Lesson Plan Elementary

Lesson One
What Is An Individual’s History?
These lessons plans were written by Desiree Genthner under the supervision of
Kimberly R. Sebold, Ph.D.
Objective: Teaching layered history from the ground up. The goal of this lesson will
be to link a student’s individual history to the knowledge and skills they possess.
Vocabulary (5 Minutes):
- Timeline - A representation or exhibit of key events within a particular historical period, (in
this case the individual), often consisting of illustrative visual material accompanied by written
commentary, arranged chronologically.
ME State Common Core Standards (Grades K-5):

Topic: Writing (SS/History)
K-2—Research to Build and Present Knowledge: 8. With guidance and support from
adults, recall information from experiences or gather information from provided sources to answer a
question.
3-5—Research to Build and Present Knowledge: 8. Recall information from experiences or

gather information from print and digital sources; take brief notes on sources and sort evidence into
provided categories.
Activity One (15 minutes):

Supplies Needed: Long piece of bulletin or butcher paper, marker
- Classroom Timeline:
This exercise is meant to demonstrate the concept of a timeline to students by
taking the classroom and using it as an example to help students define
memorable events.
- Instructions:
On the long piece of paper, draw a horizontal line with the marker in the
middle across the whole strip of paper from end to end (as shown in figure
1.1). Draw vertical lines through the horizontal line to represent the day of the
week and work with students to determine events that took place during the
previous week. Once students understand the concept of a timeline format,
move on to activity two.
LESSON PLAN ELEMENTARY 1

Figure 1.1 Classroom Timeline
Activity Two (20 minutes):

Supplies Needed: Long piece of bulletin or butcher paper, and a
marker.
- My Personal Timeline:
Now that students have the concept of a timeline format, help them to get
started on their personal timeline.
- K-2 Educators Please Note:
Young children often have trouble recalling events or understanding the

concept of last week from last year, so it will be important to realize that the
personal timeline should be utilized as a workable structure.
- Instructions: Students will use a long piece of bulletin or butcher paper and
construct a timeline similar to the one utilized in activity one. Have students
use a marker to create a horizontal line. You can use the following suggestions
as a guideline for how to start timeline events (see Figure 1.2):
- What year were you born?
- What is the first thing you remember?
- When was your first day of school?
- When did you lose your first tooth?
- When did you take a special trip?
- What was the first book you ever read?

Figure 1.2 – Personal Timeline
Explain to students that they will have two to three days to work on their personal
timeline. Tell them to ask their parents and other family members for help with
remembering times in their lives; (they may need to add more paper to the timeline
as family members assist with events). Once completed, make sure each student’s
name is on their timeline and display, and encourage them to share their events with
their peers.
Activity Three (30-40 minutes):
Supplies Needed: White paper and/or cardstock that can be used to
create a book, markers, crayons and colored pencils, student’s
individual timeline and family resources.
ME State Common Core Standards (K-5):
K—Text Types and Purposes: 3. Use a combination of drawing, dictating, and writing to narrate
a single event or several loosely linked events, tell about the events in the order in which they occurred,
and provide a reaction to what happened.
1—Text Types and Purposes: 3. Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal words to signal event
order, and provide some sense of closure.
2—Text Types and Purposes: 3. Write narratives in which they recount a well elaborated event or
short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words
to signal event order, and provide a sense of closure.

3-5—Text Types and Purposes: 3. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
- All About Me Books: Primary (K-2):

Students will utilize their personal timeline to construct a book focusing
on both themselves and incorporating their family history. As students
develop a concept of the past and collaborate with their immediate
family members, they will experience the past in a concrete context.
- Instructions:
Before Beginning: Send a note home to parents informing them that their child will be
participating in an activity that will focus on constructing an “All about Me” book. Ask
parents to collaborate with their child in the creation of the book, as it will help students
incorporate their personal timeline events. Students will also recognize events that adults
see as important milestones.
1. Explain to students that they will be creating an “All about Me” book.
Give students some suggestions on how the book will be structured;
you want to instill upon children the idea of sequenced events as seen
with the personal timeline.
2. Ask students what they may want to include in their book. You can
offer suggestions to guide students in a classroom discussion
(examples include: a self-portrait, a family photograph, pages on pets,
best friends, feelings, likes and dislikes, and what they want to be when
they grow up).
3. Next, talk to students about thinking beyond their own experiences,
and develop a discussion on including immediate family members,
(parents and grandparents), within their book. Students will find
themselves becoming involved in the past in a concrete context by
collecting stories about themselves, their parents’ and grandparents’
childhoods, as well as through family stories.
4. Encourage students to be excited about this activity, and to work
with family members to create a book that they created and can share
during morning meeting or read aloud. If you portray your excitement,
young children will share your enthusiasm. You should consider
creating your own book to share with students, as this can be a real way
for students to connect with you as their educator.

5. Give a reasonable timeframe for students to collect information and
have adult assistance outside of the classroom (suggested timeframe would
be two weeks, as many parents work outside the home and grandparents may be visited
on weekends).
6. Students can create their self-portrait, illustrations and final

construction of the book during a classroom session.
**This lesson can be utilized for more than one classroom discussion and is
intended to be used as such. Young children often need more than one
discussion to reiterate instructions and to check for understanding. In addition,
students will wish to discuss their progress before the completion date.
7. Optional: You may wish to create a Family Stories newspaper upon

completion of this project. Students may choose their favorite family
story, publish the story and provide an illustration, as well as include a
small note on why it is their favorite.
- All About Me Books: Intermediate (3-5):
Students will utilize their personal timeline to construct a book focusing

on both themselves and incorporating their family history. Children will
collaborate with their immediate family members to develop an
autobiography from student’s birth to present, including information
about their family and cultural heritage and photographs.
- Instructions:
Before Beginning: Prior to the lesson, share a book depicting diversity through the use
of pictures, belief structures and everyday living practices with your students. In some
towns children may not have seen or experienced other types of culture. You can check
with your school or public libraries for books; two books to consider using:
 People (Spier 1988) ISBN-10: 038524469X
 Children Just Like Me (Kindersley and UNICEF, 1998) ISBN10: 0789436264
1. Ask students their opinions about the books on diversity.

Remember that stereotypes and other pervasive criticisms are likely to
occur. You should encourage student comments and take them into
consideration.
2. As a way of counteracting these comments, inform students that they
are going to begin a project which will show them that diversity is
found in every classroom and community, regardless of how the
population may appear.
3. Instruct students that their assignment will be to create an “All about
Me” book which will contain their autobiography from birth to present

grade, information about family and cultural heritage, and
photographs. Be sure to advise students that they will have a timeframe
of two to three weeks to collect photographs of themselves and family
members, and other research materials such as, baby or memory
books borrowed from parents or grandparents, and copies of personal
documents and letters.
4. Children should be encouraged to ask parents and grandparents to
assist with the research process. Have students remember to refer to
their personal timeline for sequencing events.
4a. Give suggestions on how to obtain information: for example:
when working on the student autobiography, a parent would be
a good source of information in order to confirm likes and
dislikes and how they have changed over time, as well as remind
students of events they may have forgotten. Asking a
grandparent from each side of the family to look through an
album or memory book together can teach students many things
in their families’ histories. Some families may have albums
depicting family members before they became American
citizens, it will be important for students to learn where their
ancestors originated from in order to develop the idea of
diversity.
5. To make sure that each student has a recent picture for their “All
about Me” book, plan on bringing in a camera and taking individual
photographs. This photo will be used for the cover.
6. Because this is a two to three week project, plan on students having
the first draft of their autobiographies within half of the timeframe.
Students will then pair up to proofread each other’s writing, check for
understanding and allow for revision. This gives students an
opportunity to compare and contrast their own life story with that of
their classmates. The final draft will be due upon the book’s
completion.
7. You may handout Figure 1.3 or revise to meet your teaching goals. It
will be important to give students a visual aid of how their books will
develop.
8. Consider creating a book for yourself. Students are more interested
in the learning process if you participate. Choose a day that students
can share their autobiographies and books with you and their peers.
Record the differences and similarities in a grid to give students a
visual aid on how there is diversity within their classroom.

