Instructional Strategies - County Fair

In Module 9 students learn about the Sauk County Fair. They gain an understanding of the history of the fair in Sauk County from its beginnings over 160 years ago until today. They also are introduced to changing agricultural practices in Sauk County and the impact of 4-H for county youth.

Students use a county fair poster from long ago as the primary source document for this module. They are encouraged to use the poster for two creative writing activities. Students are then encouraged to create a county fair poster for today. Other activities include investigating the history of steam-powered tractors and designing a project that might be showcased at a county fair.

Discuss the longevity of the Sauk County Fair and the importance of such community events. Review the 4-H pledge and talk about why the pledge still applies today, even though it is over 100 years old. Discuss why the county fair is such an exciting place to visit and what draws people to it. Importantly, stress the youth activities at the fair. Discuss what it might be like to have a project judged. If possible, invite someone associated with the Sauk County Fair to visit with your class in person or virtually.

Wisconsin Social Studies Standards Alignment -

Learning Priority: (Inq1.b) Plan an inquiry

3-5: Develop a list of questions that support the research through discussion and investigation to guide inquiry.

Learning Priority: (Inq2.a) Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquiry

3-5: Gather a variety of resources into categories to guide the inquiry.

Learning Priority: (Inq3.b) Cite evidence from multiple sources to support a claim

3-5: Select appropriate evidence from sources to support a claim.

Learning Priority: (Inq4.a) Communicate conclusions

3-5: Communicate conclusions from a variety of teacher provided presentation options.

Learning Priority: (BH1.a) Individual cognition, perception, and behavior

3-5: Describe how a person's understanding, perceptions, and behaviors are affected by relationships and environments.

Learning Priority: (BH2.b) Cultural patterns

3-5: Give examples of how peoples from different cultures develop different values and ways of interpreting experiences.

Learning Priority: (BH3.a) Social interactions

3-5: Investigate how interpretations of similarities and differences between and among cultures may lead to understandings or misunderstandings.

Learning Priority: (Hist3.b) Perspective

3-5: Identify different historical perspectives regarding people and events in the past.

Learning Priority: (Hist4.b) Intended audience

3-5: Describe the significance of the intended audience of a primary or secondary source.

Learning Priority: (Hist4.c) Purpose

3-5: Describe the intended purpose of a specific primary or secondary source.

Learning Priority: (Hist4.d) Point of view (POV)

3-5: Describe the impact of the POV of the author on a primary or secondary source.