Cfe 2 - History

Curriculum Framework for Equity
Big Concept: Relationship

Essential Question: “How do relationships impact us?”
Grade Level: 5th Grade
Part 1: Outcomes: What do we want children to know & understand? List

standard. Unpack standard into “child-friendly” terms and concepts. Create at
least 4 statements to describe concepts. Under each statement use bullet
points and give many examples of each concept. This is the gist of what
children will be learning in your classroom.
History Standard 5.1.5
“Compare and contrast the religious, political, and economic reasons for the
colonization of the Americans by Europe.”
 People came to the Americas for religious reasons

o Puritans, Catholics, Jews, and Congregationalists came to America
because pf the strict rules set by the Roman Catholic Church and
the Church of England.
o These Churches forced the people of Europe to convert to the
Catholic faith. Therefore, groups of people such as these came to
the Americans in search of religious freedom.
 People came to the Americas for political reasons
o People came to America to flee from feudalism.
o Feudalism is a “strict hierarchy of rank, where every person knew
his place.”
o The most powerful person being the pope and going down from
there. Because of this many people were born into peasantry
(poverty) and had no say in their rank.
o People came to flee connection of church and state. The church
controlled everything in Europe, and if you disagreed you were
punished, Again, this is going back to the reasoning behind why the
religious escape from Europe.
 People came to the Americas for economic reasons
o People came to the Americas in search of jobs to support their
families. Many Europeans would farm, but not have enough supply
to feed themselves after paying their land lords. Therefore, they
came in search of food security.
o People also came for health care purposes. Many people could not
afford to bath themselves, causing poor health, disease, and even
death.
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a Creative Commons
Attribution-NonCommercial-NoDerivatives 4.0 International License.
Part 2: Assessments: How do we know what students know? How will they
show what they know?
Formative (Ongoing) Assessments: How do we know children are learning

while they are learning? What multiple techniques can you use ?
Useful, Meaningful, and Equitable are from Teemant, Upton, Popcock, Berghoff, Seybold, & Adams (2010) Aiming for
Inclusive Learning Communities
Formative Assessment 1: Flag It

 Useful to me as a teacher….
o Through Flag It, the teacher can see what information is important
to students. For example: if a student is reading a book to explore
religious reasons why people may want to immigrate to America,
the teacher can see what information they found the most useful to
help them facilitate understanding. The teacher can then find a new
book to fill in some gaps or discover something that the instructor
themselves may not thought about for the topic.
 Meaningful to the child…

o Flag allows students to mark information they need in a meaningful
way. So instead of just placing a book mark and trying to remember
why they put it there, students can place their reasoning on the
sticky note, and they will be prepared for when they need to look
back at it. This can save students a lot of time when doing
research, trying to remember everything they looked into.
 Equitable to the child…

o Since these are for personal use, students can document these in
whatever way they would like. So, they can draw a picture, use
home language, etc. whatever works best for them. This is great for
all students who may struggle with vocabulary and sentence
structure that usual goes into writing.
Formative Assessment 2: Gallery Walk

 Useful to me as a teacher…
o Gallery Walks are useful for educators for the purpose of
observation. This is a great time for students to document things a
student did well of things they need to work on and place it into
their portfolio. This is very meaningful for the teacher as well as it is
a display of their learning, so they can see the overall ideas that
they got from their discovery of learning.
 Meaningful to the child…

o This activity is meaningful for students as they get to display their
knowledge and watch others admire it. Students work very hard to
understand new things and for others to appreciate all of that hard
work can give student great pride. This gets students excited about
their learning and creates a student centered classroom.
 Equitable to the child…

o Students also have the ability to admire the works of others and
compare the learning of others with their own. Maybe they found an
idea that had not occurred to them, or maybe they found something
that contradicted their learning and confused them. The teacher
can use this feedback to come full circle with what the teacher
wanted children to get from their project.
Summative Assessment: Performance-Based Assessment (PBA) What

authentic product are students creating to show they understand the big idea,
essential question, and standards? (See Possible PBA & Activities handout)
Name of PBA: Letter to Editor
How is PBA developmentally appropriate?
A letter to the editor is developmentally appropriate because it requires students