**This lesson can be utilized for more than one classroom discussion and is
intended to be used as such. Children often need more than one discussion to
reiterate instructions and to check for understanding. In addition, students will
wish to discuss their progress before the completion date.
Figure 1.3—All about Me: Books
Front Cover –
Title “All about Me”
A recent photo of myself
Colored
Autobiography –
Design and illustrate four sections of your autobiography:
1. The Early Years
Questions to Answer:
A. How did you get your name?
B. Who are your parents, grandparents, brothers and sisters?
C. Where are they from?
D. Where have you lived?
E. What is your earliest memory?
F. What is special and unique about your family?
G. Do you have special holiday traditions?
H. Do you have a favorite memory with your family?
2. Growing Up
A. What pets have you had?
B. Describe a special memory with your pet.
C. Have you had a best friend?
D. Where did you meet them?
E. What adventures have you shared?
F. Where do you go to school?

G. Do you like school? Why or why not?
H. Who has been your favorite teacher?
I. What activities do you do?
J. What is the best family vacation you can remember?
K. Have you ever traveled to a different state or country?
3. Interests
A. Do you have a favorite hobby or special talent?
B. Do you play a sport or an instrument?
C. What do you like to do in your spare time?
D. What are your favorite things (music, books, food, etc.)?
E. Who are your heroes?
F. What else do you want the reader to know about you?
4. Goals for the Future
A. What would you like to do when you grow up?
B. What changes would you like to see take place in your community or
in the world?
C. What accomplishments do you hope to achieve?
Photographs –
Include photographs and describe what is depicted in each. If you have learned names,
relationships or places be sure to include them.
Try to select:
1. A family portrait
2. Pictures of yourself from the past
3. Pictures of family members before your birth
4. Pictures of pets, friends, or ones that depict interests
Illustrations –
Illustrations are appropriate if copies of photographs are not available.
Back Cover –
Year Published

Current Grade
Publisher (Your Name)
Lesson Two
What Is Family History?
Objective: Students now have an understanding of Individual History and have the
first step of layered history completed. Now, link a student’s Individual History to
their Family History. Students touched upon Family History when creating their “All
about Me” books; now students will gain a new perspective and use their Family
History to make the past more relevant.
K-2—Research to Build and Present Knowledge: 8. With guidance and support from
adults,
recall information from experiences or gather information from provided sources to answer a question.

3-5—Research to Build and Present Knowledge: 7. Conduct short research projects that
use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall
information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
Activity One (15 minutes):

Supplies Needed: Long piece of bulletin or butcher paper (more if
necessary), marker, prepare timelines to share with students.
- Family History Timeline:
This activity is a perfect weekend assignment, yet timeframe can vary.
Students will create a Family History timeline, which will later be used as a
point of reference for the local/town, state, national and world events of
layered history. (See Figure 2.1).
- Instructions:

1. Ask students to talk to one of their parents and make a timeline of the
period when the parent was growing up (birth to when student was born).
The parent may wish to include major local, national and world events on
their timeline to add perspective to personal events. Use prepared
timelines.
2. Next, talk to students about asking one of their grandparents to make a
timeline of the period when they grew up (birth to when student’s parent
was born). Similar to the parent timeline, make sure to include important
local, national and world events and happenings.
Figure 2.1- Family Timeline
Parent:
Grandparent:
Activity Two (40 minutes) Intermediate (3-5):

- Detecting Groups:

This activity will ask students to make predictions based on photographs.
Students will need to use their observation and social skills within groups in
order to determine findings. Students may use their Family History timeline
in order to help them develop ideas as to what is happening in the
photograph and from what period in history does the scene pertain to?
- Instructions:
1. Ask parents to supply a family photograph taken before their child was
born. Be sure to request that the parent does not give any details about the
photograph away.
2. When students bring their photographs to school, break them up into small
“detecting” groups, (plan on no more than 5 students to a group, with each
student having one picture, each picture will be observed). Their job will be
to predict who is in the picture, approximately when it was taken and where—
all based on evidence visible within the photograph. Students will write down
their observations in class, and interview parents at home that night, to
determine the correct answers. Once the group prediction and the facts are
in hand, students will then write a one to two page paper based on the
information. The paper should include the details within the photograph that
led to their group prediction and compare the accuracy of the prediction to
the facts. (Please Note: each student will complete a paper on their own
family photograph). Students will then report their findings to the class.
Activity Two (30 Minutes) Primary (K-2):
Supplies Needed: Large cut out of a tree, bulletin board, letter of
intention to parent, classroom family photographs and index cards
depicting family members.
Class Family Tree:
Students will begin to think about and visualize family trees by making a Class
Family Tree. This lesson will prepare them for creating their own family trees
in order to tie in Individual History with Family History in the layered history
process.
- Instructions:
1. On a lightly colored background, staple a large brown cut-out tree making

sure to include multiple branches. Explain to students that each branch of this
tree will soon have a picture of the families within their classroom. Inform
students that a letter for their parent or guardian will be sent home, asking
students to bring in a family photograph for the Class Family Tree. You may

consider bringing in a photograph depicting your family to share with
students.
2. Once students have brought in their family photographs, place each photo
inside of a sandwich bag in order not to damage the picture. You may then
staple the bag to a branch on the Class Family Tree.
3. Utilize the space around the tree to develop a graph or picture illustration
showing the number of people in each student’s family. For example: write
each child’s name, then draw figures or have the individual child sketch
figures on an index card to represent the number of people in his or her
immediate family or household.
4. Use the bulletin board as a starter for discussion and activities. You can
ask students: Who has the largest family? Who has the smallest? How many
students have fewer than three in their family? How many have more than
four? Have students prepare individualized questions for peers based on
their photographs.
Activity Three (40 minutes):
Supplies Needed: A family tree template (See Figure 2.2), a
whiteboard or easel and a completed family tree.
- Family Tree Primary (K-2):
Utilizing the knowledge gained from the Classroom Family Tree, students will
work with adults to develop their own family trees and develop a sense of how
to obtain information.
- Instructions:
1. Using the classroom family tree as a basis, explain to students that they will
now begin their individual family tree. Ask students to recall what they
needed to provide in order to create the class family tree, the things currently
displayed on the class tree and what they learned from the process.
2. Next, distribute Figure 2.2 and explain to students the parts of the family
tree they will need to research. Show the process by having a blank or
completed family tree in advance. Students will be more involved in the
learning process if you participate; using your family tree as an example will
encourage children to ask questions and perform research to share with you.
3. Be sure to ask students how they will obtain information. What are the best
sources? Who could they speak to? When collecting information, be sure to
inform students to ask sources something about each individual.
- Where did this person live?
- What did this person like?
- What did this person do for work?
- Did this person have a large family?
- Do you have a story about this person?
4. Once the information for the family tree has been collected, have students
create an art project. Explain that the tree must be organized, but let students
utilize their creativity to show each family member of their tree. Example: a
parent could be a bird, their children eggs in a nest.

