Early History in the Midwest Day Number 3 Author: Marla Giaimo Grade: 4 Expected Duration: 45 Minutes Concepts Vocabulary Adapt Frontier Pioneer Self-sufficient Sod Skills Compare and contrast Reading Pulling information from the text View a situation with multiple perspectives
1.1 Integration of Learning Outcomes/Objectives Students will be able to describe the lives of Midwest Native Americans. Students will be able to describe the lives of settlers on the frontier. Students will be able to distinguish fact from opinion. Students will gain an understanding of the same situation from multiple perspectives.
1.2 Standards PA Civics, History, Economics, Geography & NCSS Themes PA Standards 8.1.4.B: Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events. 7.3.4.A: Identify the human characteristics of places and regions using the fol- lowing criteria: Population Culture Settlement Economic activities Political activities
NCSS Theme NCSS.1.3.g ...challenge learners to examine, interpret, and analyze the interactions of hu- man beings and their physical environments
1.3 Anticipatory Set Before starting the lesson, have students reflect on yesterdays geography and climate lesson. Have the students think of one thing they learned and be ready to share it if called on. On the board up front, call on a couple students and write their fact up on the board. While they are thinking about the geography of the midwest, ask the students who they think the first people to live there were. Each student will have a KWL chart, which has a spot at the bottom to write their answer to the verbal question. This will be discussed in a few minutes. Take a minute to make a KWL chart on the board. Explain what each column on the chart is for, even if most of the students know how to fill the chart out. This way, if there is a student (or several students) who do not know what to do, they will not be singled out. Have students fill out the K column and the W column. Give them about three minutes to jot down their facts. Using the board as the class example, ask the students for a few of their answers and put them on the board. Questions: What do we already know about the Midwest? What do we want to know about the Midwest? The information on their charts should be based on their own knowledge. Students are to work on this independently, and should be encouraged to NOT use the examples from the board, but come up with their own points.
1.4 Procedures Re-ask the students who they think the first people to live in the Midwest were. Students (if not already sitting in desk formations with four/five per group) will arrange themselves into groups of four or five. Within each group, have each student discuss their answer to the question and a brief reason why. As a group, they will come to a general con- sensus of who they think lived in the Midwest first. A poll will be taken from the group spokesperson and one answer per group will be tallied on the board. The answer will be given that the Native Americans were the first people to live in the Midwest, long before the pioneers lived in the area. Before the articles are handed out, the teacher is to give a brief overview of what the stu- dents can expect to read in their articles You will each receive two articles. One article will talk about the Native Americans who were living in the Midwest. The second article will discuss the Pioneers as they were first settling themselves in the Midwest. Both of the articles will be mainly about how each group lived and what their lifestyles were like. As you read the first article and then the second, you will be seeing some things that make the two groups of people very different from each other. You will also see traits that make them similar. It will be your job to notice what makes them different and what makes them similar. To do this, we will be using a Venn Diagram. Could everybody please look at their charts? For the circle that says Native American on top, you will put facts about the way of life for Native Americans. For the circle that says Pioneers on top, you will put facts about the way of life for Pioneers. In the part where the circles overlap, you will put facts that
are the same for both ways of life (for Native Americans and Pioneers). This is called comparing and contrasting. While I am only asking that you read and use the two arti- cles for this task, if you feel like being a superstar, you may also use your textbook for extra information, which I would recommend for filling out your Venn Diagram. In each of your groups I am also going to place an additional article. It is an overview of the Midwest, however, it has a little part about the history of the Midwest that you may find quite helpful. Now the students (still in their groups) will be given two articles each, as well as the article on the Overview of the Midwest. The first article will be about the Native Americans in the Midwest and the second article will be about the pioneers in the Midwest. Concepts will be mainly focused on the way of life for each group of people. The students will sit in their groups, but read the article independently. After the articles have been read, the students will fill out a Venn diagram, which will compare and contrast the Native Americans way of life with the Pioneers way of life. Students should aim to have at least three facts per section of the Venn diagram. Once the Venn diagram is completed, students will talk within their groups about what they put within their diagrams. Students may add points they heard another classmate share. After the groups have discussed their comparisons and contrasts with each other, they may turn and talk to a neighboring group and share answers, gaining new information from each other that may have been overlooked.
1.5 Differentiation Hearing Impaired: Give student a written sheet that describes what will be happening in the lesson along with pictures next to the definitions of the vocabulary. When giving instructions, stand in front of the student so he/she can read your lips. It is also important for the student to see your example of the KWL chart so they can see an example of what they will be doing.
