor Speedway, Oval Track 65 Indianapolis Motor Speedway, Pagoda 66 Indianapolis Motor Speedway, Museum 66 Acknowledgements 67 Sponsors 68 500 W. Washington Street Indianapolis, IN 26204 317.636.9378 www.eiteljorg.org Introduction Introduction to Teachers By Erica Christie, Curriculum That Matters About the Curriculum Guide thoughts, and creatively express their ideas. We are glad you have chosen to bring your class After students have visited each graffiti board, to Jingle Rails: The Great Western Adventure share and discuss them as a class. Next, extend at the Eiteljorg Museum of American Indians students’ thinking about the six Jingle Rails sites and Western Art. This Curriculum Guide will you selected by sharing information from the provide background information about the appropriate pages in this Curriculum Guide. geography and history of the national parks and Ask Questions. Ask students what questions historic locations in the American West, as well they have about the American West and the as key sites in our community of Indianapolis, historic sites featured in Jingle Rails. Encourage Indiana. Each of these sites is brought to life for each student to write down at least two questions students in Jingle Rails, created in magnificent on a sticky note. Have students share questions miniatures, using natural materials. in small groups and then share the groups’ This “Introduction to Teachers” will provide most interesting questions with the entire class. you with teaching ideas to make your Jingle Record questions for a future activity. Rails field trip meaningful and informative Map the Exhibit. Display a large map of for all students. The Jingle Rails experience the United States. Show students the area will be most effective if students are prepared typically defined as the “American West.” Help in advance of the visit, engaged during the students locate some of the key features they visit, and learning is extended after the visit. will be seeing during their visit to Jingle Rails. By enriching the Jingle Rails field trip in these Discuss the main geographic features of the ways, the lessons learned will be long-lasting. American West and compare these features to Prepare for Your Visit the geography of Indiana. Share with students that Prior Knowledge. Choo Choo! Get young students excited they will soon be visiting Jingle Rails. Ask about their visit to Jingle Rails by learning students to discuss what they already know more about railroads. Read Traci Todd’s C is about the national parks and other featured for Caboose, an engaging alphabet book that sites in the American West. Has anyone visited features bright vintage-inspired illustrations, the American West or been to a national park? kid-friendly train vocabulary, and historic Record student responses for the entire class photographs and artifacts. Share Jingle the to see. Brass, by Patricia Newman, an entertaining Graffiti Boards. Select six Jingle Rails sites and informative read aloud that teaches and write the name of each in the center of a students railroad jargon and vividly captures large sheet of chart paper. Place papers around the experiences of riding the rails. Have the room and give each student a marker. Ask students explore stories of diverse individuals each student to visit each paper and record traveling west on the railroads in an online their thoughts, questions, or ideas about simulation activity, available at http://stories. the Jingle Rails site. Rather than structured, washingtonhistory.org/Railroads/Flash/ bulleted lists, these should resemble graffiti FlashInteractive.aspx. boards, where students draw pictures, record 2 Introduction Engage Students natural materials, such as sticks, bark, or moss, and use these materials to help recreate During Your Visit the same feel of the miniatures in the exhibit. All Aboard! Start your field trip experience Invite a class who did not go on the field trip long before you arrive at the Eiteljorg Museum to come visit the mural. Have students share by transforming your school bus into the Jingle what they learned at Jingle Rails and explain Rails Express train. Have early elementary their mural to the class. students purchase tickets to the train and ask your bus driver to be the train conductor, Go deeper! Have students conduct inquiry collecting the tickets as students board the projects. These projects could be based train. As the train leaves your school, or “the on students’ initial questions about the station,” use realistic phrases and noises to American West, questions that arose from simulate the train experience, such as blowing visiting the exhibit, or simply be inquiry a whistle, if the driver approves. Encourage into specific sites and landmarks featured in students to repeat “choo choo” and say “All Jingle Rails. Individually or in partners, ask Aboard” and “Next Stop Eiteljorg Museum.” students to research their inquiry topic by While on the bus/train, sing a train song, such utilizing a variety of media, such as books, as, “I’ve Been Working on the Railroad.” online resources, primary source documents, photographs, artwork, and first-hand accounts. Discuss and Reflect. After students enjoy the Provide an open-ended graphic organizer Jingle Rails exhibit, find a quiet place for your to help students organize their findings and students to sit in the lobby of the museum. In give them suggestions about what kind of small groups, have students share what they information you would like them to find. found most interesting about the exhibit, their Encourage student “experts” to think of a favorite landmark, and one question they still creative way to share what they learned about have. Alternatively, this reflection may be their topic with the rest of the class. For completed at school upon returning from the example, students could create a travel brochure field trip, rather than at the museum. about their location, write a historical-fiction Sketch. Following your visit, encourage story integrating what they learned, create a students to sketch a drawing of their favorite detailed diorama, or develop an informative landmark. Sketches may be done with pencil PowerPoint or poster presentation. on a piece of paper attached to a clipboard or Hit the Road (or the Tracks). Have students in a small notebook. To extend this activity, plan a “Great Western Adventure” trip for ask students to brainstorm ideas for what their family. Provide some basic guidelines additional sites or landmarks could be added for students, such as each family should visit to Jingle Rails in the future. Draw a sketch of at least three national parks and use at least how this new site might appear, making sure two forms of transportation. After students to utilize all natural materials. decide on an itinerary for their trip, it’s time to Extend Learning hit the road (or tracks)! Have students record their Western adventures in journal entries, After Your Visit Recreate and Share. Hang a large sheet diaries, or by writing letters and postcards of paper across one wall of your room. Ask home to family or friends. Model for students students to work together to create a mural or how to incorporate factual information about map depicting what they experienced at Jingle a place into a fictional account of a trip. Share Rails. Try to include as many of the landmarks travelogues with classmates and celebrate your as possible. If desired, go outside and collect Western adventures. For a fun extension, turn 3 Introduction a cardboard box into a “television” and have John Henry. Introduce students to the legend students share their travelogues as if they are of John Henry, the African American railroad reporters on the “Travel Channel.” worker turned folk hero who was believed to be so strong he could dig through a mountain Since Indiana Discover the National Parks. faster than a steam drill. John Henry’s story is not home to a National Park, few students is told in several children’s books, including may have had the opportunity to visit these Julius Lester’s John Henry and Ezra Jack Keats’ spectacular national treasures. Provide John Henry: An American Legend, as well as in students with an opportunity to learn more a newer graphic novel, John Henry Hammerin’ about the history, diversity, and geography Hero by Stephanie True Peters.