E d u c a t o r ’ s L E s s o n P L a n

Tennessee River Trails Association (TRTA) l Tennessee Department of Education

IntroductIon

Dear Educator,

The Tennessee River Trails Association (TRTA) is a non-profit organization dedicated to promoting economic development through tourism. TRTA was created in 2000 by the executives of the nine counties surrounding the Tennessee River in order to enhance recreation, promote tourism, and sustain local economies.

So, how do educators fit into this plan? TRTA has created lesson plans for teachers to use in elemen-tary and middle school classrooms to teach Tennessee history and geography within the region. These lessons offer a variety of background information and activities. All lesson plans adhere to the Tennessee State standards. Lessons include language arts, science, social studies, and culture. Each topic has a complete lesson plan included as well as specific state standards that are taught. Our goal is to educate young ambassadors of this region in order to promote a sense of pride and leadership in their own communities.

You as educators are a very important part of this initiative, and we appreciate your continued effort in educating our future generations. For additional information about this initiative and downloadable copies of educational materials, please see our website: www.driveanddiscover.com.

Thanks you for your efforts.

Sincerely,

Tennessee River Trails Association Executive CommitteeMayor John Carroll, TRTA ChairmanBenton County, Decatur County, Hardin County, Henry County, Houston County, Humphreys County, Perry County, Stewart County, Wayne County

BEnton county

Nathan Bedford Forrest State Park Objectives: Students will identify the accomplishments of notable Tennessean Nathan Bedford Forrest. Grade Level: Fourth Grade Tennessee Social Studies Curriculum Correlations: 4.5.09 Recognize major events, people, and patterns in Tennessee. 4.5.tpi.3 Visit historical Tennessee sites. 4.5.tpi.5 Design a picture book showing famous Tennesseans and describe their accomplishments. Group size: 25-30 students Lesson Time: Two 50-minute classes + one day for trip to Nathan Bedford Forrest State Park. Background Information: The park was named for General Nathan Bedford Forrest, the Confederate cavalry leader, who on November 4, 1864, attacked and destroyed the federal supply and munitions depot at (Old) Johnsonville at the mouth of Trace Creek. His operations were concentrated along the river in the vicinity of the park and the Town of Eva. In 1929, the park was dedicated to Nathan Bedford Forrest on land acquired in part from Benton County. Forrest was one of the greatest military tacticians and leader of the American Civil War, as well as a very controversial figure.

Materials: 3 pieces of paper letter size, 2 pieces of yarn, 12" hole punch, beads are optional, crayons, computers Day 1: Research the part played by Nathan Bedford Forrest in the American Civil War, especially the destruction of the Union supply depot at Old Johnsonville. Procedures:

The step book can be held vertically or horizontally.

The step book can be held vertically or horizontally.

Each step page flips up to reveal a section underneath which gets larger as you move down the pages.

Making the Book: 1. Take the three pieces of paper and hold them so that each piece of paper is about 1.5 inches lower than the one before. You have made the first three of six steps.

2. Holding the papers together turn them over so that the steps are towards you and on the bottom. Fold the bottom over so that you now have six steps. Check to see if the steps are even. If not, adjust them and then crease.

BEnton county

3. Holding the papers together, open them part way along the fold. For young children, I often clip the paper with clothespins. Push the hole punch in as far as it will go along the fold from one side, and punch a hole. Do the same thing on the other side.

4. On each side, thread a piece of yarn through the hole, pull it to make the ends even, and tie a double knot against the edge of the paper. Tie beads on the ends of the yarn if you wish.

Evaluation/Assessment: Students will share completed books about Nathan Bedford Forrest and the part he played in the American Civil War.

