Instructional Strategies - The Courthouse

In this module students learn how Baraboo became the county seat. It is a story of twists and turns and money and politics. They also learn about the structure and purpose of government. Students deepen their understanding of the change on the Sauk Prairie from settlement by the Sauk Indians to settlement by those moving west to settle in the Baraboo Valley.

Students are given the opportunity to create a visual timeline to explain how government grew to serve the people through the building of courthouses. Students are asked to create a timeline and then add pictures and labels for when courthouses and jails were built in Sauk County. With it they should begin to understand that the county was growing, and with it, the need for laws and law enforcement. 

Discuss the importance of a representative government and voting. Emphasize that town, village, city, and county boards and officials are elected by the people every two years. Explain the role an elected representative has as one who must identify problems in the community and then works to solve those problems. Use concrete examples, such as the road repair or park maintenance. If possible, visit the Courthouse or West Square Building in Baraboo and speak with individuals in different offices. Students should come prepared with questions to ask and a notebook to record answers.

Wisconsin Social Studies Standards Alignment

Learning Priority: (Inq1.a) Develop questions based on a topic

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

Learning Priority: (Inq2.b) Evaluate sources

3-5: Evaluate resources to determine which best support the inquiry and supporting questions.

Learning Priority: (Inq5.a) Civic engagement

3-5: Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.

Learning Priority: (Econ1.a) Choices and decision making

3-5: Use economic reasoning to compare and contrast the costs and benefits of a decision. Categorize different limited resources (e.g., money, materials, time, labor or workers, land, natural resources, renewable or non-renewable).

Learning Priority: (Econ1.b) Incentives

3-5: Infer potential incentives in a real-world situation.

Learning Priority: (Econ4.b) Institutions

3-5: Assess the role of economic institutions (e.g., banks, government) in helping individuals and society. Differentiate between private property (e.g., factories and homes) and public property (e.g., parks, public schools, and government buildings).

Learning Priority: (Econ4.c) Role of government

3-5: Discuss reasons a government taxes people.

Learning Priority: (Hist1.a) Cause

3-5: Use evidence to draw conclusions about probable causes of historical events, issues, and problems.

Learning Priority: (Hist2.c) Contextualization

3-5: Analyze individuals, groups, and events to understand why their contributions are important to historical change or continuity.

Learning Priority: (Hist3.a) Connections

3-5: Compare events in Wisconsin history to a current issue or event.

Learning Priority: (Hist3.b) Perspective

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

Learning Priority: (Hist3.c) Current implications

3-5: Explain how historical events have possible implications on the present.

Learning Priority: (PS3.a) Political participation

3-5: Investigate reasons why citizens participate in elections. Identify their role in government at the local, state, tribal, and federal levels.

Learning Priority: (PS3.d) Public policy

3-5: Provide examples of how different governments solve problems.