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Bloomfield History

Lesson Plans

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These lesson plans are aimed at Grade 3, and were created with the kind assistance of Eloise W. McDaniel.

A Day In The Life Of Children Then And Now
adapted from a lesson plan by Mari Domanski,
Utah Lesson Plans.

 

Objectives

Help students feel a connection to the past by finding similarities and differences in the chores and activities of early settler children. 

 

Materials

  • Childhood Memories, a compilation of recollections of childhood by Bloomfield settlers (download below).
  • Any New Mexico history textbook lessons on childhood in historic New Mexico.

Procedures

 

1. As a class, have students write out a day in their lives, a bed-to-bed list.

 

2. Work as a class to make a second list of the day in the life of a child in Bloomfield's past.  Relate stories from Childhood Memories.

 

3. Divide students in teams of three to compare the two lists that have been created. Have them find 2 things that historical children did that are the same as modern children do and 2 things that are different.

 

4. As a class, set up a Venn diagram from student responses from commonalities and dissimilarities to help the students to more easily make comparisons.

 

5. Have the children write a paragraph or more on this idea: Are you happier being a modern child or would  you like better to be a historic child? Students need to give 3 good reasons for their choice.

 

Extensions

 

Have the student draw comic strips or story boards of their routines and the routines of historical children.

 

Field trip to the Farmington Museum.

 

Presentation by a local citizen who remembers the early days of Bloomfield and what it was like to be a child in that time.

 

Interview grandparents to compare their childhood lives with that of the students. Create a display showing childhood lives then and now.

 

This lesson could also be used to teach children about other historic lifestyles, such Navajo or Anasazi, early Hispanic.  Have students compare their lives with those of Anasazi children’s and debate the differences and similarities.

 

 

 

City Geography

 

Objectives

 

Students will understand the following:

1.  Towns change over time.

2.  How to find and mark locations on a map.

 

Materials

For this lesson, you will need sufficient copies for all student teams of:

            • Location Worksheet 1 (download below).

            • Location Worksheet 2 (download below).

(Copies can be made front and back in order to save paper.)

 

Procedures

 

1.  Divide students into teams of three. Give each team a copy of the Location Worksheet 1.

 

2. Have each team find the locations listed on the sheet and write the name and address next to them.  It might be necessary to explain the abbreviations used for “street,” “boulevard,” etc.

 

3. Check the students’ work, and talk about Bloomfield’s changing landmarks.

 

4.  Now pass around Location Worksheet 2. 

 

5.  Have each team mark the historic locations listed with the icon shown.

 

Extensions

 

Ask the students to write a paragraph about their town.  Tell them to include things that make it a good place to live and things they would change about it.

 

Links

Bloomfield’s Chamber of Commerce < http://www.bloomfieldnm.info/>

 

Demographic information on Bloomfield < http://www.epodunk.com/cgi-bin/genInfo.php?locIndex=17790 >

 

 

 

Illustrated Timeline

Adopted from a lesson plan by Discovery Education.

 

Objectives

Students will understand that timelines are visual representations of history and show events in chronological order.

 

Materials

For this lesson, you will need:

  • Bloomfield Timeline (download below)
  • Construction paper
  • Markers, crayons, colored pencils
  • Old magazines
  • Scissors
  • Tag board or butcher paper

Procedures

 

1. Explain that timelines are visual representations of events and are usually listed from the earliest to the latest.  Explain the Bloomfield Timeline. 

 

2. Have each student choose an event in the timeline and create an illustration or collage depicting that event. Students can use scissors, construction paper, old magazines, felt-tipped pens, colored pencils, and crayons to create those scenes. (Encourage them to get creative!)

 

3. When everyone is finished with his/her illustration or collage, have the students assemble a giant illustrated timeline by arranging their artwork in chronological order on the tag board or butcher paper. 

 

Extensions

Students can create timelines of their own lives using family information and local or national events.  They can choose one event and write a paragraph to share with the class.

 

In talking about time, mention that the timeline continues into the future.  Ask students to write short speeches on their hopes for the future.  This can include what they hope to accomplish and how they will achieve their goals or how they would like the world/nation to be in the future.

 

Click to download Childhood Memories

Click to download Location Worksheet 1

Click to download Location Worksheet 2

Click to download Timeline

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