BEnton county

© 2008 Susan Kapuscinski Gaylord/makingbooks.com

dEcatur county

Cypress Pond Refuge Objectives: Students will learn of the importance of the bald eagle as an endangered species and learn about its life cycle. Grade Level: Third Grade Tennessee Science Curriculum Correlations: GLE 0307.4.1 Identify the different life stages through which plants and animals pass. SPI 0307.4.1 Select an illustration that shows how an organism changes as it develops. Group size: 25-30 students Lesson Time: Two 50-minute class periods + 1 day field trip in spring to Cypress Pond Refuge Background Information: The Bald Eagle Free Again is a great story about the life of an eagle at a nature refuge. The story provides information about an eagle's life cycle as well as conservation issues. Materials: Read the book, The Bald Eagle Free Again by Carol A. Amato ISBN # 0-8120-9288-0 Two worksheets: Bald Eagle Worksheet and Bald Eagle Crossword Puzzle Procedures: Read The Bald Eagle Free Again. Discuss the life cycle of the bald eagle. Color and label the Bald Eagle Worksheet. Evaluation/Assessment: Students will use information learned to complete the Bald Eagle Crossword Puzzle.

dEcatur county

Bald Eagle Worksheet

The Bald Eagle, Haliaeetus leucocephalus, is a magnificent bird of prey that is native to North America. This majestic eagle is not really bald; white feathers cover its head. The derivation of the name "bald" is from an obsolete English word meaning white. The bald eagle has been the national symbol of the USA since 1782. Habitat: The Bald Eagle lives near rivers and large lakes, as it catches most of its food in the water.

dEcatur county

Diet: Eagles are carnivores (meat-eaters) and hunt during the day (they are diurnal). They eat mostly fish. They also hunt and scavenge small mammals, snakes, and other birds.

Anatomy: Bald Eagles have a long, downward-curving yellow bill, and large, keen eyes. These strong fliers have white feathers on their head, tail, and wing tips; the body has brown feathers. The feet have knife-like talons. Eagles have about 7,000 feathers. Adult eagles have a seven-foot (2.3 m) wingspan. The females are 30% larger than the males.

Nest and Eggs: Bald Eagles build an enormous nest from twigs and leaves. The nest can be up to eight feet across and may weigh a ton! Nests are located high from the ground, either in large trees or on cliffs. Eagles may use the same enormous nest over and over again for years. The female lays a clutch of one to three eggs. The incubation period is from 1 to 1 1/2 months. Both males and females incubate the eggs. They both feed the hatchlings until they learn to fly (fledge).

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The Bald Eagle Fre e Again Na m e ___________________________

THE ER T A L O N SM G OA L P R E D A T O R

F L E D G E T PS T H R R A P T O R

B A L D E A G L EM F Y

F E UI M M A T U R E GS I S E V E NH C GE B A L D E GA E D SG A TL KE

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Across3 Sharp claw-like structures found on an eagle's foot.5 An animal that hunts and kills other animals for food.6 Term used when eaglets are learning to fly.9 Term used for birds of prey.10 Became the National Emblem for the United States in 178212 Term used for young eagles that do not have white head and tail feathers.13 An eagle may have a wingspan of up to __ feet.15 Bald eagles got their name from this Old English word for white.

Down1 Rising currents of warm air used by eagles to help them soar through the sky.2 Term used for baby eagles.4 Bald eagles are only found here.7 An animal that is hunted by another animal for food.8 A place where wildlife and their habitats are protected.11 Bald eagles belong to the __ __ group because they eat fish.14 Eagles lay between 1 to 3 __.15 Used to tear the flesh of animals.16 A pesticide that caused thinning in eagle eggs. T. Tr im pe 2002

The Bald Eagle Fre e Again ANSWER KEY

THE ER T A L O N SM G OA L P R E D A T O R

F L E D G E T PS T H R R A P T O R

B A L D E A G L EM F Y

F E UI M M A T U R E GS I S E V E NH C GE B A L D E GA E D SG A TL KE

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HardIn county

Ballad of Shiloh Objectives: Students will learn how to write a ballad from an historical perspective. Grade Level: Fifth Grade Tennessee Social Studies Curriculum Correlations: 5.01 Understand the causes, course, and consequences of the Civil War. 5.01.e Describe the role of Tennessee in the Civil War. Group size: 25-30 students Lesson Time: Two 50-minute class periods + 1 day field trip to Shiloh Battle Field. Background Information: Much of the battle, which took place on April 6-7, 1862, took place around a log Methodist Church called Shiloh, which, ironically is roughly translated from Hebrew as "Place of Peace." It took place around Pittsburg Landing, in western Tennessee, on the west bank of the Tennessee River. Approximately 19,900 were killed or wounded and the battle was a Union Victory.

