Social Studies Lesson Plan: Grades K-5



5273040387353298190-1244602444115-441325-285750-486410Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past & PresentCreated and “packed” by Nancy Gates and Crescence NabilThis is one of eight Digital Suitcases developed by educators during the summer of 2013 through a partnership with Saint Paul Public Schools’ Multicultural Resource Center and the Minnesota Humanities Center.?Each Digital Suitcase includes:??Three lessons aligned with Minnesota social studies standards, benchmarks, and grade levelsA multiple perspectives/absent narratives focus (see below), strengthened by including input from community members throughout the processA list of supplemental resources, both digital and print, many of which will be available at the Saint Paul Public Schools’ Multicultural Resource Center (MRC) (mrc.)?Funding for this project was generously provided by The Saint Paul Foundation, the F.R. Bigelow Foundation, The Travelers Foundation, the Arts & Cultural Heritage Fund, and the National Endowment for the Humanities?About Absent NarrativesThe Absent Narratives approach is about restoring relationships: to ourselves, to each other, to our communities, and to the places we live and work. This approach asks people to speak only for themselves and not represent an entire community. Therefore, differing opinions, ideas, and thoughts show up as uniquely as the individuals who bring them. By embracing and including these untold experiences that make up each of us and our communities, we can close the relationship gap of human understanding and empathy between us.?Absent Narratives is a relationship-based approach to creating equity within systems and communities. This approach helps people understand that all actions, decisions, and beliefs exist in relationship to others and impact how we work with and influence our peers and students. Absent Narratives help improve practices through the application of four related themes:Build and strengthen the student-teacher and school-community relationships.Recognize the danger of a single story and the accumulation of absence.Learn from the multiplicity of voices in the community.Discover solutions within the community.For more information about Absent Narratives and professional development opportunities, visit . To access Absent Narratives resources that you can use in your classroom, visit resources. To access the MRC website, visit mrc.. -2013 Digital Suitcase Project:Immigration Groups in St. Paul, Past and Present—Fourth GradeOverview: The students will learn about the Dakota and their encounters with the Europeans, and the history and reasons for the Hmong and Somali immigration to St. Paul. Standard: History #4The differences and similarities of cultures around the world are attributable to their diverse origins and histories, and interactions with other cultures throughout time.Benchmark: 4.4.2.2.1 Identify and locate on a map or globe the origins of people in the local community and state: create a timeline of when different groups arrived: describe why and how they came.Focus of Lesson 1A/1B: The first people in St. PaulStudents will learn about the Dakota people and how they were living in the area that is now known as Minnesota well before the arrival of Europeans. They will also learn about how their lives were affected by the arrival of the Europeans.Focus of Lesson 2A/2B: Hmong immigrationStudents will learn about Hmong immigration from Asia to Minnesota and make a timeline of immigration.Focus of Lesson 3A/3B: Students will learn about Somali immigration from East Africa to Minnesota and how this affected them and the state.Background Knowledge for Teachers: Teachers should use the resource list to gain background knowledge to teach lessons. The lessons include specific links needed, for easy access. Lessons start with the Dakota, as they were the first people in what is now the state of Minnesota. They go on to describe the immigration of Hmong and Somail people into the St. Paul area. This suitcase is divided into two types of lessons: “A” lessons address literacy standards and “B” lessons address social studies standards. Ideally teachers would be able to integrate both lessons around each topic to reinforce both literacy and social studies.Social Studies Lesson Plan: Grades 4Lesson 1AFocus of lesson: Reading – I can learn about the indigenous people of Minnesota Suggested Time: Mini lesson 10 to 20 minutes with 40 to 50 minutes for independent reading and small group work on Main IdeaMaterials Needed: Read aloud narratives from links or projection of Main Idea Graphic OrganizerBlank student copies of Main Idea Graphic OrganizerMini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lessonReading LessonI can understand the main idea by listing details of a narrative text or I can understand the main idea by listing facts from a nonfiction textStudents will be in large group and listen to the story of the Dakota using link. project and read aloud with childrenprint and read as children listen ConnectEveryone