Shortcuts to Modules Module 1 Module 2 Module 3 Module 4 Module 5
Shortcuts to Teaching Notes Module 1 Module 2 Module 3 Module 4 Module 5
Shortcuts to Modules Module 1
Module 2 Module 3
Module 4 Module 5
Shortcuts to Teaching Notes Module 1
Module 2 Module 3
Module 4 Module 5
Chapter 3
Teacher Module Page
Module 1
The Time Line---Making
Time Make Sense
TEACHING NOTES. The purpose of Module 1 is to help the students develop the concept of time and its connection to events. Students must understand about time before they can understand the sequential nature of history, cause and effect, and related ideas. A time line is a valuable tool for teaching these concepts, for it presents a visual picture of historical sequences and relationships.
This module provides directions for making a time line. The time line can be built by the entire class, by a committee, or by one person---or each student can make his own. It is important that a time line be displayed in the classroom throughout the school year! Events should be added as new things are studied.
In addition, I suggest that each student make his/her own time line and keep it up to date. The personal time line begins with personal history and expands to include events in Idaho history. The students should add events to their time lines as they learn more about Idaho history.
You will need to supply certain materials for making the time lines. A list of necessary materials is included in the Module 1 student material.
Special note: A different kind of time line can be found in the Lewis and Clark web site. Click on this hyperlink.
To use this module, begin with a discussion of time using the following questions:
1. How long has history been going on?
2. How long has the United States been here?
3. What was here before the United States?
4. How long has there been a State of Idaho?
5. What came before that?
6. How long ago were your mother and father born?
7. How old is "old?" (Does it depend on how old you are?)
Each of these questions relates to the concept of time and the sequence of events. When the discussion is finished, give each student a copy of the student material and provide the appropriate materials for constructing the time lines.
MOD 1 Click on icon for Module 1 student material.
TEACHING NOTES. The purpose of Module 2 is to help motivate students and to help them better understand how many Idaho Indians lived at the time when the first white men arrived.
The module is excellent for individuals and small groups. The student material should be printed out for the students so they have the pictures, comments, and instructions in hand.
MOD 2 Click on icon for Module 2 student material.
Module 3 The Appaloosa Horse---Spotted History
TEACHING NOTES. The purpose of Module 3 is to help motivate students and to help them better understand how many Idaho Indians lived at the time when the first white men arrived.
The student material was written for the teacher to read aloud or for the students to read themselves. We recommend that you print copies for the students.
MOD 3 Click on icon for Module 3 student material.
ANSWERS FOR THINKING ABOUT THE APPALOOSA
1. A remuda is a herd of horses from which cowboys choose horses to ride. When the Nez Perce lost their Appaloosas, their horses were taken over by farmers and ranchers. The Indians' horses began producing spotted colts for white men's herds.
2. It is a matter of personal choice.
3. Indians needed horses that were strong and had lots of endurance. Today people may not care about these things, looking instead for beauty or speed or both.
4. For fun. Some people breed and sell them as a business to make money.
Module 4 Indian Rock Art---Learning How to Read It
TEACHING NOTES. The purpose of Module 3 is to add interest to the study of Indians.
Module 5 Rock Art---Learning to Read It