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        4-7,13+

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        Minnesota | History Day Activity 1: Introducing Minnesota History Day

        Students watch a video about Minnesota’s history and discuss the new facts that they learned. Next, they pick a topic that they would want to learn more about and discuss the types of sources that might help them do so. A possible historical research extension project could be completed at a later date. 

        Lesson Summary

        Students watch a video about Minnesota’s history and discuss the new facts that they learned. Next, they pick a topic that they would want to learn more about and discuss the types of sources that might help them do so. A possible historical research extension project could be completed at a later date. 

        This lesson is part of "Great States: Minnesota | National History Day in Minnesota," an extended unit in which students use primary and secondary sources to present information.

        Time Allotment

        15 minutes

        Learning Objectives

        Standards: 

        6.4.1.2.1: Pose questions about a topic in Minnesota history, gather a variety of primary and secondary sources related to questions, analyze sources for credibility, identify possible answers, use evidence to draw conclusions, and present supported findings. 

        Supplies

        Directions

        1. Ask students to think about some of the topics that they find interesting in Minnesota history. Indicate that they will be required to choose a historical topic about which they will complete a project for History Day.
        2. Distribute the Minnesota History Timeline handout to students.
        3. Play the video, Great States: Minnesota History [4:37], about Minnesota’s history. As they watch, they should fill out the timeline handout.



        4. After watching the video, break the class up into pairs or small groups and ask them to share something they learned from the video they didn’t know beforehand. Next, ask the students to choose a topic about which they might want to do a project and learn more about.
        5. Review with your students the difference between primary and secondary sources. Ask the students whether the video was a primary source. Then ask them to think about their research topic. Have students think about and list the types of primary sources that might help them to understand their topic as they begin their research for their project, and the type of secondary sources they might need. Have them list these ideas on the handout.

        Extend the Lesson (time varies):

        1. Have students carry out the research project they’ve chosen in class and complete a poster about their chosen historical topic.
        2. This can be assigned as an in-class activity or an at-home activity.
          1. If in class, dedicate at least one 45 minutes–one-hour segment for research, and another one-hour segment on making the posters.
            Materials that will be needed: poster paper, markers, crayons, scissors, glue, ability to print out
          2. If at home, give them one week to find the sources, gather the necessary information, research their topic, and complete the poster.
        3. Have students present their poster and what they’ve learned about their historical topic to the class.

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