Social Studies
Fifth Grade History
Different Groups Contribution to Kansas’s History
Grade Level
5th
Estimated Length
2 days; 50 minutes each
Rationale
The more opportunities students have to learn and talk about multiculturalism the more students will realize how similar they are despite their differences. Students will be empowered about their own differences and accept the difference of those around them.
Standard(s)
4th Grade History Standard:
2.1 The Student compares the various reasons several immigrant groups settled in Kansas(e.g. English, German, German-Russian, French, Swedish, Mexican, African American, Cambodian)
Objectives (in measurable form)
Students will work in groups of 4 to research 2 groups that settled in Kansas.
Students will compare and contrast each groups and their reasons for settling.
Students will use a graphic organizer to display at least two reasons why different groups settled in Kansas.
Students will be able to give a presentation based on their findings from their research, presenting at least 3 facts they found.
Assessment Plan
Students will be formally assessed based on 3 criteria. Each criteria will be worth 33 points.
1.Compare and contrast 2 groups that settled in Kansas
2.Visibility, factual representation in the Graphic Organizer
3.Overall Group Presentation
Students will be informally assessed based on their Individual Contribution as observed by the teacher.
Materials
-Computer
-Graphic Organizer Template
Preparation
Set up 4 computer stations
Prior Knowledge:
Students will review the settling of the Pilgrims to America. As a class, students will discuss the reasons why the Pilgrims came to America and their contribution to the American culture.
Students will also discuss their culture and their family reasons for coming to, living or staying in America. How do their cultural differ from the Pilgrims?
LESSON PLAN PROCEDURE
Introduction (verbatim)
Today we will talk about different groups of people, from different cultures and their contribution to the State of Kansas.
Before we do that, I wanted us to talk a little about our own culture and how we ended up in Kansas? How did we end up in Kansas? How did our friends or neighbors? Were we all born in Kansas? How about our parents? Grandparents? Great grand parents? Great, great grand parents?
We all have a different story. The reason why your great grand parents came to Kansas may be different from why Jason’s family came to Kansas.
So today we’ll review our discussion on the Pilgrims and why they came to American. Can anyone tell me why the Pilgrims came to America?
-Freedom - religion -oppressed
-Better life
Main Activity (or Activities) Sequence
Details of the lesson:
Similar to the Pilgrims coming to America for different reasons, other groups have settled in different States for various reasons. We’ll look at different groups that settled in Kansas this week.
Assign students into four groups of 4 and assign a computer station for each group.
Give each group the assignment sheet and explain the assignment.
Tell students that they will work together as a group to research and do a presentation about two different groups that came to Kansas.
Tell students that they will have 40 minutes of class period to do their research, take notes and work with their group. Tell them that the next class they will do a presentation. Give students an outline for the presentation.
Day 1
(Students will have 40 minutes to research and 10 minutes to discuss the information within their group and begin working on the graphic organizer.)
Students work in their groups to research 2 groups of people that settled in Kansas.
( Talk with each group to see if they’ve assigned roles to each member)
Provide guidance as students research encouraging them to take notes and start focusing on specific reasons why the groups had settled. Encourage students to sue charts/graphs and other tools to record their facts.
Day 2
(Students will have 15 minutes to finish up their graphic organizers)
Allow students 15 minutes to complete their graphic organizers within their group.
Observe each group for group participation, collaboration on ideas, and talks about the facts they will choose to represent.
After the 15 minutes, each group will be given 5 minutes to present their graphic organizer. Students should present at least 3 facts about each group that they researched, comparing and contrasting the groups in their presentation.
Upon conclusion of all groups, have an open floor discussion about the presentations. Talk to students about the facts in particular any contributions different groups made to Kansas. Ask students to share their opinions about what they learn.
Prompt students to recognize and make connections to multiculturalism by asking the following questions:
Do any of the presentations remind you of a family, or story you’ve heard about any particular group that settled in America?
Let’s take a look around the room, at your classmates, are we all the same group of people? How are we different? How does an understanding of other people’s culture or history help us today?
Closure : Ticket Out- Three Minute Write
Write in your Journal for 3 minutes about what you learned today. How has multiculturalism shaped or contributed to Kansas’ history?
(Everyone including the teacher should write for the full 3 minutes)