Overview and Background: Unit: Kansas Settlers

 

Laurie Thisius : Cheney USD 268

Social Studies : Social Studies : Social Studies

Cheney Elementary : Grades 0 - 5 : day : Aug. - May.

 

Title:

Kansas Settlers

Topics:

reasons that brought settlers to Kansas, immigrant groups that settled in Kansas, contributions made by immigrant groups to Kansas, everyday life of Kansas settlers

Start Date:

-

 

Other Designers:

 

Summary:
Students will understand the reasons that brought settlers to Kansas, immigrant groups that settled in Kansas, contributions made by immigrant groups to Kansas, and the everyday life of Kansas settlers.

 

Print Materials Needed:
"Kansas Land" by Tomas D. Isern & Raymond Wilson, "Turkey Red" by Ester Vogt Loewen, "Kansas Too!" articles, Magazine source "Kansas Kaleidoscope"

Resources:
Kansas Settlers Map Activity, videos: "Immigrants in Kansas" and "Mexican-American experience in Kansas" from Kauffman museum in Newton

 

Resource Attachments:

http://www.cheney268.com/4th/settlers/kansassettlersunithotlist.htm

Internet Resource Links:
Link 2:http://www.kshs.org/activity/kkoct01.htm
Link 3:http://www.kshs.org/activity/kksep98.htm
Link 4:http://skyways.lib.ks.us/history/redwheat.html
Link 5:http://www.kshs.org/cool2/coolpape.htm

http://www.territorialkansas.org/

 

 

Notes:

 

 

Stage 1: Identify Desired Results

 

State:

KS       Benchmarks 1.1, 1.2, 1.3, 1.4

Title:

Kansas History

Standard(s):

Kansas History Standard:
Benchmark 1.1: Students compare reasons that brought settlers to Kansas (i.e. geographic, political, economic, religious).
Benchmark 1.2: Students identify at least five immigrant groups that settled in Kansas during the late 19th and 20 centuries (e.g. English, German, German-Russian, French, Swedish, Croatian, Serbian, Mexican, African-American, Vietnamese, Cambodian, Laotian).
Benchmark 1.3: Students explain contributions made by immigrant groups to Kansas (e.g. Mexican-American and the railroad, German-Russian and wheat production).
Benchmark 1.4: Students describe everyday life of Kansas settlers using literature, stories, letters, diaries, and/or other primary sources.

 

Understandings:

user

Many different groups of people made important contributions to the development of Kansas.
The movement of people to Kansas was directly influenced by economics, religion, politics, and personal motivation.

 

Essential Questions:

user

Who were the groups of people who contributed to the development of Kansas?
What were their contributions?
Why did the immigrants move west to Kansas?

 

Knowledge and Skills:

Know at least five immigrant groups that settled in Kansas during the late 19th & 20th century; compare/contrast contributions made by immigrants to Kansas; compare/contrast reasons for settlement to Kansas vs. reasons people immigrated to the US.

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
Students will demonstrate their understanding of significant groups of people in the history of Kansas, comparing and contrasting reasons for immigrating to Kansas. Students will demonstrate their understanding of who the immigrants were and what contributions these groups of people have made to Kansas.

 

Task/Prompt: Kansas Settlers Virtual Museum

 

Type:Performance Task

Topics: reasons that brought settlers to Kansas, immigrant groups that settled in Kansas, contributions made by immigrant groups to Kansas, everyday life of Kansas settlers

 

Summary:
Students will demonstrate their understanding of significant groups of people in the history of Kansas, comparing and contrasting reasons for immigrating to Kansas. Students will demonstrate their understanding of who the immigrants were and what contributions these groups of people have made to Kansas.

