Monday, December 10, 2007
Sunday, December 9, 2007
Wapasha's Prairie
Title of Lesson: Wapasha’s Prairie
Lesson Description: The students will be shown pictures of Native Americans. One of the pictures will have Whites and Native Americans. The students will then learn information about Wapasha’s Prairie. The students will read a selection from the book A History of Wapasha’s Prairie. The students will make a list of what Wapasha’s Prairie was like. The students will then write a paragraph to Chief Wapasha III explaining what present day Winona looks like.
Grade: 6
Materials Needed:
- Overhead of Native American pictures
- Handouts of pictures of Native Americans for the students
- Handouts of Wapasha’s Prairie map
- A History of Wapasha’s Prairie
- Photocopies of the selection picked to read for the students
- Papers
- Pencils
Minnesota Standard:
- Government and Citizenship: The student will know symbols, songs, traditions, and landmarks/monuments that represent the beliefs and principles of the United States.
Goal:
- The students will obtain knowledge of Wapasha’s Prairie.
Objectives:
- The students will recognize pictures of Native Americans.
- The students will read a selection out of A History of Wapasha’s Prairie.
- The students will recognize locations on a map of Wapasha’s Prairie.
- The students will create a list of characteristics of Wapasha’s Prairie.
- The students will write a paragraph describing present day Winona, MN.
Procedures:
Introduction (5 minutes):
- Review with the students who Chief Wapasha is. (1 minute)
- Put pictures of other Native Americans on the overhead. Hand out individual copies to the students. (1 minute)
- Discuss the different pictures. (3 minutes)
Developmental Experiences (35 minutes):
- Point of the particular picture that has both Native Americans and Whites. Ask the students what they see in the picture. (2 minutes)
- Discuss that there are both Native Americans and Whites in the picture. Ask the students if they know why this might be. (3 minutes)
o Students may say because the Whites were taking the land away and so in the process some may have become friends.
- Ask the students if they have ever heard of Wapasha’s Prairie. (1 minute)
- Explain to the students that Wapasha’s Prairie was a half breed reservation. The Whites would get off the river at Wapasha’s Prairie. (2 minutes)
- Hand out map of Wapasha’s Prairie. Ask students if the map looks familiar to them. (2 minutes)
- If students do not figure it out, explain to them that Wapasha’s Prairie is present day Winona. Point of locations, so the students can see the relationship. (2 minutes)
- Tell the students they are going to read a selection of the book A History of Wapasha’s Prairie. Hand out selection. Tell the students to partner up for the reading. They can read paragraph by paragraph or page by page, whatever they want. (3 minutes)
- Give the students time to read. (10 minutes) Walk around and observe the students to make sure they are reading. Answer any questions they may have.
- Tell the students to stay partnered up. When they are done reading, they are to make a list of what Wapasha’s Prairie was like. Tell the students they will be handing the list in. (5 minutes)
- The pairs are to then write a letter (2-4 paragraphs) to Chief Wapasha about how present day Winona looks like compared to Wapasha’s Prairie. (5 minutes)
Culmination Experiences (5 minutes):
- Let students continue to write their paragraphs. Remind students they will be handing in the letter as well as the list. (4 minutes)
- Have one person from each pair share one thing they learned today. (1 minute)
Assessments
- The teacher will walk around the classroom and observe the students while they are reading.
- The teacher will collect the list created by the students.
- The teacher will collect the letter/paragraphs written by the students.
Lesson Description: The students will be shown pictures of Native Americans. One of the pictures will have Whites and Native Americans. The students will then learn information about Wapasha’s Prairie. The students will read a selection from the book A History of Wapasha’s Prairie. The students will make a list of what Wapasha’s Prairie was like. The students will then write a paragraph to Chief Wapasha III explaining what present day Winona looks like.
Grade: 6
Materials Needed:
- Overhead of Native American pictures
- Handouts of pictures of Native Americans for the students
- Handouts of Wapasha’s Prairie map
- A History of Wapasha’s Prairie
- Photocopies of the selection picked to read for the students
- Papers
- Pencils
Minnesota Standard:
- Government and Citizenship: The student will know symbols, songs, traditions, and landmarks/monuments that represent the beliefs and principles of the United States.
Goal:
- The students will obtain knowledge of Wapasha’s Prairie.
Objectives:
- The students will recognize pictures of Native Americans.
- The students will read a selection out of A History of Wapasha’s Prairie.
