Object Box: National Symbols

Object Box: National Symbols
By: Michelle Miller and Jessa Poninski

Object Box 1 (of 5): American Flag (Interactive Website)

NCSS Thematic Strand: Time, Continuity, and Change

IL Social Science Standard:
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

Activity: (1)The students will interact with the flag to discover new and interesting facts about the original “Star Spangled Banner.” (2)The students will answer the questions provided throughout the website to collect stars that will complete the flag. (3) The students will create a five pointed star following in the footsteps of Betsy Ross. This should only take one cut on one piece of paper if folded correctly.

Content of Box: Website-http://americanhistory.si.edu/starspangledbanner/interactive-flag.aspx

Resources: Instructions and background for folded, five pointed star-//www.ushistory.org/betsy/flagstar.html,

Labels: Flag, Star, Symbol


Object Box 2 (of 5): Liberty Bell (Children’ Book Saving the Liberty Bell)

NCSS Thematic Strand: Individual Development and Identity

IL Social Science Standard:
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
18.B. Understand the roles and interactions of individuals and groups in society.
18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Activity: (1) The students will be read, Saving the Liberty Bell. (2) Students will be broken into to groups and assigned a historical figure from the book. After subsequent time for research, each group will expected to present a two-three minute oral presentation of their character. The presentation should include the effect their actions had on the war, the church, or society in general. (3) The students will be given several items in order to create a replica of the liberty bell.

Contents of Box: Saving the Liberty Bell, Morris Library-IMC 974.8

Resources: Directions on how to make a Liberty Bell replica-http://www.michaels.com/art/online/projectsheet?pid=c00034

Labels: Bell, Liberty, Freedom, Symbols


Object Box 3 (of 5): Map of Landmarks

Thematic Strands: People, Places, and Environments

IL Social Science Standard:
STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
17.A. Locate, describe and explain places, regions and features on the Earth.
17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments.

Activity: Beginning at their home, students will plan a trip that takes them to at least four different U.S. Landmarks. Once the students have decided where they will visit, they will take a simulated journey using the internet. They should document things along the way such as, changes in environment, culture, and the length of the trip. At each stop (landmark) the student should provide a description of what they see. This should include whether the landmark is man-made or natural. The end of the journey should bring them back home where they will calculate the total miles driven.

Contents of Box: Map of U.S. Landmarks

Resources: Provided map- http://www.mrnussbaum.com/landmarks.htm,
Internet access for students

Labels: Map, Landmarks, Geography, United States


Object Box 4 (of 5): Mount Rushmore Puzzle


Thematic Strands: Landmarks, Historical figures

IL Social Science Standards:
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
D. Understand Illinois, United States and world social history.
16.D.2c (US) Describe the influence of key individuals and groups

Activity: Students will complete the 100 piece puzzle to create a picture of Mount Rushmore. Once complete and using the internet as a resource, students will identify the faces that make up this historic landmark. They will write a short paragraph about each figure and why they are famous and the accomplishments/contributions they made throughout history.

Content of Box: Mount Rushmore Puzzle, Morris Library IMC 3-D SOCZ 370

Resources: Internet access for students

Labels: Mount Rushmore, Historical Figures, Landmarks


Object Box 5 (of 5): National Symbols


Thematic Strands: America, Freedom, Liberty

IL Social Science Standards:
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
A. Apply the skills of historical analysis and interpretation.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

Activity: After viewing these posters and discussing in class what each of these pictures are, students will be asked to write an essay about one of these pictures. Students will be asked to pick the poster that they think best represents America. They will have to explain why they choose that particular picture and why they believe it represents America and why. Once the essays are completed, they will share their writing with the class.

