Elementary Teaching Guide - Wisconsin Public …wimedialab.org/sites/default/files/episode/guide/...Elementary Teaching Guide Lessons: The Cardy Campsite: Paleo-Indians - Door County’s

Elementary Teaching GuideLessons:

The Cardy Campsite: Paleo-Indians - Door County’s First Inhabitants............page 1Tornadoes of Fire..........................................................................................page 9Appeal to the U.S. Government for a Canal through Door County.................page 13How Did We Get a Canal?............................................................................page 20How Did Tourism Begin?............................................................................page 27Ripple Effect - Cause and Effect....................................................................page 30How Many Cherries?....................................................................................page 33Imaginative Realism: Exploring the Artwork of Gerhard Miller.....................page 37Tourism Through the Years.........................................................................page 42

The following educators contributed lessons to this teaching guide: Stephanie Ayer (Sevastopol School District), Connie Rankin (Sevastopol School District), Mike Scoville (Gibraltar School District), Justin Skiba (Sevastopol School District), Charlotte Tadych (Southern Door County School District), Jim Tellstrom (Sturgeon Bay School District), and Lizbeth Thomas (Gibraltar School District)

Wisconsin Hometown Stories: Door County was made possible by:Funded in part by leadership support from Phillip J. Hendrickson in memory of Elizabeth B. Hendrickson.

Additional support provided by Dwight and Linda Davis Foundation, Bruce and Grace Frudden, John and Gisela Brogan, O.C. and Pat Boldt, Raibrook Foundation, Inc., John & Nell Herlache Community Impact Fund and the Education Fund of the Door County Community Foundation, Inc., Annie and Dick Egan, Barb and Mike Madden, CastlePierce, Friends of Wisconsin Public Television and the Wisconsin History Fund, supported in part by the National Endowment for the Humanities.

Find this and more educational resources at WIMediaLab.org.

Door CountyElementary Guide

Segment One: Early History

Lesson Name: The Cardy Campsite: Paleo-Indians - Door County’s First Inhabitants

Grade: Elementary

Subject Areas: Social StudiesEnglish Language Arts

Objectives: Students will learn about the Paleo-Indians, the first people to inhabit Wisconsin, as they research and define vocabulary related to this culture.

Students will describe the importance of understanding the Paleo-Indians’ culture in order to understand our own culture when they write a thank you letter to the Cardy family.

Standards Addressed:

Wisconsin Model Academic Standards for Social StudiesStandard B: History B.4.1 Identify and examine various sources of information that are

used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts

B.4.10 Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin

Common Core State Standards for English Language ArtsW.4.1 Write opinion pieces on topics or texts, supporting a point of

view with reasons and information.

Materials: Wisconsin Hometown Stores: Door County, Segment One: Early HistoryThe Cardy Camp Site: Paleo-Indians – Door County’s First Inhabitants worksheetDescriptions from Cardy Paleo-Indian Campsite Sign(provided)Photos of the sign located at the Cardy Paleo-Indian Campsite (provided)Digital mapping tool such as Google MapsWriting paper or a device (computer, tablet, etc.) with a word processor

WIMediaLab.org/hometown_stories 1

Time: 60-75 minutes

Procedure: First ask students, “Who lived on this land before we did?” Answers may include: grandparents, American Indians, etc. Next, view Wisconsin Hometown Stores: Door County, Segment One: Early History. As a class, discuss with students who they believe were the first people who arrived in present-day Door County.

As a class, map the Cardy Paleo-Indian Campsite using a digital mapping tool such as Google Maps. The campsite’s location is: 44°49’26.1”N 87°23’25.1”W.

Next, read the descriptions from the Cardy Paleo-Indian Campsite titled: Discovery, Investigation, and Conclusions and Questions. Have a brief discussion after each reading to check students’ understanding of the content.

Show students the photos of the sign at the Cardy Paleo-Indian Campsite. Discuss any questions students may have.

Create small groups with three to five students in each. Provide each group with The Cardy Campsite: Paleo-Indians – Door County’s First Inhabitants worksheet. Instruct each group to match the descriptions with the correct vocabulary term in Part 1 of the worksheet. Students may use a computer or device with internet access to research the terms. When complete, discuss the terms as a class.

Next, instruct students to follow the directions in Part 2 of worksheet. The students should write or type a thank you letter to Mr. and Mrs. Cardy that describes the importance of understanding the Paleo-Indians culture to understand one’s own culture. The letter should also tell the importance of the Cardys’ decision to allow the archaeological excavation of the land.

Extension Activity:

Have students complete a short, creative writing using the following prompt: Describe your life as an archaeologist working at the Cardy Paleo-Indian Campsite. Tell about the experiences you have and challenges you face.

Wisconsin Hometown Stories: Door County, Elementary GuideSegment One: Early History




Name________________________

The Cardy Camp Site: Paleo-Indians – Door County’s First Inhabitants

Part 1: Vocabulary Terms

Match each vocabulary term with its description.

1. ______________ These objects were attached to a spear, dart, or arrow. They were often made from stone, bones, or antlers.

2. ______________ This word means older or ancient, especially relating to the geological past.

3. ______________ This site is located in present-day Sturgeon Bay, Wisconsin. It served as home to Paleo-Indians and was named after the Cardy Family who first discovered artifacts in the mid-1900s.

