Object Box # 1: Arrowhead carvings
NCSS Thematic
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
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,
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.
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