Multicultural Resource Center / MRC Overview

Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and Crescence Nabil

MNHUM.ORG

Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past & PresentCreated and “packed” by Nancy Gates and Crescence NabilThis is one of eight Digital Suitcases developed by educators during the summer of 2013 through a partnership with Saint Paul Public Schools’ Multicultural Resource Center and the Minnesota Humanities Center. Each Digital Suitcase includes: Three lessons aligned with Minnesota social studies standards, benchmarks, and grade levels A multiple perspectives/absent narratives focus (see below), strengthened by including input

from community members throughout the process A list of supplemental resources, both digital and print, many of which will be available at

the Saint Paul Public Schools’ Multicultural Resource Center (MRC) (www.mrc.spps.org) Funding for this project was generously provided by The Saint Paul Foundation, the F.R. Bigelow Foundation, The Travelers Foundation, the Arts & Cultural Heritage Fund, and the National Endowment for the Humanities About Absent NarrativesThe Absent Narratives approach is about restoring relationships: to ourselves, to each other, to our communities, and to the places we live and work. This approach asks people to speak only for themselves and not represent an entire community. Therefore, differing opinions, ideas, and thoughts show up as uniquely as the individuals who bring them. By embracing and including these untold experiences that make up each of us and our communities, we can close the relationship gap of human understanding and empathy between us. Absent Narratives is a relationship-based approach to creating equity within systems and communities. This approach helps people understand that all actions, decisions, and beliefs exist in relationship to others and impact how we work with and influence our peers and students. Absent Narratives help improve practices through the application of four related themes:

Build and strengthen the student-teacher and school-community relationships.Recognize the danger of a single story and the accumulation of absence.Learn from the multiplicity of voices in the community.Discover solutions within the community.

For more information about Absent Narratives and professional development opportunities, visit www.mnhum.org. To access Absent Narratives resources that you can use in your classroom, visit www.mnhum.org/resources. To access the MRC website, visit www.mrc.spps.org.

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http://www.spps.org/slideshow/51bba2f5-f978-4472-9f7c-fa214b4410a0/sppslogos%238%238

2013 Digital Suitcase Project:Immigration Groups in St. Paul, Past and Present—Fourth Grade

Overview: The students will learn about the Dakota and their encounters with the Europeans, and the history and reasons for the Hmong and Somali immigration to St. Paul.

Standard: History #4The differences and similarities of cultures around the world are attributable to their diverse origins and histories, and interactions with other cultures throughout time.

Benchmark: 4.4.2.2.1 Identify and locate on a map or globe the origins of people in the local community and state: create a timeline of when different groups arrived: describe why and how they came.

Focus of Lesson 1A/1B: The first people in St. PaulStudents will learn about the Dakota people and how they were living in the area that is now known as Minnesota well before the arrival of Europeans. They will also learn about how their lives were affected by the arrival of the Europeans.

Focus of Lesson 2A/2B: Hmong immigrationStudents will learn about Hmong immigration from Asia to Minnesota and make a timeline of immigration.

Focus of Lesson 3A/3B: Students will learn about Somali immigration from East Africa to Minnesota and how this affected them and the state.

Background Knowledge for Teachers:

Teachers should use the resource list to gain background knowledge to teach lessons. The lessons include specific links needed, for easy access. Lessons start with the Dakota, as they were the first people in what is now the state of Minnesota. They go on to describe the immigration of Hmong and Somail people into the St. Paul area.

This suitcase is divided into two types of lessons: “A” lessons address literacy standards and “B” lessons address social studies standards. Ideally teachers would be able to integrate both lessons around each topic to reinforce both literacy and social studies.