4. ______________ This term relates to the earliest human inhabitants of the Americas, from as early as 40,000 years ago up to 5,000 B.C.

5. ______________ This word describes the study of human history and prehistory through the excavation of sites and the analysis of artifacts and other physical remains.

6. ______________ This is a Paleo-Indian culture of the Americas that dates back to about to about 11,500 to 11,000 years ago. The culture made heavy, leaf-shaped stone spearheads. Similar artifacts were located at the Cardy Site, which suggest trading.

Part 2: Thank You Letter

In 2003, Clayton and Leona Cardy donated the property to the Archaeological Conservancy, which permanently protects the site and is now listed on the National Register of Historic Places.

Write a thank you letter to Mr. and Mrs. Cardy that:1. describes how understanding the Paleo-Indian culture helps us understand our own culture.2. tells why it was important to excavate the land at the Cardy site.

Your letter can be handwritten or typed.

Vocabulary Terms

Projectile Points Paleo Archaeology Cardy Site Clovis Culture Paleo-Indian



Photos of the sign at the Cardy Paleo-Indian Campsite Photos taken by Justin Skiba, a Door County educator who assisted with writing the curriculum for Wisconsin Hometown Stories: Door County.

The sign and marker at the Cardy Paleo-Indian Campsite.



Photos of the sign at the Cardy Paleo-Indian Campsite Photos taken by Justin Skiba, a Door County educator that assisted with writing the curriculum for Wisconsin Hometown Stories: Door County.

View of the 2003 excavations.

11,000 year old floor exposed by excavation.

Mr. Clayton Cardy and Dr. David Overstreet talk prior to 2003 excavations.



Descriptions from Cardy Paleo-Indian Campsite sign

The sign reads:

DiscoveryAn archaeological mystery lay hidden here for many years. Since 1878 four generations of the Cardy family collected chipped stone implements from the vegetable gardens and surrounding farm area. Interest in these artifacts was re-kindled in the 1950s when Clayton’s son Darrel left Sturgeon Bay to pursue a degree at the University of Wisconsin-Madison. Armed with new information from his archaeology textbook, Darrel surmised that the projectile points found at the Cardy gardens were similar to those found at Clovis, New Mexico, and hence among the oldest artifacts known in North America. Darrel took the artifacts to Madison seeking confirmation, but local scholars quickly pronounced it unlikely, since it was “known” that northeastern Wisconsin was ice-bound and uninhabited some 11,000-12,000 years ago when Clovis-like artifacts were in use. Interest in the site waned.

Text from the informational sign at the Cardy Paleo-Indian CampsiteImage by Justin Skiba.




The sign reads:

InvestigationIn 1979, some 20 years after the denial of the Cardy Site antiquity, interest was sparked anew when a grant from the National Oceanic and Atmospheric Administration brought Dr. David F. Overstreet, then Director of the Center for Cultural Research at Marquette Uni-versity, to the Cardy doorstep. Mr. Clayton Cardy expressed interest in the archeologist’s desire to confirm or deny the presence of Ice-Age people at Sturgeon Bay and understand the great significance of this problem, but he was unwilling to allow any disturbance to his gardens. An-other 24 years would pass before at the age of 88, Clayton Cardy decided it was time to resolve the nagging questions that persisted for so many years about the archaeological site’s validity and antiquity. He gave Dr. Overstreet permission to conduct an archaeological excavation.

In 2003 the long-awaited tests excavations commenced. A series of seventeen test pits were carefully excavated within the garden and the surrounding Cardy property. The test pits yielded a bounty of chipped stone tools including four broken spear points, scrapers, flake cutting tools, and chipping debris from stone tool manufacture. Much of the stone used to make these tools is nonlocal—having originated near Moline, Illinois, or perhaps even as far distant as central Ohio.





The sign reads:

Conclusions and QuestionsThe projectile points recovered by the excavations are classified by archaeologists as Gainey points, a type closely related to the Clovis points that caught young Darrel Cardy’s eye in 1959. These points are known to date to about 9000 B.C., so we know the Cardy Site was used at about that time.

Paleoenvironmental studies carried out near Sturgeon Bay and elsewhere in Wisconsin indicate an environment much different than today. Lake Algonquin, which occupied the Lake Michigan and Lake Huron basins at the end of the Ice Age, would have been about 25 feet higher than Green Bay is today. Hence the Cardy Site would have been closer to the shore than it is today, but not right at lakeside. The vast forests that greeted the first white settlers of Wisconsin were not as yet established. Rather treeless tundra like that of modern northern Canada would have dominated the landscape. It is uncertain exactly where the edge of the continental ice sheet would have been located, but it was probably quite close.

We can only speculate about what drew these people to this spot. Was it simply a sense of adventure to roam and occupy new lands? Were they drawn to the tundra at a time when mammoth, caribou, and muskoxen grazed on the sedge meadows and grasslands? Did they compete with big toothed cats, dire wolves, and short-faced bears for these prey animals? These and other questions will be addressed in the future through the generosity of the Cardy family and its partnership with the Archaeological Conservancy to preserve the Cardy Site. Their combined efforts will provide an opportunity to study human adaptation to the rapidly changing climatic conditions along the margins of the continental glaciers at the end of the last great ice-age.


Lesson Name: Tornadoes of Fire

Grade: Elementary

Subject Area: Social Studies

Objectives: Students will read a primary source so that they can describe the effects the fire in 1871 had on Door County industries.