- The students will recognize locations on a map of Wapasha’s Prairie.
- The students will create a list of characteristics of Wapasha’s Prairie.
- The students will write a paragraph describing present day Winona, MN.
Procedures:
Introduction (5 minutes):
- Review with the students who Chief Wapasha is. (1 minute)
- Put pictures of other Native Americans on the overhead. Hand out individual copies to the students. (1 minute)
- Discuss the different pictures. (3 minutes)
Developmental Experiences (35 minutes):
- Point of the particular picture that has both Native Americans and Whites. Ask the students what they see in the picture. (2 minutes)
- Discuss that there are both Native Americans and Whites in the picture. Ask the students if they know why this might be. (3 minutes)
o Students may say because the Whites were taking the land away and so in the process some may have become friends.
- Ask the students if they have ever heard of Wapasha’s Prairie. (1 minute)
- Explain to the students that Wapasha’s Prairie was a half breed reservation. The Whites would get off the river at Wapasha’s Prairie. (2 minutes)
- Hand out map of Wapasha’s Prairie. Ask students if the map looks familiar to them. (2 minutes)
- If students do not figure it out, explain to them that Wapasha’s Prairie is present day Winona. Point of locations, so the students can see the relationship. (2 minutes)
- Tell the students they are going to read a selection of the book A History of Wapasha’s Prairie. Hand out selection. Tell the students to partner up for the reading. They can read paragraph by paragraph or page by page, whatever they want. (3 minutes)
- Give the students time to read. (10 minutes) Walk around and observe the students to make sure they are reading. Answer any questions they may have.
- Tell the students to stay partnered up. When they are done reading, they are to make a list of what Wapasha’s Prairie was like. Tell the students they will be handing the list in. (5 minutes)
- The pairs are to then write a letter (2-4 paragraphs) to Chief Wapasha about how present day Winona looks like compared to Wapasha’s Prairie. (5 minutes)
Culmination Experiences (5 minutes):
- Let students continue to write their paragraphs. Remind students they will be handing in the letter as well as the list. (4 minutes)
- Have one person from each pair share one thing they learned today. (1 minute)
Assessments
- The teacher will walk around the classroom and observe the students while they are reading.
- The teacher will collect the list created by the students.
- The teacher will collect the letter/paragraphs written by the students.
Chief Wapasha III
Title of Lesson: Chief Wapasha III
Lesson Description: The students will be introduced to Chief Wapasha III. The students will be shown a picture of Chief Wapasha III and then told who he is. The students will then read articles about Chief Wapasha III. The students will fill out a guided reading sheet and then discuss the answers with the class.
Grade: 6
Materials Needed:
- Overhead picture of Chief Wapasha II
- Overhead Picture of Chief Wapasha III
- Handouts of the picture of Chief Wapasha III for the students
- Paper
- Pencils
- Handouts of “Chief Wapasha III” newspaper article for the students
- Handouts of “Wabasha County” newspaper article for the students
- Handouts of guided reading questions
Minnesota Standard:
- Geography: The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota.
Goal:
- The students will know information about Chief Wapasha.
- The students will know information about Native Americans in Winona.
Objectives:
- The students will be able to recognize a picture of Chief Wapasha III.
- The students will be able to participate in discussions throughout the class period.
- The students will be able to list information about Chief Wapasha.
Procedures:
Introduction (5 minutes):
- Have a picture of Chief Wapasha III up on the overhead while the students walk in the room.
- Once the students sit down, pass out the picture to each student and ask them who they think the picture may be.
- Tell the students that it is Chief Wapasha III.
- Ask the students if they have heard of Chief Wapasha III.
- Explain to the students that sometimes he is also known as Chief Wabasha.
- Tell the students that Chief Wabasha III was part of the Dakota Nation’s history and that they will be learning about him today. Tell the students that Chief Wapasha and his Nation lived around Winona, so pay attention to that fact.
Developmental Experiences (35 minutes):
- Explain to the students that Chief Wapasha III is the successor of his father, Chief Wapasha II. (1 minute)
- Put the picture of Chief Wapasha II on the overhead. Hand out photocopies of that picture. Explain to the students that this is Chief Wapasha II. Tell the students that he died in 1836 and that is when Chief Wapasha III took over. (3 minutes)
- Tell the students Chief Wapasha III had many problems on his hands. The problems were because of the treaties his father had previously signed. (1 minute)
- Review with the students what a treaty is. (1 minute)
o Treaty: a formal agreement between two or more states/countries in reference to peace, alliance, commerce, or other international relations.