Figure 2.2
Activity Three (40 Minutes) Intermediate (3-5):

Supplies Needed: Figures 2.3 and 2.4, a white board or easel with an
ancestor chart.
- Ancestor Chart Intermediate (3-5):
Utilizing the family timeline, students will seek information pertaining to their
ancestor chart and discover ways to obtain alternative sources. Students will
also gain a sense of how their family roots define themselves.
- Instructions:
1. Prepare an ancestor chart on a white board or easel prior to beginning this

activity. You may choose to have a completed version or fill in during class
time.
2. Hand out Figures 2.3 and 2.4 and explain to students that the expectations
of this project are to develop a sense of family and how it relates back to them
as individuals. Inform students that they are not expected to obtain all of the
information on their family history worksheet, as they will discover alternative
means in another activity. They are expected to do their best, utilizing family
sources. Set a time frame to collect information, (suggested one week), and
allow for additional class time if necessary for further questions and
understanding.
3. Show students how to fill in their ancestor chart by utilizing the figure you
have prepared. Explain how the information on the chart will correlate with
the information collected on the family history worksheet, and allow for a
better understanding of the student’s family roots.
Figure 2.3—Pedigree Chart

Figure 2.4—Looking For Your Family History

1. What is your full legal name (first name, middle name, last name)?
__________________________________________________________________________________________
2. What is the date of your birth? Where were you born (city, state, and country)?
__________________________________________________________________________________________
3. Who decided what to name you, and why? Are you named after a relative? How are you related to that
person?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. What are you parents’ full legal names? What is your mother’s family name (the one she was born with)? If
your mother is married, does she still use her family name?
__________________________________________________________________________________________
__________________________________________________________________________________________
5. What are the full legal names of each of your parent’s parents? Where were they born, and where did they
live as they were growing up? If they are alive now, where do they live?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. What are the names of your parents’ brothers and sisters? Where do they live?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
7. What are the names of your grandparents’ brothers and sisters? Where do/did they live?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
8. What do you know about the origins of your mother’s family name?
__________________________________________________________________________________________
__________________________________________________________________________________________
9. Do you have any brothers or sisters? What are their full legal names? When and where were they born?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

10. Where have you lived during your lifetime? If you have lived in more than one city or state, list all the places
you have lived. What schools have you attended? Do you have any special interests? What are they? What is
the most memorable moment of your life so far?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
11. Where did your parents live when they were growing up? If they lived in more than one place, list all of the
places where each of them lived.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
12. Where did your parents meet? Find out important information, such as the date and place of their marriage
and their first home.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Activity Four (30 Minutes) Intermediate (3-6):
Supplies Needed: Internet access, Figure 2.5 Ways to Get Started,
prepared information on your’s or a family surname.
- What’s in a Name?
Students will utilize the knowledge obtained from previous lessons, and the
resources available to them within their town, in order to discover the
historical background of their surnames.
- Instructions:
1. Explain to students that their surname, (last name), has meaning. Share
with students the name of the surname you have researched. Ask students, if
they can guess where the name comes from? Ask students to think of their
family history research and names that they came across in the process. Does
this surname sound similar? What does this surname mean? How can you
tell?
2. Next, hand out Figure 2.5 Ways to Get Started and inform students that they
will be conducting research on their surname. (You have the option of letting
students get started in or outside of class; be sure to secure laptop computers if you wish to start
research in the classroom).
3. Advise students that the second part of the handout is on a family’s coat of
arms; state that not all family surnames have a coat of arms. The arms were
given to an individual who had the right to pass the shield to their heir.
(Visit http://www.ducksters.com/history/middle_ages/knight_coat_of_arms.php as it has information, as well as a quiz for
your students to help with understanding coat of arms).
4. Encourage students to use family elders, as well as the public library in

order to obtain information. Set a deadline for students and ask that a one-to-
two page minimum paper be passed in upon completion, check for
understanding.

Figure 2.5—Ways to Get Started
Visit These Websites:
http://genealogy.familyeducation.com/family-names-surnames/meaning-origin
http://surnames.behindthename.com/
http://www.ancestry.com/learn/facts (the public library generally has free access to Ancestry).

Questions:
1. Your last name is your “family name”, or surname. What do you know about the origin of your family name?
Does it come from some other country? Which one?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Long ago, people’s family names described what they did or who their parents were (Johnson= John’s son).
Does your family name have any special meaning? If so, what is it? Does anyone know which ancestor was the
first to be known by that name?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. When people immigrated to the United States from another country, they sometimes changed their names to
an easier spelling. Has your family name ever been changed? If you do not know, try to find out by talking to
older family members.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Coat of Arms:
If you have good luck in your research, maybe you can find your family’s coat of arms, try not to worry if
you are unsuccessful in your search. It can take years for researchers for find some family history items:
The coat of arms was an image on a shield that represented a person, family, corporation or country. It is important to remember
that no two coat of arms are the same, and that each has a different meaning. Some families may not have a coat of arms.
http://www.archives.com/genealogy/family-history-coat-of-arms.html
http://www.thetreemaker.com/coat-of-arms-search.html
An elder in your family may already have an image of your family’s coat of arms or the public library may have resources to help you
find your family’s coat of arms. ***There are some websites that claim to have family coat of arms, if anyone asks you to buy
something, they are probably fake.
If you do find your family’s coat of arms be sure to bring in a picture to share with your class. Be sure to answer
these questions:

1. What my family’s coat of arms means?_________________________________________________________
__________________________________________________________________________________________
OR (If you are unable to find information)
2. What I think my family’s coat of arms means?___________________________________________________
__________________________________________________________________________________________
Remember, you can always ask your classmates what they think.
Paper:
When you have finished collecting your research, you will write a 1-2 page paper about what you have learned.
Be sure to include:
1. What country does your surname come from?
2. What does your surname mean?
3. What is your surname’s history?
4. Has the spelling of your surname ever been changed?
5. Include any other history you learned about your surname.
6. What were your sources of information for finding your surname?
7. Were you successful at finding out if your family had a coat of arms?
8. If yes, what does your family’s coat of arms mean? Or what do you think it means? Be sure to attach a
picture of your family’s coat of arms to your report.
9. If no, what do you wish it looked like? Use information from your surname research to design the coat of arms
(ask a family member for help). Be sure to attach a picture to your report.
10. What were your sources of information?

Activity Four (two 40 Minute time periods) Primary (K-2):
Supplies Needed: Figure 2.6, magazines, alphabet stencils, baby book,
posterboard, scissors and glue.
- What’s in a Name? Primary (K-2):
Students will develop a sense of where a name comes from and its significance when
linking Individual History with Family History.
- Instructions:
1. Ask students if they know what their name means? Explain that everyone’s name
has meaning and that they will look up their names within a baby book to determine
its meaning. Once students have found their name and meaning, hand out Figure 2.5
“My Name”.
2. Have students write down their name and its meaning on the worksheet.
Remember, young children require more time to record information, as well as
share the meanings of their name. You should check for understanding and
encourage students to comment on the meaning of peer names.
3. Have students take home the worksheet, and explain that they will need to ask a
parent or guardian questions in order to fill out the rest of the worksheet. Ask
students to return the completed worksheet for the next class period.
4. Once students have completed the worksheet, give each student a piece of
posterboard and alphabet stencils. Instruct students to use the stencils to write their
names in big letters.
5. Next give students access to magazines, scissors and glue. Explain that they will
be looking for illustrations that depict the meaning of their names; students are to cut
out and paste them neatly onto their posterboard. Designate an area on the
posterboard to leave blank for step six.
6. Once students have attached illustrations to their posterboard, teach students
how to make an acrostic poem by using the letters of their names. Have students
think about the meaning of their names, as well as the things that the enjoy or
believe they are good at. Once completed, attach paper to designated area of
posterboard and display in classroom or hallway.