Students will answer comprehension questions using evidence from a primary source.

Students will create a before and after drawing of the 1871 fire using evidence from a primary source.

Students will be able to locate on a map the areas damaged by the “Tornado of Fires” after reading a newspaper article and watching Wisconsin Hometown Stories: Door County, Segment Two: Ethnic Island.

Lesson Vocabulary:destructivescarcedevastatingdrought




Common Core State Standards for English Language ArtsRI.4.1 Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

Segment Two: Ethnic Island

Wisconsin Hometown Stories: Door County, Elementary Guide


Time: 60-75 minutes

Materials: Wisconsin Hometown Stories: Door County, Segment Two: Ethnic IslandNewspaper article: Appleton Post Crescent (October 8, 1967). “The Other Fire

of 1871” found at: access.newspaperarchive.com/us/wisconsin/appleton/appleton-post-crescent/1967/10-08/page-19?tag=williamsonville+fire&rtser-p=tags/williamsonville-fire?psb=relavance

“The Other Fire of 1871” Comprehension Guide (provided)White drawing paperColoring tools (markers, crayons, colored pencils, etc.)

Procedure: As a class, first watch Wisconsin Hometown Stories: Door County, Segment Two: Ethnic Island. This segment focuses on the Belgian culture in Southern Door County. The “Tornado of Fires” and their effects on Southern Door County communities are also discussed. These tornadoes were on the same night as the Chicago Fire in 1871.

After the video clip, display for the class the article “The Other Fire of 1871.” Read the article as a whole group. Define the following vocabulary terms from the article as a whole group:

destructivescarcedevastatingdrought

Next, provide students with a “The Other Fire of 1871” Comprehension Guide. Instruct students to work in a small group and complete the worksheet. Students should collaboratively reread the article to find the answers to the questions.

When complete, review the students’ responses as a class. Remind students that the areas affected by the “Tornado of Fires” is near or at where the students live today.

“The Other Fire of 1871” describes the area before and after the fire. Provide students with white drawing paper and coloring tools, and instruct them to use evidence from the article to create a drawing of Southern Door County before and after the fire.

Extension Activities:

Take students on a field trip to the Tornado Park Memorial in Brussels. While there, have students examine the historical markers and observe the well that saved five lives during the fire.

Instruct students to do a creative writing using the writing prompt:Imagine it is 1871 and you are at your home when you learn the “Tornado of Fires” is approaching. Describe what you would do!

Wisconsin Hometown Stories: Door County, Elementary GuideSegment Two: Ethnic Island


Name________________________

“The Other Fire of 1871” Comprehension Guide

Answer the following questions using evidence from the article “The Other Fire of 1871.”

1. What date did the great fire of 1871 take place?

2. Why were there so many fires during the summer of 1871?

3. Which Door County communities were affected by the fire in 1871?

4. What were the effects of the fire in the local community?

5. How might life be different presently in Southern Door County communities if this fire never occurred?




“The Other Fire of 1871” Comprehension Guide Answer Key

1. Oct. 8, 1871

2. There was a severe drought. 3. Gardner, Brussels, Williamsonville, Sturgeon Bay, Forestville, Nasewaupee

4. Local communities were destroyed. Prior to the fire industry were primarily related to the vast amounts of timber in the area. Many families owned saw or shingle mills. These were not rebuilt after the fire due to the damage of the terrain. After the fire, there was a large shift to agriculture and subsistence farming in the area.

5. Answers may vary.


Lesson Name: Appeal to the U.S. Government for a Canal through Door County

Grade: Elementary


Objectives: Students will learn what a primary source is through class discussion using the City of Sturgeon Bay’s proposal to Federal Government concerning the canal in Sturgeon Bay.

Students will infer why the Sturgeon Bay Canal was a built using a primary source and schema about the canal.

Lesson Vocabulary:primary source proposedaid infer




Common Core State Standards for English Language ArtsRI.3.1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

Segment Three: Summer People



Time: 30-45 minutes

Procedure: First, activate students’ prior knowledge about the canal in Sturgeon Bay, Wisconsin, using Wisconsin Hometown Stories: Door County, Segment Three: Summer People. Discuss with students what they observed.

Afterwards, define primary source with students. A sample definition is: original documents and objects which were created at the time that can be used for study or research.

Next, distribute “Proposed Ship Canal” to each student. Introduce them to the primary source. Describe to students that they will be learning reasons why the City of Sturgeon Bay felt they needed the Federal Government’s help to build the Sturgeon Bay Canal. Read relevant parts of “Proposed Ship Canal” aloud with the class, and have them underline or highlight information they deem important. Be sure to pause and explain challenging concepts when necessary.

When complete, as a group complete the evidence column of the Inferring Graphic Organizer. Finally, if you feel the students are capable, have them work with a partner to complete the inference column of the graphic organizer. If preferred, you may complete the inference column as a whole group.

Afterwards, discuss with students how their background knowledge help them determine the importance of the Sturgeon Bay Canal.

Extension Activity:

Have students create an image or write creatively about one of the following scenarios:

Imagine you are a Congress member receiving the proposal from the City of Sturgeon Bay. Would you accept their proposal?

Imagine you are a member of the City of Sturgeon Bay who wrote the proposal to the Federal Government. Is there any additional information you want the Federal Government to know? Is there anything you would like taken out of the proposal?

Wisconsin Hometown Stories: Door County, Elementary GuideSegment Three: Summer People


Materials: Wisconsin Hometown Stories: Door County, Segment Three: Summer PeopleImages of ship canal proposal: (1870) Proposed ship canal at Sturgeon Bay,

Wisconsin. Washington, D. C. McGill & Witherow. Washington. [Im-age] Retrieved from the Library of Congress, https://www.loc.gov/item/rbpe.20605600/. “Proposed Ship Canal” Library of Congress. Digital Iden-tifier: rbpe 20605600.

Inferring Graphic Organizer (provided)



Proposed Ship Canal, Page 1 of 4

(1870) Proposed ship canal at Sturgeon Bay, Wisconsin, to connect Green bay with Lake Michigan and open a new harbor on the west shore of the lake. Reasons why Congress should grant lands to aid in its construction. Washington, D. C. McGill & Witherow. Washington. [Image] Retrieved from the Library of Congress, https://www.loc.gov/item/rbpe.20605600/.











Name_______________________

Inferring Graphic Organizer

Read “Proposed Ship Canal.” Then record evidence and write an inference for that evidence in the table below.

Evidence Inference

1

2

3

4

5

6

7


Lesson Name: How Did We Get a Canal?

Grade: Elementary


Objectives: Students will assemble and read a timeline about the building of the Sturgeon Bay Canal using evidence from a newspaper article.

Students will discuss a newspaper article about the building of the Sturgeon Bay Canal and summarize important information.

Lesson Vocabulary:timeline industry funds charteredsurvey grant renewed immigrantsprofitable interim


Wisconsin Model Academic Standards for Social StudiesStandard B: History B.4.2 Use a timeline to select, organize, and sequence information

describing eras in history

Common Core State Standards for English Language ArtsRI.3.3 Describe the relationship between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).




Time: 45-60 minutes

Procedure: First, activate students’ prior knowledge about the canal in Sturgeon Bay, Wisconsin, using Wisconsin Hometown Stories: Door County, Segment Three: Summer People. Discuss with students what they observed.

Next, provide students with a brief history of the canal in Sturgeon Bay: “The Sturgeon Bay Ship Canal connects the waters of Green Bay with Lake Michigan across the Door County Peninsula. The canal is approximately seven miles long. Construction on the canal began in 1871. It cost $342,762.99 to build the canal, which officially opened in 1881.”

Afterward, distribute to students the newspaper article, “Signs by the Side of the Road.” Read the document together, highlighting or underlining important dates and events.

Once complete, tell students they will be creating a timeline showing the important events that led up to the completion of the canal in Sturgeon Bay. Provide each student with a set of timeline pieces, and instruct students to cut the pieces apart and glue them in the correct order with the correct description on the timeline. Allow students adequate time to complete their timeline.

Finally, review the completed timeline with the class, discussing the canal’s construction process.

Extension Activity:

Have students create an image or write creatively about the following scenario:Imagine you are a canal builder working on the canal in Sturgeon Bay. Describe your experience.



Materials: Wisconsin Hometown Stories: Door County, Segment Three: Summer PeopleExcerpt from an unpublished newspaper article, “Signs by the Side of the Road” from the Door County Advocate (provided)Blank timeline (provided)Pieces for the blank timeline (provided)



Excerpt from “Signs by the Side of the Road”, an unpublished article from the Door County Advocate

In unpublished notes, historian Stanley Green wrote, “The suggestion of a canal connecting the head of Sturgeon Bay with the lake was made in 1835 by a Captain Cran who was surveying the area.A demand for such a project was created in the early 1850s by the growing lumber industry around the shores of Green Bay which felt the need for a shorter, cheaper, and safer water route to the Chicago markets.” In 1864, a company was chartered to dig the canal. The state legislature gave them a grant of 200,000 acres to finance the project. Their timing was bad. The canal was grounded by lack of funds. Historians differ (understatement!) as to who should get the credit for the canal. The government apparently was not eager to get involved. Holand explained, “The untold dangers that these 7,000 vessels with their 600,000,000 feet of lumber annually encounter in the rocky defiles and tempestuous passages of Death’s Door were thrillingly set forth, but Congress refused to thrill.” What finally worked? The ever-popular “harbor of refuge ploy.”The deal was to get the government to underwrite the studies and to appropriate funds for harbor improvements, then to incorporate the improvements for the canal project. And that’s what happened. The U.S. government paid for the surveys and for the work at the western entrance of the canal and the state renewed the grant of 200,000 acres of timberland. The digging began in 1871 with a work force made up predominantly of recent immigrants. By 1873, a quarter of the project was substantially completed so the company was to receive its first allotment of land--50,000 acres, which they could sell to raise revenue to finance the second phase of digging. Oh, the company did get $40,000 from the state because part of the canal lands had gone up in smoke during the Peshtigo Fire. Obviously, THAT land wasn’t worth much. Really, none of the canal timberland was of much value, due to the depression of 72, so the project languished for five years. According to Greene, “The delay in construction proved profitable. During the interim, an engineer had perfected the use of hydraulic pumps mounted on barges and the use of steam instead of horse and hand power, lowering costs per cubic yard of material excavated from 33 cents to 20 cents, saving $100,000 on the estimated cost of construction. The work was speeded up so that a preliminary cut, usable by small boats was made by July of 1878.” “The canal was officially certified as completed in 1881 after about a million cubic yards of material had been excavated and a portion of the canal revetted at a cost established by a Congressional investigating committee as $342,762.99.”