Social Studies Lesson Plan: Grades 4


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Lesson 1AFocus of lesson: Reading – I can learn about the indigenous people of Minnesota

Suggested Time: Mini lesson 10 to 20 minutes with 40 to 50 minutes for independent reading and small group work on Main Idea

Materials Needed: Read aloud narratives from links http://www.minnesotahumanities.org/resources/Ten.A%20Dakota%20Creation%20Story.pdfhttp://www.urbanwildernesscanoeadventures.org/sites/default/files/files/Dakota%20Timeline%20in%20MN.pdf

Chart or projection of Main Idea Graphic Organizer Blank student copies of Main Idea Graphic Organizer

Mini-lesson* Key idea: Mini-lesson is a short lesson that focuses on one main teaching point.* Teacher resources…* What students bring to the lesson

Reading LessonI can understand the main idea by listing details of a narrative text or I can understand the main idea by listing facts from a nonfiction textStudents will be in large group and listen to the story of the Dakota using link.

- project and read aloud with children- print and read as children listen

Connect Everyone is from some place and has a story of that place. The Dakota were the first people in the area now known as St. Paul, Minnesota. They lived without written boundaries, roaming and living off the land based on tribal needs – just as we live in our homes and shop at local stores and play in our neighborhoods.

TeachDirect Instruction* Set purpose* Tell students what we want them to focus on/earn/knowModel/Think aloud for students:Something we’d like them to try…Activate prior knowledge orBuild background knowledge

Read aloud creation story and model by doing a think aloud. “I am thinking…, this makes me think of..., I was surprised when I read…,”

Model two important details from creation story. Teacher will model how to find the main idea using main idea graphic organizer, project or copy into larger chart. List details through think aloud. Pause after a few examples and do the Active Involvement.

After teacher chooses a few groups to share and add ideas to chart. Teacher and students arrive at main idea of story.

Active Involvement* Think-Pair-Share* Turn and Talk* Buddy Share* Triads/Peer support

Think - Pair - ShareStudents reread a selected section and think, pair, share to name one or more details they think will lead to a main idea. - Students should have a sharing partner or triad to discuss while in learning group. Teacher walks around listening to


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http://www.urbanwildernesscanoeadventures.org/sites/default/files/files/Dakota%20Timeline%20in%20MN.pdf

http://www.urbanwildernesscanoeadventures.org/sites/default/files/files/Dakota%20Timeline%20in%20MN.pdf

http://www.minnesotahumanities.org/resources/Ten.A%20Dakota%20Creation%20Story.pdf

selected groups and monitors learning. (1 to 2 minutes)

Link/Off you goSend off with a purpose…

Students go back to chairs and read independent text. They will have blank copy of main idea organizer and fill it out during independent work time.Teacher will write on board or say “When you are reading today use the graphic organizer to find the main idea of what you have read.”

Literacy Work Time andConferring* Guided oral reading* Reciprocal teaching* Book club* Independent reading* Independent/Small group* Conferring

Teacher choice: Work with small groups that need extra guidance on main idea or confer with individual students as needed.

ShareSharing what happened…* Link to focus* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learning

During the last 5 minutes of Literacy, do a whole group share. Have students gather again into large group or onto carpet and have a few students share their main ideas and details. Students should glue organizer into reading notebook or place in reading folder for future reflection or learning guide.

Assessment - Graphic organizer showing students understanding of main idea- conferring with students

Social Studies Lesson Plan: Grades 4Lesson 1B

Focus of lesson: I can locate where Dakota people lived in Minnesota


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Suggested Time: 45 to 60 minutes

Materials Needed: Map of Dakota Lands (attached) Maps of boundary changes Work sheet: Students need to know where they call home; they should be given a paper to take

home asking where their family is from and where they live now. Chart paper Packets of maps for students to look at


Learning Objective: I can understand where people live, locate it on a map, and discuss how immigration affects people.Show map of Dakota lands and Minnesota map. Talk about the areas in Minnesota that the Dakota lived.

ConnectionHow this fits in with what we’ve been doing…

Teacher says, “Everyone is from a place and has a story of that place.Think about where you call home. Where would you say you are from?”Students work in their pairs or triads and share their homework sheet about where they call home.


Today we are going to talk about how immigration of people into new lands affects where people live and the people who lived there first.Show map of Dakota Lands and explain how land boundaries were not permanent but fluid. The Dakota believed the land was for everyone.Use link below and view videoTalk about how the Europeans came as fur traders and then settlers. Some intermarried too. Show video clip explains European immigrationhttp://www.usdakotawar.org/history/newcomers

Teacher: The Dakota were the first people in what we now call Minnesota and Saint Paul. How do you think they felt or how their life might have changed when the Europeans came to Minnesota and Saint Paul?Teachers should write down children’s comments on chart paper.

