Wisconsin’s Beginnings
“The
ability to understand present events in the light of the past.” J.
Carleton Bell
Unit Title:
Wisconsin’s Beginnings
Grade
Level: 4th Grade
Subject/Topic Areas: Social Studies, Language Arts, Science and Math.
Designed
By: Karen Mattson and Ronda Olkonen
Time Frame:
3 Months
School
District: Hurley Public School
School:
Hurley K-12
School
Address and Phone: Hurley K-12
Range View Drive
Hurley, WI 54534
Ph: 715-561-4900
Brief
Summary of Unit (Including curricular context and unit goals):
Students
will understand and appreciate their state's history, land regions, and
resources. Students will also develop knowledge, empathy, and respect for
various humans in history that have shaped our society. Through
the concepts of time,
continuity, and change, students will form an understanding of the past
by using documents, maps, textbooks, photos, stories, field trips, and
oral presentations. The students will visit the Great Lakes Visitor
Center, Ashland, WI, the George J. Brown Jr. Museum and Cultural Center, Waswagoning Indian Village, Lac du Flambeau, WI, and Iron County Visitor
and Information Center Hurley, WI.
Desired
Results:
Wisconsin
Content Standards:
History:
Time Continuity and Change
Using documents develops
–An understanding of the past, maps textbooks, photos
and oral presentation, etc.
-Explore important events and famous people in Wisconsin
-Identify and describe important events and famous people in Wisconsin
-Explore biographies and folk-tales to understand historical events
which place people in history
-Using social roles compare and contrast changes in present life with
life in the past
-Explore the historical background and meaning of freedom, Democracy and
justice
Political
science and Citizenship
-Identify and explain the individuals’ responsibilities to family, peers
and the community including the need for civility and respect for
diversity
-Identify some rights of citizens in our country
Language
Arts
-Comprehend reading through prior knowledge or developing visual images
-Identify purpose for reading such as gaining information, learning a
view point,
or appreciation literature
-Analyze and repeat literature
-Reading and listening to acquire information
-Teacher led discussion of information text to summarized details
-Read aloud with age appropriate fluency, accuracy and expression
-Identify a topic of interest
Students
will understand that…
-Wisconsin’s Native Americans and European’s formed our great state
-How
resources in Wisconsin contribute to human population
-Historical
events can be viewed in a non-biased way in order to allow evaluation of
human strength
-Everyday
concerns and needs of people effect decision-making
-A variety
of people have contributed to our history as a state and a nation
Students
will know…
-The
historical background and the resources of Wisconsin that have formed
our families’ history and economical decisions.
Students
will be able to:
-Name
individuals and groups of people in history and their contributions to
our society
Assessment Evidence
Performance Task
Biographical Studies- Reading biographies and giving reports to inform
others of important historical figures that have helped in forming our
society
Wisconsin
Weekly- a weekly newspaper with activities to help students become
familiar with Wisconsin’s history, economy, traditions, and customs
Oral
Reading of Novels
Creating
replicas of Native American villages using natural resources
Illustrating the seasons and how thy affect people of Wisconsin today
and in the past
Making
scrolls to illustrate time-lines of Wisconsin
Studying
and testing students in Native American Languages
Creating a power-point presentation comparing logging of today and the
past
Student
recall of field trips
Following
recipes using math skills and group skills
Key
Criteria:
-Written
response to essay questions
-Written
essays
-Quizzes
and Tests
-Visual
Display (Villages, Scrolls, and Timelines)
-Oral
Responses
Stage 3 - Learning Plan W.H.E.R.E.
W
An
appreciation and understanding of the efforts and hardships individuals
endured to make our society today.
H
Through
exciting games, materials, pictures, stories and activities we will hook
students into studying Wisconsin history!
E
Using
primary source documents from the State Historical Society, Library of
Congress, local museum, Internet sites, and local historians we will
equip students with the information they need to understand the
Wisconsin’s History
R
Understanding each historical individual has a motive and individual
ideas for their decisions that they made in history
E
Students
follow a rubric expected of them and reflect on their learning
experiences
Materials Needed
Novels:
The Birch Bark House by Louise Edrich, Trouble at Fort La Pointe
by Kathleen Ernst, Journey Back to Lumber Jack Camp by Jamie
Lynn Panagopoulos, Badger History, The Fur Trade, and
Newspaper: Wisconsin Weekly (all offered through CESA 12)
Native
American Villages: Birch bark, sticks, glue gun, and any reusable
resource
Scrolls:
Paper, crayons, markers, etc…
Homemade
Butter- Heave Cream and glass jars
Fry Bread:
Recipe enclosed
Field
Trip
George J
Brown, Jr. Museum and Cultural Center
Lac due
Flambeau, WI
Waswagoning
Indian Village
Lac due
Flambeau, WI
Great Lakes
Visiting Center
Ashland, WI
Iron County
Visiting and Tourist Center
Hurley, WI
