Students determine where we live on maps of the world, United States of America, Washington State, and Seattle and the greater Eastside. They find Issaquah on the maps of Washington State and Seattle.
Students name all of the things a community has such as post office, library, school, park, museum, etc and create a map of their own community. They become familiar with a map of Issaquah, map symbols and features. Students create their own map of where they live and play.
Students learn what makes up a community and how communities are alike and different. They learn the differences between villages, towns, cities and suburbs. Students learn various ways to find out more about a town’s history, including street signs, town names, objects, maps, houses and buildings. They use the development of Issaquah as an example of how a community begins and grows, changing and adapting with the times.
Students have an opportunity to share what they already know about the history of their local community, and then brainstorm what they would like to find out about the history of their community.
Students brainstorm all of the resources we have to learn about the past: photos, letters, journals, memoirs, newspapers, interviews, people, official records, artifacts, objects, etc. They discover how we learn about the past, specifically through asking questions and thinking about clues in artifacts.
Using a photo that depicts life in the past in Issaquah, students learn facts about Issaquah’s history. Then, they use their imagination to write their own story about what is happening in the photos.
Students discover how Native Americans used plants in the Issaquah area to meet their basic needs, and compare that with how these basic needs are met today.
Students listen to several Native American stories about how something in nature came to be. Then they write their own story about how something in nature came to be
Students learn about the places that Native Americans lived, traveled, and conducted their daily lives in the Issaquah and Lake Sammamish area. Students consider solutions to the problems that the Native Americans had to face. Students also consider how natural landforms, lakes, hills, forests, wetlands, etc. influence Native American settlement and travel.
Students compare historical information, the age of Native American Mary Louie, and think about why interpretations of her age differ from source to source.