Week of Feb. 5-9

As noted last week, there will be a test on Tuesday on Chapter 7 of our text book. Students were given a study guide on Friday and had time to work on it in class. 

This week we will beging learning about the Civil War and Minnesota's role in it. We'll be beginning a book by Gary Paulson entitled Soldier's Heart, which is the true story of Charley Goddard, a teenager from Winona, Minnesota who fought in the Civil War. While we read, students will be marking passages that are especially meaninful and illustrating those pieces of text. This is called a "minibook." 

Homework this week: 

Monday:Chapter 7 test is Tuesday--come prepared.   

Week of Jan. 29-Feb. 2

This week we'll be continuing to learn about Minnesota's newcomers during the mid 1800s. Students will be thinking and learning about the reasons that newcomers wanted to live in Minnesota and the challenges many faced while starting a brand new life here. Homework will be dependant on work completion in class. Students will need to bring coloring materials to class (things to color with, unlined paper) for Wednesday and Thursday. 

Classwork that will become homework if not finished in class:

Monday: Minnesota's Newcomers (p.45)

Wednesday: Investigation Guide

Thursday: Advertisement

There will be a test on chapter 7 on Tuesday. Students will be provided a study guide on Friday and time to review it in class. This is not homework, but it is highly recommeded that it is completed. 

Week of Jan. 22-24

This week we'll be putting ourselves in the shoes of Minnesota's newcomers during the mid 1800s. Students will be thinking and learning about the reasons that newcomers wanted to live in Minnesota and the challenges many faced while starting a brand new life here. Homework will be dependant on work completion in class. 

Everything above this line is for Quarter 3. Everything below is Quarters 1 and 2.


Week of Jan 16-19

This week we'll be working on a study guide for our test on the land treaties and starting to think about the newcomers who wanted to settle in Minnesota. There will be a test on Chapter 6 on Thursday. 

Week of Jan. 8-12

This week we'll begin looking at the treaties that the Dakota and Ojibwe people entered into with European Americans. Were they fair? Why were they signed? What did each side think that they were agreeing to? What was in it for each side? How did this impact each group of people? We will be working in class, but if students choose not to focus in class they will need to finish their work at home. 

Weeks of Dec. 11-22

For these two weeks we will be working on our Fur Trade project. Students are creating diary entries from the perspective of a Voyageur. This project will be the focus of class until Winter Break. Students are aware of the timeline for what needs to be completed each day; anything not completed in class will need to be finished as homework. 


1. MNHS Fur Trade Collection Database: www.mnhs.org/collections/museum/furtrade/furtrade.htm

2. MNHS -- Minnesota Fur Trade: http://www.historicfortsnelling.org/history/fur-trade

3. Northern Lights, Chapter 5: The Fur Trade, found in the textbook link above. 




Friday: Understand Project, set up team and team responsibilities, read Investigation

Monday and Tuesday: Write rough draft for entries

Wednesday: How will you make your diary look authenic? Edit entries for historical details and facts, why people made the decisions they did, descriptive words

Thursday: Review everybody's work in your team. Offer suggestions. Create final drafts for written entries. 

Friday: Underline historical facts and details in orange, reasons behind decisions in green, descriptive words and details in blue.

Monday: Review everybody's work in your team. Create maps, sketches, poems, and songs.

Tuesday: Final touches

Wednesday: Put it all together

Thursday: Share with class, turn in to be graded


Week of Dec. 4-8

We'll be continuing our study of the fur trade this week. We're learning about the reasons for the trade, the roles of Native Americans and Europeans in the trading posts during the different seasons, and learning many new vocabulary words. 

Homework this week will occur only if students do not complete what is scheduled to happen in class due to chattiness that interrupts teaching/work time. 

Nov. 27-Dec. 1

This week students will be finishing our in class reading of Birchbark House. Students may finish the book on their own for extra credit. Students choosing that option will need to provide me with a written summary of each chapter. 

This week will launch an extensive study of the fur trade. 

November 20,21

I'm a bit behind in update the website this week and grading. Strep has hit my household and it's a doozy!

This week we'll be continuing our study of the Ojibwe by reading the book Birchbark House in class both days. It tells the story of an Ojibwe girl in the 1800s. Students read at their own pace and answer questions along the way. I really enjoyed chapter 2 about the bear family! What chapter are you on? 


Week of Nov. 13-17

This week we will be learning about the Ojibwe people, who are both similar to and different from the Dakota. 

Thursday homework: turn in the Chapter 4 Chapter Comprehension sheet if not finished in class. 

Week of Nov. 6-10

This week we will continue our study of the Dakota people. We'll be finishing our containers, looking at the Dakota language, and learning more about the day to day life of the Dakota. We will be creating an ABC book as a class to identify the main ideas that we've studied thus far. 

Tuesday's Homework: bring things to color with (markers, colored pencils, crayons, etc.). 

------------Quarter 2---------------

Week of Oct. 30-Nov. 1

This week we will be continuing our study of the Dakota people and how they lived. 

Monday: Chapter 3 investigation in class

Monday homework: bring in one or two brown paper bags

Tuesday: Begin work on making containers similar to what the Dakota used.

