movement: human migration throughout time · movement: human migration throughout history nc...

Movement:

Human Migration Throughout History

Social Studies Curriculum

Migrant Education Summer Program

Movement: Human Migration Throughout History NC Migrant Education Social Studies Curriculum

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Table of Contents

Introduction to the Theme…………………………………………………………………………………………………………2

Lesson 1: Why Do People Migrate?................................................................................................6

Lesson 2: Explorers and Discovery……………………………………………………………………….…………………..21

Lesson 3: Importance of Resources and Working Together………………………………………………………34

Lesson 4: Forced Migration………………………………………………………………………………………………………57

Lesson 5: Importance of Teamwork…………………………………………………………………………………………74

Intro


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Introduction

Movement: Human Migration Throughout History

Human migration originated alongside the first humans on the planet. Communities throughout

history and in the present migrate and immigrate across land and sea for various reasons such

as food, economic stability, exploration, political strife and many others. In this week-long unit,

the students will learn about the reasons people migrate and the similarities and differences in

their decisions to do so. For this specific migratory population, this theme will allow the

students to speak openly about their own migratory lifestyle; something many of the students

might not feel comfortable discussing in a traditional school setting.

How to Use This Curriculum

This social studies curriculum can be used either by itself or alongside the matching science

curriculum. Each weekly theme is completely stand-alone so the teacher can pick and choose

whichever week they would like to do in any order.

Lessons and activities are divided into activities for K-2 and 3-5. Within those two sections are

“basic activities” and activities that require computers/library/internet access. There are many

different activities to choose from under each section, so pick and choose the activities per

lesson depending on the time available. It is recommended to complete the first activity for

each grade group and then chose the remaining lessons in accordance to time and materials

available for use. Regardless of activities chosen, try to keep the activities in the order they are

given. For example, if you chose to do activities 1, 3 and 5, present and complete them in

numerical order.

Each lesson includes duration, objectives, materials, key vocabulary, background resources, and

detailed directions for activities. For key vocabulary, present and define these words either at

the beginning of class or throughout the lesson; whichever works best for you and the students.

Some lessons also include options for extension. While activities are sorted under specific

applicable grade levels, if they require the students to have specific, advanced background

information that is noted directly under the activity title.

Week-Long Activity: Explorer’s Journals

Every day this week the student will learn or ‘discover’ something new. At the end of each day

the students could draw, write, color something that shows that they’ve ‘discovered’.

North Carolina Common Core and Essential Standards:

1) History:


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K.H.1 Understand change over time. K.H.1.1 K.H.1.3

2.H.1 Understand how various sources provide information about the past. 2.H.1.3

3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities.

3.H.1.1 3.H.1.2

1.2) 3.H.2 Use historical thinking skills to understand the context of events, people and places. 3.H.2.1 3.H.2.2

4.H.1 Analyze the chronology of key historical events in North Carolina history 4.H.1.1

5.H.1 Analyze the chronology of key events in the United States. 5.H.1.1 5.H.1.2

2) Geography: K.G.1 Use geographic representations and terms to describe surroundings.

K.G.1.1 K.G.1.2 K.G.1.4 2.2) K.G.2 Understand the interaction between humans and the environment.

K.G.2.1 K.G.2.2

1.G.1.3 Use geographic representations, terms and technologies to process information from a spatial perspective.

1.G.1.3 2.2) 1.G.2 Understand how humans and the environment interact within the local community.

1.G.2.2 1.G.2.3

2.G.1 Use geographic representations, terms and technology to process information from a spatial perspective.

2.G.1.1 3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human-environment interaction, movement and regions).

3.G.1.3 3.G.1.4

4.G.1 Understand how human, environmental and technological factors affect the growth and development of North Carolina.


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4.G.1.3 5.G.1 Understand how human activity has and continues to shape the United States.

5.G.1.1 5.G.1.4

3) Financial Literacy: K.E.1 Understand basic economic concepts.

K.E.1.1 5) Culture 2.C.1 Understand how various cultures influence communities.

2.C.2.1 4.C.1 Understand the impact of various cultural groups on North Carolina.

4.C.1.1 4.C.1.2

5.C.1 Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States.

5.C.1.1 5.C.1.3 5.C.1.4

Daily Focus Topics:

Lesson 1: Why Do People Migrate?

Students will examine and describe the many reasons people have migrated throughout

history

Students will identify similarities and differences between communities and cultures

that have migrated and their own migration experience

Students will create bar graphs and analyze the results to draw conclusions

Students will identify states and/or countries on maps as well as record frequent paths

of migration

Lesson 2: Explorers and Discovery

Students will define the term explorer

Students will operate a compass and follow a map

Through role play, students will determine how they would explore a New World and

how their voyage differed from Columbus’ journey

Lesson 3: Importance of Resources and Working Together


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Students will compare and contrast the resources and livelihood of the Native

Americans and the Pilgrims

Students will research and hypothesize on the influences of climate and weather in

culture and living practices

Students will identify the importance of myths and legends in culture and perform

Native American myths/legends through artistic mediums

Lesson 4: Forced Migration

Students will dispel stereotypes and myths they might have surrounding Native

American culture and traditions

Students will identify meaning and emotions behind stories and songs to depict the Trail

of Tears

Students will describe the value of gold in the Gold Rush and identify how that also

affected the Native American’s lives

Lesson 5: The Importance of Teamwork

Students will collaborate with each other to solve a problem or obstacle as a team

Students will identify forms of transportation as well as lifestyles of the people who

traveled along the Oregon Trail

Student will transform their knowledge into a fictional play or storyline that highlights

how teamwork could have helped people through the Oregon Trail


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Lesson 1

Human Migration- Why do People Migrate?



the students could draw, write, color, cut and paste print outs or other drawings, or any other

medium that shows what they’ve ‘discovered’.

Major Concepts

Past migrations have helped shape the present makeup of populations just as present migration patterns are changing the future composition of each region of the world. The ancestry, or roots, of the people in a region tie them to the migratory paths of their ancestors and help explain the history of the region. People move to new places for various reasons however, the most common reasons are for economic improvement, employment, political or religious oppression, and general dissatisfaction of their current residence. Key vocabulary words for the students to understand in this lesson are:

Immigrant: A person who to travels to and settles in a new country. Emigrant: Somebody who leaves a place, particularly their native country to go and live

elsewhere. Migrant: Someone who moves from one place to another, often for employment or

economic improvement. For additional information and descriptions of this lesson’s topic the website below may help. Human Migration Guide (PDF, Adobe Acrobat Reader required) extra information link http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/pdf/exhibit.pdf http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/procedure.html#activity4

K-2 Activities Summarized

Activity 1

Then students are asked to identify on a US map, with string/yarn, their movement from

one state to North Carolina to aid in the conceptualization of migratory movements.

Activity 2

Using photos from the past of families and individuals as well as the student’s own

drawings of immigrants, the class will come up with similarities and differences between

the two.

Activity 3

Students will interview a class guest about his/her experience as an immigrant.

http://education.nationalgeographic.com/media/vintage/www.nationalgeographic.com/xpeditions/lessons/09/gk2/migrationguidestudent.pdf

http://www.nationalgeographic.com/download/acrobat

http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/pdf/exhibit.pdf

http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/procedure.html#activity4


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Activity 4 (Advanced Extension) Using a world map and patterns of historical human

movement, students will work together to draw and identify frequented paths of

migration.

3-5 Activities Summarized

Activity 1

Using index cards, students write down their prior state and/or country move. Then the

students put together a bar graph and draw conclusions from the graph’s data.

Activity 2

Using photos from the past of families and individuals as well as the student’s own

drawings of immigrants, the class will come up with similarities and differences between

the two. If additional resources are available, the students could search online and

select the pictures they want to discuss.

Activity 3

Students will interview a class guest about his/her experience as an immigrant.

Activity 4

(Graphing option) Using index cards, students will write their country(ies) of ancestry

and work together to create a bar graph of their findings and discuss.

K-5 Activities with Additional Resources

Activity 1

(Academically Advanced Activity) This activity is an expansion of Activity 4 (above) with

an interactive internet based supplement.

Activity 2

Students listen to music and read biographies about important Latino immigrants and

their contribution to US music culture. After the main lesson, students can work in

groups to make up their own songs and use any musical instruments that were brought.


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Duration: 30 minutes (depending on number of students in class) Objectives: Describe why people

move, specifically in the United States.

Identify a previous move from a different state to North Carolina

Key Vocabulary: Map Migration Immigrant Movement Resources Materials Needed: Yarn/String US Map Pushpins/tape

Activity 1: Where are People From? Lesson Plan: 1. Whole Class Discussion Questions:

1. What are some different types of human movements?

2. Why do people move? Ask students to think about why a group of people would leave one place to go to another.

3. Ask if anyone in the class has ever moved (should be everyone in this migrant student setting)

4. What was the last state you moved from? 2. Use United States map to point out what exact state the

students all live in right now 1. Using a push pin for this spot, have the students say

what state they recently moved from. 2. Have the student come up to the board, if possible,

and guide the student. 3. Take the piece of string and attach one end from

the push pin. Using either tape or another push pin, place the other end of the string (which is taunt, a straight line) to the previous state.

4. It might be helpful to make your example first, if you have moved from another state to this current state.

Why Do People Migrate? Introduction to Migration

Basic Activities- K-2

Migration is a large concept for K-2 students to understand. It helps to start with something small and relatable before moving into larger, more complex topics.


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Duration: 45-60 Minutes Objectives: Identify various reasons

why people immigrate/migrate.

Describe reasons why their own families (or someone they know) might have moved.

List the common reasons why people immigrate.

Compare similarities and differences between the student’s family and the families chosen from pictures.

Key Vocabulary: Immigrant Emigrant Migrant Experience Transportation Resources Materials Needed: Print pictures from site:

http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/pdf/exhibit.pdf http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/procedure.html#activity4

Blank paper Crayons/markers Tape

Activity 2: Faces of Migration Lesson Plan:

First, go over some of the important vocabulary words. Explain to the students the difference between ‘immigrant’, ‘emigrant’ and ‘migrant’. Then have each student draw a picture in their Explorer’s Journals representing their own personal immigration/migration experience or what they think of when they hear ‘immigrant/migrant’

This can be anything from family pictures to transportation vehicles to tangible reasons for moving to a new place.

Present the other pre-selected photos (link is under materials) that represent lots of different immigrants and reasons people immigrate

Work in large group to find some common and unique themes between the photos and groups of immigrants

After addressing those themes, have the children look at their own drawings of their migrant experience, and discuss the similarities and differences

Extension idea: You can take these pictures and themed statements to make a collage on the wall!

Lesson Source: http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/pdf/exhibit.pdf http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/procedure.html#activity4














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Duration: 45-60 Minutes Objectives: Identify and summarize

key reasons why the interviewee migrated/immigrated to the United States.

Record questions and responses in relation to the interview.

Draw conclusions on other immigrant experiences in relation to this interview.

Key Vocabulary: Immigrant Emigrant Migrant Interview Interviewer Interviewee Resources Transportation Materials Needed: Pages 24-27 from

http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/migration/Student_Activity_1.pdf

Pages 24-25 from materials are a guide to help you refine this lesson while pages 26-27 are questions for the students to fill out.

Activity 3: Interview with an Immigrant/Migrant

Lesson Plan: 1. Options for who to interview:

Have a student volunteer to be interviewed by the entire class as a group.

Bring in an adult migrant farmworker to have the entire class interview together as a group.

Bring in an adult who immigrated to the US for reasons other than farming (for further perspective).

2. Discussion Go over each question on page #26. Make a few key

summarizations of why people migrate-why student’s families might have migrated.

Students should write answers and observations in their Explorer’s Journals

3. Optional Extension Homework: Interview family/family friends who have

immigrated/migrated to the US Lesson Source: http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/migration/Student_Activity_1.pdf

Discuss and meet with interviewee

prior to performing lesson.








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Duration: 45-60 Minutes Objectives: Identify and label

migration patterns in various continents.

Key Vocabulary: Immigrant Migrant Continents Patterns Ancestors

Materials Needed: Print National

Geographic human journey packet National Geographic: Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required)

Blank world map for students: http://www.outline-world-map.com/map-images-original/blank-world-map-white-thin-b3a.png

Yellow and green crayons/markers

Activity 4: Advanced Extension People on the Move

Lesson Plan: 1. Read over the human journey packet and print out

necessary pages and the blank map. 2. As a class, look at the "People on the Move" map in the

National Geographic: Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required) and guide them in pointing out some current patterns of migration across the globe.

3. Every student does not need their own packet. They can share several packets in groups, or if you have computer/internet access they can all look at the screen of the projector.

4. Help students interpret the maps and discuss the following questions:

From which continents are the most people leaving?

To which continents are the most people moving?

What are some patterns of migration in North America? In the United States?

5. Why do you think these patterns are happening? Give students a copy of a blank world map. Using

the "People on the Move" map, have students find information to complete the following activities:

Color yellow the country to which more people move than anywhere else.

Color green all the continents from which people move to come to the United States.

Ask students why they think so many people move around the world, and why so many of them move to the United States. [Continued]

This activity is much more advanced for K-2. If you are working with a

group that has a firm grasp or prior knowledge of world maps and

continents, this could be a good expansion activity.

http://education.nationalgeographic.com/media/vintage/www.nationalgeographic.com/xpeditions/activities/09/gapacket05.pdf






http://www.outline-world-map.com/map-images-original/blank-world-map-white-thin-b3a.png









http://www.nationalgeographic.com/xpeditions/atlas


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Explain to students that everyone in the United States today has ancestors who originally came from somewhere else. Have students find information about the first people in their families who came to the United States, and where they came from. (Alternatively, you can have students select a particular ethnic group in their community to find information about that group's country of origin.)

Lesson Source: National Geographic Handbook link


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Duration: 30-45 minutes Objectives: Describe why people

move, specifically in the United States.

Identify a previous move from a different state or country to North Carolina.

Key Vocabulary: Map Migration Immigrant Movement Resources Bar Graphs “X” and “Y” Axis Graphing Materials Needed: Sticky notes Markers Whiteboard or large

white paper

Activity 1: Where are People From? Lesson Plan: 1. Whole Class Discussion Questions:

What are some different types of human movements?

Why do people move? Ask students to think about why a group of people would leave one place to go to another.

