27 The Past 100 Years


Competencies: Social Studies, Social Studies Skills

Social Studies Skills 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.


 

Objective: Students draw or write what has changed and what has stayed the same over the past 100 years.

Materials: paper, pencil, crayon or pens

Procedure:

  1. As a culminating activity, discuss how life was different in Issaquah 100 years ago compared to today, and how life is the same.
  2. Students either draw pictures to illustrate similarities and differences or write a short paragraph to explain.
  3. Students share their final products with the class.
  4. Pose the question, “Which time period would you prefer to live in and why?”

Extensions:

  • Display the final products in the hall, office, school library or local library.
  • Share the final products with another class, preferably one that is also studying local history.
  • This activity could be done as a hypothetical letter to a pen pal.

Downloads:

Activity 27 (DOC)
Activity 27 (PDF)

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28 ABC and Who’s Who Books


Competencies: Social Studies, Social Studies Skills

Social Studies Skills 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.


 

Objective: Students organize and record information that they have learned about Issaquah’s history by creating a class “ABC’s of Issaquah’s History” or “Who’s Who” book Issaquah’s history.

Materials: books, objects or photos in the kit, paper, pencils, crayons, or markers.

Note to teacher: This project requires some teacher preparation.  It works best if the teacher is familiar with Issaquah history.  There are books and articles included in this kit that will provide the necessary information for research.  The learning opportunities are maximized when the children are allowed to do as much of the decision-making as possible, and to contribute to the text in the class-made books.  Therefore, we have not provided scripts for making these classroom books, but instead, have provided the materials necessary.

Procedure:

  1. Review what the class has already learned about the history of Issaquah.
  2. Share any published ABC book or a Who’s Who book as an example.  A school librarian can help you to locate these.
  3. List items that either fit into the ABC’s or people who should be included in a Who’s Who book for Issaquah history.
  4. As a class, write one sentence for each letter of the alphabet or for each person that will be included in the book.  For example:

ABC Book
A is for Alder trees.  The Native Americans used Alder for dye, to eat, and as a medicine.
B is for boat.  The scow, The Squak, carried people, tools, and animals across Lake Sammamish in the late 1800’s.
C is for coal.  Mr. L. B. Andrews first found coal on the east slope of Squak Mountain, in what is now the town of Issaquah, in 1862.

OR

Who’s Who Book
L. B. Andrews was an early settler in what is now the Issaquah area.  He discovered coal on the east slope of Squak Mountain in 1862.
Mary Louie was a Native American in the Issaquah area that was friends with many of the early settlers.  She was very knowledgeable about the ways of the woods.
Stella Alexander became the first woman mayor of Issaquah on June 6, 1932.

  1. After the class has written a sentence for each alphabet letter, or for each person, let students choose which page they would like to illustrate.
  2. When the class is finished, create a cover and bind the book with staples, rings, or plastic bindings.  If your class is willing, they could leave a copy of their book in the kit as a model for future classes to read.

Downloads:

Activity 28(DOC)
Activity 28
(PDF)

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29 Modern Time-Capsule Trunk


Competencies: Social Studies, Social Studies Skills

Social Studies Skills 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.


 

Objective: Students create a museum trunk/time-capsule; each student brings an object and tells why it should be included.  As a finale, students can ask to host the “Cherishing Our Heritage” exhibit at the Issaquah History Museums.

Materials: the Issaquah History Kit, objects from home (one small item from each child), letter home (see attached), board, large paper and a pen, or an overhead for brainstorming ideas, a container for the collected materials

Procedure:

  1. Discuss the items that are in the Issaquah History Kit.  Discuss why these photos, newspaper articles, books, and objects were selected.  For example, there are pieces of coal, photos of coal miners and a miner’s hat to show the importance coal mining had on the development of Issaquah.
  2. Brainstorm ideas for items that would represent the current, modern era.  Which photos or items would tell the most about our life today?  If people today put together a trunk that was to be opened in 100 years, like a time capsule, what should be in that trunk?  What would a class photo tell people about us 100 years from now?
  3. Tell students that they will get to put together a class trunk that represents life today.  Each student may choose one, relatively small item to place in the trunk.  They must write, or have an adult at home help them to write, a short paragraph explaining what the item or photo is, how it is used and how it is representative of everyday life.
  4. If objects will be returned to students, assign a date for all items to be returned.  Pass out the home activity letter to students.
  5. When students have brought their items and written descriptions of the items to school, have each child tell what they brought and why they think it should be included in the trunk.
  6. Share the class trunk with another class or put it on display in the school library or office area.

Downloads:

Activity 29 (PDF)
Activity 29 (DOC)
Letter to Parents

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30 Brochure to the Past


Competencies: Social Studies, Social Studies Skills

Social Studies Skills 5.1: Uses critical reasoning skills to analyze and evaluate positions.

Social Studies Skills 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.


 

Objective: Students compare several brochures and then create their own brochure inviting people to visit Issaquah’s past.

Materials: set of brochures (provided in kit), paper, pencils, crayons, pens

Procedure:

  1. Discuss what a brochure is and what kind of information it provides.
  2. Students study the modern brochures provided in the kit. List on the board what strengths each brochure has (colorful, well organized, catchy title, important information is easy to find, tells what, when, where, gives directions, has photos, etc.)
  3. In small groups or partners, students choose a time period or event in Issaquah’s history. They are going to invite people to travel back in time to this period or event.
  4. Students list what important information must be provided in a brochure to the past.
  5. Show students how to make a brochure by folding a piece of paper into thirds.
  6. Students organize their information on the brochure, color, decorate, create a title, etc.
  7. Share the final products with the class or another class that is also studying local history.
  8. If one or two of the brochures are outstanding, and the children are willing, you can even leave an example in the kit with the other modern brochures as a model for future classes.

Downloads:

Activity 30 (PDF)
Activity 30 (DOC)

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