Lesson 3 Culture

ED 305 Calvin College Lesson Planning Form
Lesson 3: Great lakes, great people

Teacher: Joline A and Hannah L
Grade: 4th Thread: Culture
Date: May 2016
Big Idea: Invest in the Midwest
I. Objectives
What is the main focus of this lesson?
How have the people who have lived in the Midwest impacted the culture? Did our ancestors use the Midwests
resources well? Do we use these resources well now?
How does this lesson tie in to your units Big Idea?
This lesson will help students understand how the Native Americans and immigrants have contributed to the
Midwestern Heartland culture. This is a two-day lesson (one research project workday and one presentation day)
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or
state standards. Include any themes or major concepts from the thread (themes of geography, Core Principles of
Economics, etc.)
Objectives:
Students will be able to
Research the contributions of different immigrant or Native American groups to the Midwest
Create a presentation of the groups background to show their classmates
Explain the contributions of difference populations on the overall culture of the Midwest
Describe what makes Midwestern culture unique from the other regions they have previously learned about
Standards:
I.
a. Explore and describe similarities and differences in the ways groups, societies, and cultures address similar
human needs and concerns
d. Compare ways in which people from different cultures think about and deal with their physical
environment and social condition
II. Before you start
Prerequisite knowledge and
skills.
Assessment
(formative and summative)
Materials-what materials
(books, handouts, etc.) do you
need for this lesson and do you
have them?
Do you need to set up your
classroom in any special way
for this lesson? If so, describe
it.
-Students will have completed a survey of their ancestral background so teachers

can bring in research materials for students to use
-In the larger U.S. regions unit, students will have learned about the Northeast and
Southeast regions culture
-Pre-assessment: ancestral background survey
-Formative: students will present what they have learned about a certain Native
American or Immigrant groups impact on the Midwest.
-Ancestral background survey returned and student groups formed based on results
-Chromebooks so students can research
-Books about different people groups (depending on how students responded to
cultural background survey)
-PowerPoint about Midwestern culture
-Immigrant resources:
http://statisticalatlas.com/region/Midwest/Ancestry
The students need to be able to see the projector screen from their seats.
Table group of 4-6 for students to research and work on their presentation together.
III. The Plan

Time
Parts
5
min
Motivation
(Opening/
Introduction/
Engagement)
Development
30
min
10
min
30
min
The description of (script for) the lesson, wherein you describe teacher activities and
student activities (indicate in parenthesis where you are addressing standards and
themes)
DAY 1:
-Teacher says: When we started learning about the Midwest region, we had you fill out a
survey about your familys ancestral background. Today we will learn more about your
ancestors contributions to the Midwest, as well as discovering some of the characteristics
of Midwestern culture.
-Teacher hands out research materials (books about different Native American and
immigrant groups, website links) and divides students into evenly distributed groups
(Attempt to place them in groups based on at least one of their ancestral backgrounds. More
importantly, though, make sure there are multiple students covering each ancestry that
make up the student bodys ancestry). Explain that students will be conducting research
about their assigned group and preparing a class presentation (Jigsaw method - students
become experts on their group).
-Students are released to work in their groups using Chromebooks and other research
materials. Students should research and prepare a presentation (poster, song, skit etc.)
about:
-where their Native American or immigrant group lived in the Midwest
-what jobs they had
-what Midwest resources they used and how they used them
-what aspects of their culture we still see today
DAY 2:
-Students are given 10 minutes at the beginning of Social Studies to practice their
presentations with their groups.
-Students give their presentations to the class (3-5 minutes each). When students are not
presenting, they will write down the name of each Native American or immigrant group
presented on and list one major contribution for each. After each presentation, the group
presenting will answer any audience members questions. (1a, 1d)
-Gather students at desks. Teacher shows PowerPoint of different aspects of Midwestern

culture. Teacher and students discuss Midwestern people/diversity, language, customs and
traditions, arts, recreation, shelter, values, religion, and food (see culture PowerPoint),
pointing out what makes them unique to the Midwest
-Students do a quick-write about Midwestern culture, comparing it to the cultures that we
Closure
have studied in past region units within the larger unit (Northeastern and Southeastern
5
cultures). (1a, 1d)
min
Explain how this lesson supports your Big Idea. What is the takeaway?
Each of the groups of people who have lived in the Midwest has had an impact on the culture of the Midwest. The way
they lived impacted how we use our resources.
10
min
Sources:
http://statisticalatlas.com/region/Midwest/Ancestry
http://www.loc.gov/teachers/classroommaterials/lessons/german/procedure.html
This lesson was our inspiration for having students look up the impact that specific immigrant
groups had on the Midwest. Although the website focuses on Germans, we thought the students
would be more engaged if it was personally relevant to them, so we thought that we could do
this activity but based on their ancestral background.

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ED 305 Calvin College Lesson Planning Form

Lesson 3: Great lakes, great people

Date: May 2016

Big Idea: Invest in the Midwest

-Students will have completed a survey of their ancestral background so teachers

III. The Plan

-Gather students at desks. Teacher shows PowerPoint of different aspects of Midwestern

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