Ask if anyone in the class has ever moved (should be everyone)

2. Graphing Activity (Alternate graphing in activity 4) Find out what main states or countries the students

have recently moved from, and write these states on the ‘x’ axis while number of students is marked on the ‘y’ axis

Give each student a sticky note and ask them to put their name on it

Then have each student place their sticky note above the state they just moved from, making sure the sticky notes remain stacked on top of each other

Introduce the ‘bar graph’ and ask the students what they can infer from this graph

Why Do People Migrate? Introduction to Migration

Basic Activities- 3-5


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Duration: 45-60 Minutes Objectives: Identify various reasons

why people immigrate/migrate.

Describe reasons why their own families (or someone they know) might have moved.

List the common reasons why people immigrate.

Compare similarities and differences between the student’s family and the families chosen from pictures.

Key Vocabulary: Immigrant Migrant Experience Transportation Resources Materials Needed: Print pictures from site

below (If a computer/projector isn’t available)

Blank paper Crayons/markers Tape.

Activity 2: Faces of Migration Lesson Plan: 1. Have each student draw a picture in

their Explorer’s Journals representing their own personal immigration/migration experience or what they think of when they hear ‘immigrant/migrant’.

This can be anything from family pictures to transportation vehicles to tangible reasons for moving to a new place.

2. Present the other pre-selected photos that represent lots of different immigrants and reasons people immigrate (Depending on resources, students can be given the option of searching for pictures on their own in their groups to present to the class).

3. Work as a single group to find some common and unique themes between the photos and groups of immigrants

4. After addressing those themes, have the students look at their own drawings of their migrant experience, and discuss the similarities and differences.

You can take these pictures and themed statements to make a collage on the wall!

This lesson can be supplemented if

computers are available. Instead of printing out the pictures in the links below,

they can be shown on a projector.


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Duration: 45-60 Minutes Objectives: Identify and summarize

key reasons why the interviewee migrated/immigrated to the United States.

Record questions and responses in relation to the interview.

Draw conclusions on other immigrant experiences in relation to this interview.

Key Vocabulary: Immigrant Migrant Interview Interviewer Interviewee Resources Transportation Materials Needed: Pages 24-27 from


Pages 24-25 from materials are a guide to help you refine this lesson while pages 26-27 are questions for the students to fill out.

Give the question pages to each student.

Activity 3: Interview with an Immigrant/Migrant Lesson Plan:

1. Options for interviews: Have a student volunteer

to be interviewed by the entire class as a group.

Bring in a migratory adult to have the entire class interview together as a group.

Bring in an adult who immigrated to the US for reasons other than farming (for further perspective).

2. Discussion Make sure to go over each question on pages 26-

27. The students should try first to answer the questions on their own and then review as a class. Record questions and answers in their Explorer’s Journals.

Make a few key summarizations of why people migrate-why student’s families might have migrated

3. Optional Extension Homework: Interview family/family friends who

have immigrated/migrated to the US

Discuss and meet with interviewee

prior to performing lesson






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Duration: 45-60 Minutes Objectives: Create and describe the

results of graphing. Key Vocabulary: Bar Graphs Graphing Ancestry Immigrant Migrant Community Patterns Materials Needed: National Geographic:

Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required)

Index Cards

Activity 4: Optional, Alternative Graphing Activity Past Moves, Present Patterns Lesson Plan:

1. Have students share information about what they found out about the first people in their families (or the community group they learned about) who came to the United States.

2. Then, have students examine the "Past Moves, Present Patterns" map for the United States in the National Geographic: Geography Action!—Migration: The Human Journey Packet (PDF, Adobe Acrobat Reader required) and look at the tapestry of American ancestry, as shown by the most common ancestry by county.

3. Pass out one or more index cards to each student and have them write their family's (or selected group's) country or countries of origin on the cards. Each card represents one country of origin, so some students may need multiple cards. Have students take turns building a concrete bar graph on the classroom floor by placing their cards in bars with others who have similar ancestry.

4. Discuss the following questions: How do the ancestry patterns of your class

compare to those on the "Past Moves, Present Patterns" map?

Do more people from certain countries immigrate to one area than another because their ancestors did? Why do you think this is so?

How do you think communities with different ancestry and migration patterns are different from one another?

What factors might contribute to these patterns?

Record answers in Explorer’s Journals through writing, drawing and other mediums.

If you chose not to do the graphing activity in Activity 1, this is a good

alternate choice of graphing activity.












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Duration: 30-45 Minutes Objectives: Highlight major

differences and similarities in movement throughout the globe.

Identify main reasons for human movement.

Key Vocabulary: Immigrant Migrant Natural Disasters Crops Globe Continents Materials Needed: Computer to follow this

site: http://education.nationalgeographic.com/archive/xpeditions/lessons/09/gk2/humanmigration.html?ar_a=1

K-5 Computer/Library Needed Activity 1: Advanced Atlas of the Human Journey

Lesson Plan: Read through the site under materials prior to the lesson. This website will be your guide through this activity.

1. Using the link under materials, follow the interactive website. Go through various parts of the map highlighting the major differences and similarities in movement across the globe.

2. After going through the global reasons of movement, bring the focus back to the US.

3. Look at why people move from state to state and have class generate various answers:

Following the crops, natural disasters, no work, and so on.

4. Record findings and observations in Explorer’s Journal through writing, drawing, cutting and pasting, etc.

If students have a grasp on world maps/continents then this activity will be appropriate. Otherwise this

can be skipped.

http://education.nationalgeographic.com/archive/xpeditions/lessons/09/gk2/humanmigration.html?ar_a=1






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Duration: 30-45 Minutes Objectives: Explore and describe two

different immigrant groups and their contributions to the United States.

Discover and name connections between Latino immigrants and the effect on music.

Key Vocabulary: Crossover Exile Genre Identity Immigration Mainstream Migrate Population Regionalism Solidarity Materials Needed: One computer and

projector screen for the teacher to use and demonstrate for the students

Music Player/computer speakers

Map of North America Materials Needed that

are included in the link: http://www.empsfm.org/media/29067/13a_elementary_teacher_guide_english.pdf

[Materials Continued in Column Below]

Activity 2: Latino Immigration and Music

Lesson Plan:

1. Visit this website prior to class to review and download the materials: http://www.empsfm.org/media/29067/13a_elementary_teacher_guide_english.pdf

2. Research to briefly address in class: Latino contributions to science (Ellen Ochoa)

http://en.wikipedia.org/wiki/Ellen_Ochoa Education (Jamie Escalante)

http://en.wikipedia.org/wiki/Jaime_Escalante Politics (Cesar Chavez)

http://en.wikipedia.org/wiki/Cesar_Chavez Cultural (Either Tito Puente or Carlos Santana)

http://en.wikipedia.org/wiki/Tito_Puente http://en.wikipedia.org/wiki/Carlos_Santana

3. As mentioned briefly above, this lesson is labor-intensive to gather materials for presentation AND for the students to learn, particularly for K-2. For this grade level only introduce concepts and people and focus more on the musical aspect of this activity. The online lesson plan resource is a guide to be used only by you; it does not need to be printed or handed out to the students. For grades 3-5, feel free to move further into descriptions of bios.

4. Using the resources from the lesson plan link and those included under background information, introduce students to Latino contribution(s) to the United States. Emphasize cultural contributions and specifically highlight music. Examples (links to bios in background information):

science (Ellen Ochoa, astronaut) education (Jaime Escalante, math teacher) political (Cesar Chavez, civil rights leader) cultural (Either Tito Puente or Carlos Santana)

This activity might be too advanced for K-2, but it

depends on the level of the students in each particular

summer camp. For grades 3-5 this activity should be an appropriate level, but use your own judgment. This

activity is also resource and material heavy.

http://www.empsfm.org/media/29067/13a_elementary_teacher_guide_english.pdf






http://en.wikipedia.org/wiki/Ellen_Ochoa

http://en.wikipedia.org/wiki/Jaime_Escalante

http://en.wikipedia.org/wiki/Cesar_Chavez

http://en.wikipedia.org/wiki/Tito_Puente

http://en.wikipedia.org/wiki/Carlos_Santana


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Lyrics to “Siembra” by

Ruben Blades in English and Spanish, “La Vida es un Carnaval” by Celia Cruz in English and Spanish

Songs: Siembra by Ruben Blades La Vida es un Carnaval by

Celia Cruz Oye Como Va performed

by Tito Puente Oye Como Va performed

by Carlos Santana Brief Biographies: Tito Puente


Carlos Santana http://en.wikipedia.org/wiki/Carlos_Santana

Celia Cruz http://en.wikipedia.org/wiki/Celia_Cruz

Ruben Blades http://en.wikipedia.org/wiki/Ruben_Blades

5. To highlight music as a contribution to American culture, introduce legendary musicians Ruben Blades and Celia Cruz as examples of immigrant musicians who have contributed to the cultural and artistic development of the United States.

Blades wrote songs about solidarity and political points of view. His songs carry messages of hope and social consciousness.

As a class activity, read the lyrics to Blades’ song Siembra (found in the lesson plan). Siembra is a song about justice and social progress. Discuss how the song is an important vehicle to communicate this message.

Celia Cruz brought attention to the political plight of Cubans through her personal experience as an exiled person.

Known as the Queen of Latin Music, she excelled in a male-dominated field and opened doors for other female artists.

6. As a class activity, listen to Cruz’s song La Vida es un Carnaval (link found in lesson plan). The song is an anthem for positivity. It relays a message of hope and the importance of enjoying life despite its hardships. How does this song compare musically to Blades’?

Introduce instruments used by Latino musicians. This link to a percussion instruments vendor includes audio clips of claves, timbales, congas, guiros and maracas (http://lpmusic.com/Product_Showcase/Hear_Our_Instruments/index.html)

Audio clips can also often be found at the Wikipedia page for each instrument. (www.wikipedia.org)

7. Play song “Oye Como Va” as originally recorded by Tito Puente and then play the version by Carlos Santana. Ask the students to listen for and identify differences in instruments and rhythm.





http://en.wikipedia.org/wiki/Celia_Cruz

http://en.wikipedia.org/wiki/Celia_Cruz

http://en.wikipedia.org/wiki/Ruben_Blades

http://en.wikipedia.org/wiki/Ruben_Blades

http://lpmusic.com/Product_Showcase/Hear_Our_Instruments/index.html

http://lpmusic.com/Product_Showcase/Hear_Our_Instruments/index.html

http://www.wikipedia.org/


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8. Have students complete the Compare and Contrast

chart found in the lesson plan between Carlos Santana and Tito Puente. This chart can be written on the board for the class to complete together.

Extension Activity: Optional

If musical instruments are brought in, students can

work in small groups to come up with a short song

using any traditional Latino instruments that were

discussed during class. One student can sing while

others can play various instruments that were

brought into the class.

Sources:

http://www.empsfm.org/media/29067/13a_elementary_teach

er_guide_english.pdf




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Lesson 2 Human Migration- Discovery and Exploration

Discovery and Exploration

Today students will begin to learn about explorers. There are all different types of explorers in the world and all different methods of learning about new places and people. In these activities, students will learn how people like Columbus explored their new surroundings and why. Students will analyze his actions, create their own exploration process, and decide if he could have done things differently.

Alongside Columbus, students will learn about the Native Americans who lived in this region long before Columbus decided to travel to the “New World”. Through the following activities, the students will begin to view this event through the eyes of the Native Americans and may realize that Columbus’ great explorations had some negative repercussions as well.

Finally, the students will learn how to read and operate a compass to follow a map.





Major Concepts

Students will learn about these major concepts throughout this lesson. The minimum information on each concept is summarized in this section. Christopher Columbus’ journey needed a great deal of funding since travelling across the ocean on boats was very expensive. He convinced the King and Queen to give him money so he could buy the boats and hire crew members. He was intending to travel to the Indies to conduct trade with Asia, but ended up in a very different place on an island in the Americas. His life and journey has been glorified in American history; however, the claims made about his journey are not always accurate. Students will determine fact from fiction on Columbus’ journey to the New World.

The relationship between Columbus and the Native people he encountered is not typically discussed. The people were very surprised to see these white men yet they were in general very hospitable to Columbus and his crew. Despite being willing to help Columbus, he cast aside the native peoples in order to gain material wealth as well as slaves. The following link includes information you should introduce to the class, especially if they have very limited knowledge of the arrival of Columbus and the Aztecs: http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.01.x.html.

To introduce the compass, you’ll want to be sure the students have a handle on the cardinal directions before you start teaching them about compasses. Two good ways to accomplish this review are by referencing a map and teaching them a mnemonic (Never East Soggy Waffles, Never Eat Shredded Wheat, NEWS, Never Enter Stinky Washrooms, etc) For a more practical, everyday example, you might also want to mention driving, since many cars now have displays

http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.01.x.html

http://www.brighthubeducation.com/elementary-school-activities/11564-teaching-map-skills-for-kindergarten/

http://www.brighthubeducation.com/elementary-school-activities/11564-teaching-map-skills-for-kindergarten/


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that show the direction the vehicle is moving and students are likely to have noticed this at some point. The function of a compass is straightforward, and won’t take much time to explain. Compasses can be used to find your way in the woods or navigating across the ocean. There are a few key parts making up the traditional, simple compass design. There are three main parts to this type of compass: the needle, the degree dial, and the compass rose at the center. The needle and compass rose are obvious enough; these are the tools you must line up correctly to determine in what direction you’re heading. The degree dial is more complicated, and it's up to you whether you want to just mention it in passing or explain what it represents. Finally, using a simple compass is straightforward and shouldn’t be hard to explain. The colored part of the needle should always be lined up with North before you can take a reading (usually it’s red or green). This can be demonstrated by identifying an object in the room (such as a chalkboard). Holding the compass out in front of you, turn it so that the red part of the needle lines up with the “N” and then estimate the direction you would need to take to reach the chalkboard or other object. Continue demonstrating until the students appear to have a grasp of basic compass usage. If more information is desired, use the following link: http://www.brighthubeducation.com/lesson-plans-grades-3-5/96243-teaching-students-how-to-use-a-compass/

The following sites provide more information on the major concepts of this lesson:

http://www.educationworld.com/a_curr/curr167.shtml

http://www.enchantedlearning.com/explorers/page/c/columbus.shtml http://holidays.mrdonn.org/columbusday.html

K-2 Activities Summarized Activity 1

After reviewing basic information on Columbus, the class outlines the route from Spain to San Salvador on a large map. Each student then transfers this information to their own map and using noodles to demonstrate the journey.

Activity 2 Students learn about the functions of a compass and use it to follow directions on a map created earlier by the teacher.

Activity 3 The students work in separate groups to determine how they would travel to a New World, what resources they might bring or find, and how they would interact with the life they find in the New World.