Figure 2.6—My Name

- Activity Five (60 minutes) Intermediate (3-5):
Supplies Needed: Figures 2.3 and 2.4 completed to best of student’s
ability, Internet access, samples of records (birth certificate, census,
marriage, death, naturalization).
- Vocabulary (5 minutes):
Genealogy: the study of one’s family roots.
Census: a count of the people who live in an area.
- How to Find a Missing Clue:

Students will learn how to utlize the Internet, public library and the census as
sources of information, in order to locate records, allowing them to solve
mysteries within their Family History.
- Instructions:
1. Allow the first 20-25 minutes of the lesson for classroom discussion.
Students will be eager to share what they have discovered about their Family
History. Break students up into groups, ask them to share their findings, and
comment on the questions they had been unsuccessful in obtaining
information.
2. Explain to students that their research is the process of genealogy, and
they already have a good start on their Family History. Now ask students if
they discovered one branch of the family to be easier to trace than the other.
Inform students that they need to look at their family history, and ask them, “Is
there one piece of information you still don’t know? You will need to choose
just one name, date, or place that you would like to complete.” This gives
students an achievable goal. (You know your school year objectives and timeframe:
if research is successful and time allows, you can return to this activity and help
students research more of their Family History).
3. Once students have chosen their research goal, compare their goal to
searching for buried treasure. You know that the information is there, but you
just don’t know where to find it! There are many people, places and records
of the past that can help, state that you are going to show students where to
start. Discuss the areas of obtaining information: Internet Searches, Public
Libraries, Census Records and Other Areas.
Internet Searches: If just one of their relatives has set up a family tree
website on the Internet, answers to student’s questions may be found.

Even if a family tree cannot be obtained, available records from
genealogy websites (Family Search and Ancestry) may be found.
Explain to students that they may ask a librarian, parent or any adult for
help with an Internet search.
Public Libraries: If the public library in your town has genealogy
records, that is the best place to begin. Suggest to the students that
they take the information they have collected with them to the library,
but that they think about their questions before they ask a librarian for
assistance. Even if the student’s ancestor did not live in the same town,
it may be possible to locate information within a collection of books or
documents. The local library may be able to borrow a book of records
from another city or state. Or the student can write to the public library
near where their ancestors lived and request information.
Census Records: A census is a count of the people who live in an area.
A state census would tell how many people lived in that state at the
time, and a national census would tell how many people lived in the
United States during that year. More information is included in a census
than just how many people live in the area. A Census taker is
responsible for listing the names, ages and relationships of all persons
living in a household, as well as the county of residence. If the student
can match an ancestor’s first and last names with a place of residence
and an approximate decade, then they may be able to discover more
information about their ancestor’s siblings or spouse’s names.
Other Areas: The student can always seek assistance from a historical
society. If the student’s ancestor was an immigrant they can check with
the local library for the following books or request them from another
library:
Passenger and Immigration List Index: A Guide to Published Arrival
Records, by P.W. Filby
A Bibliography of Ship Passenger Lists, 1583-1825, by H. Lancour
4. Share with students examples of records they may come across in their
research (birth, marriage and death certificates, naturalization and census
records).
5. Give students an assignment check in date, (to judge student’s progress
and if more assistance is required), and the assignment deadline date. Upon
completion, students should prepare a one-to-two page paper on what
sources they utilized in the research process, state which of the sources were
successful/unsuccessful in obtaining information, what they learned from the

experience and if they believe they could collect more Family History on their
own.
- Activity Five (two 45 Minute lessons) Primary (K-2):

Supplies Needed: Book depicting homes families live in (example: A
House is a House for Me by Mary Ann Hoberman ISBN-10: 0142407739), a large
house shaped cutout on white paper, Figure 2.7 House Hunt, Figure 2.8
House History, lunch sized unopened milk cartons, plastic knives,
graham crackers, decorative candies and frosting.
- At My House:
Students will stimulate an interest in dwelling places for families, as well as

develop a sense of their Family History though researching their family’s
home.
- Instructions:
1. Start by reading a book depicting homes families in, and then have a
classroom brainstorming session, asking students to think of the kinds of
dwellings families live in. Write down student ideas on the house shaped
cutout.
2. Give students Figure 2.6 House Hunt and explain that they will ask a parent
or guardian to assist them with reading the items on the list. Students are to
put an X or a √ to record if they have the item in their house.
3. Next hand out Figure 2.7 House History and ask students if they believe
their house to be new or old. Discuss that some houses have had many
different families reside in them, while others may have been recently built.
Ask students to sit down with a parent or guardian and ask parents to discuss
the history of their house. If the parent does not know, ask students to suggest
family, friends or long time residences of the town.
***Figures 2.6 and 2.7 may best be completed as a weekend assignment. Parents may
be able to provide more assistance on the history of their house, especially if their
residence is old.
4. With the completion of the House Hunt, make a chart on a white board or
easel and talley up the items that students had in their homes. What items had
the most and least talley marks?

5. Ask students to share what they learned about the history of their house. If
dates or interesting facts are given, you may opt to create a chart depicting
students with new or old houses.
6. Perfect for snack time: Using an unopened school lunch sized milk carton,
graham crackers and decorative candies and frosting, have students create a
model of their house. Divide children into groups or tables and pass out
supplies. Students can use plastic knives to “frost” their milk cartons, break
crackers into the shapes for roofs, doors and windows, and use the decorative
candies for other features. Give students a time frame of 10 minutes to
complete their creations; then have students share information about their
houses. When everyone is done, students can drink their milk and eat the
outside of their houses.

Figure 2.7—House Hunt
HOUSEHOLD ITEM I HAVE I DO NOT HAVE

Piggy Bank
Bed
Towel
Doormat
Book
Dictionary
Newspaper
Crayons
Fire place
Candle
Basket
Baby Doll
Jewelry Box
Umbrella
Dishwasher
Toaster
Bread Box
Mirror
Bottle
Shower
Tea Pot
Butterfly
Potato
Table
Piano
Guitar Pick
Window
Clock
Painting
Pillow
Coffee Table
Record Player
Hair Dryer
TV Tray
Whisk
Rubber Gloves
Pencil Sharpener
DVD Player
Vase
Mug with Animal
Figure 2.8—House History
Dear Parent,
Please assist your child with this worksheet. We are collecting information on houses as part of our
Family History unit. We will be using the information collected to create a chart for classroom use only.
Please let your child fill out the information; the back of this paper may be used if more writing space
required.
1. My address is ______________________________________________________________________
2. My family has lived here

since__________________________________________________________
3. My house was built

in_________________________________________________________________
4. List any information about previous

residents______________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
If you are the first resident of your home please state__________________________________________
5. Who built your house?________________________________________________________________

Parent: if you do not know, could you assist your child in obtaining this information?
6. Are their any wings of your house that were built as an

addition?_______________________________
____________________________________________________________________________________
7. Is there anything about your house’s property that gives you an idea as to why it was built?
____________________________________________________________________________________
____________________________________________________________________________________
Parent: If you are the builder of the house, why did you choose this location?_______________________
____________________________________________________________________________________
8. How many bedrooms does your house have?_____________________________________________

