Learning Activities Bank
Sample Lesson 1
Title of Lesson:
“Journal Writing”
Teacher (s): Melissa
Warner
Date:
Time Allotted: 1 hr.
Grade Level(s): 4rth
grade
Number of Learners: 30
Unit Theme: “Why
did the Mormon pioneers come to and settle in
Standard(s) Met: (See below)
Goal: NCSS Performance Expectations I c. Explain and give examples of how language, literature, the art, architecture, and other artifacts, traditions, beliefs, values and behaviors contribute to the development and transmission of culture
III g. Describe how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping center, and the like;
V b. Analyze group and institutional influences on people, events and elements of culture
Objectives: Standard 4 Obj. 1 – Show appreciation for the uniqueness of other cultures – Demonstrate respect for cultural differences.
Materials Needed:
I Walked
to
Any pioneer journals
A journal for each student
Motivation:
- Begin the class by reading to the students two to three pioneer journal entries and ask the class to identify what it is you are reading to them.
Procedures:
1. Ask the students if any of them write in journals or if they know anyone who has or does write in a journal.
2. Discuss reasons why people write in journals. Ask the students: Why do you write in a journal, or why does that someone you know write in a journal?
3. Discuss how journals have become wealth’s of knowledge, how we have learned a lot about different historical events because of journals. Learn about examples of journals rich in history.
a. The Diary of Anne Frank
b. Pioneer journals etc.
4. Compare and contrast journals and history books.
a. Similarities – reports on historical events – gives times and dates – talk about location of events etc.
b. Differences – Journals give personal and emotional responses to historical events – Journals main focus isn’t on dates – History books states facts etc.
5. Discuss the unique perspectives that are in journals
a. Journals are written more personally so have more emotional reactions and feelings
b. Many times journals are very one sided and tell stories from a particular view
c. Journals show how people lived and reacted to the world around them etc.
6. Teach the unique features journals have.
a. Day’s date when written
b. Written in first person
c. Non-fiction
d. Gives details about a single day, or a single event
e. Writer gives their personal feelings and emotions to the events of the day
7. As a class write two journals entries about the last field trip you took, or any other event, each one from a different perspective. (e.g., the teacher vs. the students or tour guide vs. the cashier etc.) Talk about why the journal entries are different even though they are about the same event.
Accommodations:
- For students who may have a hard time with the actual writing process the words they could use a word processor to type their journal entries
- Student who have limited verbal skills could draw pictures from different perspectives about events as their journal entries
Closure:
1. Have each student in the class write a journal entry about the previous day’s social studies lesson.
2. In small groups have them share their entries with each other discussing the similarities and differences among the entries.
3. Have a couple students share their entries with the entire class and as a class point out the different perspectives.
4. Assign the students for the rest of the unit to write a journal entry each day in their journals on the topic, and from the perspective you will give them each day.
Assessment/Evaluation:
- To assess the student’s knowledge about journal writing and perspectives you can collect the journal entries they made during the lesson and look over them to make sure the students understood the lesson.
- Throughout the unit you can periodically (weekly, biweekly etc.) collect and evaluate the journal entries to ensure the students are learning the material.
Extension:
- Students could find and read published books that are journals.
- Students could research and find pioneer journals either from their own ancestors or from any other sources.
Teacher Reflection:
Sample Lesson 2
Title of Lesson: “
Teacher (s): Melissa Warner
Date:
Time Allotted: 1 ½
hrs.
Grade Level(s):
Fourth Grade
Number of Learners: 30
Unit Theme: “Why
did the Mormon pioneers come to and settle in
Standard(s) Met: (See below)
Goal: NCSS Performance Expectations I c. Explain and give examples of how language, literature, the art, architecture, and other artifacts, traditions, beliefs, values and behaviors contribute to the development and transmission of culture
III g. Describe how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping center, and the like;
V b. Analyze group and institutional influences on people, events and elements of culture
Objectives:
Materials Needed:
- Map of Nauvoo during the time the Mormons lived there
- Pictures of Nauvoo
- Pictures of different neighborhoods/streets with distinct differences
- White paper
- Pencils
- Markers, crayons, color pencils – whatever you want the students to draw with
Motivation:
- Begin by showing the students pictures of different neighborhoods/streets and talk about the features in each (kinds of buildings, stores, parks etc.) Ask students: “If you could pick to live in one of these areas which one would you pick and why would you pick it?”
Procedures:
1. Enlarge the map of Nauvoo and as a class look at what the members of The Church of Jesus Christ of Latter Day Saints included in this city they built from the ground up.
2. Ask the students: “Why do you think they had a printing shop? A Cultural and Masonic hall? A lands and records office? Etc.” Discuss reasons as to why the members would have wanted these types of buildings and businesses in their city.
3. Point out to the students how Nauvoo is set right on a river and discuss reasons as to why they would have chosen this location for their city.
4. As a class make web/mind map of qualities, about Nauvoo the city, they like and dislike, and talk about what they would want to change if they could.
5.
Have each student make a web/mind map on what they
would include on their “ideal” street if they could design a street in anyway
they wanted.
6.
Each student will draw their “ideal” street using
what they have listed on their web/mind map.
7. Have each student then write up why they included each aspect of their “ideal” street.
Accommodations:
- For students who may have a hard time construction their own web/mind map they could be paired with another student and do it together
- If a student has difficulty writing, or cannot write they could orally tell the teacher why they included what they did on their street.