Activity 1 The class discusses the definition of myths in relation to stories that are told about people that lived a long time ago and take surveys of their peers on what they know about Columbus.

http://www.brighthubengineering.com/seafaring/23373-marine-magnetic-compass-and-its-use-on-ships/

http://www.brighthubeducation.com/lesson-plans-grades-3-5/96243-teaching-students-how-to-use-a-compass/



http://www.enchantedlearning.com/explorers/page/c/columbus.shtml

http://holidays.mrdonn.org/columbusday.html


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Activity 2 The class is divided into groups and given materials to create basic sets, props or puppets to perform the various given situations of the encounter of the Aztecs and Columbus.

Activity 3 Students learn about the functions of a compass and use it to follow directions on a map created earlier by the teacher.

Activity 4 The students work in separate groups to determine how they would travel to a New World, what resources they might bring or find, and how they would interact with the life they find in the New World.


24

Duration: 30-45 Minutes Objectives: Record what is known

about Columbus prior to the lesson and record the information learned after the lesson is completed.

On a map, record and recognize the route Columbus took from Spain to the Americas.

Describe the purpose of Columbus’ mission across the sea.

Key Vocabulary: Maps Crew Ships Voyage Explorer Materials Needed: World map KWL chart (What You Already

Know, What You’d Like to Learn, What You Learned, Appendix D)

Appendix E: World Map (enlarge for one poster board display and copy for a class set)

Appendix E: World Map (one per student)


Pushpins/Tape Yarn/String Crayons/Pencils Macaroni Noodles Glue

Optional Columbus book: Christopher Columbus: Young Explorer by Kathleen Kudlinski

Activity 1: Preparing to Sail the Ocean Blue Lesson Plan:

1. Start this activity by creating a class KWL chart.

2. Tell the students basic Columbus information.

3. Show world map and locate the following areas: Spain, Atlantic Ocean, and San Salvador.

4. Hang up the world map (Appendix E: World Map) 5. Place a pushpin/piece of tape on Spain, Atlantic

Ocean and San Salvador. Take a piece of yarn or string and wrap it/put the piece of tap on top of it to hold the string down on Spain.

6. Ask the students where he went to next. Wrap the yarn around the second pushpin/piece of tape at the Atlantic Ocean.

7. Ask the students where they think Columbus might end up. Remember that he thought he was going to the Indies

8. Pass out Appendix E: World Map to each student. Have the students color the land green and the body of water blue.

9. Have students transfer information form the large class map to their own map by gluing fettuccini noodles, to show the route Columbus traveled.

10. Have the students label the starting point 1st, where he went 2nd, and where he landed 3rd.

11. Ask the students what they learned to complete the KWL chart.

Source: http://holidays.mrdonn.org/columbusday.html



How to Make a KWL Chart:

Know- Write what the students already

know on the topic.

Want to Know- Write what the students

would like to know about the topic.

Learned- After the activity is finished,

write down what the students learned





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Duration: 60-90 Minutes Objectives: Identify reasons why

people decide to explore new places.

Use a compass to “explore” and follow a map leading to a specific destination.

Record their conclusions on the chart.

Key Vocabulary: Explorer Map Compass Navigation North South East West Direction

Materials Needed: Compass Treasure Hunt Map

(created before class) Map

Activity 2: The Explorer Lesson Plan:

1. Create a KWL chart on the compass.

2. Have the students open up their Explorer’s Journals to write or draw what they think of when we talk about explorers.

3. Introduce the compass as a way to explore.

4. Introduce Cardinal Directions (North, South, East, West)

5. Get out a map (or a globe, though that will make the lesson a little more abstract) and show the students the compass rose, explaining how it is a visual guide to understanding directions.

6. Locate your hometown and another town or city (have the students suggest one) and ask questions such as “What direction would you go to get from A to B” to determine if the students understand how to interpret and follow directions.

7. Bring in a real compass (or use a compass app on a smartphone), preferably more than one. If you have enough, first let the kids play around with them in pairs or small groups, and solicit their ideas as to how this device might work. Then you can segue into the informational part of the lesson, which deals with explaining the function and parts of a compass and how it is used.

8. Go over the Function, Parts, and Usage of the compass (information found in major concepts section).

Outdoor Compass exploration:

1. Create a map around an area with plenty of space (large field, playground equipment, etc)

2. Depending on class side, there may need to be 2 separate maps for 2 separate groups [Continued on next page]


26

3. Using set markers/pieces on the ground or using the resources around you have the students follow directions until they complete their ‘treasure hunt’

4. End this lesson by completing the KWL chart. 5. Students open up their Explorer’s Journals and

write about how excited they were to follow the map or how it feels to be an explorer.

Source: http://www.brighthubeducation.com/lesson-plans-grades-3-5/96243-teaching-students-how-to-use-a-compass/





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Duration: 45-60 Minutes Objectives: Construct a voyage to the

New World. Discuss with each other

the methods of travel to a new place.

Explain and justify their actions to the class.

Key Vocabulary: Explorer Exploration Navigation Resources Weather Climate Voyage

Materials Needed: The “New World” which

should be thought of and developed before class (drawn/printed pictures of this place or any other visual guidance would be beneficial but optional)

Activity 3: Discovering a New World Lesson Plan:

1. As the teacher, create a ‘new world’. This can be a foreign planet, a new island on earth, or anywhere (or anyWHEN) else you can image.

2. Develop very basic knowledge/background of this new world for the students.

Presumed climate/weather What may or may not be available as

resources 3. Then divide the students into at

least two separate groups to plan their exploration on their own.

Students can formulate their plan in various ways. They can write it down, make pictures, make a poster, or whatever type of medium they would like to use.

4. Set up guiding questions for the students to answer in their plan:

How many members of the group will go on the first trip to the new world?

How will you travel there? (boat, plane, spaceship, car)

Are their living creatures/people/aliens living there?

i. How will you treat them? ii. Are they willing to help you in this

new world? iii. After the first exploration, do you

think you would decide to live there?

5. After giving the students enough time to plan their maiden voyage, have all the groups present their plan for exploration.

Compare and contrast the groups’ plans What are some strengths and weaknesses

of the exploration? 6. [Continued on next page]


28

Do any of the groups decide to live in this new world?

Do you think your voyage would have been the same/different from Columbus’?

What did you do the same as his voyage and what did you do differently?

Alternate addition- have another group of students act as the creatures/people/aliens that already inhabit in the new world (if not, the teacher can represent this population)

These students can come up with what kind of resources they have

After the groups explain their own method to explore the new world, have the current group work together to come up with how this would make them feel


29

Duration: 30 Minutes Objectives: Conduct a survey to

collect opinions and information on Columbus.

Analyze these answers to determine truth versus myth.

Key Vocabulary: Myth Explorer Survey True False Materials Needed: Appendices B-1 & B-2

and make copies for each student.

http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/1179/1_ChristopherColumbus.pdf

Activity 1: A “Survey” of Columbus Lesson Plan

1. The students will be responsible for asking at least five other people a few questions about Columbus to find out if other people have different or the same viewpoints about Columbus. They will also find out if what people know about Christopher Columbus is accurate. (See Appendices B-1 and B-2 from the link under background information for the list of questions.)

2. Review with the students the questions on Appendices B-1 and B-2. Make sure that they understand each question and encourage them to give their own answers to these questions.

3. After the students conduct the survey among their peers, bring the class back together to discuss what people recorded as answers to the survey questions. Make sure to also define the correct answers for the students.

4. Students can reflect on what surprised them to learn about Columbus in their Explorer’s Journals.

Source: http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/1179/1_ChristopherColumbus.pdf



Important to Note Almost all famous people of long ago have stories told about them that are true and

untrue. These untrue stories about people are often called myths. After all, Christopher Columbus lived a long time ago. And when stories are passed from person to person,

the stories often get changed.








30

Duration: 30 Minutes Objectives: Perform and

demonstrate a situation in history.

Represent characters as accurately as possible.

Key Vocabulary: Aztecs Conquistadors Strange Weapons Materials Needed: Various art materials to

make costumes/props/puppets

a) brown paper bags, socks, glue, markers, feathers, crayons, etc

Activity 2: The Aztecs Lesson Plan:

1. The teacher will divide students into small groups. Each group will be given a situation card on which will be written the characters and situation they are to act out impromptu. They will be given a designated amount of time to plan and rehearse their situation and to make simple costumes and props. They will then perform their role-play situation in front of the larger group.

2. Depending on materials available, students can choose between acting, puppet shows, etc. Not everyone needs to be up front performing but if a student chooses not to act then they need to play another prominent role like script writer/creator or material creation.

3. Such situations as the following could be used: You are fellow conquistadors traveling on

the ship now nearing the shores of Mexico. What are you talking about? What are you hoping to find?

You are fellow conquistadors who have just entered the capital city of Tenochtitlan. What do you see? How do you feel about it all? What do you talk about?

You are Aztecs witnessing the landing of these strangers on your shores. They wear strange clothes, carry strange weapons, and have animals you’ve never seen before with them. How do you feel? What do you talk about?

You are Montezuma and Cort’s has just entered the gates of the capital city. What do you say to one another (through your interpreters)?

Source: http://www.educationworld.com/a_curr/curr167.shtml http://www.enchantedlearning.com/explorers/page/c/columbus.shtml





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Duration: 60-90 Minutes Objectives: Locate on a globe the

main continents of the world.

Understand the function of a compass through correct use of the compass.

Follow a map by accurately using a compass to find the destination.

Key Vocabulary: Explorer Map Compass Navigation North South East West Direction Materials Needed: Map (to show North,

South, East, West directions)

Compass Map created prior to

class for the students to follow

Activity 3: The Explorer Lesson Plan:

1. Begin with the question, “What is a continent?” Individual students will then be asked to come up and point out on both a large world map and a globe the continent on which they live and the other six continents. Major oceans will also be identified.

2. Bring out the compass or draw one on the board near the map and review the cardinal directions North South East and West.

3. Using the map, ask the students question such as “What direction would you go to get from A to B” to determine if the students understand how to interpret and follow directions.

Explaining the compass 1. Bring in a real compass (or one from a smartphone

app), preferably more than one. If you have enough, first let the kids play around with them in pairs or small groups, and solicit their ideas as to how this device might work.

2. Explain the Function, Parts and Usage of a compass.

Outdoor Activity 1. Create a treasure map based around an area with

plenty of space (large field, playground equipment, etc)

2. Depending on class size, there may need to be 2 separate maps for 2 separate groups

Students of each group can make the map for the other group to follow

3. Using set markers/pieces on the ground or using the resources around you have the students follow directions until they complete their ‘treasure hunt’

4. Have the students take out their Explorer’s Journals and record how this exploration process made them feel, if it was difficult, and if they would go out into the ocean with only a compass to guide them.

Source: http://www.brighthubeducation.com/lesson-plans-grades-3-5/96243-teaching-students-how-to-use-a-compass/





32

Duration: 45-60 Minutes Objectives: Construct a voyage to the

New World. Discuss with each other

the methods of travel to a new place.

Explain and justify their actions to the class.

Key Vocabulary: Explorer Exploration Navigation Resources Weather Climate Voyage

Materials Needed: The “New World” which

should be thought of and developed before class (drawn/printed pictures of this place or any other visual guidance would be beneficial but optional)

Activity 3: Discovering a New World Lesson Plan:

7. As the teacher, create a ‘new world’. This can be a foreign planet, a new island on earth, or anywhere (or anyWHEN) else you can image.

8. Develop very basic knowledge/background of this new world for the students.

Presumed climate/weather What may or may not be available as

resources 9. Then divide the students into at least two separate

groups to plan their exploration on their own.

Students can formulate their plan in various ways. They can write it down, make pictures, make a poster, or whatever type of medium they would like to use.

10. Set up guiding questions for the students to answer in their plan:

How many members of the group will go on the first trip to the new world?

How will you travel there? (boat, plane, spaceship, car)

Are their living creatures/people/aliens living there?

i. How will you treat them? ii. Are they willing to help you in this

new world? iii. After the first exploration, do you

think you would decide to live there?

11. After giving the students enough time to plan their maiden voyage, have all the groups present their plan for exploration.

Compare and contrast the groups’ plans What are some strengths and weaknesses

of the exploration? 12. [Continued on next page]


33

Do any of the groups decide to live in this new

world? Do you think your voyage would have been the

same/different from Columbus’? What did you do the same as his voyage and

what did you do differently?

Alternate addition- have another group of students act as the creatures/people/aliens that already inhabit in the new world (if not, the teacher can represent this population)

These students can come up with what kind of resources they have

After the groups explain their own method to explore the new world, have the current group work together to come up with how this would make them feel


34

Lesson 3

Human Migration- Resources and Working Together

Resources and Working Together In this section of activities, students will examine the lifestyles of Pilgrims and Native

Americans during the colonization period. Younger students will begin with activities surrounding reasons why the Pilgrims decided to travel to the Americas while the older students begin with by analyzing the lifestyles and adaptability of the Native Americans and the Pilgrims. Students will compare and contrast the livelihood, food, and traditions between the two groups and evaluate how well the different cultures worked together. Students will also learn about the tradition of Native American storytelling and have the opportunity to expand on these myths and legends.





Major Concepts Setting the scene on the Mayflower You can use this short imaginative paragraph to introduce the Mayflower expedition to the students compact. “Imagine this: you have been crammed onto a 90 foot sailing ship with 127 other people for more than two months—66 days to be exact. This isn’t any cruise ship, either. There are no bathrooms (people just wash up on deck and throw waste overboard); food is scarce and mostly stale; and since this is the open, churning Atlantic Ocean, people are seasick all over the place. Finally, finally, you have reached land…but with no sign of civilization as you know it.” Additional Information Article on why Pilgrims left Europe: http://www.lessonplans.com/ext-

resource.php?l=http://teacherlink.ed.usu.edu/tlresources/units/MonsonUnits/amychr/index.htm#The%20Mayflower%20Passengers

Jamestown: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/jamestown/pdf/teacher_guide.pdf

Native Americans Remind the students that prior to the arrival of the colonists the land that is now called North Carolina was inhabited by different Native American groups. These groups lived in different regions of the state. Prior to the arrival of the colonists, very little is known about the different groups because there was not a way to record information. Additional Information on Pilgrims and Native Americans

http://www.lessonplans.com/ext-resource.php?l=http://teacherlink.ed.usu.edu/tlresources/units/MonsonUnits/amychr/index.htm#The%20Mayflower%20Passengers



http://www.loc.gov/teachers/classroommaterials/primarysourcesets/jamestown/pdf/teacher_guide.pdf

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/jamestown/pdf/teacher_guide.pdf


35


Myths and Storytelling Discuss myths and storytelling with your students. Long before the Internet or television, oral storytelling used to be a form of great entertainment, and stories were often passed down from generation to generation. Ask them if they know any myths or stories that they could retell. Ask them if they have ever heard their parents, their grandparents, or other older people sharing stories from their childhood. Do they remember being told stories when they were young?