Content of Box: 5 posters of National Symbols, Morris Library Resource Room US History file cabinet

Resources: Posters from Morris Library

Labels: Mount Rushmore, American Flag, Independence Hall, The White House, Statue of Liberty, America

Object Box: The Middle Ages

by Derek Cook

OBJECT BOX 1: MEDIEVAL LIFE

NCSS Thematic Strand: I - Culture

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

>16.D.1(W): Identify how customs and traditions from around the world influence the local community.
>16.D.2(W): Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).

Activity: After the teacher reads passages from the book Life in the Middle Ages: The Countryside, put the students in groups of three or four, assign them each a roll to play as part of a peasant family, and have them discuss within the group what it would be like to be part of that family in the Middle Ages. After adequate time has been given for the discussion, have each group share with the rest of the class their opinions on what life would have been like for a peasant family during the middle ages. Make suggestions and/or guided questions to cover any important information that students might have missed.

Contents of Box: Life on a Manner poster, Life in the Middle Ages: The Countryside by Hinds, Kathryn, Medieval History time chart poster, The Medieval Town poster

Resources: Hinds, Kathryn. (2001). Life in the Middle Ages: The Countryside. New York: Benchmark Books
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 249
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 130
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 131

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OBJECT BOX 2: THE CHURCH

NCSS Thematic Strand: V – Individuals, Groups, and Institutions

State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).
>18.B.2b: Describe the ways in which institutions meet the needs of society.

Activity: The teacher will read passages from Art and Civilization: Medieval Times and then lead a discussion as to why the church was so important in the lives of individuals during the Middle Ages. The students will be reminded of the remoteness of manors and now interaction with other communities in such cases was not common, thus propagating generational isolation that required a system of order supplied by the church. Then the students will be placed into small groups to discuss and list any institutions in their community that have a heavy influence on their lives. Each group will share their list with the rest of the class. After the teacher guides a short discussion about the lists, each student will be asked to write a short paragraph about whether or not they believe that institutions such as those discussed from the lists should in fact be an influence on the community. The students should also give examples of positive and/or negative effects of the institution.

Contents of Box: The Medieval Church poster, Art and Civilization: Medieval Times by Bardi, M., Di Pasquale, G.

Resources: Bardi, M., Di Pasquale, G. (2002). Art and Civilization: Medieval Times. New York: Peter Bedrick Books/McGraw-Hill
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 132

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OBJECT BOX 3: NOBILITY

NCSS Thematic Strand: VI – Power, Authority, and Governance

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>IL.16.B.3c(W): Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.
State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Activity: Volunteers will be asked to read passages from Good Masters! Sweet Ladies! Voices from a Medieval Village. The teacher will then ask the students what was different about being of noble birth as compared to being a common peasant. The teacher will then lead a discussion about the obligation and responsibility of governance over a population and then the threats from abroad during the Middle Ages. After the discussion the teacher will group the class into four teams to play a basic game of the King Maker board-game. As homework, each student will be asked to write a few paragraphs trying to persuade their audience as to whether it was more advantageous to be a noble or peasant during the Middle Ages.

Contents of Box: King Maker board-game, Good Masters! Sweet Ladies! Voices from a Medieval Village by Schlitz, Laura Amy

Resources: Schlitz, Laura Amy. (2007). Good Masters! Sweet Ladies! Voices from a Medieval Villiage. Cambridge: Candlewick Press
SIUC Morris Library - 3rd floor IMC 3-D GAMES 271

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OBJECT BOX 4: CASTLES

NCSS Thematic Strand: VIII – Science, Technology, and Society

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>16.E.5a(W): Analyze how technological and scientific developments have affected human productivity, human comfort and the environment.

Activity: In groups of three or four, the students will be given ample time to explore the interactive PC game. After all of the students have been acquainted with the game, the teacher will lead them in a discussion as to the different features of a castle and their respective functions. The student will be asked to consider the advancements or building techniques of the time period, yet the limitations of such technology as compared to modern day. The students will then be put in pairs in which they will design and draw a castle that must stay true to the building technologies discussed from the Middle Ages. The students will also be asked to label special features on their castles and what function they serve. Each pair of students will share their drawing with the rest of the class, after which the drawings will be displayed on a bulletin board.

