Third Grade Storypath
Social Studies: Littsie of Cincinnati by Jinny Powers Berten and Norah Holt (Reading, History, Geography, Economics, Writing, Science and Art)
Travel along with Littsie in 1832 Cincinnati! This packet includes 35 pages of pre-made materials, work samples, a full unit lesson plan, rubric and more for you to implement a constructivist, inquiry-based unit on Historical Cincinnati that goes along with the book Littsie Of Cincinnati. There are 6 hands-on projects to help students remember key details from the story. Plus, the pack includes materials to help you construct your own Historical Cincinnati Mural! Also included in this package is a pre-made and editable assessment, as well as a parent letter to find out about each student's cultural heritage. This unit is aligned to Third Grade Common Core Standards, which are included as well as written out objectives.
TABLE OF CONTENTS
Creating The Characters
page 3 & 4 - Students create an 1832 version of themselves. They must think about what clothing looked liked during this time period. They fill out their heritage card. Both of these items will be added to the Cincinnati 1832 mural.
Trading At Stites’ General Store (Chapter 2 / page 11)
page 5 - 10 - Students are put into groups. They are each given a card with an item on it. As a team, they must decide if all of these items will help them on their journey. Students will have the opportunity to trade with members on other teams. After they have traded with their peers’, they will have an opportunity to trade with the general store owner. After they have traded, team members collaborate and write, stating how each item they ended up with will help them on their journey to Cincinnati.
Creating The Setting (Chapter 4 / page 19)
page 11 & 12 - 1832 Mayor Elisha Hotchkiss welcomes the students to Cincinnati in a friendly letter. He asks the students to create the Cincinnati scene in 1832. Students keep adding to the mural as they learn more about Cincinnati when they read the book - ongoing project.
Coming Up With An Attraction (Chapter 4 / page 22-25)
page 13 - 15 - Students come up with a “curiosity” or attraction for The Great Western Museum. They design a poster to get people to visit the museum to see their attraction. However, before there attraction makes it into the museum, they must write a persuasive letter to Frances Trollope, providing reasons that support their opinion.
Cholera! (Chapter 6 / page 32)
page 16 - 18 - The Mayor warns the citizens about the cholera epidemic. If they have salt or medicine in their trunk (when they traded with their peers), they will be okay. If not, they must trade one or two of their items for salt or medicine so they will stay healthy.
Lost In The Woods (Chapter 9 / page 42 - Refer back to Chapter 4 / page 19)
page 19 & 20 - When Littsie is lost in the woods, she has to remember what Anne Belle Bailey said she could eat. The students will refer back to Chapter 4 to discover what is edible. They circle what they can eat and hold on to their plant guide so they don’t get sick. Afterwards, they research another edible plant (one that is not listed on the plant guide). They share with the class their edible plant’s life cycle and adaptations (present images and facts by making a poster).
- Students continue to add to the mural: pigs, steamboats, academy, orphanage, when they come across new places and things in the book -
Mural Printables, Rubric, Parent Letter and Unit Lesson Plan
page 21 - 26 - Printable Materials for your Historical Cincinnati Mural (trees, pigs, headings and a flatboat)
page 27 & 28 - Assessment tool: Rubric and link to edit the rubric based on the needs of the students in your class.
page 29 - A list of Common Core standards to hang up next to your mural in the hallway.
page 30 - Parent letter to find out about each student’s cultural heritage. (sent home before students complete their character for the mural)
page 31 - 35 - Full Unit Lesson Plan with standards and objectives
3rd Grade COMMON CORE STANDARDS:
English Language Arts Common Core Standard
Strand: Reading: Literature
Topic: Key Ideas and Details
Standard Statement: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Topic: Text Types and Purposes
Standard Statement: Write opinion pieces on topics or texts, supporting a point of view with reasons.
Social Studies Common Core Standard
Strand: Communities Past and Present, Near and Far
Standard Statement: Local communities change over time.
Standard Statement: Primary sources such as artifacts, maps and photographs can be used to show change over time.
Standard Statement: Communities may include diverse cultural groups.
Standard Statement: Systems of transportation and communication move people, products and ideas from place to place.
Standard Statement: Individuals must make decisions because of the scarcity of resources. Making a decision involves an opportunity cost, the value of the next best alternative given up when an economic choice is made.
Standard Statement: Both positive and negative incentives affect people’s choices and behaviors.
Science Common Core Standards
Strand: Life Science
Topic: Behavior, Growth and Changes
Standard Statement: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.