Discuss the background of Native American myths and legends. Native American myths and legends were transmitted orally through countless generations by tribal storytellers. These stories are often about nature and the teachings of a tribe's forefathers. They are childlike and simple, often teaching the "whys" of the natural world. Tribal storytellers framed stories to convey these explanations to others, and these stories were handed down from generation to generation. Read about traditional Cherokee storytelling as described by a Cherokee storyteller and share this example of one kind of Native American storytelling with your students:

Under old traditional law, the tales or stories were only told to fellow Cherokee or other Indian People. Even if an individual was a Cherokee or other type of Indian, they would have to be invited by the myth keeper or tale teller to hear the stories. They would first have to go the medicine man for preparation. The Medicine man would then perform a scratching ceremony on them. He would scratch their arms from shoulder to elbow and elbow to wrist from a comb, usually made from the teeth of a rattle snake. A healing red powder was blown over the red marks that the comb made on their arms. Finally, they were able to hear the stories of the myth keeper, in a small dome shaped earthen covered hut. The stories would last all night and into the morning, until Grandmother Sun appeared in the East. Then they would go to the water. Each person would dip themselves seven times under the water while a priest would recite prayers from the bank of the water.

The stories were passed down from generation to generation. It is said that the true myth keeper can become the animal about whom they speak. It is also said that myth keepers have to be actors, mimes, singers, and dancers. There are many, many parts to being a myth keeper.

There are two groups of stories told by the Cherokee. First, there are the sacred stories. These stories are the serious type of stories which tell about why the Cherokee came to have certain healings, songs and that sort of thing. The second type of stories is the small animal stories. These stories tell why a certain animal looks the way they do, or act they way they do. In the stories, the animals are much larger than they are now and they could speak. It is taught to the Cherokee that in the beginning, man had the ability to speak with the animals. We spoke the same language. But, man abused





36

their privilege by taking too much and becoming greedy. Therefore, man lost their ability to speak with the animals.

Additional Information: http://edsitement.neh.gov/lesson-plan/not-indians-many-tribes-native-american-

diversity#sect-background Myths and Legends

http://americanfolklore.net/folklore/native-american-myths/ http://www.native-languages.org/legends.htm http://www.firstpeople.us/FP-Html-Legends/Legends-AB.html

This link has information on the Wampanoag, pilgrims and their way of life together: http://www.lessonplans.com/ext-resource.php?l=http://teacherlink.ed.usu.edu/tlresources/units/MonsonUnits/amychr/index.htm#The%20Mayflower%20Passengers

This link has more information on similarities and differences of pilgrims and Wampanoags: http://www.scholastic.com/scholastic_thanksgiving/daily_life/

Powerpoints http://nativeamericans.mrdonn.org/powerpoints.html


Activity 1 The students will determine the resources that made the Mayflower trip important to risk.

Activity 2 Students will learn of the conditions on the boat and determine individually whether or not they would sign the compact.

Activity 3 Though the examination of foods, hunting and gathering skills of Native Americans and Pilgrims the students will determine which methods proved more effective. Groups of students will work together to create a mural of these exchanges and lifestyle choices.

Activity 4 Students will re-create a popular board game called Picaria and use mathematical skills to compete against their opponent.

Activity 5 After the teacher shares a Native American myth/legend, the students will divide into groups to re-create the story through art, theatre, puppet shows, etc.

Activity 1 (Requires approx. 100 people) The teacher will rope off the dimensions of the Mayflower a section of a field or large space, and approx. 100 people will try to fit into that tiny area. This will help the student conceptualize the cramped quarters people lived in for a few months.

http://edsitement.neh.gov/lesson-plan/not-indians-many-tribes-native-american-diversity#sect-background


http://americanfolklore.net/folklore/native-american-myths/

http://www.native-languages.org/legends.htm

http://www.firstpeople.us/FP-Html-Legends/Legends-AB.html




http://www.scholastic.com/scholastic_thanksgiving/daily_life/

http://nativeamericans.mrdonn.org/powerpoints.html


37


Activity 1 Through weather research of specific reasons, the students will use this knowledge to predict how these differences in climate and weather led to the Native American’s lifestyle in each area.

Activity 2 An extension of Activity 1, this specifically addresses the Native American lifestyles. Students go in-depth and create hypotheses based on their observations.

Activity 3 Students will re-create a popular board game called Picaria and use mathematical skills to compete against their opponent.

Activity 4 After the teacher shares a Native American myth/legend, the students will divide into groups to re-create a different story picked out by the teacher and perform through art, theatre, puppet shows, etc.

Activity 1 (Computer and Internet Needed) Similar to the basic Activity 1, this computer-based activity allows the students to explore weather and climate information via the internet.

Activity 2 (Computer and Internet Needed) Similar to basic Activity 2, this computer-based activity allows for greater observation and exploration into the Native American lifestyle and adaptations.

Activity 3 (Computer and Internet Needed) After the teacher shares a Native American myth/legend, the students will divide into groups to re-create a different story. Each group will go online to various pre-selected sites to choose their own story to reconstruct through theatre, art, puppet shows, or computer illustration programs.


38

Duration: 15-30 Minutes Objectives: Recite reasons why the

pilgrims and other passengers came to America

Key Vocabulary: Pilgrim Mayflower Religion Freedom Hardships Voyage

Materials Needed: Optional book: Life on

the Mayflower by Jessica Gunderson. Or any other book from the library on Pilgrims.

Activity 1: Why the Pilgrims Decided to Board the Mayflower Lesson Plan: 1. Begin with basic group discussion.

Ask the students to describe what they think of when they hear the world “pilgrim”. List these thoughts and statements on the board.

After reading (article or book) about why the pilgrims decided to come to America, have the students revise the list the created earlier.

Discuss the hardships the pilgrims faced during the voyage i. What did the children do while

on board? What did they do to pass the time?

ii. What were the conditions on the boat?

iii. Have you ever been stuck sitting in a car for a long time? Can you imagine being stuck on a boat for months?

Source: http://www.lessonplans.com/ext-

resource.php?l=http://teacherlink.ed.usu.edu/tlresources/units/MonsonUnits/amychr/index.htm#The%20Mayflower%20Passengers

Resources and Working Together







39

Duration: 30 Minutes Objectives: Identify main challenges

to sailing across the ocean.

After discussion, judge whether or not the student would sign the compact.

Key Vocabulary: Mayflower Compact Resources Constitution Document Decision Materials Needed: Mayflower Compact

Worksheet (download here)

Picture book from the library

Activity 2: The Mayflower Compact Lesson Plan: 1. Set the scene for the students based on your

knowledge of the Mayflower ship On November 11, 1620, faced with these realities,

they made a historic decision: they created the Mayflower Compact, our earliest “Constitution.”

Invite the students to picture themselves (or draw in their Explorer’s Journals) on the boat and onshore. i. How would they make sure that everyone got

along? What rules would be most important, and who would be in charge?

ii. What resources would they need to fit on the boat? Do you think they ever ran out of food or water?

2. Now hand around the Mayflower Compact worksheet, and read it aloud together (either read it to the students, or have students read it out loud in small groups). Invite your kids to talk it over. What would they agree with? What would they not? Why? Finally, would they sign the Compact and get on the boat?

Source: http://www.education.com/activity/article/mayflower_compact/

If students have trouble imaging

themselves on the Mayflower, have them

pretend they are on a desert island

together. Ask the same questions in this

situation.

http://www.education.com/files/71801_71900/71822/file_71822.pdf

http://www.education.com/files/71801_71900/71822/file_71822.pdf

http://www.education.com/activity/article/mayflower_compact/

http://www.education.com/activity/article/mayflower_compact/


40

Duration: 60 Minutes Objectives: Determine what

resources are the most helpful in the Americas.

Compare and contrast the lives of the Native Americans and the Pilgrims along with their strengths and weaknesses.

Key Vocabulary: Wampanoag Resources, Hunting Gathering Names of Foods Survival Shelter Materials Needed: Pictures showing the

difference between the Native American’s lives and the Pilgrim’s lives in Americas http://www.scholastic.com/scholastic_thanksgiving/daily_life/

Various seeds, foods from the Native Americans and Pilgrims to see and touch the differences (optional)

Information and readings on the Wampanoag

One Little, Two Little, Three Little Pilgrims by Hennessy

Wampanoag by Barbara Gray-Kanatiiosh

Markers/Crayons Large blank paper

Activity 3: Native Americans and Pilgrims Lesson Plan: 1. Discuss with the children what life was like for the

Pilgrims that first year when they arrived in Plymouth. List their responses. Ask guiding questions when necessary to help children think about shelter, food, clothing, feelings, health, etc.

2. On the same chart listing the hardships the Pilgrims faced, record the children's responses to the question, "What did the Wampanoag Indians teach the Pilgrims?"

3. Use pictures from resource books to show children what the various vegetables, fish, seafood, animals, and homes looked like.

If possible, let the children explore vegetables, seeds, tools and utensils that the Pilgrims may have used.

4. Why were the Wampanoag more successful in survival than the Pilgrims?

Their lifestyle, living off the land, and migration are all factors

5. Have the students work in groups to create murals using paper and coloring markers, showing the Wampanoag Indians living off the land and using the natural resources around them Then have each group present their

murals to the class 6. Resource Extension: If there is a computer/internet and projector available, the teacher can go through this website with the students: http://www.scholastic.com/scholastic_thanksgiving/daily_life/ Source: http://www.lessonplans.com/ext-resource.php?l=http://teacherlink.ed.usu.edu/tlresources/units/MonsonUnits/amychr/index.htm#The%20Mayflower%20Passengers

Remind the students that the Pilgrims had been living in cities in London where there were shops, doctors, and other goods and services.











41

Duration: 30 Minutes Objectives: Implement mathematical

strategy to compete in this traditional Native American game

Key Vocabulary: Picaria Materials Needed: Blank white paper 6 peices of different

shapes or colors (example glass beads)

markers/crayons

Activity 4: Picaria (Optional addition) Lesson Plan: 1. This is a Native American game that was played by

children to pass the time. It also helped refine math and critical thinking skills.

2. Picaria starts with an 8 inch square box. Then draw a + at 4 inches. Then divide each 4 inch box with an x. Mark each intersection with a dot.

3. Each player needs 6 markers in different shapes or colors. Use glass beads or markers of different shapes/colors that we had around. The game is basically an advanced tic tac toe. Each player tries to get three dots in a row by placing one marker down at a time. The center dot cannot be played until all markers are played. After all markers are down the pieces can be slid from dot to dot. No jumping allowed.

4. Feel free to decorate the outside of the board. Source: http://thelittletravelers.typepad.com/the_little_travelers/2009/01/picaria.html

http://thelittletravelers.typepad.com/the_little_travelers/2009/01/picaria.html



42

Duration: 30 Minutes Objectives: Define a myth and a

legend. Discuss the importance

of these stories to the Native American culture.

Key Vocabulary: Myth Legend Storytelling Generation Traditional Materials Needed: Craft supplies to make

costumes or puppets Glue, paper bags, socks,

colored markers or crayons, feathers, etc.

Native American myths and legends of your choice either online or in a picture book. Here are some options:



www.firstpeople.us/FP-Html-Legends/Legends-AB.html

http://www.powells.com/section/childrens-picture-books/folktales-native-american/ there are lots of options for children’s books on this link.

Activity 5: Native American Myths and Legends Lesson Plan: 1. Discuss myths and storytelling with your students. Ask

the students if they know any myths or stories that they could retell. Do they remember being told stories when they were young?

2. Discuss the background of Native American myths and legends. They are simple, often teaching the "whys" of the natural world.

3. Read about traditional Cherokee storytelling as described by a Cherokee storyteller and share this example of one kind of Native American storytelling with your students: Under old traditional law, the tales or stories

were only told to fellow Cherokee or other Indian People. Even if an individual was a Cherokee or other type of Indian, they would have to be invited by the myth keeper or tale teller to hear the stories. They would first have to go the medicine man for preparation. The Medicine man would then perform a scratching ceremony on them. He would scratch their arms from shoulder to elbow and elbow to wrist from a comb, usually made from the teeth of a rattle snake. A healing red powder was blown over the red marks that the comb made on their arms. Finally, they were able to hear the stories of the myth keeper, in a small dome shaped earthen covered hut. The stories would last all night and into the morning, until Grandmother Sun appeared in the East. Then they would go to the water. Each person would dip themselves seven times under the water while a priest would recite prayers from the bank of the water. [Continued on next page]










http://www.powells.com/section/childrens-picture-books/folktales-native-american/





43

The stories were passed down from generation to generation. It is said that the true myth keeper can become the animal about whom they speak. It is also said that myth keepers have to be actors, mimes, singers, and dancers. There are many, many parts to being a myth keeper. There are two groups of stories told by the Cherokee. First, there are the sacred stories. These stories are the serious type of stories which tell about why the Cherokee came to have certain healings, songs and that sort of thing. The second type of stories is the small animal stories. These stories tell why a certain animal looks the way they do, or act they way they do. In the stories, the animals are much larger than they are now and they could speak. It is taught to the Cherokee that in the beginning, man had the ability to speak with the animals. We spoke the same language. But, man abused their privilege by taking too much and becoming greedy. Therefore, man lost their ability to speak with the animals.

- Eagle Woman, Cherokee Storyteller

4. Select a Native American myth/legend to read aloud to

the students from the list under materials. 5. Give students a copy of the myth/legend you chose to

read and divide them into groups Each group will re-create or re-enact the story Plays, drawings, murals, puppet shows or any

other medium they can think of 6. Then they present their creation to the class. Source: http://www.thirteen.org/edonline/lessons/native_story/b.html

http://www.thirteen.org/edonline/lessons/native_story/b.html



44

Duration: 30 Minutes Objectives: Demonstrate and

conceptualize how many people fit on the Mayflower.

