No One Lives Here

Subject:                History
Grade:                  Elementary
Presented by:      Pamela M. Young, Albion, Idaho
Geography Themes:      Place and Movement
Geography Standards:  4, 6, 9
Skills:                  Critical thinking, theorizing, organizing
Objectives:
1. Gather information about the past human characteristics of the geographic area in which they live.  2. Develop, conclude, and articulate theories, based on gathered facts, about people who used to live in their community throughout history.  3. Evaluate how the physical and human characteristics of the geographical area in which they live influenced the lives of the people who used to live there.  4. Utilize computer technology to research and present information on topics that arose from their initial investigation. 5. Gain an awareness and understanding of the abundance of information that can be found at a cemetery.
Method:
Students will take a field trip to one or two local cemeteries to gather information, draw conclusions, and develop theories about the people who once lived in their community.  Students will apply the five skills in geography: 1. Asking geographic questions, 2. Acquiring geographic information, 3. Organizing geographic information, 4. Analyzing geographic information, and
5. Answering geographic questions.
Materials:  
Student handout, crayons, thin art paper or rice paper, pen or pencil, clip board (optional).
Procedures:  
Prior to teaching this lesson, visit a cemetery in your area to be sure that it includes information that you want your students to investigate.  It may be necessary to make arrangements with the cemetery caretakers before your field trip.  Prepare a handout which students will carry with them.

In class, introduce the project. Explain to the students that the geography (landscape, climate, culture, distribution) influences the lives people live in a particular area.  Discuss the  information you want them to gather while there, and the format that will be used in reporting the information. (This lesson is a good opportunity for students to work in pairs or groups.)  Students will apply their technological skills to research and present information.  Students will understand and apply organizational skills and deductive reasoning skills to research and information gathering.
Closure:
Time in class should be used to debrief the activity and to discuss findings and theories.  Further time should be given for students to prepare their written and oral reports.  Internet research, email communication, and computer presentation should be utilized by the student’s in preparing and presenting their findings.
Evaluation:
Written report and oral presentation.
Extension:  
Have the students pick one or two of the gathered facts that are of most interest to them and research it further.   Have students give a presentation in class, prepare a display, or perhaps write a piece of fiction around the facts of the story.  Art rubbings could be used as illustrations.  Have an art exhibit with the grave marker rubbings along with a literature reading.  Have students use a map, pins, and string to show the migration patterns of the people buried in the cemetery (showing where they came from).  Chart possible causes of death.
Notes: 
Renderings of the grave markers and tombstones can be made by using rice paper and crayons to make rubbings. These rubbings can be displayed in the classroom or school hallways. Included in the rubbings will be names, birth and death dates, any religious insignia, comments about the person, and the artistic styling of grave markers of that particular time.

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The Idaho Compass
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by
Katherine A. Young and Virgil M. Young
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