Timeline Pieces - page 1

The canal building stopped due to lack of funding.

Building the canal is resumed with help from the U.S. gov-ernment, and the canal’s work force is mainly immigrants.

The company has finished 25% of the canal, thus receiving 50,000 acres of the granted land to sell and use the profits to continue the canal.

Proposed ship canal at Sturgeon Bay, Wisconsin, to connect Green Bay with Lake Michigan and open a new harbor on the west shore of the lake. Reasons why Congress should grant lands is addressed.

During the slow-moving construction of 1872-1877, hydrau-lic pumps were perfected, leading to lower costs, saving the company $100,000 and speeding up the canal’s construction.

Building the canal is moving slow due to the Depression of 1872 and people unable to buy the land or timber that the government granted to the company.

The canal is usable by small boats.

The canal is certified as officially completed.

Captain Cran suggested a canal for the growing lumber industry.

The state legislature gave a grant of 200,000 acres to finance the project, but the project stopped due to lack of money.


Timeline Pieces - page 2



Third segment, lesson 2 extras.


Timeline Answer Key

Lesson Name: How Did Tourism Begin?

Grade: Elementary


Objective: Students will complete a cause and effect chart in order to explain how tourism began in Door County using information from Wisconsin Hometown Stories: Door County, Segment Three: Summer People.

Lesson Vocabulary:tourismcanal


Wisconsin Model Academic Standards for Social StudiesStandard B: History B.4.3 Examine biographies, stories, narratives, and folk tales to

understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events

Common Core State Standards for English Language ArtsSL.3.1 Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.



Materials: Wisconsin Hometown Stories: Door County, Segment Three: Summer PeopleCause and Effect Graphic Organizer (provided)


Procedure: First introduce students to the Cause and Effect Graphic Organizer. Tell students that they will be watching a segment of the program Wisconsin Hometown Stories: Door County. While doing so, students are to look for the cause and effects of how tourism began in Door County.

Time: 25-40 minutes

Extension Activity:

Have students create an image or write creatively about the following scenario:Imagine you are a local resident starting an inn (bed & breakfast) to supplement income. Share your thoughts, feelings, challenges, and successes.



Next, show Wisconsin Hometown Stories: Door County, Segment Three: Summer People. Pause the video segment at important areas to check students’ comprehension and re-watch the segment two or three times so that the students gain a deeper understanding key ideas.

Afterwards, instruct students to complete their graphic organizer. They may do it individually or with a partner. If students are struggling, complete part of the graphic organizer as a class, and the students can finish it either independently or with a partner.

Finally, have the class discuss how tourism became prominent in Door County, using their graphic organizers as discussion guides. Be sure to discuss how the completion of the canal in Sturgeon Bay influenced Door County tourism. Also discuss how tourism also brings new residents.

Name________________________

Cause and Effect



Cause Effect

Effect Effect

EffectEffect

Effect Effect

Lesson Name: Ripple Effect - Cause and Effect

Grade: Elementary

Subject Area: English Language Arts

Objectives: Students will identify and describe the impact of decisions made in the past and how they relate to the present using examples from Wisconsin Hometown Stories: Door County, history, and their lives.

Students will be able to locate decisions made in literature and the effects of those decisions.

Students will be able to express possible alternative consequences to choices made through speaking and writing.


Common Core State Standards for English Language ArtsRL.3.1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or

feelings) and explain how their actions contributed to the sequence of events.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

d. Explain their own ideas and understanding in light of the discussion.

Segment Four: Ripple Effect



Time: 75-90 minutes

Procedure: To activate students prior knowledge on the conservation and environmentalism in Door County, have students watch Wisconsin Hometown Stories: Door County, Segment Four: Ripple Effect. Next, ask students to provide examples from the segment of people making choices that affected others. Be sure to discuss Emma Toft and how she made a choice to do something about what she believed to be wrong. Ask students: What would have happened to the Baileys Harbor area if Emma would not have stepped forward and created a change? How would things have developed differently?

Next, have students make a connection to their lives and instruct them to think about times in their lives their decisions affected others and their choices. They can discuss the events with a small group or individuals can write the events in a journal.

Wisconsin Hometown Stories: Door County, Elementary GuideSegment Four: Ripple Effect


Materials: Wisconsin Hometown Stories: Door County, Segment Four: Ripple EffectList of mentor texts on cause and effect, from Good Reads found at goodreads.com/shelf/show/cause-and-effect) sticky notes (small flag notes would work best in a variety of colors)

Additional Resources:Information about Emma ToftBiography with additional resources

Wisconsin Women Making History, Emma Toft womeninwisconsin.org/emma-toft

VideoWisconsin Public Television, Emma Toft: One With Nature

video.wpt.org/video/2365054149/

Student Learning ToolsGraphic organizer creator

Wisconsin Media Lab, Idea Mapperideamapper.wisconsinbiographies.org

Cluster web organizerReadWriteThink Cluster Organizer,

rwtinteractives.ncte.org/view_interactive.aspx?id=127 Primary sources and newspaper articles (refine search to 1891-present to focus on Emma Toft)

Badgerlink, Access Newspaper Archiveaccess.newspaperarchive.com/

Professional LearningProfessional text on teaching cause and effect

ReadWorksbit.ly/29UJ8nx

When complete, make a list as a class of events that have occurred; choices that someone made; and consequences that resulted from that choice. The events may be historical, from a book, from another country, from the students’ lives, etc. Begin by listing Emma Toft’s decision to prevent the destruction of the land in Baileys Harbor. Brainstorm four to five optional consequences for that one choice, and then another two to three consequences for each of the newly listed consequences, creating a web. Continue to do this for each of the choices listed or for as long as time permits.