Key Vocabulary: Measurements Demonstrate Materials Needed: Tape or rope Dimensions of the

Mayflower 102 people Large, open space

K-2 Computer or Extra Resources Needed Activity 1: Fitting on the Mayflower (Requires a lot of people) Lesson Plan: 1. Measure off the dimensions of the Mayflower in a

large, open space. 2. Then have 102 people stand inside to demonstrate

how crowded the ship was Expansion: If you want to try this activity, you might refer

to the following resource for some facts and figures about

the Mayflower and its replica, Mayflower II:

Source 1

Source 2

Source 3

Source: http://www.educationworld.com/a_lesson/friday/friday012.shtm

http://www.mayflowerhistory.com/History/mflower5.php

http://www.ncmayflower.org/mayflower2.htm

http://www.rootsweb.ancestry.com/~mosmd/mayflowerbig.htm

http://www.educationworld.com/a_lesson/friday/friday012.shtm

http://www.educationworld.com/a_lesson/friday/friday012.shtm


45

Duration: 30 Minutes Objectives: Compare and contrast

the resources needed in various climates and weather.

Predict how that might have led to the Native American lifestyle during this colonization period.

Key Vocabulary:

Climate Weather Abenaki Hopi Emergence Kwakiuti Observations Hypotheses Lifestyle Environment

Materials Needed: Climate information The

United States Climate Page

Activity 1: Location, Location, Location (Computer-adapted lesson available under 3-5 Computer Needed) Lesson Plan: 1. Discuss the influence of location on contemporary life.

If members of the class have lived in more than one place, how did their clothing, food, shelter and lifestyle change as a result of their move? What did change? How? Why? Let students know that in this unit, they will have an opportunity to explore the relationship between environment and way of life of some Native American groups.

2. Begin a discussion of the climate in three locations: Lewiston, Maine (Abenaki), Polacca, Arizona (Hopi Reservation, First Mesa, near Winslow) and Winter Harbour, British Columbia, Canada (Kwakiutl, just north of Washington's Olympic Peninsula). If you want to provide climate information for

the students, distribute the following, based on The United States Climate Page, a link from the EDSITEment-reviewed Internet Public Library:

The weather in: Lewiston, Maine -- The average daytime

temperature varies from 30 to 70 degrees Fahrenheit. Yearly precipitation averages 42 inches; snowfall averages 76.1 inches.

Polacca, Arizona -- The average daytime temperature varies from 40 to 95 degrees Fahrenheit. Yearly precipitation averages 8 inches; snowfall averages 13.5 inches.

Winter Harbour, British Columbia, Canada -- The average daily daytime temperature varies from 45 to 70 degrees Fahrenheit. Yearly precipitation averages 103.5 inches; snowfall averages 14.8 inches. [Continued on the next page]

Resources and Working Together


http://www.cdc.noaa.gov/USclimate/





http://www.ipl.org/


46

Locate the three cities (Lewiston, Maine; Polacca,

Arizona; Winter Harbour, British Columbia) on a map. Share climate information for these three cities, or have the students research the information and then share it with the class. What are the significant differences between climates? How might the climate affect the way people without modern technology would live? Encourage the students to begin making hypotheses about the lifestyle of Native Americans who lived in these areas before Europeans arrived.

Source: http://edsitement.neh.gov/lesson-plan/not-indians-many-tribes-native-american-diversity#sect-background





47




Key Vocabulary: Climate Weather Abenaki Hopi Emergence Kwakiuti Observations Hypotheses Lifestyle Environment

Materials Needed: Three Native American

documents Abenaki (Mi'kmaq)

Cinderella Story Hopi Emergence Tale

excerpt Kwakiutl Recipe for

Beached Whale (Winter Harbour, Canada)

Climate information The United States Climate Page

Activity 2: Native Americans and Climate (Extension of Activity 1) Lesson Plan:

Present students with the following three Native American documents, which are provided here in text format for ease of use in the classroom Abenaki (Mi'kmaq) Cinderella Story Hopi Emergence Tale excerpt Kwakiutl Recipe for Beached Whale (Winter

Harbour, Canada) Students can read the documents in their groups,

or the documents can be read aloud for the entire class. Have students begin their analysis by listing observations about the text; students might divide their observations into categories as follows: climate (e.g., the Abenaki story mentions a

sled, implying snow) plant life (e.g., the Kwakiutl recipe mentions

cedar bark) animal life (e.g., the Abenaki story mentions

moose) relationships within the group (e.g., the

Kwakiutl recipe emphasizes sharing and politeness)

what the group considered important (e.g., the Hopi tale has a strong emphasis on corn)

Once the students have completed their observations and recorded them in their Explorer’s Journals, they can make hypotheses about the people from whom the tale or recipe derived. How did the people live? What can be hypothesized about their culture? What was important to them? Which of the three locations studied in Lesson 1 is most likely to be home for this group? Have each student group share at least a

brief summary of its document with the entire class

http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Abenaki_Cinderella_Story.pdf


http://www.hopi.nsn.us/emergence.asp


http://www.hallman.org/indian/whale1.html











48

and report any findings. Make sure students support conclusions with observations from the document. Finally, after all groups have reported, reveal which Native group lived in which location.






49


strategy to compete in this traditional Native American game

Key Vocabulary: Picaria Materials Needed: Blank white paper 6 peices of different

shapes or colors (example glass beads)

markers/crayons

Activity 4: Picaria (Optional addition) Lesson Plan: Visual guidance can be found on the above link. 1. This is a Native American game that was played by

children to pass the time. It also helped refine math and critical thinking skills.

2. Picaria starts with an 8 inch square box. Then draw a + at 4 inches. Then divide each 4 inch box with an x. Mark each intersection with a dot.

3. Each player needs 6 markers in different shapes or colors. Use glass beads or markers of different shapes/colors that we had around. The game is basically an advanced tic tac toe. Each player tries to get three dots in a row by placing one marker down at a time. The center dot cannot be played until all markers are played. After all markers are down the pieces can be slid from dot to dot. No jumping allowed.

4. Feel free to decorate the outside of the board. Source: http://thelittletravelers.typepad.com/the_little_travelers/2009/01/picaria.html




50


strategy to compete in this traditional Native American game.

Key Vocabulary: Myth Legend Storytelling Generation Traditional Materials Needed: Craft supplies to make

costumes or puppets Glue, paper bags,

socks, colored markers or crayons, feathers, etc.

Native American myths and legends of your choice either online or in a picture book. Here are some options:



www.firstpeople.us/FP-Html-Legends/Legends-AB.html


Activity 5: Native American Myths and Legends Lesson Plan: 7. Discuss myths and storytelling with your students. Ask

the students if they know any myths or stories that they could retell. Do they remember being told stories when they were young?

8. Discuss the background of Native American myths and legends. They are simple, often teaching the "whys" of the natural world.

9. Read about traditional Cherokee storytelling as described by a Cherokee storyteller and share this example of one kind of Native American storytelling with your students: Under old traditional law, the tales or stories

were only told to fellow Cherokee or other Indian People. Even if an individual was a Cherokee or other type of Indian, they would have to be invited by the myth keeper or tale teller to hear the stories. They would first have to go the medicine man for preparation. The Medicine man would then perform a scratching ceremony on them. He would scratch their arms from shoulder to elbow and elbow to wrist from a comb, usually made from the teeth of a rattle snake. A healing red powder was blown over the red marks that the comb made on their arms. Finally, they were able to hear the stories of the myth keeper, in a small dome shaped earthen covered hut. The stories would last all night and into the morning, until Grandmother Sun appeared in the East. Then they would go to the water. Each person would dip themselves seven times under the water while a priest would recite prayers from the bank of the water. [Continued on next page]















51

The stories were passed down from generation to generation. It is said that the true myth keeper can become the animal about whom they speak. It is also said that myth keepers have to be actors, mimes, singers, and dancers. There are many, many parts to being a myth keeper. There are two groups of stories told by the Cherokee. First, there are the sacred stories. These stories are the serious type of stories which tell about why the Cherokee came to have certain healings, songs and that sort of thing. The second type of stories is the small animal stories. These stories tell why a certain animal looks the way they do, or act they way they do. In the stories, the animals are much larger than they are now and they could speak. It is taught to the Cherokee that in the beginning, man had the ability to speak with the animals. We spoke the same language. But, man abused their privilege by taking too much and becoming greedy. Therefore, man lost their ability to speak with the animals.

- Eagle Woman, Cherokee Storyteller

10. Select a Native American myth/legend to read aloud to

the students from the list under materials. 11. Give students a copy of the myth/legend you chose to

read and divide them into groups Each group will re-create or re-enact the story Plays, drawings, murals, puppet shows or any

other medium they can think of 12. Then they present their creation to the class. Source: http://www.thirteen.org/edonline/lessons/native_story/b.html




52




Key Vocabulary: Climate Weather Abenaki Hopi Emergence Kwakiuti Observations Hypotheses Lifestyle Environment Materials Needed: Three Native American

documents Climate information http://edsitement.neh.gov/lesson-plan/not-indians-many-tribes-native-american-diversity#sect-background and The United States Climate Page

3-5 Computers Needed Activity 1: Location, Location, Location Lesson Plan: Discuss the influence of location on contemporary life.

If members of the class have lived in more than one place, how did their clothing, food, shelter and lifestyle change as a result of their move? What did change? How? Why? Let students know that in this unit, they will have an opportunity to explore the relationship between environment and way of life of some Native American groups. The lesson begins with a discussion of the climate

in three locations: Lewiston, Maine (Abenaki), Polacca, Arizona (Hopi Reservation, First Mesa, near Winslow) and Winter Harbour, British Columbia, Canada (Kwakiutl, just north of Washington's Olympic Peninsula).

If you want to provide climate information for the students, distribute the following, based on The United States Climate Page, a link from the EDSITEment-reviewed Internet Public Library:

If students have time and access to technology, they can retrieve weather and climate information on their own, using the following links from the EDSITEment resource Internet Public Library: At the Weather Underground, students can

access weather data for any U.S. location on any day in the last few years, using the zip code.

For Lewiston, Maine (Abenaki), use 04240. For Polacca, Arizona (Hopi), use 86042. For Winter Harbour (Kwakiutl), use 98350,

the zip code for Quillayute, Washington (a United States location near and similar to Winter Harbour), or search for Canada weather and select Port Hardy, British Columbia.

[Continued on next page]










http://www.ipl.org/

http://www.ipl.org/

http://www.ipl.org/

http://www.wunderground.com/


53

The United States Climate Page offers a clickable United States map. Students can obtain climate information by selecting the following closest available locations:

Augusta, Maine, for the Abenaki Winslow, Arizona, for the Hopi Quillayute, Washington, for the Kwakiutl

Locate the three cities (Lewiston, Maine; Polacca, Arizona; Winter Harbour, British Columbia) on a map. Share climate information for these three cities, or have the students research the information and then share it with the class. What are the significant differences between climates? How might the climate affect the way people without modern technology would live? Encourage the students to begin making hypotheses about the lifestyle of Native Americans who lived in these areas before Europeans arrived.



54

Duration: 30 Minutes Objectives: Research and compile

information on the pre-selected Native American tribes.

Compare and contrast between the different tribes and their lifestyle.

Create and present hypotheses on the Native American tribes.

Key Vocabulary: Abenaki Hopi Kwakiutl Environment Diversity Tipis Hypothesize Observations Materials Needed: Computers for each

student

Activity 2: Native American Lifestyle

Lesson Plan:

1. Now that students have looked at documents from the Abenaki, Hopi and Kwakiutl, they can make some comparisons between the three Native groups.

In what ways are the Native groups similar to each other? How are they different? Are they more different or more similar? How different/similar are the environments in which they live(d)?

Can some of the differences between the groups be explained by the environments in which they live(d)? Which differences between the groups cannot be explained by environment? Is it more useful to think of these three Native groups as one people (Native Americans) or as separate groups?

2. To assess student awareness of Native American diversity, make a new list of what students think of now when they hear the term "Native American." Write the list on chart paper. Compare it to the list created at the beginning of the lesson.

3. To assess student learning about using an artifact to hypothesize about lifestyle, show an image of Plains tipis, available through a link from the EDSITEment resource American Memory. Ask students to hypothesize about the lifestyle of the Native Americans shown in the photograph.

4. In this unit, the students have seen how one environmental factor, climate, affects lifestyle. Pose a hypothetical scenario to students and encourage discussion: If whales and fish became scarce, how might that change have affected the Kwakiutl? If a group like the Abenaki were forced to move to the Great Plains, how might that affect their lifestyle? Remind the class of the near extinction of the buffalo. How must that have affected any tribe dependent on them? See if students can move from conclusions to new hypotheses

http://photoswest.org/cgi-bin/imager?10032072+X-32072

http://photoswest.org/cgi-bin/imager?10032072+X-32072

http://memory.loc.gov/


55

If you wish, present additional hypothetical scenarios to students about changes in environment/resources that may have affected Native groups, or ask students to devise their own hypothetical scenarios for discussion.






56

Duration: 45-60 Minutes Objectives: Describe the customs and

lives of early Native American groups.

Explain the interactions between colonists and Native Americans.

Key Vocabulary: Cherokee Catawba Tuscarora Algonguian Colonial Materials Needed: Computers Large paper Markers Technology resources list

for students: http://docsouth.unc.edu/csr/index.html/document/csr11-0013#p11-21 http://docsouth.unc.edu/csr/index.html/document/csr03-0080#3-188 http://docsouth.unc.edu/csr/index.html/document/csr04-0422 http://docsouth.unc.edu/csr/index.html/document/csr05-0089 http://docsouth.unc.edu/csr/index.html/document/csr05-0232

Activity 3: Exploring Native American Groups Lesson Plan: 1. Once the colonists arrived they began recording

information in journals, letters, and even in official government documents. Using those sources we can learn about the different Native American groups that were here before the colonists arrived.

2. Divide the students into four groups; Cherokee, Catawba, Tuscarora, and Algonquian. Each set of students will be given a different Native American group to explore. Provide the groups copies of the Colonial records pertaining to their group.

The students may record what they learn on chart paper. After the groups have finished have each groups share what they learned with the entire class.

3. Together with the class talk with the children about how they think the Native Americans felt when they first saw the colonists and vice versa. Talk about how what each group was thinking about the other probably influenced how they interacted.

4. There are many examples of conflict between the colonists and the Native Americans. Most of these conflicts arouse over disputes regarding land. Share two of the documents from the Colonial records, one outlining the law about Native Americans and the other about Native American tribes being encouraged to fight amongst themselves. Talk with the students about the law and the informal policy. What do they think?