Contents of Box: Castle Explorer game (software)

Resources: SIUC Morris Library - 3rd floor IMC - IMC00198 271 (enquire at help desk)

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OBJECT BOX 5: KNIGHTS

NCSS Thematic Strand: X – Civic Ideals and Practices

State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Activity: After reading the book Knights the teacher will lead a class discussion about what they learned from it and the other visual aides. Then the teacher will have the students participate in a mock jousting tournament. Two students will face each other at a sizeable distance apart so that they will be able to approach each other at a decent pace. Have each student tape an inflated balloon to his/her upper arm, just below the shoulder. Using Styrofoam swimming pool noodles have students joust, trying to knock off each other’s balloon. Set standard for winning a match, and keep track of students in a tournament bracket. Foil paper can be worn for fun. After the game is over, the teacher will ask the students to consider what a knight meant to a community during the Middle Ages and what his service to the Lord required of him. The teacher will discuss how matters of loyalty trumped personal satisfaction.

Contents of Box: Knights by Steele, Philip, Knight Puppet, Giant Knight Puzzle, Knights and Knighthood poster

Resources: Steel, Philip. (1998). Knights. New York: Kingfisher
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 129
SIUC Morris Library - 3rd floor IMC 3-D SOCI 378
SIUC Morris Library - 3rd floor IMC 3-D STORY AID 337

Object Box: Illinois

Object Box # 1: Arrowhead carvings

NCSS Thematic Strand: Culture and Cultural Diversity

IL Social Science Standard: 16.C.1a (W) Identify how people and groups in the past made economic choices (e.g., crops to plant, products to make, products to trade) to survive and improve their lives.

Activity: First, as a class we will inspect the differences in the arrowheads on the poster and determine which ones the Indians used for what purposes. Then, after the children have discussed the arrowheads and the differences among them, each student will get a bar of soap and a plastic knife. They will choose one of the arrowheads to carve. From this activity they will see the difficulty and precision involved in this practice.

Resources: Morris Library: CMC Poster Collection, Social Studies, # 102.ed

Object Box # 2: History of Illinois

NCSS Thematic Strand: People, Places, and Environment

IL Social Science Standard: 16.B.1a (US) Identify key individuals and events in the development of the local commu­nity

Activity: After reviewing historical facts of Illinois, the students will play histo-bingo. Each student will be given a game card and markers. I have a list of questions or facts to which the answers are on their bingo cards. An example of the question/fact and answer is: I would say, December 3, 1818 and the corresponding game piece would be, statehood date. The same rules apply as are applied in regular bingo.

Resources: Morris Library: IMC, 3-D, Game 307.

Object Box #3: Geography of Illinois

NCSS Thematic Strand: People, Places, and Environments

IL Social Science Standard: 17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

Activity: After learning many facts about the geography of Illinois such as: the border states, highest point, rank in area, rivers, and area. Each student will be given a Geo-Bingo card. The teacher will read a fact about the geography of Illinois and the students will place their bingo marker over the corresponding answer spot on their card. For example the teacher would read 57, 918 feet and the student would place their marker of the box labeled highest point. The students can be given instructions about what type of bingo applies to each game played; diagonal, across, or four corners.

Resources: Morris Library: IMC, 3-D, Game 306, http://www.merriam-webster.com/cgi-bin/nytmaps.pl?illinois

Object Box #4: Illinois Geography Facts

NCSS Thematic Strand: People, Places, and Environments

IL Social Science Standard: 17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

Activity: To learn the basic facts about the geography of Illinois; highest point, border states, area and rivers, student in groups of 2-4 will use the Illinois state website http://www.illinois.gov/facts/ and collect as much information as they can find. Once students have found five facts about Illinois the class will discuss and share the facts each group found. (Specific facts to be found can be given by the teacher, but there should be an option to find and interesting fact or one the students think is “cool” to share so not every group has all of the same facts during discussion.)

