A Travel Through Time: A Day in the Life of a Kid in 1880"

Title: "A Travel Through Time: A Day in the Life of a Kid in 1880"

Topics: Childhood; Rural Life; Social History Suggested Grade Level: 1-5 Required Time: 45-90 minutes Description: Students will place themselves into the life of a kid living in rural Monroe County in 1880. Through hands-on activities, students experience childhood of the past by performing chores, going to school, playing games, and engaging in other 19th century-appropriate activities.

Goals:

• Compare and contrast students' lives today with the lives of children in 1880
• Identify technological and cultural differences in 1880 from today through photographs, objects, discussions, and activities
• Relate to rural life in Monroe County during the late 19th century

A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world

B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs and charts

B.4.4 Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups

B.4.8 Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment

B.4.9 Describe examples of cooperation and interdependence among individuals, groups, and nations

C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation

E.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families lives, and how they make a living

E.4.5 Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society

Physical Education Performance Standards Related to the Program
Grades 3-5

5:2:A1 Accepts the teacher's decision regarding a personal rule infraction without displaying negative reactions toward others.

5:2:A2 Assesses and takes responsibility for his or her own behavior without blaming others.

5:2:A3 Demonstrates safe control of body and equipment.

5:2:A4 Follows class, activity, or game rules respectfully.

5:2:B1 Cooperates with all class members by taking turns and sharing equipment.

5:2:B2 Participates in a variety of team building activities.

5:2:B7 Participates in low-level challenges, team building, adventure, and cooperative activities that encourage working together to solve problems in a game or activity.

5:2:B8 Regularly encourages others and refrains from negative statements.

Common Core State Standards for Literacy in All Subjects (K-5) Related to the Program
Grade 3

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

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