Source: http://statelibrary.dcr.state.nc.us/NC/HISTORY/HISTORY.HTM

http://docsouth.unc.edu/csr/index.html/document/csr11-0013#p11-21



http://docsouth.unc.edu/csr/index.html/document/csr03-0080#3-188






http://docsouth.unc.edu/csr/index.html/document/csr05-0089






http://statelibrary.dcr.state.nc.us/NC/HISTORY/HISTORY.HTM

http://statelibrary.dcr.state.nc.us/NC/HISTORY/HISTORY.HTM


57

Lesson 4 Human Migration- Forced Migration

Forced Migration In the following activities and lessons, students will learn about the Trail of Tears. Most activities center around dispelling stereotypes of the Native Americans and drawing conclusions from songs, art and stories on the experience of the Trail of Tears. Up until this day students learned about voluntary migration and movement, but this lesson discusses the implications, reasons and difficulties behind forced migration. Each group also includes a lesson on the Gold Rush and need for westward expansion so the students can see that even after the Native Americans were pushed off their land and to small reservations, the settlers still tried to take more of the Native American’s possessions away from them.





Major Concepts

Covered in this lesson are basic activities on the Trail of Tears. The Trail of Tears was a forced

migration of the Native Americans by the colonists and many Native Americans died on this

journey. One of the main reasons for this migration was the colonists’ desire for land and

accumulation of wealth. The Gold Rush increased the colonists’ thirst for instant wealth but

shrank the land of the Native Americans which was increasingly inhabitable. The Trail of Tears

seemed to be never-ending as the colonists continued to push the Native Americans on smaller

bits of infertile land.


Activity 1

Using Seqouyah’s Talking Leaves analogy, the teacher reads a passage to the students.

The students each have their own word on a leaf that correlates to a word in the

passage.

Activity 2

The students are told that the Cherokee were only allowed to take what they could

carry on the Trail so the students are asked to choose what items they would bring.

Activity 3

Starting the activity with a game, the students discuss how it feels to lose and to lose

something they know is theirs.


58

Activity 4

Students listen to a poem read by the teacher. Then the class puts together a poem

about something they learned about Native Americans.

Activity 5

Through the distribution of various amounts of ‘goods’ (construction paper blocks) the

students learn that less abundant goods tend to be more valuable and difficult to get.


Activity 1

Starting the activity with a game, the students discuss how it feels to lose and to lose

something they know is theirs.

Activity 2

By listen to two Native American songs, students will gather information about the

people and predict what the songs mean.

Activity 3

Students listen to a poem read by the teacher. Then, the class puts together a poem

about something they learned about Native Americans.

Activity 4

After reading and discussing Gold Rush letters, students will create their own letter to

friends or family as if they were about to embark on the Gold Rush.

Activity 5 (Computer and Internet Resources Required)

Looking at the Trail of Tear picture, students will first reflect on what they can see from

the picture. Then students will break into different groups to research their specific

question on the Trail of Tears.


59

Duration: 30-45 Minutes Objectives: Recognize and identify

words when listening to a passage read out loud.

Restate/reorganize a story from memory.

Key Vocabulary: Cherokee Sequoia Seqouyah Leaves Communicate Preserve Syllabary Materials Needed: The printed Story and

cut out leaves from this pdf: http://www.history.org/history/teaching/enewsletter/volume9/sept10/images/SequoyahLessonMaterials.pdf

Large picture of a bare tree (hand drawn on the board is fine)

Tape

Activity 1: Talking Leaves

Lesson Plan: 1. Prepare for class by reading the "Sequoyah Narrative,"

noting the highlighted terms. Before class begins, draw a large outline of a tree on the board.

2. Introduce the lesson by explaining to students that they will be helping to tell a story using "talking leaves." The story is about an important Cherokee man named Sequoyah.

3. Give each student a Talking Leaf from the lesson materials PDF (depending on the size of the class, some students may be given two). On each leaf is a word that is found in the Sequoyah Narrative. Explain that the leaves are from the yellow poplar tree, the state tree of Sequoyah's home state, Tennessee. (Although the Sequoia redwood in California is named after Sequoyah, he wouldn't have seen any in his lifetime.)

4. Read the Sequoyah Narrative aloud to the class. When you come to one of the words on the Talking Leaves, the student who has that leaf should place it on the tree using the tape or magnets. Ask the students to place their leaves in sequential order on the tree, starting at the top and working down toward the bottom.

Make sure to define the more complicated words as the passage moves on.

[Continued on Next Page]

Forced Migration


http://www.history.org/history/teaching/enewsletter/volume9/sept10/images/SequoyahLessonMaterials.pdf






60

5. After all of the Talking Leaves have been placed on the

tree, call on students to retell the story orally in a collaborative manner using the tree on the board as guidance. For example, students could take turns making up sentences containing one or two words from the Talking Leaves.

6. (Optional) Tell students that before the Cherokee had the syllabary, they told all their stories orally and that's how they remembered their history. Point out that the story the class told changed a little in the retelling, an inherent feature of oral storytelling. Sequoyah's syllabary helped stories and histories be written down, which kept not only the stories and history but the Cherokee language alive. Display the Modern Cherokee Syllabary on an overhead projector, computer and projector, or interactive whiteboard.

After the discussion, ask the students to retell the story in written form, referring to the tree for guidance. Allow them sufficient time to write and edit their story.

If time permits, students can share their written stories with the class.

Extension: Give students a copy of the Modern Cherokee Syllabary. Show them the symbols that spell Sequoyah and Tsalagi (the Cherokee word for "Cherokee"). Allow students to experiment with their own names by finding the symbols that represent the sounds in their names.

Source: http://www.history.org/history/teaching/enewsletter/volume9/sept10/images/SequoyahLessonMaterials.pdf




61

Duration: 15-30 Minutes Objectives: Choose reasonable

items to carry for a long distance.

Describe the reasons those specific items were chosen.

Key Vocabulary: Forced Resisted Materials Needed: writing/drawing paper pencils/crayons brown paper grocery

bag Articles for summary of

information: http://www.history.com/topics/trail-of-tears http://www.ushistory.org/us/24f.asp

Optional book (or any others on The Trail of Tears found in the library):

Trail of Tears Step into Reading by Joseph Bruchac

Only the Names Remain: The Cherokees and the Trail of Tears by Alex W Bealer

Articles to gather and present information for the class:

http://www.history.com/topics/trail-of-tears http://www.ushistory.org/us/24f.asp

Activity 2: Bring Only What You Can Carry Lesson Plan: 1. Read the above articles and

summarize/present the information to the class or read a chosen book on the subject.

2. Be sure to mention the way the Cherokees traveled to “Indian Territory” Horses, wagons, walking, bound together The soldiers said they can only bring what they can

carry. 3. The teacher will tell the students to imagine that they must leave their home now. Hold up a brown grocery sack to indicate the size and tell students that everything they take must fit in the sack. Remind students that they must take things essential to life. (Example: food, clothing, shelter, etc.) Students will draw a sack and the items they would take on the journey.

Students can share what they decided to bring in their sack to each other and the class.

3. Discuss with the students Was it difficult to choose what you would bring? Did you forget to bring anything that is needed for

survival? Source: http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/50/Sequoyah%20and%20the%20Trail%20of%20Tears.pdf

The white people wanted more Cherokee land to farm and mine for gold, but the Cherokees did not want to move. In 1838, U.S. soldiers forced 17,000 Cherokees to leave their homes with only the things they could carry on their backs. Those who resisted were arrested or shot. Adapted from The Trail of Tears by J. Bruchac.

http://www.history.com/topics/trail-of-tears


http://www.ushistory.org/us/24f.asp






http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/50/Sequoyah%20and%20the%20Trail%20of%20Tears.pdf




62

Duration: 30 minutes Objectives: List known information

about the Cherokee. Revise this information

after learning more about the Cherokee’s culture, customs, government, etc.

Begin to assess the emotions and devastation behind the trail of tears.

Key Vocabulary: Cherokee Government Culture Customs Practices Materials Needed: Large paper/marker

board Markers Printed list of Cherokee

facts for reference http://www.bigorrin.org/cherokee_kids.htm

Optional book (or any others on The Trail of Tears found in the library):

Trail of Tears Step into Reading by Joseph Bruchac

Only the Names Remain: The Cherokees and the Trail of Tears by Alex W Bealer

Activity 3: Introduction to the Cherokee Lesson Plan: 1. Start the lesson with the game musical chairs. 2. After the game is over, ask the class how it felt to lose

a seat in the chair? When you were taken out of the game, did you feel

like you should have stayed in the game but someone took your chair away from you?

3. Then ask a deeper, open ended question. “How would you feel if someone came in your home and told you to take your stuff and move?” Allow time for discussion

4. Using either chart paper or marker board, list some of the main topics: Cherokee Culture, Cherokee Traditions, Trail of Tears

5. Have the students work as a whole group to come up with what they think about each of these topics

6. The teacher will read off facts of the Cherokee in relation to culture, customs and any other topic that was used for the activity. Another option would be for the teacher to read a chosen book on the Trail of Tears that contains the facts on culture, customs or other topics listed. Students will review their prior opinions and see

how close to the truth they were. Students will then return to the lists and change

anything that doesn’t fit anymore

http://www.bigorrin.org/cherokee_kids.htm



63

Duration: 30 minutes Objectives: Describe the meaning

of the poem in their own words and feelings.

Analyze the reasons behind the words in this poem and how it relates to the Trail of Tears.

Key Vocabulary: Tribal Speechless Chosen One Shattered Mourning Materials Needed: Poem

Activity 4: Trail of Tears- Poems Lesson Plan: 1. Read this poem aloud to the students.

The Trail Of Tears By: Aditi Rao My heart breaks, Everytime I see. Our tribal people, Suffering dearly. For their souls are blank, Their hearts are torn. Their minds are still, And their fears shown. The sun disappears, The moons they pass. I see the days, Like shattered glass. Yet silently I continue on, No words escape my speechless lips. I gently shush the children's words, With softly curled fingertips. How long, how far? These questions come. They wait to be answered,

By the Chosen One. Yet some of me, Can't wait and cry. So I let go of life, With a mourning sigh.

1. Have the students discuss and record emotions and

feelings in their Explorer’s Journals. Have them answer the following questions.

Why is the author sad? What is happening in the poem? Do you think people felt this way while on the

Trail of Tears? 2. Write a collaborative poem as a class about something

the students have learned about Native Americans.

Source: http://teachers.net/lessons/posts/2458.html

http://teachers.net/lessons/posts/2458.html


64

Duration: 45-60 minutes Objectives: Determine why things

that are less abundant are more valuable.

Identify why people were traveling out west to find gold.

Key Vocabulary: Gold Rush Abundant Valuable Minerals Mining California Materials Needed: Map of gold rush routes

and destinations map of the Native

American reservations before and after the gold rush

Colored construction paper (pre-selected and cut before class)

Blank paper Crayons/markers

Activity 5: The Gold Rush Lesson Plan: 1. This activity introduces one of the reasons the Native

Americans eventually lost all their land as the settlers continued to push them off reservations.

2. Ask students to name items that kids their age are trading today, such Beanie Babies or Pokemon cards. Discuss these questions with the class: Why do you like these objects? What would happen if you

found out that your best friend had the one you really wanted?

What if you learned there was a big room full of these things on the other side of the school?

3. Cut out small strips of construction paper (before class), or use different colored blocks, crayons, or other items. Make the colors available in different levels of abundance (e.g., yellow can be the most scarce, red can be the most abundant, and the others can fall in-between those two).

4. Distribute the objects at random throughout the class so that each student has the same number of items in varied colors.

5. Ask students to trade their colored slips of people with one another to try to get one strip of each color. You can have students trade within the whole class or within smaller groups.

6. Stop the activity after about ten minutes. Discuss the trading process with the class.

Which colors were the easiest to get? Which were the hardest? Why do they think this was the case?

7. Explain to students that, as they have learned from this activity, things that are less abundant tend to be more valuable.



65

Can they think of any other things that are very

valuable because they're hard to get? What about the trading fad they discussed at the beginning of this lesson? Are some types of this item (e.g., a particular trading card) more valuable than others?

8. Ask students if they know anything about gold. What

do people use gold for? Is it valuable? Why do people

like gold?

9. Tell the class that about 150 years ago, many people

traveled a long distance from the eastern United States

to California when they learned that gold had been

discovered in the northern California Mountains.

10. Use a class wall map to show them the gold rush land

and sea routes, available at the links below. Make sure

they realize that the wagon trail involved crossing

mountains.

11. Use a map to show students the gold rush region of

California. Tell them that Native Americans already

lived in this region when the miners arrived. What

impacts do students think the mining activities would

have had on the people, animals, and plants of this

region?

California Gold Rush Images

National Geographic: Xpeditions Activity—The

Quest for Gold

National Park Service: California National Historic

Trail

PBS: The Gold Rush

12. Ask students what they think it might have been like to

have traveled from the East Coast to California during

the gold rush. Do they think it would have been a

difficult journey? Why do they think so many people

left their homes in search of gold?


http://www.malakoff.com/goldcountry/images.htm

http://education.nationalgeographic.com/archive/xpeditions/activities/16/questgold.html

http://education.nationalgeographic.com/archive/xpeditions/activities/16/questgold.html

http://www.nps.gov/cali

http://www.nps.gov/cali

http://www.pbs.org/goldrush/index.html


66

13. Discuss the idea of gold as a valuable commodity that,

for those fortunate enough to find it in California,

could make people rich. Ask students why they think

people are willing to do difficult things in order to

become wealthy.

14. Have students look at gold rush pictures to see

examples of miners working hard to find gold in

California. Ask the students to describe what the

workers are doing and to explain whether the work

looks easy or difficult.

15. Have students make lists or draw pictures of the things

for which they would be willing to make long, difficult

journeys or work very hard. Make sure students realize

that these don't have to be material objects but can

also be nonmaterial things such as getting good

grades, being in good shape, or having the opportunity

to explore a new place. Have them write stories or

draw pictures of themselves doing this hard work and

obtaining the things they desire. Have students share

their stories or drawings with the class, and compare

their ideas. Pose these questions to the class:

Why do you value these things, and why would you

be willing to work so hard for them?

Do you think you will always value these things, or

might they go out of style?

What would happen if everyone else were trying to

get these things at the same time?

Source: http://education.nationalgeographic.com/archive/xpeditions/lessons/16/gk2/work.html?ar_a=1

http://education.nationalgeographic.com/archive/xpeditions/lessons/16/gk2/work.html?ar_a=1

http://education.nationalgeographic.com/archive/xpeditions/lessons/16/gk2/work.html?ar_a=1


67

Duration: 30 minutes Objectives: List known information

about the Cherokee. Revise this information

after learning more about the Cherokee’s culture, customs, government, etc.

Begin to assess the emotions and devastation behind the trail of tears.

Key Vocabulary: Cherokee Government Culture Customs Practices Materials Needed: Large paper Markers Printed list of Cherokee

facts for reference

Activity 1: Introduction to the Cherokee Lesson Plan: 1. Start with a game of musical chairs. 2. After the game, ask the

students how it felt when you lost a chair? Did you ever think someone won but you think you were the one who should have won?