Work with your library media specialist prior to the lesson to learn if mentor texts are available that are cause and effect exemplars. If possible, have one book for each student. Give one book to each student, and have them read part of the text, searching for examples of a choice that was made and its consequence. They do not need to read the entire text. Students should tag or highlight these examples using colored sticky notes. Optional: Have students use a graphic organizer to record the cause and effect events. Possible graphic organizers students could use include Wisconsin Media Lab’s Idea Mapper (ideamapper.wisconsinbiographies.org) from Wisconsin Media Lab or ReadWriteThink’s Cluster Organizer (rwtinteractives.ncte.org/view_interactive.aspx?id=127).

Instruct students to share their findings with another student. When complete, students should find another partner with whom they will share their cause and effect events. After, have students share their discoveries with the class.

Finally, students will work independently and write a minimum of one paragraph about one cause and effect they found in their book. In their paragraph they should write what they predict will occur in the remainder of the text as a result of the cause and effect they discovered.


Create a choose your own adventure story with multiple choices to a decision. You may find the following resources useful:

Choose your own adventure stories background informationmentalfloss.com/article/56160/brief-history-choose-your-own-adventure goodreads.com/genres/choose-your-own-adventure

Choose your own adventure websitecyoa.com

Vote for your favorite choose your own adventure stories written from around the world

chooseyourstory.com

Create-a-cube by ReadWriteThink allows for the filling in of possibilities or creating your own questions and answers

readwritethink.org/files/resources/interactives/cube_creator/


Wisconsin Hometown Stories: Door County, Elementary GuideSegment Four: Ripple Effect

Lesson Name: How Many Cherries?

Grade: Elementary

Subject Areas: English Language ArtsMath

Objectives: Students will learn about the history of cherry production using Wisconsin Hometown Stories: Door County.

Students will use provided data to complete multi-step and -operational calculations involving cherries.


Common Core State Standards for English Language ArtsRL.4.1 Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

Common Core State Standards for Mathematics4.MD.A.2 Use the four operations to solve word problems involving

distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Segment Five: Cherryland



Materials: Wisconsin Hometown Stories: Door County, Segment Five: CherrylandCherry Calculations worksheet (provided)

Procedure: First activate students prior knowledge about agriculture in Door County by asking: What crops are grown in Door County? Answers may include cherries, apples, and corn.

Next tell students that cherries have had a large impact on the county, which they are going to learn about while viewing Wisconsin Hometown Stories: Door County, Segment Five: Cherryland. After the segment, discuss with students what new information they learned and what information they found surprising.

Time: 25-40 minutes

Wisconsin Hometown Stories: Door County, Elementary GuideSegment Five: Cherryland

Extension Activity:

Ask students to find a favorite Door County cherry pie recipe. Have them calculate how many pies they can make using their recipe if they have a pail filled with ten pounds of Door County cherries.


Afterwards, distribute the Cherry Calculations worksheet, one to each student. Have the students work either independently or with a partner to complete the multi-step and -operational calculations about cherries. Students must show their work.

Name_______________________

Cherry Calculations

Calculate the amount of cherries described using the data provided.



1. How many cherries are there in a bucket filled with 10 pounds of cherries?

2. How many cups of cherries are there in 12 buckets each filled with 10 pounds of cherries?

3. How many cherries are in a cherry pie that requires 4 cups of cherries?

How much pitted, whole, or cherry juice is in a pound of cherries?

A pound of cherries equals• 1 ½ cups (355 ml) of cherry juice• 2 ½ cups (592 ml) of pitted cherries• 4 cups (948 ml) of whole cherries

One pound of fresh, unpitted cherries is about 80 cherries.

Source: Produce Converter.“How Much Is In,” found at howmuchisin.com/produce_converters/cherries



Cherry Calculations Continued

4. How many pounds of cherries are there in 17 cherry pies that each require 4 cups of cherries?

5. How many cherries do you have to pick if you want to make a gallon of cherry juice?

Create your own story problem involving cherries. Be sure to include the solution, as well as show how to calculate the solution.

Story Problem:

Solution:_________________

This is how you calculate the solution:

Lesson Name: Imaginative Realism: Exploring the Artwork of Gerhard Miller

Grade: Elementary

Subject Areas: English Language ArtsArt and Design

Objectives: Students will summarize important details in Gerhard Miller’s life, a prominent Door County artist, using his biography and Wisconsin Hometown Stories: Door County.

Students will use egg tempera to create a piece of art. They will then write a short story about their artwork, which they will share with the class.


Common Core State Standards for English Language ArtsW.4.2 Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.W.4.3 Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details and clear event sequences.