Resources: http://www.illinois.gov/facts/

Object Box #5: Illinois State Symbols

NCSS Thematic Strand: People, Places, and Environment

IL Social Science Standard: 16.B.1a (US) Identify key individuals and events in the development of the local commu­nity

Activity: To introduce the unit about Illinois the students will learn about the state symbols. In pairs students can choose or be assigned a state symbol to research. Each pair will need to investigate their symbol using the websites given. After researching their information students can draw or print a picture of the symbol. After their research is finished the pairs can use their best handwriting and pictures to make a poster about their symbol to display in their classroom and present to their peers.

Resources: http://www.museum.state.il.us/exhibits/symbols/

Object Boxes: Immigration to Ellis Island (1800-1880)

By: Julia Carian and Tabitha Ng

Object Box 1: Timeline

NCSS Thematic Strand: Time, continuity and change
Illinois State Standards:
IL.16.A.1a: Explain the difference between past, present and future time; place themselves in time.
IL. 16.A.1b:Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).

Activity: Students will read two sections of the timeline titled: 1775-1865 and 1865-1892. Students will be given five events about history of Ellis Island. Using the text as a resource, students will then put the events in chronological order according to the text.
Resources:
(2010, February 22). "Ellis Island Timeline." Retrieved February 23, 2010, from A&E Television Networks: http://www.history.com/content/ellis-island/timeline

Object box 2: Coming to America

NCSS Strand: Individual Development and Identity & Culture
Illinois State Standards:
IL. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
IL.16.A.1c: Describe how people in different times and places viewed the world in different ways.

Activity: Students will learn what the word “immigrant” means and then what is means to be an American through discussion. Students will be placed into groups of 4-5 to discuss their individual cultural backgrounds. The teacher will write down student’s ideas and thoughts about their culture and then relate it to the affects of immigration shaping who we are today.

Resources:
Jango-Cohen, J. (2008). Ellis Island: Cornerstones of Freedom New York: Scholastic Children’s Press.

Maestro, B. (1996). Coming to America: The Story of Immigration. New York: Scholastic Inc.

Object Box 3: Tour of Ellis Island

NCSS Strand: People Places and Environments & Individuals Groups and Institutions
Illinois State Standards:
IL. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
IL.16.C.2c: Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial develop­ment era to the present.

Activity: Students will take virtual tour of website provided in the resources. As students take the virtual tour of Ellis Island, they will be instructed to pay close attention to: how the families traveled, the reasons why immigrants came to America, and the requirements upon and after entering the country. Students will then collectively discuss what they noticed from the tour with the class, and the teacher will instruct further by having students associate how immigrants traveled in poor conditions to how people travel today by airplanes, trains. (An example of question: What are examples of the ways in which immigrants traveled to how we travel today? *Answer: Need identification, suitcases, travel documents like air tickets, etc.)

Resources:

Scholastic, Inc. (2010, February 22). "Immigration-Stories of Yesterday and Today: An Interactive Tour of Ellis Island" . Retrieved February 23, 2010, from : http://teacher.scholastic.com/activities/immigration/tour/index.htm

Object Box 4: Statue of Liberty

NCSS Thematic Strand: Individuals, Group and Institutions
Illinois State Standards:
IL.16.A.1c: Describe how people in different times and places viewed the world in different ways.
IL.18.A2: Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

Activity: Before conducting the activity, students will be given a puzzle and be asked to construct the puzzle as a class. Then, students will read Emma Lazarus’s poem together as a class. The teacher will have students look at the lines, “Give me your…door,” and talk about what Lazarus implies. Using the construction of the Statue of Liberty, the instructor will use the puzzle as a visual for the class to discuss what the Statue of Liberty meant to immigrants (freedom, opportunity). Students will make an acrostic poem with the words “Statue of Liberty” involving concepts/terms associated with immigration.
Resources:
Statue of Liberty Puzzle: Morris Library IMC 3-D SOCI 369

