Contributions to the Community: Important African-American figures in Winona, Minnesota

Unit Title: East Africa
Grade 4

Theme/Title: Contributions to the Community: Important African-American figures in Winona, Minnesota.

1. Materials/resources needed:
• 25 copies of each information sheet about Mrs. Emma Shelton and Mr. James Stovall
• Notebooks
• Pencils
• Chalk board/ chalk or overhead and projector (to list the four main diary questions)
• Pre-cut notebook paper: cut regular notebook paper in half
• Pre-cut tag board: cut tag board to same size as the notebook paper (these will serve as the front and back covers of the diaries)
• Paper punch: punch three holes down left side of paper and tag board (make sure holes line up for binding purposes)
• Yarn
• Fasteners
• Color crayons, colored pencils and markers

2. Goals for today’s lesson:
4-8 IV. HISTORICAL SKILLS C. Historical Inquiry The student will analyze historical evidence and draw conclusions.

4-8 IV. HISTORICAL SKILLS A. Concepts of Time The student will acquire skills of chronological thinking.

4-8 IV. HISTORICAL SKILLS B. Historical Resources The student will begin to use historical resources.

4-8 II. MINNESOTA HISTORY E. Industrial Era 1865-1914 The student will know and understand Minnesota’s major industries and the economic, social, political, and technological changes that accompanied industrialization.

K-3 I. U.S. HISTORY B. Famous People and Events in U.S. History The student will recognize people and events that made significant contributions to U.S. History.

3. Objectives for today’s lesson:
• Students will discuss what a community is and what makes a community.
• Students will be introduced to two historical figures and their contributions to Winona, Minnesota.
• Using provided resources, students will research one of the two historical figures and produce a chronological diary of the figure’s life.
• Students will be given class time to discuss their topic in small groups.

4. Procedures:
Introductory experiences
• Class discussion on students’ favorite places within the community (outside of the home). E.g. parks, restaurants, movie theater, candy store, video rental store (2 min.).
• Ask students what they think a community is and how they think a community forms (2 min.).
• Discuss special individuals in the community such as friends, family members, firefighters, doctors, teachers, etc. (2 min.).

Developmental experiences
• Introduce Mrs. Emma Shelton (resources located at end of lesson) (7 min.).
• Introduce Mr. James Stovall (resources located at end of lesson) (7 min.).
• Diary Activity: Students will choose one of the two preceding individuals as their focus in the research activity. Diaries will be written in first person and will address the four questions: What did Mrs. Shelton/Mr. Stovall accomplish in their life? What challenges did she/he face? How did she/he help people in the community? What emotions/feelings did she/he have? Instruct students to make note of these four questions in a spare notebook. Note: Encourage male students to write about Mrs. Shelton and female students to select Mr. Stovall, to promote a broader since of creativity and to consider a diverse viewpoint (3 min.).
• Hand out supplies including resources, pre-cut notebook paper and tag board, yarn, fasteners, color crayons, colored pencils and markers (2 min.).
• Create the diaries that will be used for entries. Allow for creative independence in the appearance of the diaries. For example: students may use either yarn or fasteners to bind the diary; students may use coloring utensils of their choice (9 min.).
• Begin the diary entries (students will complete the entries over a period of three days). Note: instruct students to make note of the due date in their spare notebook (6 min.).

Culminating experiences
• Divide the class into four small groups, two groups will discuss Mrs. Shelton and two groups will discuss Mr. Stovall (1 min.).
• Small group discussions of the main ideas presented by the group’s main character. Have students discuss the four primary questions that will form the four diary entries (4 min.).

5. Assessments used during lesson:
• Diaries will be assessed for thorough comprehension of one of the main characters presented in the lesson.
• Did the student stay on task throughout the lesson?
• Participation in large and small group discussions.
• Quality of completed diary (after assigned due date as mentioned above)

6. Resources:
Winona Historical Society

Class packet: Dynamic Social Studies: The Subject You Will Teach p. 209