is from some place and has a story of that place. The Dakota were the first people in the area now known as St. Paul, Minnesota. They lived without written boundaries, roaming and living off the land based on tribal needs – just as we live in our homes and shop at local stores and play in our neighborhoods. TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledgeRead aloud creation story and model by doing a think aloud. “I am thinking…, this makes me think of..., I was surprised when I read…,” Model two important details from creation story. Teacher will model how to find the main idea using main idea graphic organizer, project or copy into larger chart. List details through think aloud. Pause after a few examples and do the Active Involvement.After teacher chooses a few groups to share and add ideas to chart. Teacher and students arrive at main idea of story.Active Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer supportThink - Pair - ShareStudents reread a selected section and think, pair, share to name one or more details they think will lead to a main idea. - Students should have a sharing partner or triad to discuss while in learning group. Teacher walks around listening to selected groups and monitors learning. (1 to 2 minutes)Link/Off you goSend off with a purpose…Students go back to chairs and read independent text. They will have blank copy of main idea organizer and fill it out during independent work time.Teacher will write on board or say “When you are reading today use the graphic organizer to find the main idea of what you have read.”Literacy Work Time andConferring* Guided oral reading* Reciprocal teaching* Book club* Independent reading* Independent/Small group* ConferringTeacher choice: Work with small groups that need extra guidance on main idea or confer with individual students as needed.ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learningDuring the last 5 minutes of Literacy, do a whole group share. Have students gather again into large group or onto carpet and have a few students share their main ideas and details. Students should glue organizer into reading notebook or place in reading folder for future reflection or learning guide.Assessment- Graphic organizer showing students understanding of main idea- conferring with studentsSocial Studies Lesson Plan: Grades 4Lesson 1BFocus of lesson: I can locate where Dakota people lived in Minnesota Suggested Time: 45 to 60 minutes Materials Needed: Map of Dakota Lands (attached)Maps of boundary changes Work sheet: Students need to know where they call home; they should be given a paper to take home asking where their family is from and where they live now.Chart paperPackets of maps for students to look atMini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lessonLearning Objective: I can understand where people live, locate it on a map, and discuss how immigration affects people.Show map of Dakota lands and Minnesota map. Talk about the areas in Minnesota that the Dakota lived.ConnectionHow this fits in with what we’ve been doing… Teacher says, “Everyone is from a place and has a story of that place.Think about where you call home. Where would you say you are from?”Students work in their pairs or triads and share their homework sheet about where they call home.TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledgeToday we are going to talk about how immigration of people into new lands affects where people live and the people who lived there first.Show map of Dakota Lands and explain how land boundaries were not permanent but fluid. The Dakota believed the land was for everyone.Use link below and view videoTalk about how the Europeans came as fur traders and then settlers. Some intermarried too. Show video clip explains European immigration: The Dakota were the first people in what we now call Minnesota and Saint Paul. How do you think they felt or how their life might have changed when the Europeans came to Minnesota and Saint Paul?Teachers should write down children’s comments on chart paper.Active Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer supportThink - Pair – ShareHow would you feel if your neighbors chose to move in with you?How would you feel if you had to move into a house with another family you did not know?Teacher should pose the questions and students should discuss in their pairs or triads. Teacher walks around and listens to one or two pre-selected groups and takes notes.Teachers will choose one or more groups to share.Teacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning. Link/Off you goSend off with a purpose…Students compare past land maps and write about what they see as changes in tribal lands and land occupied by Europeans.Work Time andConferring* Independent/Small group* ConferringTeacher works with small groups to monitor learning as they work on maps and write down their thoughts or partners on how the immigration of Europeans into Dakota lands affected the tribe.ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learningStudents talk in their table or small groups about what they noticed about the maps and other ideas on the immigration of Europeans and the Dakota.AssessmentTeacher works with students to confirm their understanding that this was Indigenous land and that European immigration changed their land boundaries based on observations and conferring.Additional reading for teacher about fur trade and indigenous lands from Dakota about lands, treaties, feelings, A must see/watch Studies Lesson Plan: Grades 4Lesson 2 AFocus of lesson: I can learn about Hmong Immigration to St. Paul Suggested Time: 45 minutes Materials Needed:PaLia’s First Day, Michelle Edwards ISBN# 015201974xChapter book K/L Hmong girl’s narrative at a Saint Paul Public School or Long Road to Freedom, Linda Barr ISBN# 0736838805Non-Fiction bookCopies of Main Idea graphic organizerMini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lessonReading LessonI can understand the main idea by listing details of a narrative textTeacher will read aloud from book. Students will sit large group in sharing pairs or triads and listen to storyConnectionHow this fits in with what we’ve been doing… Everyone is from some place and has a story of that place.Teacher: Do you know what place or country your family lived in before they came to Minnesota? Or perhaps your ancestors were already in Minnesota (if they are Dakota or Ojibwe)?TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledgeRead aloud one of the texts and model by doing a think aloud. “I am thinking…, this makes me think of..., I was surprised when I read…,” Model two important details from story. Teacher will model how to find the main idea using main idea graphic organizer, project or copy into larger chart. List details through think aloud. Pause after a few examples and do the Active Involvement.After teacher chooses a few groups to share and add ideas to chart. Teacher and students arrive at Main Idea of story.Active Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer supportThink - Pair - ShareStudent reread a selected section and think, pair, share to name one or more details they think will lead to a main idea. - Students should have a sharing partner or triad to discuss while in learning group. Teacher walks around listening to selected groups and monitors learning. (1 to 2 minutes)Link/Off you goSend off with a purpose…Students go back to chairs and read independent text. They will have blank copy of main idea organizer and fill it out during independent work time.Teacher will write on board or say, “When you are reading today use the graphic organizer to find the main idea of what you have read.”Literacy Work Time andConferring* Guided oral reading* Reciprocal teaching* Book club* Independent reading* Independent/Small group* ConferringTeacher choice: Work with small groups that need extra guidance on main idea or confer with individual students as needed.ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learningDuring the last 5 minutes of Literacy, do a whole group share. Have students gather again into large group or onto carpet and have a few students share their main ideas and details. Students should glue organizer into reading notebook or place in reading folder for future reflection or learning guide.Assessment- Graphic organizer showing students understanding of Main Idea- conferring with studentsSocial Studies Lesson Plan: Grades 4Lesson 2BFocus of lesson: I can create a timeline to show immigration to St. PaulSuggested Time: 45 minutesMaterials Needed: computer and projectionThe Facts : Immigration in MinnesotaTimeline Template possible, order this overview of Hmong culture ahead on timeMini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lessonSocial StudiesI can understand that a timeline shows the date of historical changes.Teacher: We will create a timeline by taking facts and placing them by date to show the changes in Minnesota immigration. ConnectionHow this fits in with what we’ve been doing… Teacher: Your family or people you know have moved to other places to have a new and different life. We have been talking about immigration this week.TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledge this site starts at beginning of immigration to MN, if you want to show more background start at the beginning of timeline, not 1970.- A timeline showing events related to more recent waves of immigrants coming to Minnesota, including the Asian Indians, Hmong, Khmer, Tibetans, and Somalis, and highlighting changes in U.S. immigration policy.Teacher: On this immigration timeline we will be focusing on Hmong immigration to MNOpen link above and project timeline. Start at 1970, the beginning of Hmong immigration to MN.Using timeline template class will make a whole group timeline. Teacher will model on example and then chose students to read/or write each date and event.Active Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer supportStudents sitting in whole group will turn and talk and tell what they see on the timeline that is being projected. Teacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning. Teacher will choose one or two groups to share what they see on the timeline.Link/Off you goSend off with a purpose…Students will have copy of The Facts: Immigration to Minnesota and create a timelineUse the timeline template to organize the immigration facts for Minnesota.Work Time andConferringTeacher works with small groups or one on one conferring to monitor learning as students are working. Teacher and students begin the timeline, then those that are ready can complete the timeline with a partner. Teacher continues to scaffold with students if needed, to understand a timeline.ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learningHave the students glue their timelines into their readers notebook. Bring all students to the rug, Have 2-3 groups share and talk about their facts about immigration to Minnesota on their timelinesAssessmentCheck students’ timelines and anecdotal notesSocial Studies Lesson Plan: Grades 4Lesson3AFocus of lesson: I can learn about Somali immigration Suggested Time: 45 minutes Materials Needed: The Color of Home, Mary HoffmanISBN# 0803728417 Black line master: Main IdeaCopies of Main Idea graphic organizerMini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lessonReading LessonI can understand the main idea by listing details of a narrative text.Teacher does a read aloud, modeling details to find the main idea. ConnectionHow this fits in with what we’ve been doing… Everyone is from some place and has a story of that place. Teacher: Your family or people you know have moved to other places to have a new and different life. We have been talking about immigration this week.TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledgeRead aloud and model by doing a think aloud. “I am thinking…, this makes me think of..., I was surprised when I read…, ” Model two important details and list on main idea graphic organizerActive Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer supportThink - Pair - ShareTurn to pages reread and have the students name the detailsTeacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning. Link/Off you goSend off with a purpose…When you read your book today you will complete the main idea graphic organizer just as we worked on yesterday.Literacy Work Time andConferring* Guided oral reading* Reciprocal teaching* Book club* Independent reading* Independent/Small group* ConferringTeacher works with small groups or one on one conferring to monitor learning as students are working. Teacher and students begin the timeline then those that are ready can complete the timeline with a partner. Teacher continues to scaffold with students if needed, to understand a timeline.ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learningDuring the last 5 minutes of Literacy, do a whole group share. Have students gather again into large group or onto carpet and have a few students share their main ideas and details. Students should glue organizer into reading notebook or place in reading folder for future reflection or learning guide.AssessmentCheck students’ readers notebooks for understanding and anecdotal notes.Social Studies Lesson Plan: Grades 4Lesson 3BFocus of lesson: I can understand why people immigrate to another place Suggested Time: 30 to 45 minute sessions for social studiesMaterials Needed: of a Somali family in Minneapolis-3 generations of Somalia, US, and MN showing population numbers about people and their history. possible, order these guides ahead of time from the SPPS ELL departmentprinted world map Mini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lessonLearning Objective: I can learn about immigration by collecting facts.I can understand why people need to immigrate.Then show this world map using link below. projecting, teacher will project map and show where Somalia and Minnesota are located.ConnectionHow this fits in with what we’ve been doing… Teacher: We have been learning about immigration. Can you remember some of the groups we’ve talked about who have immigrated to the St. Paul area? Today we’re going to look at another group that came from Somalia in East Africa.TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledge maps listing immigration numbers from Somalia to US to MN.Show video to give background knowledge about what it is like for Somali immigrants in MN. Use link below of a Somali family in Minneapolis-3 generationsActive Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer supportStudents will turn and talk about what they saw in the video learned about Somali immigration.Teacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning. Choose one or two students to shareLink/Off you goSend off with a purpose…Using link below students will make fact cards about Somalia. about people and their history. possible, these publications reflect a more authentic perspective on the Somali experience. They are available for purchase at the link above, or for check out at the Multicultural Resource Center, SPPS can print page or have student work off I-pads or laptops and gather facts from site.Activity: Students create a fact card on construction paper or electronic fact card on power point or keynote page.