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

2007-12-10T07:48:00.000-08:00

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

Animals of East Africa with sources from the Winona County Historical Society

2007-12-10T07:46:00.000-08:00

Unit Title: East Africa
Grade 4

1. Theme/Title: Animals of East Africa
Introduce a selection of East African animals, while primarily focusing on the impacts humans have on these animals and their habitats.

2. Materials/resources needed:
• Overhead projector
• Overhead marker(s)
• Overhead of East African animals
• Blank overhead transparency
• Group scenario handouts: 1 master copy and 2 handouts (Scenerio 1 for Group 1 and Scenerio 2 for Group 2)

3. Goals for today’s lesson:
4-8 V. GEOGRAPHY D. Interconnections The student will describe how humans influence the environment and in turn are influenced by it.

4-8 VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities The student will understand the importance of participation in civic life and demonstrate effective civic skills

4. Objectives for today’s lesson:
Students will
• be introduced to various animals of East Africa
• discuss human impact on these animals and their habitats
• discuss impacts humans have on animals near their own homes (this lesson applies to Minnesota; however, discussion should be substituted for appropriate state)
• partake in teamwork
• execute decision making skills
http://www.nationalgeographic.com/xpeditions/lessons/14/g35/africapeople.html

5. Procedures:
Introductory experiences
• Ask students what animals they see around their homes, near school or at nearby parks (2 min.).
• Discuss the environment these animals live in. For example, squirrels, chipmunks and birds can be found in wooded areas. Deer and rabbits are often located near parks or other areas rich in vegetation. Raccoons and skunks can be found in various locations throughout Minnesota (4 min.). http://www.dnr.state.mn.us/animals/index.html
• On the overhead, form two columns. Label the first column, HARMFUL and the second column, HELPFUL (1 min.).
• In the first column, compile a list of what the students think humans do that hurts the environment these animals live in. Some responses may include littering, polluting, hurting or hunting the animals, and/or cutting down trees (3 min.).
• In the next column, list students’ suggestions of how people can help the animals and their habitats. Some responses may be to plant trees, recycle, discard trash in garbage cans, treating animals and their habitats with care, and/or volunteering to clean up a nearby park (3 min.).

Developmental experiences
• Display overhead of the selected animals of East Africa (see attached page). Before exposing each caption, allow students to guess the name of each animal (4 min.).
• Class discussion: “In what ways do you think humans have an effect on East African animals? Discussions may include both positive and negative effects such as hunting (primarily elephant, zebra, hippopotamus, antelope, leopards and other animals), tourism, pollution, predatory animals (leopards, hyenas, lions and wild dogs), expanding cities, etc. (4 min.). Note: It is important to consider both sides of hunting. According to an article found at the Winona Historical Society, hunting can correlate with the balance of nature. People hunt for various reasons including for food, trophies, scientific specimens, protection and/or sport.
• Divide class into two groups (1 min.).
• Class Council Activity: Assign each student the title of a particular member of a community. These members will represent two fictional communities located in the African savanna (12 min.).
• Give each group a scenario (located at end of lesson) (1 min.).
• Inform students to decide as a whole community (each group represents one community) whether their scenario should be abolished or retained. Explain the term abolish: to get rid of or stop. Explain the term retain: to keep (3 min.).

Culminating experiences
• Whole group discussion of thoughts and feelings about what the students felt was best for the ‘town’ and what would harm the ‘town’ (4 min.).
• Whole group discussion regarding the decision making process the students faced (3 min.).

6. Assessments used during lesson:
• Informally assess students on class participation and involvement with the lesson. Example: Did the student ask questions? Did the student offer suggestions or ideas supporting their stance on an issue? Did the student play an active role in the class council activity?

7. Resources:
Winona Historical Society

http://www.nationalgeographic.com/xpeditions/lessons/14/g35/africapeople.html

http://www.brooks-photo.com/East%20Africa/animals.htm

http://www.dnr.state.mn.us/animals/index.html

http://www.britannica.com/eb/article-9032357/elephant

http://www.blueplanetbiomes.org/savanna_animal_page.htm

http://www.ogiek.org/

Class packet: Dynamic Social Studies: The Subject You Will Teach p. 222

RayTay's EDUC 333

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

Animals of East Africa with sources from the Winona County Historical Society