Active Involvement* Think-Pair-Share* Turn and Talk* Buddy Share

Think - Pair – ShareHow would you feel if your neighbors chose to move in with you?How would you feel if you had to move into a house with


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http://www.usdakotawar.org/history/newcomers

* Triads/Peer support another family you did not know?1. Teacher should pose the questions and students should

discuss in their pairs or triads. Teacher walks around and listens to one or two pre-selected groups and takes notes.

2. Teachers will choose one or more groups to share.Teacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning.


Students compare past land maps and write about what they see as changes in tribal lands and land occupied by Europeans.

Work Time andConferring* Independent/Small group* Conferring

Teacher works with small groups to monitor learning as they work on maps and write down their thoughts or partners on how the immigration of Europeans into Dakota lands affected the tribe.


Students talk in their table or small groups about what they noticed about the maps and other ideas on the immigration of Europeans and the Dakota.

Assessment Teacher works with students to confirm their understanding that this was Indigenous land and that European immigration changed their land boundaries based on observations and conferring.

Additional reading for teacher about fur trade and indigenous landshttp://treatiesmatter.org/relationships/business/fur-tradeVideos from Dakota about lands, treaties, feelings, A must see/watchhttp://treatiesmatter.org/relationships/video-gallery

Social Studies Lesson Plan: Grades 4Lesson 2 A

Focus of lesson: I can learn about Hmong Immigration to St. Paul


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http://treatiesmatter.org/relationships/video-gallery

http://treatiesmatter.org/relationships/business/fur-trade

Suggested Time: 45 minutes

Materials Needed: PaLia’s First Day , Michelle Edwards ISBN# 015201974x

Chapter book K/L Hmong girl’s narrative at a Saint Paul Public School or

Long Road to Freedom , Linda Barr ISBN# 0736838805Non-Fiction book

Copies of Main Idea graphic organizer


Reading LessonI can understand the main idea by listing details of a narrative textTeacher will read aloud from book. Students will sit large group in sharing pairs or triads and listen to story


Everyone is from some place and has a story of that place.Teacher: Do you know what place or country your family lived in before they came to Minnesota? Or perhaps your ancestors were already in Minnesota (if they are Dakota or Ojibwe)?


Read aloud one of the texts and model by doing a think aloud. “I am thinking…, this makes me think of..., I was surprised when I read…,”

Model two important details from story. Teacher will model how to find the main idea using main idea graphic organizer, project or copy into larger chart. List details through think aloud. Pause after a few examples and do the Active Involvement.

After teacher chooses a few groups to share and add ideas to chart. Teacher and students arrive at Main Idea of story.


Think - Pair - ShareStudent reread a selected section and think, pair, share to name one or more details they think will lead to a main idea. - Students should have a sharing partner or triad to discuss while in learning group. Teacher walks around listening to selected groups and monitors learning. (1 to 2 minutes)


Students go back to chairs and read independent text. They will have blank copy of main idea organizer and fill it out during independent work time.Teacher will write on board or say, “When you are reading today use the graphic organizer to find the main idea of what you have read.”

Literacy Work Time and Teacher choice: Work with small groups that need extra


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Conferring* Guided oral reading* Reciprocal teaching* Book club* Independent reading* Independent/Small group* Conferring

guidance on main idea or confer with individual students as needed.


During the last 5 minutes of Literacy, do a whole group share. Have students gather again into large group or onto carpet and have a few students share their main ideas and details. Students should glue organizer into reading notebook or place in reading folder for future reflection or learning guide.

Assessment - Graphic organizer showing students understanding of Main Idea- conferring with students

Social Studies Lesson Plan: Grades 4Lesson 2B

Focus of lesson: I can create a timeline to show immigration to St. Paul


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Materials Needed: computer and projection The Facts : Immigration in Minnesota Timeline Template http://ell.spps.org/hmong_products.html

If possible, order this overview of Hmong culture ahead on time


Social StudiesI can understand that a timeline shows the date of historical changes.Teacher: We will create a timeline by taking facts and placing them by date to show the changes in Minnesota immigration.