to think about what they understand about immigration, and why people may
have wanted to escape their country.
Description of PBA: Describe what your PBA is in enough detail that others can
understand. This PBA directly ties back to your Part 1- the concepts with
examples you elaborated upon. Be sure to give possible examples of what
students may showcase here. (single spaced ½ page)
For this assessment students would take the stance as someone escaping
Europe. Students would need to decide whether they are, hypothetically,
escaping for political, religious, and economic reasoning, and what struggles
have caused them to want to escape. For example: Students could take the side
of a person who is wanting to practice Judaism, in a time when people are not
allowed to be anything but Catholic. Students would need to see some struggles
of not being able to practice their religion, and some punishments they may have
suffered it there were caught practicing Judaism. Students would need to explain
their suffering to the “editor,” and explain their hopes for the new world. So, for
these people, they may have a hope for religious freedom in the new world.
Students would post their articles around the classroom, where we would do a
gallery walk. Students would be asked to place feedback in the form of a sticky
note on each letter to the editor. It may be some advice on things to work on or a
complement, but negative feedback will be forbidden from this assessment. We
will then as a class discuss some differences and similarities we noticed between
the political, religious, and economic reasonings.
Note: Prior to PBA: Create a rubric with student input for assessment.
Offer checklists, peer editing, conferences, etc. for students to self-assess their
progress. (Our course does not allow time for this.)
Part 3: Path- How do we get there? What meaningful activities, centers or

invitations am I planning so all students can learn the big concept, standards,
and essential question?
Relationship Building: How well do you know me? How will you get to know me
throughout the year? List multiple activities with a short description.
Activity 1: INTEREST SURVEY: Allowing students, at the beginning of the year,

to share a little about themselves, their family, their likes, their dislikes, etc.
Activity 2: TWO TRUTHS AND A LIE: Students will share two things that are true
about themselves, and one thing that is not. They will then choose two people in
the class to try to guess what the lie is.
Prior Knowledge: How do you value what I already know? How can we show
this for all to see and refer to throughout our learning? (Refer to Part 1) As a
class, create large graphic organizers or anchor charts for multiple concepts.
Post in room and continually add new information. Describe how you would do
this.
Activity & Topic

 “Relationship”
o We as a class would draw a web on what we know about
relationships.
o We then would start to compare the relationships between the way
the colonists thought about religion, politics, and economics and
how these ideas differed from that of Europe.
Culturally Responsive Activities: What materials or resources do we use in

school that represent my culture and me? What learning activities can I
participate in? What products can I create that connect to my learning?
Activity 1: Resources + Activity + Product Created
Resources: “Migrant” By: Maxine Trottier

Activity: Students would get into their lit circles and read Migrant.
Students will then be asked to discuss the main characters reason for migrating
each spring.
Product Created: In the story the main character uses metaphors to
describe how immigrating each year makes her feel. Students will be asked to
create a collage that represents these feelings. We will do a gallery walk of these
collages and discuss some different emotions that we saw and discuss if
immigration is an easy or difficult process.
Resources: “At Ellis Island: A History in Many Voices,” By Louise Peacock

Activity: Students will conduct centers to learn about Ellis Island, and we
will then compare this to how hardships that immigrants from Europe many have
faced. One station will be articles from Re-Imagining Migration. These are real
newspaper articles written by people suffering to leave Ellis Island. The article
they will focus on will be from 1909 and written by people who are stuck on Ellis
Island due to a lack of funds and are being separated from their families. The
second station will be an instruction conversation where we will read small
sections from “At Ellis Island,” in which are all happy stories about being in a land
of Freedom. We would then discuss how this compares to what we know about
immigration. For example, many of these people were privileged to survive Ellis
Island, because they had enough money to pay the fee. The last center will be a
watching a video of photographs of real people that immigrated from Ellis Island
Students will then be asked to discuss what they noticed as far as the countries
that these people immigrated from as well as their appearance and clothing.
Product Created: Students will create a flyer advertising for people to
come to Ellis Island. However, students will be putting information about the
hardship in there such as lack of money, resources, etc.
People Society Marginalizes: How can I learn about people society

marginalizes? These include society’s “isms.” See above format.
CLASSISM
Resources: “The Feudal Systems Uncovered – Children’s Medieval
History Book,” By Baby Professor.
Activity: In Lit Circles students will discover what Feudalism is and why
people may have left Europe because of it. Students will be asked to create a
flow chart throughout their discovery of this book that describes implementations
that occur in a Feudal System that they feel are not good practices.
Product Created: Students will create a journal from the view point of
someone living in a country that uses Feudalism and will describe some of their
experiences and hardships.
ANTISEMITISM
Resources: “One Candle,” By Eve Bunting (We will do an interactive read
aloud of this book before Lit Circle).
Activity: Students will do lit circles to the Holocaust and how this story
relates to reasons people may want to immigrate.
Product Created: Students will create a newspaper article from the point
of view of a child listening to the grandmother describe why Hanukkah is so
important to her.
Relevance: How does this learning relate to my life outside of school? What
study trips, guest speakers, or activities could you plan to connect school and
child’s community?
Activity 1: Resource + Activity + Product Created
Resource: Guest Speaker/ Documentary. Students would watch a one-