Materials: Lyrics to “Battle of Shiloh Hill,” computers to research Battle of Shiloh. http://www.youtube.com/watch?v=kLZuBqGH7H8 Procedures: Students will learn about the historic background behind the song "Battle of Shiloh Hill.” Students develop a deeper understanding of U.S. history by exploring the events of the Battle of Shiloh and write their own song lyrics about the Battle of Shiloh from the perspective of a child their age. Evaluation/Assessment: Students' song lyrics will be assessed based on the inclusion of accurate/researched historic information and the ability of their song lyrics to "teach" about the Battle of Shiloh from a child’s perspective.

SHILOH'S HILL

by M.G. Smith

Come all ye valiant soldiers -- a story I will tell About the bloody battle that was fought on Shiloh Hill. It was an awful struggle and will cause your blood to chill; It was the famous battle that was fought on Shiloh Hill. 'Twas on the sixth of April, just at the break of day; The drums and fifes were playing for us to march away. The feeling of that hour I do remember still, When first my feet were tromping on the top of Shiloh Hill. About the hour of sunrise the battle it began; Before the day was ended, we fought 'em hand to hand. The horrors of that field did my heart with anguish fill For the wounded and the dying that lay on Shiloh Hill. There were men from every nation laid on those bloody plains, Fathers, sons, and brothers were numbered with the slain, That has caused so many homes with deep mourning to be filled, All from the bloody battle that was fought on Shiloh Hill. The wounded men were crying for help from everywhere, While others who were dying were offering God their prayer, "Protect my wife and children if it is Thy holy will!" Such were the prayers I heard that night on Shiloh Hill.

HardIn county

And early the next morning we were called to arms again, Unmindful of the wounded and unuseful to the slain; The struggle was renewed again, and ten thousand men were killed; This was the second conflict of the famous Shiloh Hill. The battle it raged on, though dead and dying men Lay thick all o'er the ground, on the hill and on the glen; And from their deadly wounds, the blood ran like a rill; Such were the mournful sights that I saw on Shiloh Hill. Before the day was ended, the battle ceased to roar, And thousands of brave soldiers had fell to rise no more; They left their vacant ranks for some other ones to fill, And now their mouldering bodies all lie on Shiloh Hill. And now my song is ended about those bloody plains; I hope the sight by mortal man may ne'er be seen again! But I pray to God, the Saviour, "If consistent with Thy will, To save the souls of all who fell on bloody Shiloh Hill."

HardIn county

HEnry county

Two Cultures, One Name Objectives:

1. Students will be able to recognize the cultural aspects related to children in Paris, France and Paris, TN.

2. Students will be able to compare and contrast the two Eiffel Towers in France and Tennessee.

Grade Level: Fourth Grade Tennessee Social Studies Curriculum Correlations: 4.1.04 Understanding the contributions of individuals and peoples of various ethnic, racial, and religious groups in Tennessee. 4.2.04 (4.2.spi.2; 4.2.spi.5) Understand the development of economics in early Tennessee. 4.3.04 Understand and explain how patterns and processes of migration affect the development of Tennessee. Group Size: 25-30 Students Lesson Time: Four 50-minute classes + one day for a field trip to Paris, TN. Background Information: The Eiffel Tower of Paris, TN is a 70’ scale reproduction of Gustave Eiffel’s “Tour Eiffel,” constructed as the centerpiece of the 1889 World’s Fair in Paris, France. This structure is located in Paris’ Memorial Park. Materials: Computers, worksheets: School Opinions, Eiffel Tower Puzzle, crayons, scissors, glue. Websites: http://www.squidoo.com/eiffel-tower-facts-for-kids#module114808121 http://www.aupairinamerica.com/resources/kids/culture_corner/france.asp www.epals.com http://www.roadsideamerica.com/story/10851 Books: The Mystery at the Eiffel Tower (Paris, France) by Carole Marsh, Erin Kelly This is Paris by Miroslav Sasek The Inside-Outside Book of Paris by Roxie Munro

HEnry county

See The Eiffel Tower PowerPoint for more information on the history of the Eiffel Tower.