Developmental Delay: This student would be paired with one of his/her classmates so that if the student had anything that he/she didnt understand or was having trouble, there is someone he/she can immediately ask questions to if the teacher is busy with another stu- dent or group. The exception would be made for this child, even when the work is to be complet- ed independently.
1.6 Closure After the Venn Diagrams have been completed and discussed, each student will fill out the final column in their KWL chart (the L column). Call on a few students to share what they learned in the lesson and add it the L column on the class KWL chart (on the board). I want everyone to put your papers face down in a pile in the middle of the group of desks. The assigned paper collector will now come around and gather your Venn Dia- grams and KWL charts. You will get them back once I have looked at them. Grades for these assignments will be based on completion, how much the students put into their work, how well they worked, their level of focus on the task at hand, and how well they worked within their groups (check to see that equal effort was put in by all students).
I cant wait to read all of your answers! Now, we are going to have a short quiz that will show me how much we learned today. You must do this on your own and without the articles (and textbook). Do your best, and think back on todays lesson if you get stuck. Students will finish with a short quiz that will assess how much they learned from the arti- cles. This is to be completed independently to see how much each student knows. Once you are finished your quiz, please lay it face down so nobody can peek at your an- swers! To get us ready for our lesson tomorrow, I want you to each draw a picture of how you got to school this morning. I would like each of you to think about how transportation is important to a region and its people. Tomorrow we will learn there are many types of transportation and see how they influence the Midwest.
1.7 Formative/Summative Assessment of Students Formative Questioning and observing the students during the lesson KWL chart Meets objective for distinguishing fact from opinion Venn Diagram Meets objectives for observing the same situation from multiple points of view Meets objective for being able to challenge learners to examine, interpret, and analyze the interactions of human beings and their physical environments Quiz at the end of the lesson to summarize what they personally learned and what they re- member from the lesson. Meets objective for distinguishing fact from opinion
1.8 Materials/Equipment Student Materials/Reading Resources KWL Chart Venn Diagram Worksheet Quiz Textbook: Social Studies: States and Regions Harcourt Social Studies: States and Regions. (2007). Houghton Mifflin Harcourt. Print. Article from the Web based on the Pioneers http://amhistory.si.edu/ourstory/activities/sodhouse/more.html Our Story: Life in a Sod House Article from the Web based on the Native Americans http://memory.loc.gov/ammem/umhtml/umessay2.html The Indians at the Time of Contact, 1600-1850 Article from the Web based on History of the Midwest http://edhelper.com/ReadingComprehension_33_521.html History of the Midwest Region, Part 1 This website has the article print out for a student view, which is what would be used for this lesson. Teacher Materials/Resources for Lesson Design KWL Chart filled in with answers from the board Venn Diagram Worksheet with examples
Quiz Textbook: Social Studies: States and Regions Article from the Web based on the Pioneers http://amhistory.si.edu/ourstory/activities/sodhouse/more.html Homes on the Prairie: Early Settlement Article from the Web based on the Native Americans http://memory.loc.gov/ammem/umhtml/umessay2.html The Indians at the Time of Contact, 1600-1850 Article from the Web based on History of the Midwest http://edhelper.com/ReadingComprehension_33_521.html History of the Midwest Region, Part 1 This website has the article print out for a student view, which requires an account to be made with the website. When teaching this lesson, an account should be made, as the information is good, reliable information that would really help the student during the entire unit.
Our Story: Life in a Sod House SI 1. Source is an educa- tional website (.edu) 2. The article is put out by the Smithsonian National Museum of American History 3. Source has related suggestions to sup- plement the subject matter, such as books, activities and field trips This source is easily accessed with a link. The History of the Up- per Midwest: An Over- view: The Indians at the Time of Contact, 1600- 1850 SI 1. Source is a govern- ment website (.gov) 2. Article is written by a professor of Ameri- can History 3. Articles on this site are also in the Li- brary of Congress This source is easily accessed with a link.
History of the Midwest Region, Part 1 MI 1. Source is a means of gaining supple- mentary information and materials to go with the lesson 2. The information comes from one par- ticular author, with the edHelper com- pany 3. Website is not a government or an educational webpage (.com) Is accessible easiest if printed from its online format. If the students were to go online to gain access, they would have to scroll and half- way down, past the links for activities. This web- site is a wonderful re- source to supplement the lesson. I would not use this if the students had to access anything online. I would use this to print out the infor- mation in the student format. Textbook: Social Stud- ies: States and Regions MI 1. Source is a textbook that each student will have a copy of (provided by the school) 2. Source is trusted and selected by the school district 3. Information is ac- cepted as complete truths, and therefore used to base much information on. Information is easily accessed when the specific page numbers are given.
