For the next several weeks we will be taking a very close look at early
Indiana history and the pioneer period in Indiana’s history.
In class we will be reading stories about the pioneer period,
discussing this time in history, and examining together how this period was
important in Indiana’s development as a state.
These studies have already started with our trip to Conner Prairie, and
they will also provide many other exciting learning opportunities.
One major element of this unit will be a project that students will
complete at home. The following
are the guidelines for this project:
DUE
DATE: December 9,
2003
Objective:
Students will use knowledge gained through lessons and research to
create a model of a pioneer homestead.
Procedure:
Students are to build a three dimensional model of a pioneer homestead.
This model must include the following:
Mounting-
This model should be placed on a board or piece of firm cardboard no larger
than 2 ft. by 2 ft. The board
should be decorated to show early Indiana terrain.
A
pioneer log home-
The home may be made out of any materials the student chooses (EXCEPT Lincoln
Logs or Legos). The student
should consider how a log home was built during the pioneer period.
They should show notching (cuts in the ends of the logs that help them
fit together), daubing (mud or clay between the logs to seal up the cracks and
spaces), greased-paper windows, mudcat (homemade clay bricks) or stone
chimneys, clapboard (large wooden shingles) or sod roofs, and other details
that would reflect how an original pioneer home might have looked in early
Indiana.
5
tools used by pioneer families-
Pioneers used many different tools to aid in their survival in the difficult
Indiana wilderness. Students
should research 5 tools and place models of these tools around the scene of
their homestead. Examples might
include an ax, a riffle, and a plow. Students
may make these out of anything they wish, or use a small item to represent the
tool.
1
food source-
The student must include on their model one food source for their pioneer
family. This might be a corn
field or other food source.
1
water source-
The student must show one water source for the family in their model.
This could be a stream or a well.
1
method of transportation-
Many pioneer families had to move products to the market, pick up supplies,
and simply get from one place to another.
This was done in many ways including by wagon, horseback, flatboat, on
foot, and others. The student
must include in the model one method of transportation for their pioneer
family. This could be as simple
as a foot path or might include a model of a wagon or flatboat.
The
student must include a Model Guide-
All parts of the model must be labeled with a small numbered dot or
sticker. This number will
correspond with an explanation in a model guide that the student must prepare.
For example, the student might label the windows of the house number 1.
In the model guide, the student would have next to a number one and
explanation of greased paper windows. The
student must have at least 10 parts of the model labeled and give an
explanation for each part in the model guide.
The model guide should be in a cover with the student’s name and a
title. The guide must be written
in pen or typed with few grammatical or spelling errors.
Writing-
The
student should also introduce us to a fictional family that might have lived
in a homestead like their model. The
student will write a story similar to the pioneer stories we have read in
class. The story must include
events that might have occurred in a homestead like their model.
This story must be published and included in the model guide.
The story should be a minimum of one page in length.
This project will be a major part of the students’ social studies
grades this quarter. It is very
important to start on this project NOW
and not to put it off. This
project will probably take a large amount of time to complete.
It is expected to be neat and orderly with all parts included.