Strategies/Procedures: Day 1: The students will be become “epals” (www.epals.com) with students in Paris, France. School Opinion worksheet; discuss what you like and/or dislike about school and use the new French phrases in your email to your epal. They will be able to pen pal via email with students in a class in Paris and ask questions and discuss cultural differences and similarities. Day 2-3: PowerPoint: Eiffel Tower (Paris, France). Research specific information about the Eiffel Tower of Paris, TN. Create a 10-slide power point about Eiffel Tower of Paris, TN (include: why it was created, by whom, for what purpose, when and of what materials, and its significance today). Day 4: Puzzle of Eiffel Tower Evaluation/Assessment: Venn diagram comparing/contrasting two Eiffel Towers.

I love it I adore it

I don’t like it I detest it

It’s interesting It’s boring

It’s fascinating It’s difficult

It’s tiring It’s friendly

Houston county

Blarney Stone

Objectives: Students will learn of the original source of the Blarney Stone in Ireland. Students will write and present an original piece of persuasive writing. Grade Level: Fourth Grade Tennessee Writing Curriculum Correlations: 4.1.01 Write and deliver an oral presentation on the Blarney Stone, and a persuasive topic. 4.1.09 Develop appropriate information skills and study skills to facilitate learning. 4.1.10 Develop skills to facilitate reading to learn a variety of content areas. Group size: 25-30 students Lesson Time: Two 50-minute class periods + 1 day field trip to Blarney Stone in Houston County. Background Information: The original Blarney Stone is located at Blarney Castle near Cork, Ireland. According to Irish tradition, anyone who kisses the Blarney Stone will be given the “gift of gab.” In 1863, the town of Erin was listed on a Middle Tennessee Civil War map. At that time, there were few stores and Irish immigrants worked at the railroad work camp. The legend says the hills and creeks reminded the Irish of the native Ireland, which encouraged their settlement there. Materials: Websites: http://www.irelandseye.com/blarney/blarney.shtm http://www.blarneycastle.ie/ Procedures: Introduce "Blarney Talk." Share the history of Blarney Castle in Ireland and the Blarney Stone. It is said that those who kiss the stone are given the gift of gab, or Blarney Talk. This gift of gab allows someone to talk in such a fashion as to get anyone to do what he or she wants. This is persuasive talk!

Kick off the study of this writing activity by having the kids write persuasive topics on index cards to put in a Blarney Box. Give examples such as: There should be milkshakes in the cafeteria every day. Or, kids should have homework every night, including the weekends. Allow students to kiss the Blarney Stone to get the gift of gab! Show students examples of people kissing the real Blarney Stone on Blarney Castle's Web site (http://www.blarneycastle.ie/). Have a special rock in your room to use as the Blarney Stone. Tell the students that once they kiss the Blarney Stone, they will be able to persuade ANYONE to agree with them. Set up a chair so the students can lean back to kiss the stone like they do at Blarney Castle in Ireland.

Evaluation/Assessment: After everyone has kissed the stone (take pictures of each student, just like a tourist!), the students pick an index card from the Blarney Box. Using their newly found gift of gab, have them write on that topic. Students will be assessed on their creativity and oral presentation of topic. Then post their writing on shamrocks and hang them for all to see under: We kissed the Blarney Stone and now we have the gift of gab!

Evaluation/Assessment: After everyone has kissed the stone (take pictures of each student, just like a tourist!), the students pick an index card from the Blarney Box. Using their newly found gift of gab, have them write on that topic. Students will be assessed on their creativity and oral presentation of topic. Then post their writing on shamrocks and hang them for all to see under: We kissed the Blarney Stone and now we have the gift of gab!