1.9 Technology The only technology used is the computer, which was used to find the articles which are used in the lesson plan. Other than that, a Smartboard may be used for the KWL chart and the Venn diagram if it is available at the time. Otherwise, a chalkboard/whiteboard would have the same function (essentially).
2.1 Reflection on Planning Initially, I had started with a different concept all together for my lesson plan. As I was writing down my lesson plans draft, I would change things here and there. Through making these changes, I would have an idea that would be better suited for the information I was looking to teach in my lesson. Even after I had my main concepts decided on, I was still taking small points here and there to better tailor to the needs of this lesson. As far as improvement, I would try to find articles for this lesson that are not internet based. A main issue of mine when creat- ing lessons is lack of information deemed credible. Although the information I tend to use is
correct (and I have verified it as such), it may not be on the same level as a government web- site and the like. I feel as though this lesson would be successful due to the fact that I have the students working in groups, if nothing else. I do feel that certain tasks must be completed inde- pendently so I can see who knows what, however, it can be equally as beneficial to students to work in groups. The group work in my lesson plan allows students to lean on each other and practice working cooperatively within a group toward a same goal. My concern would be linked very closely with the strength of this lesson. While group work is very beneficial in many ways, it is also has the possibility for students to slack and allow his or her classmates to do the work for them. The biggest challenge with this in mind would be to make sure each child participates equally.
Early History of the Midwest: Content Notes
Vocabulary
Frontier: Lands beyond settlement Pioneer: A person who first settles a place Sod: A layer of soil held together by the roots of grasses Self-sufficient: Having to do things for oneself and make everything to fit ones own needs Adapt: Change ones way of life to survive in the new environment
What to Know
Places
Central and Great Plains
Inhabited first by the Sioux Native Americans, who lived in villages along the riv- ers and plains Land was flat and treeless Grass across the Prairie was very tall, growing in some places as tall as six feet (more in some cases). Upon settling in the Midwest, Pioneer families faced many hardships of the land Endless days of heat (could exceed 120 degrees) Rainstorms Drought Grasshopper swarms Raging winds Long, cold winters Blizzards Example: During the winter of 1886, the temperatures were so low and the condi- tions so harsh that many horses and cattle died when their breath froze on the end of their noses, restricting them from breathing Due to lack of trees, homes were made with sod Sod is the top layer of Earth that includes grass, its roots, and the dirt clinging to the roots
Primary Sources: Pioneer Life Everyone, including children, did a lot of work People needed to clear trees and bushes, and split logs for firewood Many people lived in houses made from sod. Only a few people lived in houses made of logs because few trees were available Crops were planted and harvested by the pioneers, which served as their food Closest neighbors were miles away, which is why the pioneers were self-sufficient Most sod homes only had one room and were 16 feet by 20 feet Many settlers planted flower seeds on top of their sod roofs Not all of the early settlers stayed in the Midwest. Some pioneers went back home while others continued to travel West Native Americans Way of Life
The Midwest Native Americans lived in the region for centuries before the settlers be- gan to arrive
The Sioux Nation was made up of seven major tribes The Native Americans in the Midwest were also called the Dakota The Sioux captured and learned to ride wild horses in place of using canoes on the riv- ers (after the arrival of the Spanish explorers) The Sioux moved from place to place, never building permanent farms or villages in order to follow the buffalo herd Inhabited first by the Sioux Native Americans, who lived in villages along the rivers and plains Fished and hunted Moved to the Great Plains when European settlers began coming to the area
Multiple Choice: Read the question carefully and select the best answer.
1. When settling in the Midwest, the pioneers came up against many challenges. Which of the following is not a hardship of the pioneers?
A. Raging winds and rainstorms B. Extreme temperatures of heat and cold
C. Rodent infestations D. Periods of drought
2. Due to lack of trees in the Midwest region, the homes of the early settlers were made with sod. Sod is:
A. A layer of soil held together by roots of grasses B. An early type of cement
C. Prairie grass tied together in bundles D. Large amounts of sand mixed with water
3. How many major tribes were a part of the Sioux Nation?
A. Four B. Seven
C. Thirteen D. Twenty-Two
4. The Sioux Native Americans hunted and fished as their means for gaining food. Even with the varied types of food they would eat, the main animal they used for food was:
A. Salmon B. Fox
C. Snake D. Buffalo
5. Before the pioneers, Europeans traveled through the Midwest region during the 1600s. What did the Sioux Native Americans have that the Europeans wanted?
A. Corn B. Animal skins
C. Canoes D. Shells
Open Ended: Using 1-2 sentences, answer the questions below to the best of your ability.
6. What did you find most interesting in todays lesson?