Teacher: Your family or people you know have moved to other places to have a new and different life. We have been talking about immigration this week.


http://www.dipity.com/MnHSreference/Immigration-to-Minnesota-1960-to-Present/-note this site starts at beginning of immigration to MN, if you want to show more background start at the beginning of timeline, not 1970.- A timeline showing events related to more recent waves of immigrants coming to Minnesota, including the Asian Indians, Hmong, Khmer, Tibetans, and Somalis, and highlighting changes in U.S. immigration policy.

Teacher: On this immigration timeline we will be focusing on Hmong immigration to MN

Open link above and project timeline. Start at 1970, the beginning of Hmong immigration to MN.

Using timeline template class will make a whole group timeline. Teacher will model on example and then chose students to read/or write each date and event.


Students sitting in whole group will turn and talk and tell what they see on the timeline that is being projected. Teacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning.

Teacher will choose one or two groups to share what they see on the timeline.


Students will have copy of The Facts: Immigration to Minnesota and create a timelineUse the timeline template to organize the immigration facts for Minnesota.


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http://www.dipity.com/MnHSreference/Immigration-to-Minnesota-1960-to-Present/

http://www.dipity.com/MnHSreference/Immigration-to-Minnesota-1960-to-Present/

http://ell.spps.org/hmong_products.html

Work Time andConferring

Teacher works with small groups or one on one conferring to monitor learning as students are working. Teacher and students begin the timeline, then those that are ready can complete the timeline with a partner. Teacher continues to scaffold with students if needed, to understand a timeline.


Have the students glue their timelines into their readers notebook. Bring all students to the rug, Have 2-3 groups share and talk about their facts about immigration to Minnesota on their timelines

Assessment Check students’ timelines and anecdotal notes

Social Studies Lesson Plan: Grades 4Lesson3A

Focus of lesson: I can learn about Somali immigration


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Materials Needed: The Color of Home , Mary Hoffman

ISBN# 0803728417 Black line master: Main Idea Copies of Main Idea graphic organizer


Reading LessonI can understand the main idea by listing details of a narrative text.Teacher does a read aloud, modeling details to find the main idea.


Everyone is from some place and has a story of that place. Teacher: Your family or people you know have moved to other places to have a new and different life. We have been talking about immigration this week.


Read aloud and model by doing a think aloud. “I am thinking…, this makes me think of..., I was surprised when I read…, ”

Model two important details and list on main idea graphic organizer


Think - Pair - ShareTurn to pages reread and have the students name the detailsTeacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning.


When you read your book today you will complete the main idea graphic organizer just as we worked on yesterday.

Literacy Work Time andConferring* Guided oral reading* Reciprocal teaching* Book club* Independent reading* Independent/Small group* Conferring

Teacher works with small groups or one on one conferring to monitor learning as students are working. Teacher and students begin the timeline then those that are ready can complete the timeline with a partner. Teacher continues to scaffold with students if needed, to understand a timeline.

ShareSharing what happened…* Link to focus

During the last 5 minutes of Literacy, do a whole group share. Have students gather again into large group or onto carpet and have a few students share their main ideas and details. Students


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* Reinforce teaching point* Demonstrate new learning* Popcorn share* Celebrate learning

should glue organizer into reading notebook or place in reading folder for future reflection or learning guide.

Assessment Check students’ readers notebooks for understanding and anecdotal notes.

Social Studies Lesson Plan: Grades 4

Lesson 3B

Focus of lesson: I can understand why people immigrate to another place


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Suggested Time: 30 to 45 minute sessions for social studies

Materials Needed: http://www.kare11.com/news/news_article.aspx?storyid=1024223

video of a Somali family in Minneapolis-3 generations http://education.mnhs.org/immigration/communities/somali

maps of Somalia, US, and MN showing population numbers http://www.worldatlas.com/webimage/countrys/africa/so.htm

Read about people and their history. http://ell.spps.org/somali_products.html

If possible, order these guides ahead of time from the SPPS ELL department printed world map


Learning Objective: I can learn about immigration by collecting facts.I can understand why people need to immigrate.Then show this world map using link below.http://www.minnpost.com/data/2010/02/mapping-immigrant-journey-minnesotaWhile projecting, teacher will project map and show where Somalia and Minnesota are located.


Teacher: We have been learning about immigration. Can you remember some of the groups we’ve talked about who have immigrated to the St. Paul area? Today we’re going to look at another group that came from Somalia in East Africa.


http://education.mnhs.org/immigration/communities/somalishow maps listing immigration numbers from Somalia to US to MN.

Show video to give background knowledge about what it is like for Somali immigrants in MN. Use link belowhttp://www.kare11.com/news/news_article.aspx?storyid=1024223

- video of a Somali family in Minneapolis-3 generations


Students will turn and talk about what they saw in the video learned about Somali immigration.

Teacher will choose one or two groups to listen to and make anecdotal notes on students to verify learning.

Choose one or two students to share

Link/Off you go Using link below students will make fact cards about Somalia.


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http://www.kare11.com/news/news_article.aspx?storyid=1024223

http://education.mnhs.org/immigration/communities/somali

http://www.minnpost.com/data/2010/02/mapping-immigrant-journey-minnesota

http://www.minnpost.com/data/2010/02/mapping-immigrant-journey-minnesota

http://ell.spps.org/somali_products.html

http://www.worldatlas.com/webimage/countrys/africa/so.htm


http://www.kare11.com/news/news_article.aspx?storyid=1024223

Send off with a purpose… http://www.worldatlas.com/webimage/countrys/africa/so.htmRead about people and their history. http://ell.spps.org/somali_products.htmlIf possible, these publications reflect a more authentic perspective on the Somali experience. They are available for purchase at the link above, or for check out at the Multicultural Resource Center, SPPS http://mrc.spps.org

Teacher can print page or have student work off I-pads or laptops and gather facts from site.

Activity: Students create a fact card on construction paper or electronic fact card on power point or keynote page.

(modeled on Eyewitness book style)

Work Time andConferring* Independent/Small group* Conferring

Teacher walks around room monitoring learning or teacher to do small group, conferring, or just whole group monitoring.


Teacher chooses a student to share where Somalia is and where Minnesota is on a map, students give thumbs up or down based on answer given by chosen student.

Assessment Map completion

Enrichment for student connections:

Making a timeline of their family’s immigration or migration Teacher models his or her own

Creating a story cloth of their family’s immigration or migration(read Dia’s Story Cloth)


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http://mrc.spps.org/



Recording an oral history of their family’s immigration or migrationStudents tell a story in pairs about their familyRecord on I-Pad camera or Laptop (PowerPoint or Keynote)Students draw a picture and put on I-Pad and record oral history or laptop

Use site and create timeline or use as gathering non-fiction factshttp://www.minneapolisfoundation.org/uploads/cuteeditor/publications/community/immigrationbrochure.pdf Instead of printing use laptops or I-pads to locate information

Resource List

Materials at MRC

HmongPaLia’s First Day, Michelle Edwards ISBN# 015201974x

Chapter book K/L Hmong girl’s narrative at a St. Paul Public School


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http://www.minneapolisfoundation.org/uploads/cuteeditor/publications/community/immigrationbrochure.pdf


Long Road to Freedom, Linda Barr ISBN# 0736838805Non Fiction book

Dia's Story Cloth The story cloth made for her by her aunt and uncle chronicles the life of the author and her family in their native Laos and their eventual emigration to the United States.

http://ell.spps.org/hmong_products.html Hmong language and cultural materials written and published by the SPPS ELL department. Available to check out from the MRC, or to purchase (go to link for details)

Somali The Color of Home, Mary HoffmanISBN# 0803728417

Picture book

Bright Star, Blue Sky, Marian A. HassanLibrary code 3001310001360

Somali Americans, Nichol BryanISBN 1-57765-989-9

Non-fiction book

http://ell.spps.org/somali_products.html Somali language and cultural materials written and published by the SPPS ELL department. Available to check out from the MRC, or to purchase (go to link for details)

Printed Material

Minnesota Place Names ISBN: 0-87351-396-7A Geographical EncyclopediaThe classic reference for place-name information on the state's cities, towns, townships, lakes, and streams.