SL.4.1 Engage effectively in a range of collaborative discussions, building on other’s ideas and expressing their own clearly

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Wisconsin Model Academic Standards for Art and Design Education

Standard E: Visual Communication and ExpressionE.4.2 Communicate basic ideas by producing design and art formsE.4.5 Use visual arts to express ideas that can’t be expressed by words alone

Standard G: Art and Design ThinkingG.4.1 Know art communicates ideasG.4.2 Know that artwork has meaningsG.4.3 Talk and write about the meanings of artworks and designG.4.4 Know how to create works of art that have meaning

Segment Six: Added Beauty



Time: 90-120 minutes (3-4, 30-minute class periods)

Procedure: First ask students: What is imaginative realism? Many students may not know, so as a class, predict and write a working definition.

Next tell students that Gerhard Miller was an artist who was born in Sturgeon Bay, Wisconsin, that completed paintings using imaginative realism. Instruct students to look for examples of his work while watching Wisconsin Hometown Stories: Door County, Segment Six: Added Beauty. Show students the video segment. Watch it a second time, pausing the video at scenes where imaginative realism examples appear.

Revisit the students’ working definition of imaginative realism. Have them rewrite the definition (if necessary) using their new knowledge of the topic. A sample definition is: Imaginative realism is artwork that uses realistic elements in an imagined scene.

Afterward, read Miller’s biography as a class. Have students work with a partner to write a one paragraph summary of his life. Afterward, ask partners to voluntarily share their paragraph with the class. Emphasize with students that Miller painted Door County landscapes but he would paint something in the landscape that might not generally be found there—imaginative realism. Miller used watercolors and egg tempera as his medium. Tell students they will create a piece of imaginative realism artwork using egg tempura, like Miller.

To gain inspiration for individual art works, the students can employ the drama technique of “stepping into a painting.” To do so, they can follow the below instructions:

1. Choose and display one of Miller’s paintings.2. Complete a “See, Think, Wonder” chart. To do so, draw a three column

T-chart with the headings “See,” “Thing,” and “Wonder.” Tell students record reflections on sticky notes about what they see, think, and wonder about the artwork and place the sticky notes in the appropriate T-chart column.

3. Ask students: Do you see any relationships among the different objects in the painting? What shapes do you see in the painting? Give students ten

seconds to choose one item from the painting to imitate with their body. Tell students their body needs to show or become an item from the painting.

Wisconsin Hometown Stories: Door County, Elementary GuideSegment Six: Added Beauty


Materials: Wisconsin Hometown Stories: Door County, Segment Six: Added BeautyGerhard Miller Biography (provided)12”x18” white paperEgg tempera (eggs, water, powdered pigment) and paintbrushes

Extension Activity:

As a connection to math, have students develop their own custom paint color by mixing pigments in the egg paint mixture, using water to lighten or deepen the shade. As students mix the colors, they need to record the ratios of paint to water to make their “secret formula” Students can paint a small sample of their custom color on a note card and write the paint “recipe” on the back of the card.

4. Tell the students that when you say action, they will have 15 seconds to make their chosen item with their body. When you say freeze, the students must become still.6. Once students are frozen into their living portrait, select one student to walk through the “painting” and tell to the class the story about what

is happening, based on what they see. The student can then tap another student to continue the story and take their place as the object. Continue this until everyone has been given a turn to walk through the painting and tell its story.

8. Have the children write a patterned poem based on the “stepping into the painting” activity, but have them think of a special place they like to go in Door County as the subject of their poem.

Next, give each student a piece of 12”x18” white paper. Tell students to imagine a Door County location and think of an item they could add that would contrast the place imagined. Students must record the location and the item on the back of the paper.

Once ready, have students create their own egg tempura for their painting following the steps below:

1. Crack egg, and remove the yolk. Make sure all of the egg white is off the yolk. Place the yolk in a cup. 2. Add about a teaspoon of water to the yolk. Mix.3. Place dry paint pigment in a different cup. Then add approximately the same amount of egg/water mixture to the paint pigment so you have a one-to-one ratio of egg/water mixture to paint pigment. Stir.4. Repeat for all paint colors needed.

After the students prepare their paint, tell them to create an image of the Door County location and the item they thought of previously. While the image is drying, have students write a short story about their artwork. Have students share their painting and short story with the class. During their presentation they should read their story as well as tell why they painted what they did and how they feel about their work.



Gerhard Carl Friedrich MillerBiography

A lifelong resident of Sturgeon Bay, Wisconsin, Gerhard Miller was a talented painter known as the “Dean of the Door County Painters.” He was born on April 12, 1903 to Adolph and Molly Miller.

Miller lost the ability to walk due to polio at age 11. His grandmother taught him to crochet to give him something to do while he recovered from the disease. He soon grew tired of the craft and began drawing and painting.

Adolph was determined to have his son walk again. He would place Miller on the floor every day before he left for work, telling his wife that their son must learn to turn over on his own. The family saved more than $8,000 so that Molly and their son could go to St. Louis for treatment for six months in hopes he would walk again. Gerhard regained the ability to walk after many surgeries and hours of physical therapy.

Miller found himself two years behind his peers after he recovered from polio and treatments. He discovered that he could no longer keep up with his friends and their games. He turned to drawing as his escape.

Miller was supposed to take over his father’s clothing business called The Men’s Clothing Store. So he attended the University of Wisconsin–Madison for business administration. He had to drop out and returned to Sturgeon Bay during his junior year when his father became gravely ill in 1927. Miller had a passion for art. But he now took on his duty to run the family business full-time.

