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Taylor Venteicher
Grade Level: 6th Grade (Middle School)
Subject / Content area: Minnesota Studies / Social Studies
Unit of Study: Unit 10: Sodbusters Northern Lights: The Story of Minnesotas Past
Lesson Title: Welcome to Minnesota!
Central Focus for the learning segment:
In this lesson, students will be introduced to a unit-geared project, Welcome to Minnesota. 6th
grade Minnesota Studies students will be tasked to create their own tourist commercial or poster to
reflect the methods and ideals of this growing state during the late 19th century. The state was
abundant with resources and fertile land, but the work wasnt easy and settlers needed to advertise
and attract more helping hands.
Students will create their very own, made-up, Minnesota town to advertise and promote to settlers
(i.e., Venteicher Village, Benson City Bluffs). This project will be completed either through the use of
the iPad Movie Maker, or a colorful, creative poster as students will need to use current technology
to convince viewers and readers that their town is the one to settle in. Using current technology in
the classroom will help engage students, promote familiarity, and develop usage skills.
Content Standard(s): MN Standards or Content Standards (List the number and text of the
standard. If only a portion of a standard is being addressed, then only list the relevant part[s].)
Grade 6 United States History.
Standard 20:
As the United States shifted from its agrarian roots into an industrial and global
power, the rise of big business, urbanization and immigration led to institutionalized
racism, ethnic and class conflict and new efforts at reform. (Development of an
Industrial United States: 1870-1920)
Standard Code 6.4.4.20.2:
Analyze the causes and impact of migration and immigration on Minnesota society
during the late nineteenth and early twentieth centuries. (Development of an Industrial
United States: 1870-1920)
Learning Objectives associated with the content standards:
Students will have the choice to work independently or in groups to be able to create, edit,
and publish a Minnesota own/city Tourist commercial (of at least thirty seconds) or a poster
to present for the class.
Throughout the unit, students will be able to detail and list at least five different reasons as to
why Minnesota saw success, development, and changes during this time period (18701920).
In a short answer response, students will be able to explain how the movement of both new
settlers and current residents of Minnesota helped impact the state; its landscape, and
society itself.
Students will be expected to use proper sentence structure, make little to no spelling and
grammar mistakes, and use complete paragraph form in all written responses (including the
poster).
Instructional Resources and Materials to engage students in learning:
1) The text, Northern Lights, will be used alongside this project and unit as it covers the
changes occurring in Minnesota as the state experienced rapid changes in population,
livelihoods, and landscape (Northern Lights: The Story of Minnesotas Past).
2) Students will use their school-owned iPads to record, edit, and publish their finished
Minnesota City Tourism commercial. Using relevant technology for students while introducing
them to the field of Video Production will serve as a great way to develop lifelong technology
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what
you and students will be doing.): Independent work will start off the class, allowing for students to
build some pre-knowledge before entering the discussion. Lecture/discussion will allow students to
present ideas, answer questions, and learn from not only the text but from their peers as well. A brief
PowerPoint presentation with imagery, as seen above, will allow visual thinkers to develop idea
towards the project and the main concepts.
Differentiation and planned universal supports:
Giving students the choice to not only choose how they wish to conduct their project, through either
video or poster format, but also allowing for the creation of their very own city is intended for
students to feel empowered and confident with their work. The option to work in small groups or
independently will also help steer students into decisions they are more comfortable with (i.e.,
students who prefer to work on a poster alone rather than film a commercial in a group).
To explain this assignment, I will be using both real-life (tourism commercials, advertisements) and
teacher-created examples. Not only will they be able to see and hear what a good project looks like,
they will be able to hold and keep one. As a class, we will model the creation of a city and what it
entails (resources, size, and location).
Language Function students will develop. Additional language demands and language
supports:
Students will be tasked to understand and apply these vocabulary terms throughout the unit and this
project:
Subsistence Farming: The practice of producing enough food to feed ones own family, but
PowerPoint to review the learning goal for the day, what they need to write in their
agendas/planners, and what they should begin working on independently.
o The Do Now work will be to read pages 210-215 in Minnesota Northern Lights.
o After completion of reading, students are tasked to open "Schoology", then "Study
Stack", and review vocabulary terms.
o Learning Goal: Analyze the causes and impact of migration and immigration on
Minnesota society during the late nineteenth and early twentieth centuries.
(From 10-15+ Minutes) After students have finished their assigned reading and have
reviewed vocabulary terms on "Study Stack", attention will directed towards the front to
discuss "Today in History."
o This activity is to connect our modern day to the happenings and events of the past
(i.e., April 20th - The Anniversary of the Columbine School Shootings).
o A few events will be selected, with a focus on those that can connect to ideas of
cities, migration, or development.
o Even if some of these events arent applicable, Today in History allows for open
discussion and time for students to unwind as they finish their Bell-Work.
(From 15+ - 35 Minutes) Following Today in History, a discussion will be held
accompanied by a brief PowerPoint presentation with imagery from late 19th and early 20th
century of Minnesota farming, landscape, and settlements.
o I will cover the central ideas behind Minnesotas success during this time.
Success in the U.S. Dakota War of 1862
Abundance of fertile soil; Sodbusters needed.
Homestead Act, offering land to new settlers.
Wheat, Rivers, Granite, etc.
o EQ: What does your dream city look like?
Students will discuss and identify the kind of city they would like to live in.
What kinds of resources, population, and features does it need to be
successful?
(From 35 - 55 Minutes) After having discussed what is found in a successful city, I will
introduce the Welcome to Minnesota project. Students will be able to choose groups during
this time, and will be given the options between a poster presentation and a brief video
commercial.
o At this time, I will show various examples of what an ideal project looks like and
handout the poster shown above.
o While discussing the idea of a commercial, students will need to understand the
importance of B-Roll and retaining viewers attention.
(From 55 End of Class) Any questions that students have about the project will be
addressed at this time, otherwise, students will be rewarded with a game of Silent Ball if the
class hour has gone well!
CATEGORY
Mechanics
Capitalization and
There is 1 error in
punctuation are correct capitalization or
throughout the poster. punctuation.
There are
more than 2
errors in
capitalization
or
punctuation.
Attractiveness
The poster is
The poster is attractive
exceptionally attractive in terms of design,
in terms of design,
layout and neatness.
layout, and neatness.
The poster is
acceptably attractive
though it may be a bit
messy.
The poster is
distractingly
messy or
very poorly
designed. It
is not
attractive.
Knowledge Gained
Student
appears to
have
insufficient
knowledge
about the
facts or
processes
used in the
poster.
Graphics - Relevance
Graphics do
not relate to
the topic OR
several
borrowed
graphics do
not have a
source
citation.
CATEGORY
Videography Clarity
VideographyInterest
Many different
\"takes\", camera
angles, sound
effects, and/or
careful of use of
zoom provided
variety in the video.
Several (3-4)
different \"takes\",
camera angles,
sound effects,
and/or careful of use
of zoom provided
variety in the video.
Interest and
Purpose
Knowledge
Most students
Most students needed
showed excellent
note cards to talk and
knowledge of
to answer questions.
content, but 1-2 often
needed note cards to
talk or answer
questions.
Video is not
interesting and has
no discernable
purpose.