hour screening edition of “The Story of Eva,” in preparation for her to visit the
classroom. Students will come up with questions for her in regard to her
experience during the Holocaust.
Activity: Students will get with a partner and discuss some interview
questions to ask Eva Kor, who will come in the day after the video. Students will
need to make sure at least two of their questions tie back to our discussion of
relationships and reasons for colonization.
Product Created: After Eva Kor has come to the classroom and
answered our questions. Students will create an autobiography from the stance
of someone who colonized America for political, religious, or economic reasons.
Students would need to have aspects such as reasons they came over, and
things they are struggling with in the new country.
Activity 2: Resource + Activity + Product Created
Resources: The Children’s Museum “The Power of Children” Exhibit

Activity: Students during the Museum walk will be asked to write down
some noticing’s especially from the Anne Frank portion of the exhibit. When we
get back to class students will get into small groups and discuss reasons why
Anne may have wanted to immigrate to America.
Product Created: Students will be asked to create a Facebook page
taking the perspective of someone such as Anne Frank who may have wanted to
move to America for either economic, political, or religious reasons. Students will
put posts of some struggles they may have gone through to show others why
they may have wanted to leave their home country.
Empowerment: How can I co-create my learning? What are multiple ways I can
engage and express my learning? UDL practices & student choices offered.
Activity 1: Choice of Resources or Activities or Products Created
Product Created: Students will be asked to create a Facebook page taking the
perspective of someone such as Anne Frank who may have wanted to move to
America for either economic, political, or religious reasons.
 Students will have the option to create a Facebook, Instagram, or Twitter.
Students will be able to discuss other forms of social media that may be a
good option for their project and may be used with teacher approval. This
is useful for students as each one has a different reasoning. For example:
Instagram is more photo-based, where twitter is more text based.
Activity 2: Choice of Resources or Activities or Products Created
Product Created: Students will create a journal from the view point of someone
living in a country that uses Feudalism and will describe some of their
experiences and hardships.
 Students would have the option of doing a paper journal, a digital journal,
or they can create a video journal. This is useful for students to express
their ideas a non-formal setting.
Resources: What primary sources, critical literacy books, informational texts,

and websites are you going to use that relate to the big concept, essential
question, unit concepts, and standards?
Primary Source: Digital, visual (including the arts and photography), oral,
written, and community resources to visit. Need 1.
 https://www.youtube.com/watch?v=0bQJ9-btgLE

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Critical Literacy Books: What will you use that connects to Culturally
Responsive and People Society Marginalizes? Need 4 with descriptions.
 Migrant by Maxine Trottier

o “Anna is the child of Mennonites from Mexico, who have come
north to harvest fruit and vegetables. Sometimes she feels like a
bird, flying north in the spring and south in the fall, sometimes like a
jackrabbit in an abandoned burrow, since her family occupies an
empty farmhouse near the fields, sometimes like a kitten, as she
shares a bed with her sisters . . . But above all Anna wonders what
it would be like to be a tree rooted deeply in the earth, watching the
seasons come and go, instead of being like a "feather in the wind."
o https://www.amazon.com/Migrant-Maxine-
Trottier/dp/0888999755/ref=sr_1_1?ie=UTF8&qid=1550079093&sr=8-
1&keywords=migrant+by+maxine+trottier
 At Ellis Island: A History in Many Voices
o “Ellis Island was the gateway to America and the promise of
freedom for thousands. Its walls are rich with stories. Its walls are
rich with stories. In this book we hear myriad of those voices. First
we follow a young person today. Her great-great-grandmother
entered America through Ellis Island. As this young girl walks the
halls of the famous site, she wonders about the past, the people,
and their hopes, dreams and challenges.
Here, too, is the voice of Sera, an Armenian girl from the early
1900s. Fleeing the unthinkable in her home country, she longs to
join her father in America. As Sera enters the halls of Ellis Island,
she lives those same hopes, dreams, and challenges.
The voices of real immigrants -- their suffering in steerage, their first