 

Print Materials Needed:
"Kansas Land" by Tomas D. Isern & Raymond Wilson, Turkey Red by Ester Vogt Loewen, "Kansas Too!" articles, Magazine source "Kansas Kaleidoscope",

 

Resources:
Kansas Settlers Map Activity, videos: "Immigrants in Kansas" and "Mexican-American experience in Kansas" from Kauffman museum in Newton

 

Resource Attachments: http://www.cheney268.com/4th/settlers/kansassettlersunithotlist.htm

 

Internet Resource Links:
Link 1: http://www.cheney268.com/4th/settlers/performancerubric.htm
Link 2:
Link 3:
Link 4:
Link 5:

 

 

Notes:

 

Student Directions:
Virtual Immigration Museum

The Kansas Historical Society has asked you to help fourth graders gain an understanding of significant groups of people in the history of Kansas. Being able to compare and contrast reasons for immigrating to Kansas is important. They want kids to know who the immigrants were and what contributions these groups of people have made to Kansas.

You will need to choose one of the immigrant groups of people who came to Kansas. Apply your new understanding to an informational table that will be combined with other groups to compare and contrast the reasons for each group settling in Kansas. You will need to create a table that explains the following categories:
*who came
*summarize why they came (geographic, political, economic, and religious)
*what they contributed to Kansas

These tables will be combined along with other student learning activities (timeline, Venn diagrams, and expository writing) to create a Web quest on the Internet that other Kansas students can use to learn about emmigrants to Kansas.

 

 

Rubric(s)

Rubric: Settlers

Summary:
http://www.cheney268.com/4th/settlers/performancerubric.htm


 

 

Other assessment evidence to be collected:

Product check

 

Fix the Fiction - "Kansas Too!" and Contribution Worksheet using articles; Create Kansas Immigration timeline; Kansas Mapping Activity
 

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

W
Connect prior knowledge of Immigration to the United States studied earlier in the school year to groups of people coming to Kansas. Review UbD unit: Immigration to the U.S. by Stephanie Thalmann (http://www.cheney268.com/UBDUnits/ces/Thalmann1.htm)

Hook:
Literature Connections- read aloud and guided reading: "Turkey Red" by Ester Vogt Loewen (Russian Mennonites in Kansas)

Experiences:
(1) Using scrambled bits of information about settlers coming to Kansas, students would use a Kagan cooperative structure - "Round Table" - to create Kansas Immigration timelines. These timelines would be large enough to display in the hallway for others to view (http://www.cheney268.com/4th/settlers/scrambledtimelineactivity.htm).
(2) Use Kansas Settlers Map Activity to show students where in Kansas immigrants settled. Students would make a color coded map of Kansas showing where immigrants settled in Kansas (http://www.cheney268.com/4th/settlers/mappingactivity.htm).
(3) Students will read various "Kansas Too!" articles and "More Contributions" worksheet (http://www.cheney268.com/4th/settlers/morecontributionsactivity.htm). Students will complete a guided reading structure- "Fix the Fiction".
(4) Students will work on various articles to gain information. Use guided reading structure "Scavenger Hunt" and cooperative structure "Jigsaw" to teach others in their desk groups the information they learned in their guided reading group. ("Connections" and other activities to be determined after I have received the magazines).Magazine subscription: http://www.kshs.org/activity/kkoct01.htm,
http://www.kshs.org/activity/kksep98.htm
(5) Students will create Venn diagrams that compare and contrast reasons people immigrated to the United States (studied in 3rd grade) versus reasons people immigrated to Kansas.
(6) Students will write an expository paragraph answering the BIG question: Why do people move from one place to another?

Reflect:
Students will write reflective journals as we read from "Turkey Red" by Ester Loewen (Russian Mennonites in Kansas). Journals would reflect on hardships and everyday life endured by Kansas' settlers and their families.
We will view historical trunks (letters, diaries, and other primary sources) or video - "Immigrants in Kansas" and "Mexican-American experience in Kansas" from Kauffman museum in Newton. Journals would reflect on everyday life of Kansas settlers (http://www.cheney268.com/4th/settlers/scoringguideforjournals.htm).

Exhibit understanding:
Students will demonstrate their understanding of significant groups of people in the history of Kansas, comparing and contrasting reasons for immigrating to Kansas. Students will demonstrate their understanding of who the immigrants were and what contributions these groups of people have made to Kansas.

Fix the Fiction: - "Kansas Too!" and Contribution Worksheet using magazine articles.
Kansas Immigration Timeline
Kansas Mapping Activity