Issaquah History Museums

Dairy Mural, center panel

History Kit

The Issaquah History Museums’ comprehensive History Kit is designed to help primary school teachers meet the Issaquah School District’s social studies curriculum standards. Thirty lesson-plan ideas with games, photographs, videos, digital presentations, and hands-on items make integrating history into the classroom both fun and memorable. What a great way to help kids get their hands on history! The History Kit includes an Activity Guide, a slideshow, videos, photographs, hands-on artifacts, and other resources. The Activity Guide describes thirty activities covering geography, history concepts, Native Americans, early settlers, and community life in historic Issaquah. Culminating activities give students an opportunity to demonstrate an accurate knowledge of the information presented and exhibit an awareness of the relationship between people, environment, and culture. The current version of the History Kit constitutes a significant expansion and update to previous Issaquah history units. The first history unit was compiled by Joe Peterson in 1979. It was updated in 1987, updated again in 1995, revised in 1998, revised and expanded in 2002, and updated again in 2009. The 2002 and 2009 revisions were made possible through grants from 4Culture. The new History Kit was designed align with and complement curriculum requirements, and it reflects input from historians and educators, including local third-grade teachers. It is uniquely suited to support Issaquah teachers in meeting curriculum requirements in a way that is memorable and enjoyable for educators and students alike.

Hands-on versions of the History Kit are available at no charge to teachers in the Issaquah School District through the Issaquah School District’s May Valley Service Center. Educators can reserve a kit by calling the Instructional Media Center at (425)837-5056 or (425)837-5057.

We hope you enjoy using the History Kits and find the activities helpful in teaching Issaquah history!

1 Locating Issaquah

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.

2 Issaquah Maps

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.

3 Communities and Town Histories

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.

5 Be a History Mystery Detective

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.

6 Photo Study

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.

9 Map of Native American Villages and Trails

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.

10 Mary Louie

Students compare historical information, the age of Native American Mary Louie, and think about why interpretations of her age differ from source to source.