Houston county

HumPHrEys county

Tennessee Valley Authority

Objectives: Students will learn about energy and electricity created by Tennessee Valley Authority (TVA) through renewable resources. Grade Level: Seventh Grade Tennessee Social Studies Correlations: 7.2.03 Understand the changes that occur in nature, use distribution and importance of resources. 7.2.spi.2 define renewable and nonrenewable resources. Tennessee Science Curriculum Correlation: 0607.10.4 Explain why a variety of energy transformations illustrate the Law of Conservation of Energy. SPI 0607.10.2 Interpret the relationship between potential and kinetic energy. SPI 0607.10.3 Recognize that energy can be transformed from one type to another. SPI 0607.10.4 Explain the Law of Conservation of Energy using data from a variety of energy transformations. SPI 0607.12.1 Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced. SPI 0607.12.2 Identify materials that can conduct electricity. Group size: 25-30 students Lesson Time: Three 50-minute class periods + 1 day field trip to TVA site Johnsonville Fossil Plant Background Information: The Tennessee Valley Authority, or TVA, is the largest public power company in the United States. TVA also carefully manages the nation’s fifth-largest river to reduce flood damage, make rivers easier to travel, provide recreation, and keep the water clean. TVA helps make the Tennessee River Valley a good place for families to live and work. The Tennessee River flows 652 miles from east Tennessee down into Alabama and back up into Kentucky, where it joins the Ohio River. All along the Tennessee River, TVA employees work to reduce the dangers of flooding, make it possible for boats to travel safely, and keep the water clean. Materials: http://www.tvakids.com/ http://www.tvakids.com/teachers/pdf/elementary_ch1.pdf Procedures: Using the ch1.pdf from TVA kids, complete teacher chosen activities. Evaluation/Assessment: Students will participate in experiences in class and show that they understand the concepts about energy and electricity.

PErry county

Cedar Creek Indian Mound

Objectives: Students will learn about Native Americans living in Tennessee during the pre-colonial era. Grade Level: Fourth Grade Tennessee Social Studies Curriculum Correlations: 4.1.01 Describe cultures of Native American tribes in TN 4.01 Understand the diversity of human culture Group size: 25-30 students Lesson Time: one 50-minute class + 1 day field trip to Cedar Creek Indian Mound Background Information: Located 12 miles north of Linden, Tennessee, three-fourths of a mile from the Tennessee River, near Lady's Bluff there are a number of Indian Mounds with a 500 feet elevation, following an old Indian trail. The Cherokee Indians invaded these parts. One of these mounds is 100 feet across the base and is thought to be a Ceremonial Mound. J. B. Jones, landowner, of Linden said, "A geologist that came through this area told me that when the Indian Chief died, he and his wife, who was alive, were burned in this mound. Rocks were placed on top of the mounds to keep the dogs from digging them up, since they were buried in shallow graves. Materials: Native American Greetings, Cherokee Myth, Tennessee Tribal Word Search Procedures:

1. Share the native greetings of tribal languages of Tennessee. Have students practice greeting each other in different languages. 2. Read the Ye ho waah Cherokee Origin Myth. Discuss. 3. Do Tennessee Tribal Word Search.

Native Greetings of Tennessee

Here are some native greetings in the tribal languages of Tennessee: Cherokee: (pronounced "oh-see-yo") Chickasaw: Chokma! (pronounced "choke-mah") Koasati: Ciká'nó! (pronounced "chee-kah-no") Quapaw: Hawé! (pronounced "hah-way") Shawnee: Bezon! (pronounced "bay-zone") Yuchi: Sahn gah ley! (pronounced "san gah lay")

Ye ho waah

Cherokee Origin Myth Once upon a time, the earth was covered with water. The creator of all things, Ye ho waah, was a good god. First, he brought a piece of land out of the water. Then, he placed many creatures and plants on the land to give it life.

It was very crowded on the piece of land. Ye ho waah liked order. He knew that chaos invited evil. To solve the problem of crowding, and to put order into the land, he asked the water beetle to bring up more land from the bottom of the water.

The water beetle was glad to help the creator of all things. The water beetle hopped in the water, swam to the bottom, and brought up mud he found on the bottom. He spit it out. He did this over and over. The land was growing, but it was much too slow.

Ye ho waah thought about what he could do. One thing Ye ho waah could do was to make things grow. Amazingly, to the people and animals who lived on the little piece of land, their land began to grow. The land grew and grew and grew. Soon trees and forests and mountains and rivers and lakes and streams all had a place to live, as did the Cherokee and all the animals and plants in the world.

And that's how the world began.