- Tell the students they are going to read some articles about Chief Wapasha III. Hand out “Chief Wabasha III” article. Hand out guided reading questions. Tell the students to read it silently and answer the questions. (5 minutes)
- Have the students partner up and discuss the article and the answers to the questions. (3 minutes)
- Discuss as a class what the students found in the article. (4 minutes)
- While the students are discussing, hand out article “Wabasha County”.
- Read aloud as a class. Start reading the first paragraph and then ask for volunteers. (10 minutes)
- Discuss with the students what new information they acquired and the answers on the handout. Make sure to discuss the map on the article. Write answers on the board. (6 minutes)
Culmination Experiences (5 minutes):
- Ask the students what information they learned today.
- Tell the students that they will be using the information they acquired today later on in the week.
- Explain to the students that tomorrow they will be learning about Wapasha’s Prairie, which deals with Chief Wapasha III.
Assessments
- The teacher will observe the students to see if they know and recognize the picture.
- The teacher will observe the students during discussions.
- The teacher will collect the guided reading handout, to see if the students read and understood the material.
Lesson Description: The students will be introduced to Chief Wapasha III. The students will be shown a picture of Chief Wapasha III and then told who he is. The students will then read articles about Chief Wapasha III. The students will fill out a guided reading sheet and then discuss the answers with the class.
Grade: 6
Materials Needed:
- Overhead picture of Chief Wapasha II
- Overhead Picture of Chief Wapasha III
- Handouts of the picture of Chief Wapasha III for the students
- Paper
- Pencils
- Handouts of “Chief Wapasha III” newspaper article for the students
- Handouts of “Wabasha County” newspaper article for the students
- Handouts of guided reading questions
Minnesota Standard:
- Geography: The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota.
Goal:
- The students will know information about Chief Wapasha.
- The students will know information about Native Americans in Winona.
Objectives:
- The students will be able to recognize a picture of Chief Wapasha III.
- The students will be able to participate in discussions throughout the class period.
- The students will be able to list information about Chief Wapasha.
Procedures:
Introduction (5 minutes):
- Have a picture of Chief Wapasha III up on the overhead while the students walk in the room.
- Once the students sit down, pass out the picture to each student and ask them who they think the picture may be.
- Tell the students that it is Chief Wapasha III.
- Ask the students if they have heard of Chief Wapasha III.
- Explain to the students that sometimes he is also known as Chief Wabasha.
- Tell the students that Chief Wabasha III was part of the Dakota Nation’s history and that they will be learning about him today. Tell the students that Chief Wapasha and his Nation lived around Winona, so pay attention to that fact.
Developmental Experiences (35 minutes):
- Explain to the students that Chief Wapasha III is the successor of his father, Chief Wapasha II. (1 minute)
- Put the picture of Chief Wapasha II on the overhead. Hand out photocopies of that picture. Explain to the students that this is Chief Wapasha II. Tell the students that he died in 1836 and that is when Chief Wapasha III took over. (3 minutes)
- Tell the students Chief Wapasha III had many problems on his hands. The problems were because of the treaties his father had previously signed. (1 minute)
- Review with the students what a treaty is. (1 minute)
o Treaty: a formal agreement between two or more states/countries in reference to peace, alliance, commerce, or other international relations.
- Tell the students they are going to read some articles about Chief Wapasha III. Hand out “Chief Wabasha III” article. Hand out guided reading questions. Tell the students to read it silently and answer the questions. (5 minutes)
- Have the students partner up and discuss the article and the answers to the questions. (3 minutes)
- Discuss as a class what the students found in the article. (4 minutes)
- While the students are discussing, hand out article “Wabasha County”.
- Read aloud as a class. Start reading the first paragraph and then ask for volunteers. (10 minutes)
- Discuss with the students what new information they acquired and the answers on the handout. Make sure to discuss the map on the article. Write answers on the board. (6 minutes)
Culmination Experiences (5 minutes):
- Ask the students what information they learned today.
- Tell the students that they will be using the information they acquired today later on in the week.
- Explain to the students that tomorrow they will be learning about Wapasha’s Prairie, which deals with Chief Wapasha III.
Assessments
- The teacher will observe the students to see if they know and recognize the picture.
- The teacher will observe the students during discussions.
- The teacher will collect the guided reading handout, to see if the students read and understood the material.
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