(modeled on Eyewitness book style) Work Time andConferring* Independent/Small group* ConferringTeacher walks around room monitoring learning or teacher to do small group, conferring, or just whole group monitoring.ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learningTeacher chooses a student to share where Somalia is and where Minnesota is on a map, students give thumbs up or down based on answer given by chosen student.AssessmentMap completionEnrichment for student connections:Making a timeline of their family’s immigration or migration Teacher models his or her ownCreating a story cloth of their family’s immigration or migration(read Dia’s Story Cloth)Recording an oral history of their family’s immigration or migrationStudents tell a story in pairs about their familyRecord on I-Pad camera or Laptop (PowerPoint or Keynote)Students draw a picture and put on I-Pad and record oral history or laptopUse site and create timeline or use as gathering non-fiction facts Instead of printing use laptops or I-pads to locate informationResource List Materials at MRCHmongPaLia’s First Day, Michelle Edwards ISBN# 015201974xChapter book K/L Hmong girl’s narrative at a St. Paul Public SchoolLong Road to Freedom, Linda Barr ISBN# 0736838805Non Fiction bookDia's Story Cloth The story cloth made for her by her aunt and uncle chronicles the life of the author and her family in their native Laos and their eventual emigration to the United States. Hmong language and cultural materials written and published by the SPPS ELL department. Available to check out from the MRC, or to purchase (go to link for details)Somali The Color of Home, Mary HoffmanISBN# 0803728417Picture bookBright Star, Blue Sky, Marian A. HassanLibrary code 3001310001360Somali Americans, Nichol BryanISBN 1-57765-989-9Non-fiction book Somali language and cultural materials written and published by the SPPS ELL department. Available to check out from the MRC, or to purchase (go to link for details)Printed MaterialMinnesota Place Names ISBN: 0-87351-396-7A Geographical EncyclopediaThe classic reference for place-name information on the state's cities, towns, townships, lakes, and streams. The Land of the Dakota ISBN: 9780873518697 Printed book of E-book belowMni Sota Makoce (E-Book) ISBN: 9780873518833An intricate narrative of the Dakota people over the centuries in their traditional homelands, the stories behind the profound connections that hold true today.Links Dakota of tribal areas, background and historical informationEuropean exploration and settlement of North America began in the late 1500s in the areas along the Atlantic shore, far from the Great Lakes and the interior of the continent. But Minnesota's indigenous people were encountering newcomers hundreds, even thousands, of years ago. Stories of ancient sailors crossing between distant shores and Native people traveling far and wide describe truly global connections. As time progressed, two factors--money and religion--led European people to settle on the land that would become the Americas. to background knowledge on Indian Nations in MinnesotaHmong and background on Hmong and their migration/immigration in Asia to US to MN1970 to 2006 maps with population from Laos to US to MNbackground on history, georgraphy, religion, finding a new homebeginning 1976other resources – investigating further: Hmong in St. Paul cloth showing visual journey from Laos/Thailand to the UStabs with background knowledgeQ and A activity on story cloth Cultural Center pages 12 and 13Somali news clip on why more Somalis come to MN than any other stateAlso talks a little about Hmong immigration see page 10 and 11 of Somaliafacts of population from Somalia to US to MN1993 first immigrationbackground knowledge: religion, history, finding a new homeother linksRefugees International advocates for lifesaving assistance and protection for displaced people and promotes solutions to displacement crises.index.php/topic/30Jul 16, 2012 – Topic: Refugees, gives information about the conditions in Somali and need to relocate ... e-book.pdf a unit on speaking Somali background on Somalia- short and quick read with facts on ruling countries and parties 3 maps teacher can use to show where Somalia is in the world Saying hello in:*If at all possible, please work with a native speaker to insure that you are pronouncing these words correctly1. Dakota: Female Han Mitakuyepi (han mee daa ku yaapee) hello my relatives Male Hau Mitakuyepi (haw mee daa ku yaapee) American influence Tanyan yahi (danyaa yahee) good you are here2. Hmong: Nyob Zoo (Naazong) dear3. Somalia: Ma nabad baa? Hello. [literally, "Is it peace?" standard greeting] Waa nabad. Hello. [literally, "It is peace." in response]Dakota Homelands Orange is Dakota land that they had to give up to United States Government for European settlers.Other lands are Ojibwa lands that also had to be given up in treaties. ................
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