PErry county

stEwart county

Fort Donelson National Battlefield

Objectives: Students will create a Facebook profile for a historical figure from the Battle of Donelson. Each student in class creates a profile and then the students work together to have interactions with other historical figures from the same battle. Grade Level: Eighth Grade Tennessee Social Studies Curriculum Correlations: 8.5.18 Recognize the causes, course, and consequences of the Civil War. 8.5.20 Identify Tennessee's role within the Civil War. 8.5.07 Use historical information acquired from a variety of sources to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts. Group size: 25-30 students Lesson Time: Two 50-minute classes + 1 day field trip to Fort Donelson National Battlefield. Background Information: After capturing Fort Henry on February 6, 1862, Brig. Gen. Ulysses S. Grant advanced to Fort Donelson. On February 16, 1862, after the failure of their all-out attack aimed at breaking through Grant’s lines, the fort’s 12,000-man garrison surrendered unconditionally. This was a major victory for Brig. Gen. Ulysses S. Grant and a catastrophe for the South. It ensured that Kentucky would stay in the Union and opened up Tennessee for a Northern advance along the Tennessee and Cumberland rivers. Grant received a promotion to major general for his victory and attained stature in the Western Theater, earning the nickname “Unconditional Surrender.” Materials: computers, books, https://docs.google.com/drawings/d/1HjbneWpcl7CVXz_iZfzOlVJrNaIXPsyfdyj3RvKZLRU/edit?pli=1&hl=en_US Procedures:

1. Students will choose and research a historical figure from the Battle of Donelson. 2. Students will use the above website to fill in the template for a Facebook page for

this person. 3. Working with other students, they will have interactions on their Facebook pages

between the historical figures. Evaluation/Assessment: Students will successfully create a Facebook page for the historical figure of their choice. They will then have interactions with other historical figures in class.

stEwart county

waynE county

Spotted Salamander Natchez Trace Parkway

Objectives: Students will learn about the life and hardships of a spotted salamander and develop a poster to advertise their plight. Grade Level: Fourth Grade Tennessee Social Studies/Science/Language Arts Curriculum Correlations: Interdependence: GLE 0407.2.1 Analyze the effects of changes in the environment on the stability of an ecosystem. Biodiversity and Change: GLE 0407.5.1 Analyze physical and behavioral adaptations that enable organisms to survive in their environment. GLE 0407.5.2 Describe how environmental changes caused the extinction of various plant and animal species. Communication: GLE 0401.2.1 Continue to develop oral language skills necessary for communication. Logic: GLE 0401.5.1 Continue to develop logic skills to facilitate learning and to enhance thoughtful reasoning. GLE 0401.5.2 Use logic to make inferences and draw conclusions in a variety of oral and written contexts. GLE 0401.5.3 Apply logic skills to classroom situations and to selections read. Media: GLE 0401.7.1 Recognize that media can be a source of information and entertainment. GLE 0401.7.2 Use media to publish and present information. Lesson Time: Two 50-minute class periods + 1 day field trip to Natchez Trace Group size: 25-30 students Background Information: The spotted salamander is indigenous to the areas surrounding the Natchez Trace Parkway. When the salamanders breed, they usually return to the same vernal pond from which they hatched. Unfortunately for some populations, this presents a hazard as the Natchez Trace Parkway is in between their forest habitat and the vernal breeding ponds. In the spring during the first few warm rains, the salamanders migrate to the vernal pools. This means that many of them are crossing the road at the same time, and many are killed during this reproductive migration. Materials: Salamander worksheet, poster boards, computers Vocabulary: Salamander, gills, cold-blooded, larva http://www.tn.gov/twra/tamp/salamanders.htm http://en.wikipedia.org/wiki/Spotted_Salamander http://animals.nationalgeographic.com/animals/amphibians/spotted-salamander/

Procedures: The students will learn about the life stages of the Spotted Salamander and put the life stages in the correct sequence. They may also color the page appropriately. Students will participate in a teacher-led class discussion about the needs and characteristics of the Spotted Salamander and then complete the Life Stages worksheet. They will look at the map and discuss the effect of living on one side of the Natchez Trace and laying eggs in pools on the opposite side. Evaluation/Assessment: Participation in discussion. Correct answers and color combinations on the Life Stages worksheet. Poster will be graded on creativity and appropriateness.

waynE county