Wednesday: Continue working on containers

Week of Oct. 23-27

This week we will be wrapping up our study of very early Minnesotans and moving into a study of the Dakota. 

Monday: Students will be creating a "cheat sheet" for their unit test happening on Tuesday. On a piece of 8x10 paper they can write down as much information as they would like, and they can use that piece of paper while taking the test. 

Monday homework *optional*: continue working on your cheat sheet. You will need to use the online book at home, which is different than the text at school. I have some adapted questions on the test for those of you who are studying from the online text. 

Tuesday: Chapter 2 test. Cheat sheet may be used.

Wednesday: Students work on "Comprehension Guide" for chapter 3. 

Thursday: Continue "Comprehension Guide" and begin "Investigations Guide" for chapter 3. 

Thursday homework: If not finished in class, finish Comprehension Guide at home.

Friday: Investigtion Guide, begin creation of containers similar to what the Dakota may have used.

Friday homework *optional*: bring in any decorative items to use on your basket...beads, thread, feathers, etc. 

October 15,16:

This week we'll be continuing our look at the first Minnesotans--Ancient Native Americans.

There is no homework for this week.

On Monday students will be presenting their posters (this didn't happen last Friday).


On Tuesday we will be watching a video about early Minnesota.

The week of October 9-13

This week we'll be looking at the first Minnesotans--Ancient Native Americans. 

Homework for this week:

Tuesday: chapter 2 "Get it Guide" if not finished in class

Wednesday: chapter 2 "Investigation Guide" if not finished in class

Students will be presenting their posters of the Alberta or Scottsbluff cultures on Friday. 

The week of October 2-6

This week we will be exploring the structure of our government. We will be talking about the three branches of government and federal/state/local governments. There will be an assessment on Friday that covers U.S. citizenship as well as government. To study, students will have citizenship notes from a PowerPoint and class notes. 

Monday: What is the purpose of the Constitution? What are the 3 branches of government?

Monday homework, due next Monday the 9th (this gives you time to research by interviewing/talking to relatives, etc.) : Learn your family's story about coming to the United States. Who were the immigrants in your family and where did they originate from? Why did they come to the US? When did they come? Did they arrive by choice or by force? If they came to the United States by choice, what were the push and pull factors for your family members? 

Some families have more information than others, so find out what you can. If you have no information on any immigrants in your family, trace back your lineage as far as you can. Think about your last name. What ethnicity does it suggest you are?

Your writing needs to be at least half a page, but it could certainly be more. You may write about one person or many people.  

The people you write about do not need to be genetically linked to you. For those of us who have families formed through blended families, adoption, etc., you may write about any people you identify as family. 

Tuesday: How does a bill become a law?

Tuesday's homework: continue working on your family story, study for Citizenship/Government assessment

Wednesday: What is federalism? 

Wednesday's homework: continue working on your family story, study for Citizenship/Government assessment

Thursday: Review game for assessment

Thursday's homework: continue working on your family story, study for Citizenship/Government assessment


Friday: Assessment on Citizenship and Government

Friday's homework: continue working on your family story




Sept. 25-29

Monday: Immigration presentations

Tuesday: Immigration presentations if need be. When finished, learn about push factors and the different reasons why US citizenship is granted. 

Homework for Tuesday night: Fill out the Push/Pull Factors worksheet on the immigrant group that you presented on. Use the Becoming Minnesotan webpage and open the the menu in blue on the right side, such as Push & Pull Factors, The Old Country, Coming to America, Immigrant Experiences and The Journey.  You can also use information from your presentation.  Spend about 20 minutes on this. 

Class assignment for Wednesday, Sept. 27th: With your Immigrant Group, combine the Push/Pull factors that you found as your homework.  Be prepared to share with the class on Thursday.  

Thursday: Groups share push/pull factors with class 

Thursday's homework: If not finished in class there is homework. If finished in class, no homework. On the push/pull worksheet, look for similarities in the push category. Write the following symbols next to the push factors:

$ economic reasons







Class assignment for Friday, Sept. 29th:  Open up the Becoming a US Citizen PowerPoint below.  With your worksheet, fill out the information.  Don't lose this as it is your study sheet for the upcoming quiz.  Show Ms. Minahan when you have completed it.  

Homework for Friday night: Finish the worksheet if you didn't finish in class. 

document Becoming a US citizen ppt

Sept. 18-22

This week students will be chosing one community that is new to Minnesota to focus on. They will be preparing a presentation for their classmates. The daily goals are as follow:

Monday: Sign up for a community. Listen to interviews and stories, filling out your Culture Wheel by yourself.

Tuesday: 1st 1/2 of class, continue filling out your individual Culture Wheel. 2nd 1/2 of class, combine Culture Wheels into one larger one. 

Wednesday: Continue combining Culture Wheels into one larger one, look at presentation rubric, decide how the presentation will be divided up, and start creating index cards for what each person will present. 

Thursday: Continue preparing for your presentatin, start presentations

Friday: Finish presentations

****To find your resources: 


URL: mnhs.org, click on Explore, click on Becoming Minnesotan: Recent Immigrants and Refugees

Sept. 11-15

This week in Minnesota History we are looking at people groups that have recently immigrated to Minnesota. We are exploring the reasons why they left their homelands and why they settled in Minnesota.