A Very Long Trip...
Ask students how long a very long trip lasts? What long
trips have they taken?
Why did European immigrants decide to take the long trip to
America? After identifying such reasons as agriculture,
manufacturing, and political or religious freedom, ask
students to brainstorm how going to a brand new place might
help people improve these types of situations.
(Explain the reasons people
came to Ohio)
(Identify possible cause and effect relationships)
Discuss with students what it would be like to leave
everything you knew to go to a new home. How would you feel?
What would the trip be like? Most immigrants came in
steerage class on a long boat ride. What would it be like to
finally arrive in a new land with no home, no friends and no
Ask students to role play an immigrant of their own age.
Write a letter to a friend in Europe describing both the
journey, as well as life in their new home. How would food
be obtained? How would meals be cooked? What would the first
shelters built probably be like? How would it feel to start
(Compare reasons for immigration to
the reality immigrants experienced upon arrival.)
Which is your favorite? . . .
As they explore the Historic Village, point out to students
the differences in the various historic structures. Ask
students to keep track of which are their favorites and why.
This could be shared and discussed after your visit.
How do the outside of buildings differ? How does the
construction of the Historic Homes change from one time
period to another? What about items inside the buildings
such as cooking utensils, entertainment, furniture? What do
these changes tell us about the development of the area?
(Describe changes in the community
over time... architecture, transportation, technology,
What do we NEED? What do we WANT? How did THEY
get it? . . .
Guide the class in making a list of needs and wants. Ask
students to predict how those items would be obtained in a
community in the 1800s or early 1900s. While visiting the
Historic Village, help students discover how the items were
made, or where they came from. Some items might include:
mittens, eggs, cloth, clothes, pans and dishes, butter,
cheese, door latches, water buckets, candle holders, lamps.
(Identify people who purchase goods
and services as consumers and people who make goods or
provide services as producers.)
Are we having FUN yet? . . .
One hundred years from now, what artifacts will historians
find that show how we have fun? What household items do your
students identify as fun? While exploring the Historic
Residences, have a student in each group be responsible for
finding ways that people of the past entertained themselves.
How many musical instruments, stereoscopes, and toys can
(Describe cultural practices and
Hear Ye, Hear Ye! . . .
Ask students to compare methods of communication found in
the Historic Village to those of today. How was information
distributed before the era of television and daily
newspapers? There are many modes of communication
represented throughout the Historic Village. Don’t forget
oral, written, and mechanical methods. (Extra Credit:
How did the depot workers communicate with passing trains?)
(Identify systems of communication
used to move ideas from place to place.)
Are we there yet? . . .
It may have taken a little longer, but several ways of
getting from place to place can be found throughout the
Historic Village. How many transportation methods can your
students locate? Analyze how advances in transportation
would impact the development of the region. (Extra
Credit: Why did some wagons pulled behind animals have solid
wheels instead of ones with spokes in them?)
(Identify systems of
(Explain how canals and railroads changed settlement
patterns in Ohio.)
(Explain the impact of settlement, industrialization, and
transportation on the expansion of the United States.)
A Time for Worship . . .
Worship was very important to the Black Swamp families of
all denominations. How long was the typical church service?
Did families go only to hear the sermon? How was activity on
the Sabbath different than in many of the communities of
(Compare or Describe Cultural
Make a Grocery List . . .
Make a list of things you could purchase at a general store
in the 1880s. If you didn’t have any money, how might you
pay for the things you needed? The General Store was also
the place to pick up your mail. How is this different from a
modern post office? How did the arrival of train service to
this region in the 1850s impact the type of goods you could
buy, how you bought them and where you bought them?
(Describe Cultural Practices and
Are we going to school . . . on our field trip?
What do the two schools in the Historic Village tell you
about life in Black Swamp communities in the 1800s? Have
groups make lists of similarities and differences that they
find here in comparison to their own schools. Or, ask
students to compare the two schools in the Historic Village
to each other.
(Describe changes in the community
(Describe cultural practices and products of various groups
who have settled in Ohio over time: European immigrants.)
Time to go Work! . . .
In the 1800s and early 1900s students usually did not go to
school to learn a craft or a trade. Instead, they became an
apprentice to a working craftsman who would teach what he
knew while the student worked for him. During or after your
day at the Historic Village, ask students to pick one of the
craftspeople to whom they would like to have been
apprenticed. After the visit, students can draw, or describe
in written form, some of the objects they would make. What
were the steps involved in making the object?
(Describe changes in the community
over time including changes in... Businesses, Employment,
Where Did This Carving Come From?
The life-like carving on display in the indoor
portion of our exhibit was made from a tree known as the
Council Oak. Over the tree’s life of nearly 300 years, this
White Oak served as both a social gathering place and a
place to conduct important business for Native Americans of
this area. Before a visit, students could learn about Oak
trees. How long do they live? How large do they get?
Where do they grow? What would make this tree
distinguishable from other trees? The Council Oak Carving
and a surviving section of the tree will be of interest to
your group during your visit.
If a Tree Could Talk . . .
After a visit, students or entire classes might write a
story describing what they think may be happening in the
Council Oak carving. Through describing the relationship
between Dresden Howard and Chief Winameg, students can
explore the effects of the meeting of Ohio’s Natives and its
Newcomers. (Impact of European
expansion / Cause and effects of Ohio frontier wars)
How is That Old Flag Different
From Our Flag?
During your visit, have student groups describe the
flag flying over the trading post. After the visit research
why it looks that way. How and why is it different from
(Recognize symbols of the United
When did it Happen?
Use our timeline exhibit to help students identify
national and local events that
influenced Native Americans in the United
States. (Timeline construction)
How Did They Do That?
Help students to make predictions about what they
will see in Native American homes of the 19th
century. What would Ohio Indians have worn? What would they
have eaten? What did they make their homes out of, and how
did they travel? What kinds of items did they make with
their hands in order to make their lives easier or more
comfortable? Students can then compare their predictions to
what they learn at Natives and Newcomers.(Cultural
practices and products of groups who lived in the local
How Do We Know That Really
Use primary and secondary sources
to show students the different ways that we
answer questions about Ohio history.
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