9. How many people live in your
house?____________________________________________________
10. If you live in an old house, how can you tell it’s old? What things tell its
age?____________________
____________________________________________________________________________________
____________________________________________________________________________________
If you live in a new house, how can you tell it’s new? What things tell its age?______________________
____________________________________________________________________________________
____________________________________________________________________________________
- Activity Six (three 45 Minute Lessons) Intermediate (3-5):

Supplies Needed: Photographs, old newspapers, postcards, greeting
cards, magazine and/or newspaper clippings, school yearbooks, family
trees from a Bible, marriage and birth certificates, and anything else
small and reminiscient of family life, and place them in an old trunk or
suitcase, as well as Figure 2.9 Family Artifact Report and Sample Letter.
- Family Artifacts:
Historical artifacts that have personal significance can become power

motivators for children. Students will learn about their own family history.
- Instructions:
Part One:
1. Allow yourself plenty of time to plan for this activity. Start by collecting
memorabilia from your home, and ask friends and family if you can borrow
items in advance. You want to collect items that represent family life. Think
about yourself as a child, maybe you had an attic and there were curious
treasures to be found. You want to entice your students, based on your
collection, to learn about their own family history. When you place items in a
trunk or suitcase, you can wrap some of the objects in doilies or fabric; your
goal is to make the trunk or suitcase as fascinating as possible.
2. Next, bring the trunk or suitcase to school, making sure to lock it, and
place it on a table in the classroom. The presence of the trunk or suitcase
should generate some curiousity from your students. What is it? Why is it
here? What could be inside? Who is it for? Where did it come from? Ignore
the questions at first, reminding students of their classroom schedule. At

some point during the day, “give in” to the mystery of the trunk or suitcase.
Ask students:
“What do you think is in the trunk/suitcase?” (Allow time for numerous responses).
“Why do you want to know what’s in this trunk/suitcase?” (Accept all answers).
“Can we learn something from what other people have left behind?”
(Provide time for a brief discussion).
3. Before opening the trunk share this bit of information:

We are a part of history. History is not made by “other people”; it’s made by
people like us. All history starts with families and communities. You and your
family live and work in a community. Your parents and grandparents and great-
grandparents all lived and worked in a community. Perhaps they ran a
blacksmith shop, or grew corn and took it to the gristmill to be ground, or built
the local schoolhouse or church. They were the foundation of the America we
know and live in today. They made history. If we are lucky, they kept records of
their lives, so we could learn about what it was like to live then.
Let’s see what’s in this trunk/suitcase…
4. Show students the items in the trunk, and talk about how these items can
help them learn about life from that time period.
5. Once the items have been fully shared, explain to students that just like the
items found in the trunk/suitcase, history can be found within their own homes
or their grandparents.
6. Give students a two week period to complete a family based project. Ask
students to bring in a “trunk” of their own, made from a shoe box or other
small box. The box must contain at least 10 items in it related to their family’s
history. You may wish to send the Sample Letter home to parents or develop
your own.
Part Two:
7. Students will bring in their “trunk” after the first week, and before sharing
with classmates, should write a description, (during class), about the items
within their “trunk”. Depending on your class size, this step may take up the
intended time frame for the lesson. If enough time remains, move on to step
eight.
Part Three:
8. Hand out Figure 2.9 Family Artifact Report and explain the objectives to
your students. Remember: Your letter to parents informed them to save a
family artifact for this activity (students may report up to two items if they wish).
Students should not report on items used in their “trunk”. Send two copies of
Figure 2.9 home with a deadline. Be sure to allow a date for an edit and/or
revision of reports, to produce a final product before displaying within the
classroom.
9. Upon completion, create a world map to depict the geographic origins of
articles brought to class (use push pins and yarn to demonstrate how the item
traveled from one location to its current home, and include the student’s name
and item). Display the items, (if possible), reports and maps in the classroom
and encourage parents and family members to visit your classroom’s “Artifact
Museum”.
Figure 2.9—Family Artifact Report
Name:________________________________________________ Date:__________________
Name (or description of historical article

found):_____________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Who owned the article?_________________________________________________________
_____________________________________________________________________________
What historical period is the article from (for example: the 1920s)?____________________
_____________________________________________________________________________
What do you know about the life and times of the person who owned this article?________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Which well-known people also lived during this time period?_________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What famous events occurred during the same period?______________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What other interesting or significant information can you provide about this article and/or
the time period in which it was
used?______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Dear Parent or Guardian:
Your child will be participating in a family based research project over the course of the next two
weeks.
Today in class, your student learned that history can be collected throughout our households. I
brought in a trunk of memorabilia: old photographs, newspaper clippings, post cards, articles of
clothing and other keepsakes that are reminiscent of family life to share with students. We
discussed how the items shared were important to family history. Students were encouraged to
ask questions about each item and share their opinions: What had this item been used for? How
old do you think it is?
1. Students will have one week from today to create a trunk of their own which represents their
family history. Your child will need your help in collecting items. Please place items in a shoe
box and have your child decorate the box; make sure they include their Name and the words My
Family Treasure.
Trunk Due Date:_________________
Sample Trunk Contents:
Family Photographs
Friends’ Photographs
Newspaper Articles (pertaining to family or self)
Jewelry (inexpensive please)
Toys
Articles of Clothing

Postcards
Family Recipe
Wedding Favor
Each trunk should consist of no less than 10 items and the child should know the history of each
item before presenting their trunk to their classmates.
2. A Family Artifact Report has been sent home with this letter. Students will need help in finding
one or two, (based on availability), family history artifacts to present on. Please have your child
answer all of the questions on the Family Artifact Report. If the artifact cannot be brought to
school for the presentation date, please take a photograph and have it attached to the Family
Artifact Report upon completion.
Artifact Due Date:_______________
Please do not hesitate to contact me with any questions about this project. I can be reached by
phone at ____________________ or email__________________________.
Thank You.
____________________________________
(Teacher)
- Activity Six (50 minutes) Primary K-2:
Supplies Needed: a story that introduces children to family heirlooms,

(The Patchwork Quilt by Valerie Flournoy ISBN-10: 0803700970 or Song and Dance Man by Karen
Ackerman ISBN-13: 9780679819950 are good books to start with), an heirloom from your
family to share, quilt squares, Figure 2.10 and Sample Letter.
- My Family Treasure:
Students will learn that family heirlooms do not represent monetary value but
sentimental value, and will realize that heirlooms provide significant family
history.
- Instructions:
1. Choose a book that introduces your students to family heirlooms. Take the
first part of the class to read one or two stories that you feel would be
beneficial to your students.
2. Explain to students the difference between monetary and sentimental
value. Ask students to give examples from the books you have read: what
heirlooms were shown? Why were they special?

