Bandholtz, Frederick J. Idaho Falls, Idaho. c. 1909. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2007662267/.
In the spirit of the 250th (semiquincentennial) anniversary of the Declaration of Independence, students will reflect on their community’s history, beginning by viewing a picture of Idaho Falls in 1907. This will lead to an observation students make on a current picture or image of their community and its importance to them. The purpose of these activities is to respond to the question of, What does community mean to me? and how their community contributes to their American experience.
The name Idaho Falls was given to this town in 1891, changing it from Eagle Rock to Idaho Falls in order to attract farmers to live here, suggesting an abundance of water. The literal falls didn’t occur until 1911, when contractors created a power dam providing a significant amount of renewable energy.
Source: https://www.idahofallsmagazine.com/2022/01/a-history-of-the-falls
- How does this photo relate to your own family, school, or community?
- What does this image tell us about American identity or the “American Dream”?
- How can understanding the history of your current community increase its value to you?
- What significance does the name of your community hold?
- When you think of where you live, what image or place stands out to you?
ELA Standard
CCSS: 6th Grade Reading Comprehension: Nonfiction Text (NF). 6b. Explain in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in texts through examples or anecdotes.
Social Studies Standard
6-12 United States History: Historical Thinking Skills . 6-12.HT1.4. Construct and/or communicate a historical argument using primary and secondary sources.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
- Invite students to observe the photo of Idaho Falls in 1909. What stands out? How might this reflect or refute preconceived notions of Western towns during this time?
- Have students read a summary of the history of Idaho Falls: https://www.ebsco.com/research-starters/history/idaho-admitted-union
- Ask students to research the history of their hometown and reflect on how it confirmed, informed, or refuted their own understanding of its history.
- Have students search for a current photo or image of their community and explain its significance.
- Ask students to respond to the question, What does community mean to me? and how their community impacts their lives. This could be in the form of a letter to the president of the United States or another significant individual, a photo essay, or a personal narrative.
Bandholtz, Frederick J. Power Dam and Snake River, Idaho Falls, Idaho. c. 1909. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2007662827/.