3. Then move into another open ended question. “How would you feel if someone came in your home and told you to take your stuff and move?”

Allow time for discussion 4. The students will then rotate around the room to make

a list of what they think they know about the history of the Cherokee people. Use chart paper on various wall stations around the room with labels such as typical clothes, types of homes, food, time in history, Trail of Tears, etc. The students will discuss the answers that have been recorded. The students will discuss the teacher prompt, “Is there ever a time when it is all right for one group to move another group of people out of their homes and off of their land?”

5. The teacher will read off facts of the Cherokee in relation to government, culture, customs and any other topic that was used for the carousel activity.

6. Students will review their prior opinions and see how close to the truth they were.

7. Students will return to carousel chart paper and either confirm, revise, or add any information on the chart.

Source: http://www.bigorrin.org/cherokee_kids.htm

Forced Migration




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Duration: 30 minutes Objectives: Evaluate the validity of

their assumptions of Native Americans.

Conclude/Predict the meaning of the Native American songs.

Compare maps of Native American territory before and after colonization.

Key Vocabulary: Cherokee Government Culture Customs Practices Reservations Tepees Materials Needed: Cherokee Nation

Mexico website: song download

Map of NC/US Native American reservations today

Map of NC/US Native Americans prior to colonization

CD player/boom box/computer to play the songs

Activity 2: Trail of Tears Lesson Plan: 1. Play “What Have They Done” and “Cherokee Morning

Song” for the class from the link under materials. Watch student’s reactions to the Native American music.

2. Discuss student’s reactions to the music and their preconceptions about Native Americans. Building of the information discussed in Activity 1, explain to the class that there are hundreds of different Native American cultures within North America. Most do not live in tepees or say “how.” Tell the students they will be learning about the Cherokee Indians of North Carolina and the Trail of Tears as well as discussing different tribes within North Carolina and North America.

3. Read a brief overview of the Trail of Tears to the children.

4. Look at a map of North Carolina Native American reservations today and compare it to a map of North Carolina Native Americans prior to European settlement.

Extension: Tell students they are to assume the role of a Cherokee Indian leader during time of Trail of Tears. Write paragraph to persuade United States Government to allow you to stay on your land.

Source: http://www.learnnc.org/lp/pages/4036?ref=search

http://www.cherokeediscovery.com/

http://www.cherokeediscovery.com/

http://www.learnnc.org/lp/pages/4036?ref=search


69

Duration: 30 minutes Objectives: Describe the meaning

of the poem in their own words and how it makes them feel.

Analyze the reasons behind the words in this poem and how it relates to the Trail of Tears.

Key Vocabulary: Cherokee Government Culture Customs Practice Reservations Materials Needed: Poem

Activity 3: Trail of Tears- Poems Lesson Plan: 1. Read this poem aloud to the students.

The Trail Of Tears By: Aditi Rao My heart breaks, Everytime I see. Our tribal people, Suffering dearly. For their souls are blank, Their hearts are torn. Their minds are still, And their fears shown. The sun disappears, The moons they pass. I see the days, Like shattered glass. Yet silently I continue on, No words escape my speechless lips. I gently shush the children's words, With softly curled fingertips. How long, how far? These questions come. They wait to be answered,

By the Chosen One. Yet some of me, Can't wait and cry. So I let go of life, With a mourning sigh.

2. Have the students discuss emotions and feelings and

record them in their Explorer’s Journals. Have them answer the following questions.

What is the conflict in the poem? Does this help bring back the historic time of

the Trail of Tears? [Continued on Next Page]


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3. Write a collaborative poem about something the

students have learned about Native Americans. This poem can be written in the format of the student’s choice, if they have learned about poems in their school thus far.

4. Have the students write their own poems independently or in groups, depending on skill and level of poetic understanding.

Source: http://teachers.net/lessons/posts/2458.html

http://teachers.net/lessons/posts/2458.html


71

Duration: 30-45 minutes Objectives: Analyze Gold Rush

letters from the time period.

Using this information, create their own letter from this time period about the Gold Rush.

Key Vocabulary: Gold Rush Missouri California Documents Materials Needed: Gold Rush Letters Paper/”explorer”

journals Pencil/pens

Activity 4: Gold Rush Letters Lesson Plan: 1. James Marshall discovered gold on January 24, 1848,

at Sutter's Mill, beginning the California Gold Rush. The New Jersey carpenter was working at John Sutter's Sacramento River settlement when he found the nugget. The discovery lured more than 90,000 people to California in the two years following his find and more than 300,000 people by 1854. James Marshall died penniless in 1885.

2. Extend your study of historical fiction and/or the Gold Rush by inviting your students to read some Gold Rush Letters, written to people in Missouri by Gold Rush miners, or some of the excerpts from letters and other writings by visitors to and residents of the Gold Rush area in California. Ask students to think about the following questions as they read and discuss the letters: What new information did you learn by reading

these documents? How were the people in the letters different from

what you'd imagined? How much do the

letters talk about gold? What else is discussed?

3. After they've explored the letters, ask your students to imagine they were alive during the Gold Rush and had traveled to the area. Have each student write a letter to a family member about his or her imaginary experience.

Extension: Have students extend their work by using their letters to start creating a work of historical fiction. The students can use their imagination to create more letters as though they are living through the Gold Rush or they can use their letter as a starting point to make a short book. Source: http://www.readwritethink.org/classroom-resources/calendar-activities/gold-discovered california-1848-20403.html

http://www.rootsweb.com/~momarion/goldrush.htm

http://www.rootsweb.com/~momarion/goldrush.htm

http://www.glittering.com/letters/index.html

http://www.glittering.com/letters/index.html

http://www.readwritethink.org/classroom-resources/calendar-activities/gold-discovered%20california-1848-20403.html




72

Duration: 30 minutes Objectives: Observe a work of art

and interpret the meaning.

Research a subject and answer questions based on information gathered.

Key Vocabulary: Cherokee Government Culture Customs Practices Reservations Fatigue Materials Needed: Trail of Tears painting

from the PBS website Trail of Tears

observation sheet

3-5 Computer/Resources Needed Activity 1: Trail of Tears Painting Lesson Plan: 1. Display the Trail of Tears painting from the PBS

website. Have students observe the painting. As they observe, hand out the Trail of Tears observation sheet. Instruct the students to observe the painting for 5 to 10 minutes and then answer the questions. After students have observed and answered, discuss findings.

2. After observing the painting, have students discuss questions such as: Why were the Cherokee

forced to move? Where did they go? How

many went/died? 3. Divide students into six groups. The first three groups

will be working on the computer, while the other three groups are using the United States map. When groups finish one assignment, have them go to the next one.

4. Assignment one: Direct the group to the Trail of Tears map on the Cherokee Museum website. As they navigate across the map, have them read about the different places the Cherokee traveled on their journey. They should be prepared to tell about the route and some experiences when the class reassembles.

5. Assignment two: The groups working with the map will refer to their textbook and identify on the map where the Cherokee started and where the trail ended. They will use the scale to see how many miles were traveled. Also, have students list the states that the Cherokee went through.


Have students share what they see

and what they conclude about the

experience. Point out things you

observed and share with the class, as

well.

http://www.pbs.org/wgbh/aia/part4/4h1567.html

http://www.learnnc.org/lp/media/lessons/mdavis102805/obsheet.doc


http://www.pbs.org/wgbh/aia/part4/4h1567.html


http://www.cherokeemuseum.org/html/collections_tot.html

http://www.cherokeemuseum.org/html/collections_tot.html


73

6. Make sure each group has a chance to do both

activities. Once they finish, have them come back together and discuss their findings. As students share, point out that many died due to disease, fatigue, weather, etc. Also stress the point that they had to walk this distance. Ask them to consider how they would feel or react in such a situation.

7. Discuss some/all of the following questions: What have you learned about the Trail of Tears? Why did they leave? Where did they go? How long did it take? How many were forced to leave? How many survived?

8. To conclude, show the painting again and ask if they see anything different now that they know more about the Trail of Tears.

Source: http://www.learnnc.org/lp/pages/4039

http://www.learnnc.org/lp/pages/4039


74

Lesson 5 Human Migration- Importance of Teamwork

Importance of Teamwork Today, the students learn about the importance of teamwork and how that relates to migration along the Oregon Trail. The journey was long and difficult, and those that chose to travel alone tended to have much more trouble than those that traveled as a team. The following activities, starting with low ropes and team challenges, will present teamwork as an important factor along the trail for survival.





Major Concepts Review and prepare information for the class (to either read out-loud or print out for each student) on the experiences of the migrants who traveled on the Oregon Trail on this link: Jumping Off and All About the Oregon Trail. Or, if available, a book on the Oregon Trail can be read to the class.

This site can also guide you through information on this activity: http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities


Activity 1

The teacher will compile information and pictures on the Oregon Trail and the students will put together assumptions of their lives.

Activity 2 Students will reflect back and determine how teamwork (or lack thereof) affected the people travelling on the Oregon Trail.

Activity 3 Students work together to create a storyline based on the Oregon Trail.

Activity 4 This is a board-game simulation form of the computer game Oregon Trail. Students decide what the best option is at every turn to win.

Activity 5 Each student is given a square to record in any medium (writing, art, etc) their family cultural background. After the quilt is pieced together the students see how all their background and traditions come together.

3-5 Activities Summarized Activity 1

http://www.isu.edu/~trinmich/Jumpingoff.html

http://www.isu.edu/~trinmich/Jumpingoff.html

http://www.isu.edu/~trinmich/Allabout.html

http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities


75

The teacher will compile information and pictures on the Oregon Trail and the students will put together assumptions of their lives.

Activity 2 More information is covered in this activity alongside discussion. Students will reflect back and determine how teamwork (or lack thereof) affected the people travelling on the Oregon Trail.

Activity 3 Based on the knowledge learned on the Oregon Trail, students put together their own story.

Activity 4 Also based on the knowledge learned thus far, students create a scene in a script of the Oregon Trail. They create a storyboard for the setting, cast and plot to pitch to their classmates for interest and historical accuracy.

Activity 1 (Advanced Resources Needed) Best set in a library, this activity has students select a prominent immigrant/migrant or Native American from any of the time periods covered in this week’s theme.


76

Duration: 15 minutes per activity Objectives: Recognize the

importance of teamwork and working together.

Assess the difficulties and determine how to overcome them.

At the end of these activities, predict how teamwork helped the passengers on Oregon Trail.

These activities can open the lessons for today. Activities can be set up:

Separately in their grade groups All grades together Separate grade groups competing against each

other Or however else might work for your specific group

Islands: Consists of two larger raised wooden platforms with a smaller platform in the middle. The platforms are about 7 feet apart. The task is to get the whole group from one large platform to the other large platform via the small platform. The platforms are connected by a flat piece of wood (2 by 4, for example) that aren’t quite long enough. There is no jumping allowed. If anyone touches the ground they have to start again. Acid River: The group must cross an area approximately 20 square feet using three 2” X 4”’s which are 8’-10’ in length. The boards are placed on protruding concrete blocks (or “X”s on the ground instead) and the group must cross the ‘acid river’ without falling in.

Importance of Teamwork

Activities for all ages/grade levels


77

.

Bridges: (Alternate version of Acid River above) This can be either a single or interrelated teams activity. Each team starts out on a "river bank." They are told that the "river," which is rapidly rising, flows with acid, not water. They need to cross the "river" by building bridges with boards between blocks without touching the acid. They can lose a board if it touches the acid (ground), and participants can lose use of an arm or vision if they come in contact with the acid. They must finish before the rising river covers the blocks and makes crossing impossible. The solution doesn't become clear until after the team is typically well into an action mode, trying out different tactics, which may work at the outset, but ultimately need to change for the team to be successful. With multiple teams, groups start off from different banks and have to share resources while crossing each other's paths.

Cross the River: Once again, each team starts on one bank. The other side is approximately 20 feet (or more/less) away. Each group is given three squares that are between 1x1 or 2x2 (carpet squares or something durable for them to stand on). Each student has to get to the other side and cannot put their feet in the water. They must figure out how to get each student across using the 3 squares. Make sure the distance between the banks is too far for them to throw the squares back across the bank. Obstacle Course: This can be done with or without physical “obstacles”. The teacher must create “obstacles” beforehand. These can be physical: jumping over large objects, racing, walking on all fours, etc.; teamwork obstacles: three legged race, wheelbarrow races, one student leading another student that is blindfolded, etc.; or academic problems. These can consist of math problems, trivia questions, etc. Then once the students get the correct answer, they are given the clue for where the next “obstacle” is. These can all be mix-and-matched throughout the course.


78

Duration: 15-30 minutes Objectives: Describe the people and

places that made up the Oregon Trail.

List the methods of transportation and movement the pioneers utilized.

Predict the lifestyle these pioneers had.

Key Vocabulary: Oregon Trail Pioneers Photographs Transportation Setting Materials Needed: Printed photos Reviewed and complied

information on Oregon Trail

Activity 1: Setting the Scene-Oregon Trail Lesson Prep: 1. Review these links prior to lesson. Prepare

information/photos from links: In order to give students a feeling for the period of history they are about to enter, you may also wish to show them some photographic images. In addition to images included on The Oregon Trail website, a series of photographs from a re-enactment of the Trail experience are available through the EDSITEment-reviewed website The Digital Classroom. To access these images, go to the Archival Research Catalog. Now click on "Search for Archival Holdings." Next, click on "Digital Copies Search." In the blank space next to the instruction "Enter Keywords," type in the words "Oregon Trail." Scroll down the boxed list titled "Media" and select "Photographs and Graphic Materials." Finally, click on "Display Results" to view the re-enactment photos.

2. If you have limited computer access in your classroom, you may want to print out some photographs to distribute to students. To make a copy, click on the desired photograph and hold your cursor down until a list of options appears. After selecting "Copy this image," you may post the image into a word processing document and print it out as you would any other document.



Basic Activities for K-2

http://www.isu.edu/~trinmich/Oregontrail.html

http://www.archives.gov/education/


http://arcweb.archives.gov/arc/action/AdvancedSearchForm


79

Lesson Plan:

1. Describe the Oregon Trail in its basics using any and all the information above under background information. Then, show the students the pictures you’ve selected depicting the trail and the people.

2. As students view each image, ask them what they notice about details such as people, clothing, transportation and setting. What does each photograph reveal about the experiences of the pioneers who traveled west on the Oregon Trail?