Lazarus, E. (1883). "The New Colossus-Poets.org". Retrieved February 23, 2010, from : www.poets.org/viewmedia.php/prmMID/16111

Object Box 5: Making the Connections
NCSS Thematic Strand: Individual Development and Identity & Culture
Illinois State Standards:
IL.16.D.1 (W) Identify how customs and traditions from around the world influence the local community.
Activity: Students will investigate how various cultures have shaped American society. Students will read booklets within the set “American Dream Activity Cards” and learn how cultures have impacted the society we live in today. Students can choose what booklets to read from based on the ancestry they think they originated, or what culture interests them. As class students can discuss the impact English, Scottish, Welsh, and Irish immigrants brought to the United States. Students can then compare the traditions and values to how Illinoisans live today.

Resources:
Morris Library: “American Dream Activity Cards” IMC 3-D SOCI 280

Object Box: Ancient Egypt

Object Box 1: Mummies

NCSS Thematic Strand: Culture

Illinois State Goal:

16.A.1b: Ask historical questions and seek out answers from historical sources. (e.g. myths, biographies, stories, old photographs, artwork, other visual or electronic sources)

Activity: The students will think of some characteristics or things they think they know about mummies, then they will work in groups of 2 to look at the die cut cards to find out if they are true or not. Also the students will write down 3 interesting facts they find while reading and present them to the class.

Content of Object Box: Fandex Family Field Guides: Die-Cut Mummy Cards

Resources: Morris Library: IMC 3-D SOCI 395









Object Box 2: Pyramids

NCSS Thematic Strand: Culture

Illinois State Goal:

18.B.1a: Compare the role of individuals in a group situation.



Activity: The students will work together in small groups and imagine they are in Ancient Egypt, where they must construct a pyramid using the blocks given. The students must then explain why it is important to work together as a group to accomplish the construction of their pyramid, and how it would have been difficult to accomplish this task alone.

Content of Object Box: T.C. Pyramid Block Set

Resources: Morris Library: IMC 3-D SOCI 402

Object Box 3: The Landscape of Egypt

NCSS Thematic Strand: People, Places, and Environments.

Illinois State Goal:

17.A.1a: Identify physical characteristics of places, both local and global.(e.g. locations, roads, regions, bodies of water)

Activity: The students will use google earth to explore the landscape of Ancient Egypt. After exploring the landscape the students will briefly describe the characteristics of the land and how they are different from the area they live in.

Content of Object Box: Google Earth

Resources: http://earth.google.com/

Object Box 4: Hieroglyphics

NCSS Thematic Strand: Culture

Illinois State Goal:

16.A.1c: Describe how people in different times and places viewed the world in different ways.

Activity: The students will go to the Ancient Eygpt website below and use the site to learn how to write their name using Hieroglyphics. The students will type their name in the box and copy down their name in Hieroglyphics. Once the students have copied their name in Hieroglyphics they will write a sentence explaining how the Ancient Egyptian's writings are different from the way we write in English today.

Content of Object Box: www.guardians.net

Resources: http://www.guardians.net/egypt/hieroglyphs/hiero-translator.htm








Object Box 5: The Nile River

NCSS Thematic Theme: People, Places, and Environments.

Illinois State Goal:

17.A.2b: Use maps and other geographic representation and instruments to gather information about people, places, and environments.

Activity: The students will look at the map from the website and work in small groups to come up with as many reasons as they can, to express why they feel there are so many Ancient Egyptian Sites located next to the Nile River.

Content of Object Box: A map of the Nile River in Ancient Egypt.

