SCHOOL TOURS
Teachers, bring your students to the Forks of the Wabash for a day of education, interaction and fun. Tours are adapted to meet your educational goals. Interested in pioneer life and chores? Come and tour an 1847 log house, discover kids’ chores, and participate in hands-on activities. Woodland Indian life? Students will visit the home of a Miami Indian chief, walk through a wigwam, and play Native American games. Give your students an opportunity for individual discovery and interpretation.
Located on the Wabash River, at the southern end of the Great Portage, Historic Forks of the Wabash has witnessed much of Indiana’s rich heritage. The historic park is the site of the home of Chiefs Richardville and Lafontaine, a German immigrant’s home, a one-room school house, a wicki-up, winding trails, a French trading post, remnants of the Wabash and Erie Canal, and, of course, the stately Wabash River. You’ll walk the grounds where treaties were signed between the Miami and the U.S. Government.
Cost for the tour is $5.00 per student. Teachers and school staff are admitted free. If you agree that a visit will be of interest to your students, then call today at (260) 356-1903 or email tours@forksofthewabash.org. Our schedule fills quickly so don’t delay. Tours must be booked in advance and are scheduled on a ‘first come first served’ basis. We’re looking forward to hearing from you!
Perfect for fulfilling Indiana Academic Standards at a variety of grade levels!
We can provide tours tailor-made to meet your students’ needs!
1st Grade Standards
History: Standard 1
Students identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events and symbols that are important to our country.
Historical Knowledge
1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present. Example: Clothing, the use of technology, methods of transportation, entertainment and customs
1.1.2 Compare past and present similarities and differences in community life through different forms of media, biographies, oral histories, folklore, video images, etc. Example: Compare the roles of men, women and children; ethnic and cultural groups; types of work; schools and education in the community; and recreation.
2nd Grade Standards
History: Standard 1
Students differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.
Historical Knowledge
2.1.1 Identify when the local community was established and identify its founders and early settlers.
2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video
images.
2.1.3 Identify individuals who had a positive impact on the local community.
2.1.4 Identify and describe community celebrations, symbols and traditions and explain why they are important.
Chronological Thinking, Historical Comprehension, Research
2.1.5 Develop a simple timeline of important events in the history of the school and/or school community.
2.1.6 Create and maintain a calendar of important school days, holidays and community events.
2.1.7 Read about and summarize historical community events using a variety of resources (the library, digital media, print media, electronic media, and community resources).
Students describe how significant people, events and developments have shaped their own community and region; compare their community to other communities in the region in other times and places; and use a variety of resources to gather information about the past.
3rd Grade Standards
History: Standard 1
Students describe how significant people, events and developments have shaped their own community and region; compare their community to other communities in the region in other times and places; and use a variety of resources to gather information about the past.
Historical Knowledge
3.1.1 Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.
3.1.2 Explain why and how the local community was established and identify its founders and early settlers.
3.1.3 Describe the role of the local community and other communities in the development of the state’s regions.
3.1.4 Give examples of people, events and developments that brought important changes to your community and the region where your community is located.
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research
3.1.6 Use a variety of resources to gather information about your region’s communities; identify factors that make the
region unique, including cultural diversity, industry, the arts and architecture.
3.1.7 Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.
3.1.8 Describe how your community has changed over time and how it has stayed the same.
4th Grade Standards
History: Standard 1
Students trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state.