3. Next, show students a family heirloom of your own. Ask students to identify
the item. Who would have used it and why? After a few minutes of classroom
discussion, share the significance of the heirloom you have brought in.
4. Inform students that they will be taking a letter and questionnaire home
with them tonight to give to their parents. Advise that they will have two
weeks to locate an heirloom, answer the questionnaire and bring in their
findings for presentation day. Be sure to explain that presentation day will be
when the class will display their artifacts and not only present to their
classmates but their parents too. Describe the concept of a museum to your
students.
5. Encourage your students to engage their parent or guardian when they go
home tonight; ask students to share what they learned about heirlooms and
why it is important for them to do their best with this project.
6. If you read The Patchwork Quilt you can create a class heirloom. On the
Sample Letter there is a section asking the parent or guardian to send their
child in with a piece of fabric with their child’s name. The quilt would
represent the class and be a conversation piece at your museum.
Dear Parent/Guardian:
Your child has recently discovered their Family History through various activities: developing a timeline, a
family tree, identifying their name and their house history. Now as we wrap up this unit, we will be
learning about the significance of our family’s heirlooms.
Today in class, we read stories about heirlooms and I shared an heirloom from my family. Students were
encouraged to ask questions about my family heirloom and we discussed finding an heirloom of their
own. Your child learned that an heirloom does not need to have monetary value but sentimental in order
to be important. Attached is the My Family Treasure worksheet. Over the course of the next two weeks,
please locate a family heirloom and help your child to answer the questions.
Examples of My Family Treasure:
A piece of jewelry
A recipe (please make the food to share with others)
A watch
A painting/picture
Dishes
Silverware
Knick Knacks

You are invited to accompany your child to presentation day:
Date:____________________Time:_______________
We will set our classroom up like a museum. Your child’s desk will become the display case for their
family’s heirloom, at which time they will share their findings with classmates. As some heirlooms do hold
monetary value, you are welcome to take your family’s heirloom home after the presentation.
Before presentation day: Please send your child to school with a square piece of fabric (4 ½” square),
(any color or fabric), have your child neatly write their name on the fabric, and we will create a class
heirloom of our own which will be displayed on presentation day.
Please send in your fabric square by:
Date:__________________________
Please do not hesitate to contact me with questions you may have regarding this project by
phone:__________________or by email:___________________________________.
Thank You.
_________________________________________
(Teacher)
Figure 2.10—My Family Treasure
Name:________________________________________________ Date:__________________
Name (or description of historical article

found):___________________________________________
____________________________________________________________________________________
Who owned the article?_______________________________________________________________
___________________________________________________________________________________
What historical period is the article from (for example: the 1920s)?___________________________
____________________________________________________________________________________

What do you know about the life and times of the person who owned this
article?_______________
____________________________________________________________________________________
What does this heirloom mean to you now that you know its’
history?_________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Lesson Three
What Is Local/Town History?
Objective: Students will utilize their knowledge learned from their Individual and
Family History findings in order to identify important people, places and events in a
historical context.
Points to Remember:
- History is layered and each layer connects/impacts the other.
- Local, Family and Individual History operates within the context of state,
national and world history.
Before Getting Started:

- As an educator, you want to motivate your students to see past their individual
and family history and empower them to extend their historical understanding
toward the local level. Spend some time at the local historical society and/or
museum to get an understanding of available collections that can be utilized
within your classroom.
- Make a visit to your local public library and see where published diaries and
letters, as well as old newspaper collections may be housed. Ask about
historical picture books that compare the “then-and-now” of the town.
- You want to be able to provide your students with research avenues outside of
the Internet, in order to teach them how to effectively develop their skill level.
Research to Build and Present Knowledge:
K-2: 7. Participate in shared research and writing projects.
3: 7. Conduct short research projects that build knowledge about a topic.
4-5: 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Topic: Reading (SS/History)

Key Ideas and Details:
K: 1. With prompting and support, ask and answer questions about key details in a text.
1: 1. Ask and answer questions about key details in a text.
2: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
3: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.
4: 1. Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
5: 1. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Activity One (40 minutes) Intermediate 3-5:

Supplies Needed: Paper, pencil, White Board or a Board to record
notes, Suggested Interview Questions (see Figure 3.1)
- Introducing History on the Local Level:

Students will utilize their knowledge from the Individual and Family History
lessons to learn how to organize people, places and events in a historical
context.
- Instructions:
1. On a classroom board make two columns: “What We Think We Know
About Local History” and “What We Would Need To Research”. Ask
students what they think of when they hear the term Local History and jot
down their ideas.
2. Pass out the Suggested Interview Questions and as a group, go over the
questions that would need to be asked in order to conduct a Local History
report. Ask students if they can think of any other questions. Who could
they ask within the community to help answer the questions? What
research sources are available to them? Encourage them to use local
sources and not just the Internet.
2a. You may encourage students to visit their local library in order to
find informational texts. You may also wish to contact the local
historical society to see if a member would be available to visit your
class to help students answer questions. Remember the Maine Memory
Network can also be a useful online resource.
3. Give students a set time frame to have local history questions answered.
Ask students when researching to be aware of dates, as well as events
and to site sources.
Optional: You may ask students to recreate a grid upon completion of the project
depicting the following column headings: Class Knowledge, Local History
Questions and Answers, Information Sources, and Future Research.
Figure 3.1 – Suggested Interview Questions
1. What was the local geographic area like before this town was settled? In the early days of its
settlement? Now?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What people first settled this area? Why did they come here? When?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Who settled here later? When? What drew them to the area?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What religious or ethnic groups settled here? Has it changed?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. How did early settlers earn their living? Has that changed? How so?
______________________________________________________________________________
______________________________________________________________________________
6. How was the community or town “laid out”—neighborhoods, streets, major city buildings?
________________________________________________________________________
________________________________________________________________________
7. How were early houses built and furnished? Has that changed over the years? How and why?
______________________________________________________________________________
______________________________________________________________________________
8. What industries represent the majority of the population now (i.e., steel mills, electronics,
technological manufacturing, farming, dairy farms, etc.)?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
- Activity One (one week of 40 minute lessons) Primary K-2:

Supplies Needed: Paper, pencil, White Board or a Board to record notes,
books on local history depicting pictures and booklets.
- Introducing History on the Local Level—My Local History Book:
Students will utilize their knowledge from the Individual and Family History
lessons to learn how to organize people, places and events in a historical
context. Students will then create a Local History Book as they begin to learn
about their community.
(Use Your Discretion When Choosing Timeline Events. Remember, to include things your students will easily recall and events that
can further their education. The length of student books is your choice and you can add additional lessons).
- Instructions:

1. Set aside one week of time for this activity. In preparation, make sure to
contact your local library or historical society to locate books on your local
history to share with students. Prepare story/picture booklets in advance, as
students will be creating a My Local History Book recording their learned
events daily (see example below).
2. A Local History timeline can be overwhelming to both young children and
to you as an educator. By choosing the events that you will share with
children and exposing children to their Local History through the use of select
texts and pictures students will gain a clearer understanding.
Student Drawing Here
Today I learned that my

town’s first people were
the Native Americans. Page 1

Activity Two (40 minutes) Intermediate 3-5:
Supplies Needed: Answers to local history background questions,
large piece of bulletin or butcher paper, marker, books from the public
library, maps and other research resources to begin activity.
- Local History Timeline:
Working with students, develop a timeline showing your town or

community’s history. You may want to contact local resources, (the
historical society or public library), prior to introducing this lesson to find
out if a timeline for your community already exists, and utilizing the Maine
Memory Network online may prove useful.
Please Note: Students may have timeline templates available to them through Apple or
Microsoft Software. It is your decision for students to utilize such programs in the
development or completion of this project.
- Instructions:
1. Begin the local timeline with the first significant documented date, (i.e.: the
date the region was named a territory). Make sure to include dates with
regard to military, economic and political interest as the timeline evolves,
and include any famous and/or influential people. Use books from the
public library, local resources and the Internet, (as a last resort for dates
may be inaccurate), for research purposes. Students should have sources
cited from the local history background questions; reducing error. Once
you have the basis of the timeline set, students can refer and add to during
the week or a timeframe you have set. (See Figure 3.2).
2. Explain to students that there will be several uses for the new timeline.
Students will begin to build a local timeline, and will use it to study cause
and effect—understanding what events occurred in the past, and why they
occurred.
2B. Start to ask your students to think about the context of an event.
- How did the mindset of the people during a certain time period shape the outcome of
an event?
- How does the event connect to what came before it and what comes after it?
3. You can then assign individual research projects to students based on the
timeline findings (i.e.: Students may have found that shipbuilding was an
industry leader during the 1800’s. What famous vessels came out of the
town’s shipyards? Captains? What happened to them?) You have the
choice of having the student make a timeline based on their research event
in local history. (See Figure 3.3).