Closure:
- In small groups have the students share their “ideal” street and talk about what they included and why.
Assessment/Evaluation:
- Collect the street and write ups and look over them to see that the students understood and it was relevant to them.
Extension:
- If students wanted they could research different cities and learn about where and why they were built. They could compare and contrast another city with their own city.
Teacher Reflection:
Sample Lesson 3
Title of Lesson:
Packing a Wagon for
Teacher (s): Melissa
Warner
Date:
Time Allotted: 50 –
60 minutes
Grade Level(s):
Fourth Grade
Number of Learners: 30
Unit Theme: “Why
did the Mormon pioneers come to and settle in
Standard(s) Met: (See below)
Goal: NCSS Performance Expectations I c. Explain and give examples of how language, literature, the art, architecture, and other artifacts, traditions, beliefs, values and behaviors contribute to the development and transmission of culture
III g. Describe how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping center, and the like;
V b. Analyze group and institutional influences on people, events and elements of culture
Objectives:
Standard 2 Obj.1 –
Determine reasons for immigration to
Materials Needed:
- Suitcase with some traveling items
- “Packing Your Wagon Worksheet”
- Calculator
- Pencils
Motivation:
- On a table have an empty suitcase and items that you would pack for a trip (clothes, toothbrush, brush, books etc.) Begin by asking your students: “Have you ever packed to go on a trip? What kinds of things do you need to take with you?” Discuss these questions and “pack” your suitcase.
- Ask your students: “How would this “packing” be changed if you were moving far away and would never return to where you live now?
- Discuss how packing for a trip and packing to move away forever are different.
Procedures:
1. Discuss
as a class that this is what every Mormon pioneer that moved from Nauvoo to
2. Ask: “What are some of the things you would have to take with you if you were making this type of a move?”
a. Ask:
“Were there stores along the trail for the pioneers or in
- Discuss how when the pioneers got to Utah there was nothing, and since there was nothing when they packed to move here they not only had to bring their clothes, pictures etc., but they also needed to bring food, and supplies to start farms and a whole new life in Utah.
3. Ask: “How did the pioneers get all these
things to
a. Discuss with the class that everything the pioneers wanted to bring with them had to fit in a wagon and that the wagon could only carry 1,100 lbs. and each item weighed a certain amount
4. Divide the class into “families” of five. (mother, father, sister, brother, baby)
5. Give each “family” a copy of the “Packing Your Wagon Worksheet”
6. Go through the worksheet together as a class and review how to work out the budget – not going over the amount of money you have.
7. Explain that each family is to pack their
wagons and prepare for the trip to
Accommodations:
- Group students struggling with math with those who can help them
Closure:
- Each group will share their list of items they are packing with the rest of the class
- Compare and contrast what each family brought ask: “Why did the list differ?”
Assessment/Evaluation:
- While students are working rotate through the groups and make sure the math is correct
- Collect the worksheets and review what the students chose to bring
Extension:
- As a class pack a real handcart and pull it for a short distance
- Field Trip to the top of
Teacher Reflection:
Sample Lesson 4
Title of Lesson:
“Persecution in History”
Teacher (s): Melissa Warner
Date:
Time Allotted: 45
min.
Grade Level(s):
Fourth Grade
Number of Learners:
30
Unit Theme: “Why
did the Mormon pioneers come to and settle in
Standard(s) Met: (See below)
Goal: NCSS Performance Expectations I c. Explain and give examples of how language, literature, the art, architecture, and other artifacts, traditions, beliefs, values and behaviors contribute to the development and transmission of culture
III g. Describe how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping center, and the like;
V b. Analyze group and institutional influences on people, events and elements of culture
Objectives:
Materials Needed:
- Books about people who have been persecuted (See appendices)
- Picture of Davids Star
- Picture of the relocation camp at Topaz
Motivation:
- Show the class a picture of Davids Star. Ask: “Does anyone know what this is and its importance?”
- Discuss the persecution the Jews received during World War II
- Show a picture of the Japanese Relocation Camp at Topaz and ask: “Does anyone know where this is or what it is?”
- Discuss how during World War Two the Japanese were forced to leave their homes, primarily in California and move to Topaz, it Utah, and how this was persecution.
- Ask: “Does anyone know about any other groups of people who have been persecuted?”
- Begin a KW chart on what students know about other groups who have been persecuted
Procedures:
1. From the KW chart discuss as a class why this persecution took place.
a. Ask: “Why do you think these groups received the persecution they did?”
b. “Do you agree or disagree with the persecution they have received?”
c. Other questions to guide the discussion of persecution
2. Ask: “Is there anything you would want to know more about these other groups of people?”
a. Fill in the W portion with what students want to know
3. Introduce each book, about persecution you have gathered, by reading a couple of paragraphs from each to give the students a taste of the book
4. Discuss with your students how even though this unit is focusing on the Mormon pioneer’s persecution, there are many other examples of persecution throughout the world
5. Divide the class into groups of two or three
6. Each group will choose one group of people, who have been persecuted, they want to learn more about
Accommodations:
- Be sure to group your struggling students with students who will be able to help them
Closure:
- Students in groups will research another groups who has been persecuted and will develop a way to present the information they have found to the class. (Oral report, power point, painting(s) etc.
Assessment/Evaluation:
- You can use the group presentations as an assessment tool
Extension:
- Students could read two literature books about two different groups persecutions and compare and contrast the two
- As a class visit the relocation camp at Topaz
Teacher Reflection: