• Kindergarten: "Diverse Families"

    Standard: 0.4.2.4.1 Social Studies: Compare and contrast traditions in a family with those of other families, including those from diverse backgrounds.

    Benchmark: 0.4.1.1.1 Use a variety of words to reference time in the past, present and future; identifying the beginning, middle and end of historical stories.

    Diverse Families Curriculum 

     

    1st Grade:  "Oral History"

    Standard: Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.

    Benchmark:

    1.4.1.2.1 - Ask basic historical questions about a past event in one’s family, school, or local community.

    1.4.1.1.1 – Create a timeline of events and asking people about these events.

    Oral History 

     

    4th Grade: "Immigrant Groups"

    Standard:

    History #4

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

    Standard: History #4

    The 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.

    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.

    Immigrant Groups

     

    6th Grade: "Dawes Act & Homestead Act"

    Standard: 6.4.4.20.4 

    Benchmark: Describe MN and federal American Indian policy of the late nineteenth and twentieth centuries and its impact on Anishinaabe and Dakota people, especially in the areas of education, land ownership and citizenship.

    Focus of Lesson 1:  An overview of the culture and history of Anishinaabe and Dakota people in Minnesota.

    Focus of Lesson 2: The Homestead Act

    Focus of Lesson 3: The Dawes/Nelson Act

    The Dawes and Homestead Act Curriculum

     

    7th Grade: "Civil Rights Movement"

    7.4.4.22.6

    Compare and contracts the goals and tactics used during the Civil Rights Movement, the American Indian Movement, and the Women’s Rights Movement; explain the advantages and disadvantages of non-violent resistance ( in the strive for equality).

    Civil Rights Movement

    Civil Rights Movement PowerPoint

     

    Grade 8: "Latino Cultures"

    Standard:  Unit IV: Latin America

    Geographic Skills: 8.3.1.1.1, 8.3.1.1.2, 8.3.1.2.1, 8.3.2.3.1

    Priority benchmarks:

    5.2 Describe the locations of human populations and the cultural characteristics of Latin America, including how the contemporary pattern of cities resulted from a combination of pre-European contact, colonial, and industrial urban societies

    6.2 Describe how the physical and environmental features of Latin America affect human activity and settlement

    Latino Cultures Curriculum

     

     

    10th Grade: "Human Trafficking"

    Standard: 3.3. 5. The characteristics, distribution and migration of human populations on the earth’s surface influence human systems (cultural, economic and political systems).

    Benchmark: 9.3.3.5.4 Explain migration patterns in the modern era at a range of social scales, local to global.

    Human Trafficking Curriculum

    Human Trafficking Case Studies

    Human Trafficking PowerPoint

     

    11th Grade: "Immigrants & Refugees"

    Standard: 9.4.4.23.3

    Standard 23: The end of the Cold War, shifting geopolitical dynamics, the intensification of the global economy and rapidly changing technologies have given renewed urgency to debates about the United States’ identity, values and role in the world.

    Benchmark 3: Explain the difference between an immigrant and a refugee, describe various immigrant, migrant and refugee groups including Hmong, Somali and Latinos who have come to the United States; analyze their contributions to United States society.

    Immigrants and Refugees Curriculum