MNHUM.ORG
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul,
Past & Present
Created and “packed” by Nancy Gates and Crescence Nabil
This 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 Narratives
The 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.
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
1
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 #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.
Focus of Lesson 1A/1B: The first people in St. Paul
Students 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 immigration
Students 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
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
2
Lesson 1A
Focus 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.pdf
http://www.urbanwildernesscanoeadventures.org/sites/default/files/files/Dakota%20Timeline%20i
n%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
Connect
Teach
Direct Instruction
* Set purpose
* Tell students what we want them to
focus on/earn/know
Model/Think aloud for students:
Something we’d like them to try…
Activate prior knowledge or
Build background knowledge
Active Involvement
* Think-Pair-Share
* Turn and Talk
* Buddy Share
Reading Lesson
I 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 text
Students 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
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.
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.
Think - Pair - Share
Students 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
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
3
* Triads/Peer support
while in learning group. Teacher walks around listening to
selected groups and monitors learning. (1 to 2 minutes)
Link/Off you go
Send 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.”
Teacher choice: Work with small groups that need extra
guidance on main idea or confer with individual students as
needed.
Literacy Work Time and
Conferring
* Guided oral reading
* Reciprocal teaching
* Book club
* Independent reading
* Independent/Small group
* Conferring
Share
Sharing what happened…
* Link to focus
* Reinforce teaching point
* Demonstrate new learning
* Popcorn share
* Celebrate learning
Assessment
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.
- Graphic organizer showing students understanding of main
idea
- conferring with students
Social Studies Lesson Plan: Grades 4
Lesson 1B
Focus of lesson: I can locate where Dakota people lived in Minnesota
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
4
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
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
Connection
How this fits in with what we’ve been
doing…
Teach
Direct Instruction
* Set purpose
* Tell students what we want them to
focus on/earn/know
Model/Think aloud for students:
Something we’d like them to try…
Activate prior knowledge or
Build background knowledge
Active Involvement
* Think-Pair-Share
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.
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 video
Talk about how the Europeans came as fur traders and then
settlers. Some intermarried too.
Show video clip explains European immigration
http://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.
Think - Pair – Share
How would you feel if your neighbors chose to move in with
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
5
* Turn and Talk
* Buddy Share
* Triads/Peer support
Link/Off you go
Send off with a purpose…
Work Time and
Conferring
* Independent/Small group
* Conferring
Share
Sharing what happened…
* Link to focus
* Reinforce teaching point
* Demonstrate new learning
* Popcorn share
* Celebrate learning
Assessment
you?
How would you feel if you had to move into a house with
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.
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.
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 lands
http://treatiesmatter.org/relationships/business/fur-trade
Videos from Dakota about lands, treaties, feelings, A must see/watch
http://treatiesmatter.org/relationships/video-gallery
Social Studies Lesson Plan: Grades 4
Lesson 2 A
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
6
Focus of lesson: I can learn about Hmong Immigration to St. Paul
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# 0736838805
Non-Fiction book
 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
Connection
How this fits in with what we’ve been
doing…
Teach
Direct Instruction
* Set purpose
* Tell students what we want them to
focus on/earn/know
Model/Think aloud for students:
Something we’d like them to try…
Activate prior knowledge or
Build background knowledge
Active Involvement
* Think-Pair-Share
* Turn and Talk
* Buddy Share
* Triads/Peer support
Link/Off you go
Send off with a purpose…
Reading Lesson
I can understand the main idea by listing details of a narrative
text
Teacher 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 - Share
Student 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
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
7
Literacy Work Time and
Conferring
* Guided oral reading
* Reciprocal teaching
* Book club
* Independent reading
* Independent/Small group
* Conferring
Share
Sharing what happened…
* Link to focus
* Reinforce teaching point
* Demonstrate new learning
* Popcorn share
* Celebrate learning
Assessment
you have read.”
Teacher choice: Work with small groups that need extra
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.
- Graphic organizer showing students understanding of Main
Idea
- conferring with students
Social Studies Lesson Plan: Grades 4
Lesson 2B
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
8
Focus of lesson: I can create a timeline to show immigration to St. Paul
Suggested Time: 45 minutes
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
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
Connection
How this fits in with what we’ve been
doing…
Teach
Direct Instruction
* Set purpose
* Tell students what we want them to
focus on/earn/know
Model/Think aloud for students:
Something we’d like them to try…
Activate prior knowledge or
Build background knowledge
Social Studies
I 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-toMinnesota-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.
Active Involvement
* Think-Pair-Share
* Turn and Talk
* Buddy Share
* Triads/Peer support
Link/Off you go
Send off with a purpose…
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 timeline
9
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
Work Time and
Conferring
Share
Sharing what happened…
* Link to focus
* Reinforce teaching point
* Demonstrate new learning
* Popcorn share
* Celebrate learning
Assessment
Use the timeline template to organize the immigration facts for
Minnesota.
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
Check students’ timelines and anecdotal notes
Social Studies Lesson Plan: Grades 4
Lesson3A
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
10
Focus of lesson: I can learn about Somali immigration
Suggested Time: 45 minutes
Materials Needed:
 The Color of Home, Mary Hoffman
ISBN# 0803728417
 Black line master: Main Idea
 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
Connection
How this fits in with what we’ve been
doing…
Teach
Direct Instruction
* Set purpose
* Tell students what we want them to
focus on/earn/know
Model/Think aloud for students:
Something we’d like them to try…
Activate prior knowledge or
Build background knowledge
Active Involvement
* Think-Pair-Share
* Turn and Talk
* Buddy Share
* Triads/Peer support
Link/Off you go
Send off with a purpose…
Literacy Work Time and
Conferring
* Guided oral reading
* Reciprocal teaching
* Book club
* Independent reading
* Independent/Small group
* Conferring
Reading Lesson
I 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 - Share
Turn to pages reread and have the students name the details
Teacher 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.
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.
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
11
Share
Sharing what happened…
* Link to focus
* Reinforce teaching point
* Demonstrate new learning
* Popcorn share
* Celebrate learning
Assessment
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.
Check students’ readers notebooks for understanding and
anecdotal notes.
Social Studies Lesson Plan: Grades 4
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
12
Lesson 3B
Focus of lesson: I can understand why people immigrate to another place
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
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
Connection
How this fits in with what we’ve
been doing…
Teach
Direct Instruction
* Set purpose
* Tell students what we want them to
focus on/earn/know
Model/Think aloud for students:
Something we’d like them to try…
Activate prior knowledge or
Build background knowledge
Active Involvement
* Think-Pair-Share
* Turn and Talk
* Buddy Share
* Triads/Peer support
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-immigrantjourney-minnesota
While 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/somali
show 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 below
http://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.
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
13
Choose one or two students to share
Link/Off you go
Send off with a purpose…
Using link below students will make fact cards about Somalia.
http://www.worldatlas.com/webimage/countrys/africa/so.htm
Read about people and their history.
http://ell.spps.org/somali_products.html
If 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 and
Conferring
* Independent/Small group
* Conferring
Share
Sharing what happened…
* Link to focus
* Reinforce teaching point
* Demonstrate new learning
* Popcorn share
* Celebrate learning
Assessment
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.
Map completion
Enrichment for student connections:

Making a timeline of their family’s immigration or migration
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
14
Teacher models his or her own

Creating a story cloth of their family’s immigration or migration
(read Dia’s Story Cloth)

Recording an oral history of their family’s immigration or migration
Students tell a story in pairs about their family
Record 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 facts
http://www.minneapolisfoundation.org/uploads/cuteeditor/publications/community/imm
igrationbrochure.pdf
Instead of printing use laptops or I-pads to locate information
Resource List
Materials at MRC
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
15
Hmong
PaLia’s First Day, Michelle Edwards ISBN# 015201974x
Chapter book K/L Hmong girl’s narrative at a St. Paul Public School
Long Road to Freedom, Linda Barr ISBN# 0736838805
Non 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 Hoffman
ISBN# 0803728417
Picture book
Bright Star, Blue Sky, Marian A. Hassan
Library code 3001310001360
Somali Americans, Nichol Bryan
ISBN 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: 0-87351-396-7
A Geographical Encyclopedia
The 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: 9780873518833
An intricate narrative of the Dakota people over the centuries in their traditional homelands, the
stories behind the profound connections that hold true today.
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
16
Links
Dakota
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.html
link to background knowledge on Indian Nations in Minnesota
Hmong
https://sites.google.com/a/macalester.edu/refugees/hmong
history and background on Hmong and their migration/immigration in Asia to US to MN
1970 to 2006
http://education.mnhs.org/immigration/communities/hmong
has maps with population from Laos to US to MN
background on history, georgraphy, religion, finding a new home
beginning 1976
other resources – investigating further: Hmong in St. Paul
http://education.nationalgeographic.com/education/maps/hmong-story-cloth/?ar_a=1
story cloth showing visual journey from Laos/Thailand to the US
tabs with background knowledge
Q and A activity on story cloth
http://www.hmongcc.org/
Hmong Cultural Center
http://www.minneapolisfoundation.org/uploads/cuteeditor/publications/community/immigr
ationbrochure.pdf
pages 12 and 13
Somali
http://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 state
Also talks a little about Hmong immigration
http://www.minneapolisfoundation.org/uploads/cuteeditor/publications/community/immigr
ationbrochure.pdf
see page 10 and 11
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
17
http://education.mnhs.org/immigration/communities/somali
maps of Somalia
facts of population from Somalia to US to MN
1993 first immigration
background knowledge: religion, history, finding a new home
other links
www.refintl.org
Refugees International advocates for lifesaving assistance and protection for displaced people and
promotes solutions to displacement crises.
www.somaliareport.com/index.php/topic/30
Jul 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
Male
American influence
Han Mitakuyepi (han mee daa ku yaapee) hello my relatives
Hau Mitakuyepi (haw mee daa ku yaapee)
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]
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
18
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
19
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
20
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
21
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
22
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
23
Dakota Homelands
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
24
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.
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
25
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
26
Fourth Grade Digital Suitcase: Immigrant Groups in St. Paul, Past and Present – created by Nancy Gates and
Crescence Nabil
27