3. Record findings in Explorer’s Journals. Advanced Resources: If computers and internet are available, each student can follow along with the teacher on their own computer OR the teacher can move through the information via projector screen. Source: http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities




80

Duration: 30-60 minutes Objectives: Compare and contrast

different stories of lives along the Oregon Trail.

Determine whether teamwork would be a good strategy along the Trail.

Key Vocabulary: Wagons Hardships Letters Diaries Obstacles Immigrants Emigrants Materials Needed: Printed selected photos

from http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities

Life on the Oregon Trail by Sally Senzell Isaacs

Your Life as a Pioneer on the Oregon Trail by Jessica Gunderson

Gathered information on (either to present orally or to be handed out to the class):

"Fantastic Facts about the Oregon Trail

Harriet Scott Palmer Catherine Sager Pringle Narcissa Whitman

Activity 2: Traveling on the Oregon Trail Lesson Plan: 1. Describe the experiences of the 19th-century

emigrants who traveled on the Oregon Trail. Include information from: http://www.america101.us/trail/Allabout.html Note- you do not have to include everything.

2. "Jumping Off Cities" lists the places where emigrants, many of whom initially traveled the Missouri River by steamship, would "jump off" before the river made a turn to the north.

3. Waiting tells how thousands of pioneers delayed their journeys until the grass (necessary for feeding their animals along the way) had started to grow.

4. Supplies describes the amount of food a family would need in order to survive on the Trail.

5. Wagons offers a detailed description of the farm wagons that most emigrants used for the westward journey.

6. Congestion describes the traffic jams that delayed the start of the pioneers' journeys.

7. Overpacking recounts how emigrants would simply throw things off their wagons when they realized they had brought along too much for their journeys.

8. The Route West describes the 2,000-mile journey across the country.

9. Power explains why emigrants chose mules or oxen to pull their wagons.

10. Hardships describes some of the physical risks of the journey, such as fatigue, accidents, storms, disease, and dangerous river crossings.

11. Camping documents the daily routine of trail life. [Continued on Next Page]





http://www.isu.edu/~trinmich/Facts.html


http://www.isu.edu/~trinmich/00.ar.whitman1.html

http://www.america101.us/trail/Allabout.html


81

12. Buffalo describes the emigrants' encounters with

herds of buffalo along the Trail. 13. Native Americans recounts both friendly and

unfriendly meetings with Native American people. 14. Finally, "Fantastic Facts about the Oregon Trail"

contains a wealth of odd tidbits that are bound to appeal to young imaginations. Each of these sections also includes photographs that can be shared with the class.

15. For first-hand accounts of the experiences of some of the pioneers who traveled the Oregon Trail, visit the Trail Archive section of the Oregon Trail website. Here you can access a selection of diaries, letters and memoirs. Excerpts from Harriet Scott Palmer's memoir, Catherine Sager Pringle's diary, or the journals of Narcissa Whitman are likely to be particularly fascinating to young children. If you decide to handout this information to the class, you read the excerpts together. As you read, you may ask students to note the similarities and differences in these first-hand accounts.

16. After these activities, ask the students what connections there are between teamwork, working together, and overcoming obstacles in their earlier activities and these stories.

Source: http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities


http://www.isu.edu/~trinmich/00.n.trailarchive.html


http://www.isu.edu/~trinmich/00.ar.palmer.html

http://www.isu.edu/~trinmich/00.ar.sager1.html







82

Duration: 30-45 minutes Objectives: Construct a story based

on the Oregon Trail using information learned earlier today and in school.

Record and illustrate this story.

Key Vocabulary: Illustrate Materials Needed: Printed selected photos Background Information: This link contains information on the activity:

Activity 3: Be a Pioneer Lesson Plan: 1. Picture book on the Oregon Trail: Have the class create

one story together (of a family, child, animal, etc on the Oregon Trail, with each student contributing one sentence. Each student then will write their sentence on a sheet of paper and illustrate it.

2. These pages then can be put together to form a complete picture book.

Source: http://edsitement.neh.gov/lesson-plan/oregon-trail#sect-activities

http://edsitement.neh.gov/lesson-plan/oregon-trail#sect-activities



83

Duration: 30-60 minutes Objectives: Justify moves made

during the game. Determine solutions to

obstacles to win the game.

Key Vocabulary: None Materials Needed: Printed game materials dice pen/pencil

Activity 4: Oregon Trail Board Game Lesson Plan: 1. This link

http://wiseguystpt.blogspot.com/2011/05/oregon-trail-simulation-activity-become.html is imperative to run this board game. Click on the link and print out copies of the pages that are required, such as the instructions, game cards, table, etc. Group students together (and have the same amount of printed papers as you have groups) and review the rules of the game.

2. This game allows students to pretend they are a part of the Oregon Trail

3. They collect money, make decisions, and have to solve problems that come up through the incident cards, and so on.

4. Note: This is a fun alternative to the computer game for Oregon Trail

http://wiseguystpt.blogspot.com/2011/05/oregon-trail-simulation-activity-become.html

http://wiseguystpt.blogspot.com/2011/05/oregon-trail-simulation-activity-become.html


84

Duration: 30-45 minutes Objectives: Select various important

pieces of their lives. Identify how family and

cultural backgrounds affect them.

Determine what role immigration/migration played in their lives.

Key Vocabulary: Culture Traditions Backgrounds Materials Needed: 8 by 8-inch squares of

white construction paper markers/crayons collage materials glue yarn cardboard hole punch

Activity 5: The Class Quilt Lesson Plan: 1. Celebrate your students' cultural backgrounds with a

class quilt. 2. Explain to the students what ‘family culture’ means, as

this is what they will be illustrating on their squares 3. Distribute 8 by 8-inch squares of white or light-colored

construction paper. 4. Using markers or collage materials, have students

create an image on their square that represents their family culture.

Encourage students to use diverse materials, such as pictures or recipes.

Reinforce the squares with cardboard if necessary.

5. When all the squares are ready, use a hole punch to make holes around the edges. Lace the quilt panels together with yarn. Display the finished quilt and invite students to explain their panel to the class.

Source: http://www.scholastic.com/teachers/lesson-plan/immigration-lesson-plan-grades-3-5

http://www.scholastic.com/teachers/lesson-plan/immigration-lesson-plan-grades-3-5



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Duration: 15-30 minutes

Objectives: Describe the

people and places that made up the Oregon Trail.

List the methods of transportation and movement the pioneers utilized.

Predict the lifestyle these pioneers had.

Key Vocabulary: Oregon Trail Pioneers Photographs Transportation Setting

Materials Needed: Printed photos Reviewed and

complied information on Oregon Trail

Activity 1: Setting the Scene-Oregon Trail Lesson Prep: 1. Review these links prior to lesson. Prepare

information/photos from links: In order to give students a feeling for the period of history they are about to enter, you may also wish to show them some photographic images. In addition to images included on The Oregon Trail website, a series of photographs from a re-enactment of the Trail experience are available through the EDSITEment-reviewed website The Digital Classroom. To access these images, go to the Archival Research Catalog. Now click on "Search for Archival Holdings." Next, click on "Digital Copies Search." In the blank space next to the instruction "Enter Keywords," type in the words "Oregon Trail." Scroll down the boxed list titled "Media" and select "Photographs and Graphic Materials." Finally, click on "Display Results" to view the re-enactment photos.

2. If you have limited computer access in your classroom, you may want to print out some photographs to distribute to students. To make a copy, click on the desired photograph and hold your cursor down until a list of options appears. After selecting "Copy this image," you may post the image into a word processing document and print it out as you would any other document.

Lesson Plan: 1. Describe the Oregon Trail in its basics using any and all

the information above under background information. Then, show the students the pictures you’ve selected depicting the trail and the people.



Basic Activities for 3-5




http://arcweb.archives.gov/arc/action/AdvancedSearchForm


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2. As students view each image, ask them what they

notice about details such as people, clothing, transportation and setting. What does each photograph reveal about the experiences of the pioneers who traveled west on the Oregon Trail?

Advanced Resources: If computers and internet are available, each student can follow along with the teacher on their own computer OR the teacher can move through the information via projector screen. Source: http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities




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Duration: 30-60 minutes Objectives: Compare and contrast

different stories of lives along the Oregon Trail.

Determine whether teamwork would be a good strategy along the Trail.

Key Vocabulary: Wagons Hardships Letters Diaries Obstacles Immigrants Emigrants Materials Needed: Printed selected photos

from http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities

Life on the Oregon Trail by Sally Senzell Isaacs

Your Life as a Pioneer on the Oregon Trail by Jessica Gunderson

Gathered information on (either to present orally or to be handed out to the class):

"Fantastic Facts about the Oregon Trail

Harriet Scott Palmer Catherine Sager Pringle Narcissa Whitman

Activity 2: Traveling on the Oregon Trail Lesson Plan: 1. Describe the experiences of the 19th-century

emigrants who traveled on the Oregon Trail. Include information from: http://www.america101.us/trail/Allabout.html Note- you do not have to include everything.

2. "Jumping Off Cities" lists the places where emigrants, many of whom initially traveled the Missouri River by steamship, would "jump off" before the river made a turn to the north.

3. Waiting tells how thousands of pioneers delayed their journeys until the grass (necessary for feeding their animals along the way) had started to grow.

4. Supplies describes the amount of food a family would need in order to survive on the Trail.

5. Wagons offers a detailed description of the farm wagons that most emigrants used for the westward journey.

6. Congestion describes the traffic jams that delayed the start of the pioneers' journeys.

7. Overpacking recounts how emigrants would simply throw things off their wagons when they realized they had brought along too much for their journeys.

8. The Route West describes the 2,000-mile journey across the country.

9. Power explains why emigrants chose mules or oxen to pull their wagons.

10. Hardships describes some of the physical risks of the journey, such as fatigue, accidents, storms, disease, and dangerous river crossings.

11. Camping documents the daily routine of trail life. 12. Buffalo describes the emigrants' encounters with

herds of buffalo along the Trail. 13. Native Americans recounts both friendly and

unfriendly meetings with Native American people. [Continued on Next Page]








http://www.america101.us/trail/Allabout.html


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14. Finally, "Fantastic Facts about the Oregon Trail"

contains a wealth of odd tidbits that are bound to appeal to young imaginations. Each of these sections also includes photographs that can be shared with the class.For first-hand accounts of the experiences of some of the pioneers who traveled the Oregon Trail, visit the Trail Archive section of the Oregon Trail website. Here you can access a selection of diaries, letters and memoirs. Excerpts from Harriet Scott Palmer's memoir, Catherine Sager Pringle's diary, or the journals of Narcissa Whitman are likely to be particularly fascinating to young children. If you decide to handout this information to the class, you read the excerpts together. As you read, you may ask students to note the similarities and differences in these first-hand accounts.

15. After these activities, ask the students what connections there are between teamwork, working together, and overcoming obstacles in their earlier activities and these stories.

Source: http://edsitement.neh.gov/lesson-plan/if-you-were-pioneer-oregon-trail#sect-activities










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Duration: 30-45 minutes Objectives: Construct a story based

on the Oregon Trail using information learned earlier today and in school.

Record and illustrate this story.

Key Vocabulary: Illustrate Materials Needed: Printed selected photos

Activity 3: Be a Pioneer Lesson Plan:

1. Picture book on the Oregon Trail: Have the class create one story together (of a family, child, animal, etc on the Oregon Trail, with each student contributing one sentence. Each student then will write their sentence on a sheet of paper and illustrate it.

2. These pages then can be put together to form a complete picture book.

Source: http://edsitement.neh.gov/lesson-plan/oregon-trail#sect-activities




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Duration: 60-90 minutes Objectives: Combine knowledge of

Oregon Trail to create an accurate scene.

Choose appropriate backgrounds, transportation and situations to reflect knowledge learned.

Key Vocabulary: Script Scene Props Pitch Storyboard Cast Materials Needed: Paper Pencils/pens Crayons/markers

Activity 4: Script a Scene Lesson Plan: 1. Create a scene based on the Oregon Trail. To provide

them with a framework for their collaboration, point out the key elements of the script:

Location: Describe where your scene takes place.

Casting: Describe the characters who appear in your scene and the roles they play -- mother, father, children, warrior, caravan leader, etc. -- including "extras" who help provide a backdrop for the action.

Props: Describe the wagons, animals, and other items that a filmmaker would need to stage your scene.

Action: Describe what happens in your scene, including any "special effects" and dialogue.

Presentation 2. Conclude the lesson by having each group "pitch" its

scene to the class, as at a Hollywood production meeting. This could involve preparing storyboards for the scene's establishing shots and acting out parts of the action. Follow each presentation with a class critique of the scene's historical accuracy focusing both on elements that reflect the real experience of pioneers on the Oregon Trail and elements that take liberties with the historical record.


Encourage students to make

imaginative use of the

knowledge gathered thus far

on the Oregon Trail as they

work together in their

groups to script a scene

depicting an incident that

could have occurred on the

Oregon Trail.


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Extended Resources: If students have access to a computer and internet, they can view modern-day pictures of "Historic Sites along the Trail" at The Oregon Trail website. For a more historical view, The Digital Classroom provides access to photographs taken by William Henry Jackson in 1870: Heading west from the North Platte River in Wyoming; approaching Independence Rock; and traveling the plains along the Sweetwater River.) These can be viewed prior to the development of their play. Source: http://edsitement.neh.gov/lesson-plan/oregon-trail#sect-activities

http://www.isu.edu/~trinmich/Sites.html





http://media.nara.gov/media/images/17/3/17-0294a.gif








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Duration: 30-45 minutes Objectives: Research a prominent

figure of their own choice.

Identify accurate information on the person chosen.

Recognize true information on the internet from the false.

Key Vocabulary: Biographies Library Contributions Accomplishments Materials Needed: Computer Internet Construction paper Yarn Hole puncher

3-5 Computers/Library Access Needed Activity 1: Wall of Fame Lesson Plan: 1. Invite the class to create a Hall of Fame of immigrants

or Native Americans who have made important contributions.

2. Students can chose someone from any of the time periods discussed during the week.

3. Guide students to search for biographies of the individuals using reference materials from the library or from online sources.

4. For their Hall of Fame submission, on a sheet of construction paper, each student should provide a photograph or other likeness of the person, as well as their birthplace, the date they came to America, and why they came. Then they should also write or depict their accomplishments.

5. When all the sheets are ready, use a hole punch to make holes around the edges. Lace the panels together with yarn. Display the finished wall and invite students to explain their panel to the class.

Source: http://www.scholastic.com/teachers/lesson-

plan/immigration-lesson-plan-grades-3-5

