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\n\"People\n\n
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\nCurated OER\n
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\nPeople and the Physical Environment of Illinois\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents read about the settlement of Illinois from statehood to the present. They categorize different areas of need such as survival, economic and social. Students make a list of ways people used the physical environment in Illinois...\n
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\n\"To\n\n
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\nCurated OER\n
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\nTo Come to Illinois - Or Not?\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents analyze primary documents to determine whether the author is pro- or anti-emigration. They outline reasons for or against immigration to Illinois during the early 19th century.\n
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\n\"Illinois\n\n
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\nCurated OER\n
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\nIllinois County Dragonfly Poster\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nStudents identify the dragonflies found in their Illinois County by using the Odonata database list to find the scientific names, searching field guides and the Internet for (1) the common name (2) description (3) life habits and (4) a...\n
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\n\"Slavery\n\n
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\nSlavery and the Legal Status of Free Blacks: Rhetorical Analysis of Debates During the 1847 Illinois Constitutional Convention\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders read actual arguments regarding the status of free blacks in Illinois and slavery in the United States more generally.\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\"Boating\n\n
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\nCurated OER\n
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\nBoating Safety\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nStudents are introduced to the safety procedures to follow while boating. After taking a quiz, they complete open-ended questions about boating accidents in Illinois. They discuss as a class how those accidents could have been prevented.\n
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\n\"Habitat\n\n
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\nHabitat Happenings\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine the characteristics of the Prairie Creek Habitat in Illinois. In groups, they travel between various stations writing haikus and reading brochures. They identify what occurs in each habitat and identify the animals...\n
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\n\"River\n\n
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\nRiver Research\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nStudents use the internet to research the streams and rivers found in Illinois. Using the information, they identify and describe the rivers and streams along with the physical characteristics of a river ecosystem. They share what they...\n
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\n\"Exploring\n\n
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\nExploring the History of the I&M Canal\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nStudents examine the building of the I & M canal in Chicago. Using the internet, they research the lives of the individuals who worked on the construction and develop a timeline of events. They explore the impact of the canal on...\n
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\n\"Here\n\n
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\nHere Today. . .Gone Tomorrow\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents observe that there are threatened and endangered bird species in Illinois, why they have been given this status and how it relates to endangered species on a worldwide basis. they participate in the Project WILD \"Oh, Deer\" or...\n
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\n\"Looking\n\n
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\nLooking to Our Environment\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders studied an environmental region in Illinois. The wetlands, swamps, woodlands and prairies were chosen. They research this region and create a picture that looks as if they are looking out the window. They had to have at...\n
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\n\"Animal\n\n
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\nCurated OER\n
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\nAnimal Legends\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders review the concept of a legend. Using the internet, they research animals found in Illinois. They write their own legends based on the animal they researched. They share their story and show pictures of the animals to the...\n
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\n\"Rendezvous\n\n
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\nRendezvous\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders research the Rendezvous. They then set up bartering stations for students from other classes to visit.\n
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\n\"The\n\n
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\nThe Underground Railroad in the I and M Canal Area\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents discuss provocative statements about the Underground Railroad and form opinions. They locate and read a selection on the Internet that either supports of discredits their written opinions. They then read a speech by John Hossack.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Glass House - Farnsworth House, Plano, Illinois\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nStudents analyze the architecture of Ludwig van der Rohe's 'The Glass House.' In this architecture analysis lesson, students view the images of the house and read about the home. Students complete two research projects for the lesson.\n
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\n\"Prairie,\n\n
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\nCurated OER\n
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\nPrairie, Stream, Forest for Junior High Students\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders take field trips to prairies, streams and forests in Illinois. During the field trip, they complete a worksheet to observe what they see and discuss it when they get back to school. They share their experiences through...\n
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Instructional Video6:13
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\n\"Revolutionary\n\n
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\nRevolutionary War Re-enactment\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nTravel back in time with your class and actually see what a Revolutionary War battle may have looked like. This video depicts a historical re-enactment of a battle. Filmed at a reenactment camp in Illinois, this amateur clip may be...\n
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\n\"Chicago's\n\n
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\nChicago's Amazing Growth\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents, in groups, collaboratively explore the rapid growth of Chicago (from 350 to 300,000 in less than 40 years), and how the city changed to accommodate such rapid growth.\n
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\n\"Predicting\n\n
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\nPredicting the Past\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents study how archaeologists record the past. They discuss archaeology and artifacts. They view a list of artifacts discovered by Marquette at the Illinois Village and answer questions regarding them. They complete a test about...\n
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\n\"Trappers\n\n
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\nTrappers Then and Now\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nLearners study how trapping in the Illinois Territory in the 1800's effected the beaver population in the state. They compare methods, rules and regulations of the 1800s to those of today. In groups, they research a variety of...\n
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\n\"Keeping\n\n
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\nKeeping Us in Stitches Activity: Whole Cloth Quilt Design\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine how decorative motifs are adapted to other types of objects by craftsmen and artists. They examine photos on the Illinois State Museum website, discuss design elements, adapt a motif to a line drawing, and transfer a...\n
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\n\"The\n\n
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\nThe Great Chicago Fire: The O'Leary Hearing\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents dramatized the O'Leary hearing regarding the Chicago fire using the transcript from the original hearings as a script.\n
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\n\"I\n\n
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\nI & M Canal: Technological, Economic\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read about and discuss the reasons European countries were interested in the Ohio Valley. They complete a puzzle to review vocabulary and watch a video on the Illinois Prairie and the I & M Canal. They rewrite the historical...\n
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\n\"...If\n\n
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\nCurated OER\n
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\n...If Your Name Was Changed At Ellis Island\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders investigate the concept of and reasons for immigration. They report on an immigrant group that moved to Illinois since 1700.\n
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