Local History Walking Tour Field Guide - Capstone

Recite Place Promise + class land acknowledgment for guests. Welcome family + local historical society + local Indigenous nation cultural office + local civic organizations as honored guests.

• Honor each guest by name
• Set discipline of public sharing

Today is our LOCAL HISTORY WALKING TOUR FIELD GUIDE capstone. Each of you has produced ONE 4-page entry on ONE local landmark, civic figure, or place-name. You will present for 90 seconds to visitors. You will name the landmark, share its story with primary-source citation, show its grid reference on your hand-drawn map, and share one Voice-Audit reflection - who was centered, who is missing. Your work goes into TWO bound copies - one for our local historical society and one for our local library. We are place historians.

• We honor the place and the people.

  model Teacher-modeled 90-second walking-tour-guide presentation using one sample entry.

  prompt Sample 90-second presentation: 'Welcome to the Wilcox Library...'

• What are the 4 pages of your field-guide entry?
• Where is the source citation panel?

• Each child presents 90 seconds at their station to rotating visitors.

  scaffold Sentence frames + practice partner from lesson 17
• Visitors circulate; presenters rotate every 4 minutes.

M-3-F-CUL-18-A Illustration

MG-14 reproduction. 8.5x11 portrait 4-page booklet. PAGE 1: Landmark name + photograph + grid reference. PAGE 2: 6-8 sentence story panel with writing-frame (___ stood at this place from ___. ___ used it for ___. We know this because ___ shows us ___. One voice we have heard is ___. One voice we still wonder about is ___.). PAGE 3: Hand-drawn map with compass + scale + legend + grid showing how to find the landmark from school. PAGE 4: Source citation panel (Primary source: ___. Secondary source: ___. With thanks to ___.). Each child assembles + binds with the class.

MG-14 Illustration

Used in lesson 18 as the capstone artifact. Each child completes one 4-page entry; the entries are bound together into a class field guide. One copy is given to the local historical society and one to the local library. The 4-page structure intentionally combines all 7 unit threads (chronology, sources, perspective, mapping, civics, writing, presentation).

• Complete the self-reflection sheet: I LEARNED ___. I CAN ___. I STILL WONDER ___.

M-3-F-CUL-18-B Diagram

8.5x11 portrait sheet with 3 boxes: I LEARNED (3-4 lines) + I CAN (3-4 lines) + I STILL WONDER (3-4 lines). Star space at top. Yellow sticky-note attached - the I-STILL-WONDER carries forward to G3-Spring as the next inquiry seed. Footer: 'You are now a place historian.' Each child's self-reflection sheet is photographed for the class archive + parent communication.

• Deliver bound field-guide copies to local historical society + library
• Recite Place Promise as closing

• No homework - celebration day.