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\n\"Lesson\n\n
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\nLesson 11: Illinois History 1800's Dual Timeline\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents identify and research key event in the history of Illinois during the 1800's and create a dramatic skit or oral report based on the event.\n
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\n\"Perfect\n\n
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\nScholastic\n
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\nPerfect Postcards: Illinois\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nConnect the geography and history of Illinois using an art-centered lesson on the railroads. The railroad connected once-distant places, particularly in the Midwest. Using research, class members create postcards of fictional cross-state...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Progressive Era in Illinois\n

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\n\nFor Teachers\n\n11th\n
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\nHigh schoolers collect photographs on the Progressive Era in Illinois, then write three newspaper articles, using one photo per article. The article will highlight an event in Illinois during the Progressive Era. The newspaper must also...\n
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\n\"Prairie\n\n
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\nPrairie Poetry\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders take note of the ways in which word choice, rhythm, language and narrative voice, as well as point of view in a poem can be used to evoke a time and place. They use their insights to create a poem of their own.\n
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\n\"Aerial\n\n
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\nAerial Photography\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders compare the artistic values of Terry Evans' photography with LandSAT images and other images made for purely scientific, government and commercial purposes. They consider the artistic choices made in aerial photography.\n
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\n\"ILLINOIS\n\n
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\nILLINOIS PICTURE TIMELINE GAME\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders explore Illinois state history by finding six historical photos and then putting them in sequential order.\n
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\nLesson 8: Early History of Illinois/Dual Timeline\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nPupils, in groups, research and pretend as if they are interviewing a Mississippian child. They come up with three questions to ask to research their culture.\n
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\n\"Lesson\n\n
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\nLesson 10: History of Illinois 1700's Dual Timeline\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents create a journal that includes historic events that occurred in Illinois in the 1700's that features entries on the same topics from different perspectives.\n
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\n\"The\n\n
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\nThe Great Chicago Fire Survivors\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nYoung scholars compare and contrast the experiences of two survivors of the Great Fire of Chicago using a Venn Diagram.\n
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\n\"Getting\n\n
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\nGetting a Sense of Time\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents gain an appreciation for geologic and historic time. They gain a general amount of information of the development of hte Chicago area, with particular attention given to the role of the Chicago River. Students contruct a time...\n
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\n\"School\n\n
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\nSchool Museum\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders research individuals who contributed to the history of Illinois, and what school was like at that time. They compare schools of various times.\n
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\n\"Lost\n\n
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\nCurated OER\n
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\nLost Illinois History\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung scholars discuss \"The Trail of Tears,\" why it happened, what it is, and where it began and ended. They work in groups to complete a reading section and answer a series of questions then share the answers with the class. Students...\n
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\n\"Prairie\n\n
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\nPrairie Settlement\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents make a decision for site selection for a farm during the 1840s in the Midwest. They build research and writing skills by recording the information used for analysis in a chart and as diary entries.\n
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\n\"At\n\n
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\nAt Home on the French Frontier: 1700-1800\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents role play bartering for goods and services as the French settlers did in colonial Illinois. They start with eight household items to acquire through bartering. They have to calculate values for each object and determine the...\n
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\n\"The\n\n
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\nScholastic\n
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\nThe Rise of Railroads: Illinois\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nRailways not only cross the US, but they are also intertwined with the history of America. Using a timeline format, individuals explore the connections between major events in American history—such as the Civil War—and the rise of the...\n
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\n\"National\n\n
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\nNational expansion of the United States (1815 to 1850), and its connection to local Illinois history.\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents discuss the importance of establishing the I & M Canal water route. They watch a video about the canal's history. They collect and write a personal migration story by interviewing a family member. They analyze trends and...\n
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\n\"ILLINOIS\n\n
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\nILLINOIS HISTORY HOW TO SEARCH THE INTERNET\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders use the internet to search for pictures about historical events and then use those pictures for a timeline game\n
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\n\"Treasure\n\n
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\nTreasure Tales\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nCreate an artifact kit to engage your young learners. Then, assign small groups a section of chapter three. They will identify the main idea and three supporting details for their section. Then, they select one artifact from the kit that...\n
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\n\"To\n\n
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\nTo Be Black and American: World War II\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders research wartime conditions African American had to endure during World War II. They explain what role African Americans played in World War II and describe what life was like for African Americans in the United States...\n
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\n\"The\n\n
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\nThe Jim Crow Era\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine how African-Americans were affected by the Great Depression. In this African-American history lesson, students conduct independent research on the social conditions of the time period using the suggested resources....\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring Adlai E. Stevenson II\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders research work to research six areas in the life of Adlai E. Stevenson II: His Early life, Governor of Illinois, Campaigns for president, Ambassador to the UN, famous quotes, later years. They create a supply of notecards...\n
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\n\"To\n\n
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\nTo Be Black and American: The Great Depression\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders view pictures and write a description of what is depicted in the picture. They then divide into groups of three to share what they have written and come to a consensus of what the picture represents.\n
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\n\"River\n\n
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\nRiver Otter Adaptations\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents study the body of the River Otter to understand animal adaptations to their habitats. In this animal adaptations lesson, students study the photo of the River Otter and discuss its body. Students then play a game of...\n
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\n\"Treasure\n\n
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\nTreasure Chest\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents explore Chicago in the fur-trading era. In this Chicago instructional activity, students discover what life what like during this time. Students read an historical fiction story about life in the fur-trade era. Students...\n
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