In 1929, Miller married Edna. The couple had two children named David and Margaret. Miller did not abandon his passion for art. He followed a routine of painting for an hour in the morning, going to work, and painting a half hour at noon. He then painted for a few hours in the evening after work.

He was known for his realism and imaginative realism styles of painting. Miller often used oil to paint when he first began the craft, but he switched to watercolor in 1939. He later changed to egg tempura in the 1960s.



Continues on next page

Many of Miller’s paintings were set in nature. He never painted on site because he said an artist can get overwhelmed with detail. He usually drew a sketch at the scene, and then created a final drawing and painting in his studio. He also did not paint during the summer as he said nature was too overloaded with detail.

Miller sold his paintings. He used the money to cover his art supplies and for family trips. He never used money he earned from his clothing business for his travel. He traveled to more than 44 countries during his life throughout Europe, the Middle East, and South America. He enjoyed visiting museums and castles on his trips. He used them for inspiration in his work.

Edna died in 1956. Miller then married Ruth Norton in 1957. She was an interior decorator from Milwaukee. Ruth was formally trained in art, and she was also a writer. She wrote a biography about Gerhard titled “Gerhard Miller: His life, Painting, Philosophy, and Poetry.” Gerhard was an author as well, having written a book of poems in 1944 titled “Residue.” Gerhard and Ruth wrote several books together including “A Spiritual Guide to the Scientific 21st Century.”

The couple earned a fellowship in California in 1965. Ruth studied writing, and Gerhard studied painting. This would be the first formal art education for 60-year-old Gerhard. He regularly taught classes at the Sturgeon Bay branch of the Door County Library, The Clearing, and the Peninsula Art Association. This earned him the title “The Dean of the Door Peninsula Painters.”

The Millers opened an art gallery in their home in 1958. They transferred the ownership of a building to the Library Board in 1967 in hopes that the sale of the building would provide money for an art gallery as part of the Sturgeon Bay Library. The building sold for almost $55,000, and the community donated more than $600,000 for the gallery. The Miller Art Center opened in January 1975. It is now called the Miller Art Museum. The center focuses on cultural programming and collecting art for Door County.

Miller painted until a few weeks before his 100th birthday when a stroke claimed his eyesight. He died on August 16, 2003. His work was exhibited around the United States during his life, including New York and Milwaukee. Much of his work can be found in the Miller Art Museum in Sturgeon Bay.


Gerhard Miller Biography continued

Lesson Name: Tourism Through the Years

Grade: Elementary


Objective: Students will conduct research so that they can create a brochure that highlights important locations and places in Door County.

Lesson Vocabulary:tourismenvironmental conservationsustainability


Wisconsin Model Academic Standards for Social StudiesStandard E: Behavioral SciencesE.4.5 Identify and describe institutions such as school, church, police,

and family and describe their contributions to the well being of the community, state, nation, and global society

Common Core State Standards for English Language ArtsRI.4.1 Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.RI.4.4 Determine the meaning of general academic and domain-specific

words or phrases in a text relevant to a grade 4 topic or subject area.W.4.7 Conduct short research projects that build knowledge through

investigation of different aspects of a topic.

Segment Seven: Continuity and Change



Time: 60-90 minutes (2-3, 30-minute class periods)

Procedure: With the class, first make a list of iconic locations in Door County. Next, have students watch, Wisconsin Hometown Series: Door County, Segment Seven: Continuity and Change. After viewing, ask students if there are any additional locations or places they should add to their list.

Instruct students to research the history of tourism in Door County and the changes that have occurred within it over the years. The students are to then create a brochure, summarizing their research.

For their research encourage students to watch the video segment once again, taking notes of details they may want to include in their brochure. (The video clip and additional clips are available online at WIMediaLab.org/hometown_stories.) Students may also find additional information for their brochures using the information found at the following websites:

Door County Maritime Museum, dcmm.orgDoor County Land Trust, doorcountylandtrust.org Door County Visitor Bureau, media.doorcounty.com/mediareleases/Door- County-Toursim-Economic-Impact-Fact-Sheet-2015.pdf

Students are to organize their information using then trifold brochure template. Students may use images from Door County travel and business brochures and magazines for the brochure they are creating. Remind students that visual appeal is important. Once complete, have students share their brochures with each other in small groups.

Wisconsin Hometown Stories: Door County, Elementary GuideSegment Seven: Continuity and Change


Instead of creating a brochure, have students decorate paper grocery bags that will be used by a local grocery store. The bags should show the importance of tourism to Door County.

To learn more about the community, take a field trip to a local place of interest such as the Door County Maritime Museum.


Materials: Wisconsin Hometown Series: Door County, Segment Seven: Continuity and ChangeTrifold brochure template (provided)Crayons or colored pencilsDoor County travel and business brochures (for pictures) Door County magazines (for pictures & layout ideas)

Additional Resources:Door County Maritime Museum, dcmm.orgDoor County Land Trust, doorcountylandtrust.org Door County Visitor Bureau, media.doorcounty.com/mediareleases



Early Door C

ounty Tourism

1

Why People Travel to D

oor County

2

The C

anal’s Influence on Tourism

3



Grow

th of the Cherry Industry

4

Environmentalism

and Conservation

5

Cover

Documents

Elementary Teaching Guide - Wisconsin Public …wimedialab.org/sites/default/files/episode/guide/...Elementary Teaching Guide Lessons: The Cardy Campsite: Paleo-Indians - Door County’s