glimpse of the Statue of Liberty, and their journey through the Great
Hall -- complete this touching look into an important part of
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America's history. A pivotal time and place is brought to life through

a combination of many voices speaking in harmony.”
o https://www.amazon.com/At-Ellis-Island-History-
Voices/dp/0689830262/ref=sr_1_1?ie=UTF8&qid=1550343151&sr=8-
1&keywords=at+ellis+island+a+history+in+many+voices
 The Feudal System Uncovered – Children’s Medieval History Books
o “It’s interesting to note that during the middle ages, Europe used a
feudal system of government and society. What is the feudal
system? What are its features, strengths and limitations? Find the
answers in the pages of this magnificent educational resource for
young children. The curious ones will definitely love the lessons
that can be learned from reading this book. Grab a copy now!
o https://www.amazon.com/Feudal-Uncovered-Childrens-Medieval-History-
ebook/dp/B06XC1C7P3/ref=sr_1_1?ie=UTF8&qid=1550343183&sr=8-
1&keywords=the+feudal+system+uncovered
 One Candle by Eve Bunting

o “For one family the traditional Hanukkah celebration has a deeper
meaning. Amidst the food and the festivities, Grandma and Great-
Aunt Rose begin their story -- the one they tell each year. They
pass on to each generation a tale of perseverance during the
darkest hours of the Holocaust, and the strength it took to continue
to honor Hanukkah in the only way they could. Their story reaffirms
the values of tradition and family, but also shows us that by
continuing to honor the tragedies and the triumphs of the past there
will always be hope for the future.”
o https://www.amazon.com/One-Candle-Eve-
Bunting/dp/0060085606/ref=sr_1_1?ie=UTF8&qid=1550343384&sr=8-
1&keywords=one+candle+by+eve+bunting
Website: What website might students use? How might they use it? Need 1.
 https://www.history.com/
o History.com would be beneficial for students to understand the
basics of what happened at Ellis Island, the Holocaust, or even
what Feudalism is. Students need the basics before they can build
knowledge, therefore is a student needs information on these, I
would give them time to get on an iPad and what some videos to
get to know the basics of history.
 https://prezi.com/1kqdgyzwdmjd/reasons-colonists-came-to-the-new-
world/
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o A good introduction into our standard as it discusses the four

reasons why the colonists came to America. We would build off this
throughout the unit
 https://www.thestoryofeva.com/
o Has the educational video of Eva Kor that we would watch before
her visit.
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Cfe 2 - History

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Curriculum Framework for Equity

Big Concept: Relationship

Part 1: Outcomes: What do we want children to know & understand? List

History Standard 5.1.5

 People came to the Americas for religious reasons

Formative (Ongoing) Assessments: How do we know children are learning

Formative Assessment 1: Flag It

 Meaningful to the child…

 Equitable to the child…

Formative Assessment 2: Gallery Walk

 Meaningful to the child…

 Equitable to the child…

Summative Assessment: Performance-Based Assessment (PBA) What

Name of PBA: Letter to Editor

How is PBA developmentally appropriate?

A letter to the editor is developmentally appropriate because it requires students

Part 3: Path- How do we get there? What meaningful activities, centers or

Activity 1: INTEREST SURVEY: Allowing students, at the beginning of the year,

Activity & Topic

Culturally Responsive Activities: What materials or resources do we use in

Activity 1: Resources + Activity + Product Created

Resources: “Migrant” By: Maxine Trottier

Activity 2: Resources + Activity + Product Created

Resources: “At Ellis Island: A History in Many Voices,” By Louise Peacock

People Society Marginalizes: How can I learn about people society

Activity 1: Resources + Activity + Product Created

Activity 2: Resources + Activity + Product Created

Activity 1: Resource + Activity + Product Created

Resource: Guest Speaker/ Documentary. Students would watch a one-

Activity 2: Resource + Activity + Product Created

Resources: The Children’s Museum “The Power of Children” Exhibit

Activity 1: Choice of Resources or Activities or Products Created

Activity 2: Choice of Resources or Activities or Products Created

Resources: What primary sources, critical literacy books, informational texts,

 Migrant by Maxine Trottier

The voices of real immigrants -- their suffering in steerage, their first

America's history. A pivotal time and place is brought to life through

 One Candle by Eve Bunting

o A good introduction into our standard as it discusses the four

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