Resources:http://homepages.tcp.co.uk/~nicholson/egypt/nilemap.html

Object Box: Mexico

Object Box 1: Mexico Posters

NCSS Thematic Strand: People, Places and Environments

Illinois State Goal: 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

A: Locate, describe and explain places, regions and features on Earth

17.A.2a: Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards.

Activity: Students will be divided into 4 groups. Each group will be given a topic. These topics consist of land, people, animals and homes of Mexico. Each group will research their topic and create a poster and presentation for the class.

Content of Box: Posters of different items in Mexico

Resource: Morris Library Poster Call Number: Geography 233

Object Box 2: Mexican Guiro

NCSS Thematic Strand: culture

Illinois State Goal 26: Through creating and performing, understand how works of art are produced.

B. Apply skills and knowledge necessary to create and perform in one or more of the arts

26.B.1c Music: Sing or play on classroom instruments a variety of music representing diverse cultures and styles

26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving , observing, designing, sketching and constructing.

Activity:Students will be creating their own Mexican Guiros. They will need a paper towel roll, white glue, scissors, and a thick stick. First the students will coat their paper towel rolls with the glue. Once they are dry, the students will take their scissors and cut slits on one side of the tube. To play the instrument the students will hold the tube in their left hand (or right if students it left handed) and hold the stick in the other hand. They will move the stick along the side that is cut to make music.

Content of Box: Mexican Guiro and Guiro Stick

Resource: Morris Library Call Number: MUSI 130

Internet directions:

http://www.teachervision.fen.com/musical-instruments/printable/6746.html?detoured=1

Object Box 3: Measuring Your Way Around Mexico

NCSS Thematic Strand:People, Places and Environments

Illinois State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

C: Select and use appropriate technology, instruments, and formulas to solve problems, interpret results and common findings.

7.C.2a: Describe relationships in a simple scale drawing.

Illinois State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

A: Locate, describe and explain places, regions and features on Earth.

17.A.2b: Use maps and other geographic representations and instruments to gather information about people, places and environments

Activity: Students will be given this map and have to find 5 chosen distances in miles from Mexico using the key on the bottom left corner. Each time the student measures the distance they will start from Mexico. The cities in which the students will find the distances to are Acapulco, Chihuahua, Monterrey, Cancun and Guadalajara.

Content of Box: Map if Mexico

Resource: http://www.mexonline.com/maps/pics/map-of-mexico.gif

Object Box 4: A Taste of Mexico

NCSS Thematic Strand: culture

Illinois State Goal 18: Understand social systems, with an emphasis on the United States.

C: Understand how social systems form and develop over time

18.C.1: Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.

Activity: After the different food manipulatives are displayed, the teacher will read the following book to the students: A Taste of Culture-Food of Mexico by Barbara Sheen. Then the teacher will make tacos for the class if no allergies exist in the classroom.

Content of Box: Tacos, beans, rice, peppers and beans

Resource: Morris Library Call Number SOCI 374

Book: http://www.amazon.com/Taste-Culture-Foods-Mexico/dp/0737730366/ref=sr_1_4?ie=UTF8&s=books&qid=1266877758&sr=1-4

Object Box 5: Celebrating Cinco De Mayo

NCSS Thematic Strands: Culture and People, Places and Environments

Illinois State Goal 3: Write for a variety of purposes

B: Compose well-organized and coherent writing for specific purposes and audiences.

3.B.2b: Establish a central idea organization, elaboration, and unity in relation to purpose and audience.

Activity: Students will create an acrostic poem about Cinco De Mayo. They are to fill in the worksheet to help them create their poems. (Worksheet is the link at the bottom). Once the poems are created, the students will read their poems out loud to the class while wearing the sombrero.

Content of Box: Fiesta by June Beheens, Call Me Best from Mexico tape and Fiesta Mexicana tape, a Cinco de Mayo poster, moroccos, pinata, and a sombrero

Resource: Morris Library Call Number SOCI 351

Worksheet: http://www.teach-nology.com/gold/cinco2.html