The Land of the Dakota ISBN: 9780873518697 Printed book of E-book below

Mni Sota Makoce (E-Book) ISBN: 9780873518833An intricate narrative of the Dakota people over the centuries in their traditional homelands, the stories behind the profound connections that hold true today.

Links

Dakota


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http://ell.spps.org/hmong_products.html

http://www.usdakotawar.org/maps of tribal areas, background and historical information

European exploration and settlement of North America began in the late 1500s in the areas along the Atlantic shore, far from the Great Lakes and the interior of the continent. But Minnesota's indigenous people were encountering newcomers hundreds, even thousands, of years ago. Stories of ancient sailors crossing between distant shores and Native people traveling far and wide describe truly global connections. As time progressed, two factors--money and religion--led European people to settle on the land that would become the Americas.

http://mn.gov/indianaffairs/tribes.htmllink to background knowledge on Indian Nations in Minnesota

Hmonghttps://sites.google.com/a/macalester.edu/refugees/hmong

history and background on Hmong and their migration/immigration in Asia to US to MN1970 to 2006

http://education.mnhs.org/immigration/communities/hmonghas maps with population from Laos to US to MNbackground on history, georgraphy, religion, finding a new homebeginning 1976other resources – investigating further: Hmong in St. Paul

http://education.nationalgeographic.com/education/maps/hmong-story-cloth/?ar_a=1story cloth showing visual journey from Laos/Thailand to the UStabs with background knowledgeQ and A activity on story cloth

http://www.hmongcc.org/Hmong Cultural Center


pages 12 and 13

Somalihttp://minnesota.cbslocal.com/2011/01/19/good-question-why-did-somalis-locate-here/

Video news clip on why more Somalis come to MN than any other stateAlso talks a little about Hmong immigration


see page 10 and 11

http://education.mnhs.org/immigration/communities/somalimaps of Somaliafacts of population from Somalia to US to MN1993 first immigration


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http://minnesota.cbslocal.com/2011/01/19/good-question-why-did-somalis-locate-here/



http://www.hmongcc.org/

http://education.nationalgeographic.com/education/maps/hmong-story-cloth/?ar_a=1

http://education.mnhs.org/immigration/communities/hmong

https://sites.google.com/a/macalester.edu/refugees/hmong

http://mn.gov/indianaffairs/tribes.html

http://www.usdakotawar.org/

background knowledge: religion, history, finding a new homeother links

www.refintl.orgRefugees International advocates for lifesaving assistance and protection for displaced people and promotes solutions to displacement crises.

www.somaliareport.com/index.php/topic/30Jul 16, 2012 – Topic: Refugees, gives information about the conditions in Somali and need to relocate

http://redesigninc.files.wordpress.com/ ... e-book.pdf a unit on speaking Somali

http://www.worldatlas.com/webimage/countrys/africa/so.htm background on Somalia- short and quick read with facts on ruling countries and parties 3 maps teacher can use to show where Somalia is in the world

Saying hello in:*If at all possible, please work with a native speaker to insure that you are pronouncing these words correctly

1. Dakota: Female Han Mitakuyepi (han mee daa ku yaapee) hello my relatives Male Hau Mitakuyepi (haw mee daa ku yaapee) American influence Tanyan yahi (danyaa yahee) good you are here

2. Hmong: Nyob Zoo (Naazong) dear

3. Somalia: Ma nabad baa? Hello. [literally, "Is it peace?" standard greeting] Waa nabad. Hello. [literally, "It is peace." in response]


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http://redesigninc.files.wordpress.com/2011/04/somali-language-book.pdf

http://www.somaliareport.com/index.php/topic/30

http://www.refintl.org/


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Dakota Homelands


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Orange is Dakota land that they had to give up to United States Government for European settlers.Other lands are Ojibwa lands that also had to be given up in treaties.


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