4. (Optional): You can make an individualized plan for students whose
families have lived in the community for generations by incorporating
their Family History into a Local History timeline. Students will gain further
perspective, especially if their ancestors were some of the first settlers and
worked in the industries your community is known for. The study of cause
and effect will have a stronger meaning to these students. Have them
report the finished project to the class—it will put history in a new light for
these students. (See Figure 3.4).
Figure 3.2 – Local Timeline (Waldoboro, ME)
Figure 3.3 – Local Timeline Specified Event (Waldoboro, ME)

Figure 3.4 – Local Timeline (Waldoboro, ME) and Family History Incorporated

Activity Two (40 Minutes) Primary K-2:
Supplies: A map from 100 years ago of your community, a white board
or easel, markers and student addresses.
Community Map:
Students will be introduced to the concept of mapping and learn to note
differences between their community in the past and present.
Instructions:
1. The town office, public library or local historical society will be resources
to utilize in order to obtain a copy of a map depicting your community from
100 years ago. Study it and be sure to know the current addresses of your
students before this lesson.
2. Show students how the community was laid out 100 years ago by drawing a
simple map on the board or easel. Be sure to indicate the following: where
the mall or shopping centers are now and what was once there, where the
school is now and what the location once looked like, as well as other popular
community buildings and places of entertainment. Put x-marks on locations
where students now live, to show their current homes’ proximity to woods,
meadows, farmlands and so on, from 100 years ago. Show expansion of the
original settlement by drawing dotted lines around it.
3. Ask students to write down their thoughts of what their property once
looked like. Has it changed? Has it stayed the same? Was their road even
developed?
4. Have a classroom discussion on how students feel life would be like 100
years ago, based on the map. What was there to do for entertainment? What
chores might they be responsible for?
5. Ask students to draw a map of their property when they go home tonight.
You can begin by saying, “Stand on your front door step and look out, what do
you see? Draw it.” Demonstrate to students how they will eventually
incorporate their house on their property. Share drawings the next day in
class.
Activity Three (60 minutes) Intermediate 3-5:
Supplies Needed: A map and a set of directions per group, (See Figure 3.5), a
box and several objects pertaining to an era of history.
Vocabulary:
Contextualizing History consists of four parts:

ents into their proper context.
us events had an impact on the event/place/person in
question.
act cultural forces have on an event/place/person in question.
vents come before or after the event/person/place you are
studying.
- Exploring a Time Capsule:
Your class has now experienced three layers of history; it’s time to expose
them to the state, nation and world with this activity. Students will begin
contextualizing history with this exercise.
- Instructions:
1. Plan this activity in advance. Choose an era of history, (i.e.: the

1960’s), and put together a box of items pertaining to this era. Leave
a few extra items out that pertain to the selected era, as well as, the
location students will find them. (This may be done either indoors or
outdoors).
2. Put students into small groups, (five or six will work), and give each
group a map and a set of directions. Each group has a different
starting point and will follow the directions to find a hidden object.
The object will be something from the era you have chosen and will
somehow link the location to the era. (I.E. a photograph depicting
commencement from 1960 on the field of the school, or a band badge found in the
music room from the same era. Your school administrators would be a great resource
for collecting school related items).

Figure 3.5 – Map Example
Figure 3.5 –Directions Example
1. Leave the classroom and head east down the hall.

2. Turn west at the water fountain and head down the stairs.
3. At the foot of the stairs head north.
4. You should be standing at the school entrance; face the playground with your back to the school
and position the map so that it matches how you are standing (i.e.: the school is behind you).
5. Take 10 steps West from where you are standing.
6. Head 20 steps South. Once there, look around you. Clue: Baseball players do this while at bat.
7. What goes up, must come down. Run to this location and find your first clue.
8. Read the note attached to the clue and follow the directions. Be sure to take your clue with you
as you head to your final destination.
9. On the way, try to guess what the object in your hand is and what era it is from.
10. Join the others at the location of the time capsule box.

3. Leave instructions on where to find the time capsule with the object
each group will find. Don’t make it too easy for students; you want
them to use the map, problem solve and work together as a team.
4. Once all groups have met up at the location of the “buried” time
capsule, have students return to the classroom. Don’t give anything
away, but ask them to look at the objects the other groups have
found.
5. Open the time capsule and share each item. A large group
discussion should take place to determine the era and how these
items would have had an impact on their lives today on the local,
state and national level. Do any of the items have a world impact?
6. Discuss the purpose of a time capsule and brainstorm what could be
put in a time capsule to depict today’s era.
Activity Three (50 minutes) Primary K-2:
Supplies: Sample Letter, Figure 3.6 Scavenger Hunt, a camera or
drawing paper.
Community Scavenger Hunt:
Students will learn about the importance of the passage of time by finding
community artifacts that are at least 100 years old.
Instructions:
1. Involve students’ entire families by sending home a letter describing a

community scavenger hunt. Your hope is to challenge students’ and their
families to find community artifacts that are at least 100 years old.
2. Hand out Figure 3.6 Scavenger Hunt and discuss with students some of the
possible artifacts available within their community. Encourage students to
share which family member they would like to do the scavenger hunt with,
and how the student could ask this family member.
3. Set a deadline for the assignment. Be sure to let students know that if a
camera is unavailable to them at home, a drawing of the artifact is acceptable
for this project. Also remind students that the library and other community
members are a great source of information, should they become stuck on this
assignment.
4. Upon collection of photographs and drawings, have students write a paper
on their findings and what they have learned. Display their papers,
photographs and drawings on a bulletin board entitled “Scavenger Hunt”.

5. You may choose to have students share their work in class.
Dear Parent/Guardian:
We are currently learning about the history of our community. A great way for your child to
understand their Local History is for them to experience it for themselves.
Your child needs your help to complete a community based scavenger hunt. Our class is looking
for community artifacts that are at least 100 years old. Please see the attached sheet for a list of
suggestions.
Students are expected to walk through their community with a family member and photograph or
draw, (should a camera be unavailable to them), our community’s artifacts. All photographs and
drawings will be collected on:
DATE: ___________________________
Be sure to have your child mark on the back of the photograph or drawing what the artifact is, as
we will be posting their findings in class. Students have been encouraged to visit their local
library or seek alternative sources in order to gain information about our community’s artifacts if
they become stuck.
Thank You.
____________________________________
(Teacher)

Figure 3.6—Scavenger Hunt
Can You Find?
1. A Church? Yes___________No_____________
2. A Statue? Yes___________No_____________
3. A House? Yes___________No_____________
4. A Library? Yes___________No_____________
5. A City Hall? Yes___________No_____________
6. A Monument? Yes___________No_____________
7. A School? Yes___________No_____________
8. A Museum? Yes___________No_____________
9. A Park? Yes___________No_____________
10. A Lighthouse? Yes___________No_____________
11. A Farm? Yes___________No_____________
12. A Business? Yes___________No_____________
13. A Shipyard? Yes___________No_____________
14. A Cemetery? Yes___________No_____________
15. A Tree? Yes___________No_____________
16. A Road? Yes___________No_____________
17. A Fort? Yes___________No_____________
18. A Person? Yes___________No_____________
19. A Flag? Yes___________No_____________
20. A Newspaper? Yes___________No_____________

Lesson Four
How Does Local History Prepare You For State History?
Objective: Students have explored their Local History and have an
understanding of event sequencing. Students will be introduced to their State
History and carry their knowledge with them as they transition into their next
learning phase.
Activity One (60 Minutes) Intermediate 3-5:
Supplies Needed: Texts, Historical Writings, Maps, and Internet access,
a large piece of bulletin or butcher paper, a marker, and a State
Timeline with only the Dates written.
ME State Common Core Standards (Grades 3,4,5):
Topic: Reading (SS/History)
Range of Reading and Text Complexity: 10. Read and comprehend complex
literary and informational texts independently and proficiently.
- Constructing the State History Timeline:
Students will work independently on an event in State History and research
how and why the event occurred, as well as connect the event to the
national or world events of its time period.
- Instructions:
1. Constructing a timeline based on State History can be an extensive project,

but it doesn’t have to be if you choose specific topic areas to explore. You
will prepare a timeline and only mark the dates that correspond to the State
History events you choose for students to research. Students will still
realize cause and effect of events, as well as be able to make the connection
with national and world events.
1a. Research sources to consider for students: Finding Katahdin and the
Maine Memory Network
(http://www.mainememory.net/schools/schools_FK.shtml), town histories and
Maine Registers as well as old newspaper articles for library research.

2. Give each student a card with a specific event from state history and
explain to students that they will need to prepare a research paper based on
this event. Tell students that the timeline is blank except for the dates, and
that when researching they will need to be able to accurately place their
event on the timeline when finished.
3. You may choose to take your students to the library to utilize
Encyclopedias and other texts in order to research their event. You may
choose the length of the paper, but keep in mind students should convey the
following within their research: Why and when did the event occur? Who was
effected by the event? What was the outcome? What did the student learn
from this event and does it affect them on a personal level today?
Activity One (40 Minutes) Primary K-2:
Supplies Needed: Access to State of Maine symbols, books depicting
illustrations, Figure 4.1 State Facts and Symbols.
- State Symbols:
Students will learn the symbols that represent the State of Maine as they are
introduced to State History.
- Instructions:
1. Hand out Figure 4.1 State Facts and Symbols and use class time to answer
the questions with students. Utilize illustrations to depict the state symbols.
Encourage classroom discussion.
Activity Two (60 Minutes) Intermediate 3-5:

Supplies Needed: Basic maps of State of Maine depicting geography
(check with your local library or the State of Maine Archives to obtain
maps).
- Basic Geography:
Students will learn State of Maine basic geography and map reading to
prepare them for their next learning phase.
- Instructions:
1. Prepare maps and sources for students to utilize during class time. Be sure
to explain to students how they go about reading a map and point out basic
map tools (ie: the legend or key, compass rose).

2. Be sure to have students make note of bodies of water, mountains and other
geographic landmarks. Ask students to name the places they have visited and
locate on a map.
Figure 4.1—State Facts and Symbols
1. State Abbreviation:__________________________________________________________________
2. State Capital:______________________________________________________________________
3. Largest City:_______________________________________________________________________
4. Highest Point:______________________________________________________________________
5. Bordering State:____________________________________________________________________
6. Bordering Country:__________________________________________________________________
7. Bordering Bodies of Water:____________________________________________________________
____________________________________________________________________________________
8. State Nickname:____________________________________________________________________
9. State
Motto:________________________________________________________________________
10. State Animal:______________________________________________________________________
11: State
Bird:_________________________________________________________________________
12. State
Insect:_______________________________________________________________________
13. State Flower:______________________________________________________________________
14. State Berry:_______________________________________________________________________
15. State Gemstone:___________________________________________________________________

Activity Two (one week of 30 minute lessons) Primary K-2:
Supplies Needed: Books depicting State of Maine events, select texts
and student booklets.
- My State of Maine Book:
Students will create a booklet of select State of Maine events as an

introduction of State History. They will utilize this knowledge in future grade
levels as State History becomes more prominent in the learning curriculum.
- Instructions:
1. Similar to how the Local History booklet was comprised, you will select
basic events for students depicting State of Maine history. Students will create
a booklet where they will write down the event, what was learned and an
illustration depicting the event.
2. Make sure to encourage students to discuss events and to check for
understanding. The idea of the booklet is to create a visual timeline for
younger children that emphasizes state history but is not overwhelming for
both student and teacher.

Resources
http://wingsprogram.weebly.com/uploads/1/6/6/2/1662995/student_autobigraphy.pdf
http://atlasrodzinny.piasta.pl/Biale_Blota/family-tree-diagram-for-kids-i11.jpg
Hickey, Gail M. “Bringing History Home”. Indiana University-Purdue University Fort

Wayne. 1999 Allyn & Bacon.
http://www.rootsweb.ancestry.com/~cokids/forms/pics/pedigree.gif

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Lesson One

What Is An Individual’s History?

ME State Common Core Standards (Grades K-5):

3-5—Research to Build and Present Knowledge: 8. Recall information from experiences or

Activity One (15 minutes):

LESSON PLAN ELEMENTARY 1

Activity Two (20 minutes):

Young children often have trouble recalling events or understanding the

- What is the first thing you remember?

- When was your first day of school?

- When did you lose your first tooth?

- When did you take a special trip?

- What was the first book you ever read?

LESSON PLAN ELEMENTARY 2

LESSON PLAN ELEMENTARY 3

- All About Me Books: Primary (K-2):

LESSON PLAN ELEMENTARY 4

6. Students can create their self-portrait, illustrations and final

7. Optional: You may wish to create a Family Stories newspaper upon

Students will utilize their personal timeline to construct a book focusing

1. Ask students their opinions about the books on diversity.

LESSON PLAN ELEMENTARY 5

LESSON PLAN ELEMENTARY 6

Figure 1.3—All about Me: Books

Title “All about Me”

A recent photo of myself

Design and illustrate four sections of your autobiography:

1. The Early Years

A. How did you get your name?

B. Who are your parents, grandparents, brothers and sisters?

C. Where are they from?

D. Where have you lived?

E. What is your earliest memory?

F. What is special and unique about your family?

G. Do you have special holiday traditions?

H. Do you have a favorite memory with your family?

A. What pets have you had?

B. Describe a special memory with your pet.

C. Have you had a best friend?

D. Where did you meet them?

E. What adventures have you shared?

F. Where do you go to school?

LESSON PLAN ELEMENTARY 7

H. Who has been your favorite teacher?

I. What activities do you do?

J. What is the best family vacation you can remember?

K. Have you ever traveled to a different state or country?

A. Do you have a favorite hobby or special talent?

B. Do you play a sport or an instrument?

C. What do you like to do in your spare time?

D. What are your favorite things (music, books, food, etc.)?

E. Who are your heroes?

F. What else do you want the reader to know about you?

4. Goals for the Future

A. What would you like to do when you grow up?

C. What accomplishments do you hope to achieve?

2. Pictures of yourself from the past

3. Pictures of family members before your birth

4. Pictures of pets, friends, or ones that depict interests