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R2 Front Page Teacher’s Guide Rondo Trunk Grade 2 Rondo Trunk Contents Grade 2 Teacher's Curriculum Guide 1. sleeve.Teacher's 3 ring notebook: Please put all pages, by page number, in their protective Books / Literature 2. City (Neighborhood Walk) - Peggy Pancella 3. Country Kid, City Kid - Julie Cummins 4. Living in Urban Communities - Kristin Sterling 5. Long Ago and Today - John Serrano 6. Long Ago and Today - Rozanne Lanczak Williams 7. Me on the Map - Joan Sweeney 8. School then and Now- Robin Nelson 9. Transportation Then and Now - Robin Nelson 10. Voices of Rondo - as told to Kate Cavett 11. Who came Down that Road - George Ella Lyon DVD/CD ROM 12. Rondo Oratorio: Re-Living Rondo's History Through Song (2 disc set) Maps/Posters - 13. Rondo Neighborhood Map, 1950 (Set of 15 laminated maps) 14. Rondo Neighborhood Map, 1920-1960 (1 laminated poster size map) 15. Minneapolis/St. Paul Neighborhood Map Other Items 15. Teacher's Resource Packet - Photos of 1950 landmarks (additional set in 3-ring binder) 16. 9 Postcards of St. Paul 17. Uniquely St. Paul Brochure (10 brochures) Teacher's Curriculum Guide for Rondo Trunk Grade 2 1. Social Studies Lesson Plan # 1 (pp. 1-4) 2. Social Studies Lesson Plan # 2 ( pp. 5 - 7) 3. Social Studies Lesson Plan # 3 ( pp. 7 -10) 4. Jackson Street Roundhouse Information Sheet (p. 11) 5. Teacher Resource Packet (Photos) (pp. 13-46) (plus one set in trunk) 6. Street Car Map (p. 47) 7. Saint Paul Union Depot Information Sheet (pp. 49 - 57) 8. Hand in Hand Productions Rondo Oral History Project (pp. 58 - 60) Suggested Background Reading for Teachers • Twin Cities: Then and Now by Larry Millet • Days of Rondo by Evelyn Fairbanks Social Studies Lesson Plan # 1 Standard: Historical Inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past. Benchmark: Use historical records and artifacts to describe how people’s lives have changed over time. Grade level: 2 Focus of lesson: Journey to the past in the Rondo community-Capturing neighborhood change through oral testimonies. Goal: Students take a “walking tour” of the Rondo neighborhood in the 1950s and learn through the stories of the people who lived there at that time. Suggested Time: 35-40 minutes (not including neighborhood concept activity) Date: July 2012 Mini-lesson What sources do we have to learn about the past? If * Key idea: Mini-lesson is a short you wanted to learn about how things used to be in lesson that focuses on one main Saint Paul how could you find information about that? teaching point. Imagine you were an historian and wanted to write a * Teacher resources… history book about your neighborhood, how would you * What students bring to the do this? Chart students’ answers. You can title the lesson chart: The Historian’s Tools. Suggestions: letters, diaries, artifacts, videos, stories, songs, photographs, articles, traditions, maps... In the next few days, we will be learning about the history of our city, St. Paul, and more specifically about the history of one neighborhood in St. Paul called Rondo. When we study history, it means we look into the past to see how things used to be. We will be looking at some of these tools we recorded on our chart to help us learn about Rondo. Material: Large Rondo Map and laminated copies for students Dry Erase markers for tracing on map Audio tour script (suggested one or self created) “Voices of Rondo” text excerpts Photos of Landmarks in 1950 Connection How this fits in with what we’ve been doing… Based on student background knowledge it may be necessary to pre-teach the following: Introduce this lesson through a read aloud: City (Neighborhood Walk) Peggy Pancella Great visual to show relationship between a neighborhood, city, state, country, and continent. Teach We are going to pretend that we are taking a walking tour Direct Instruction of the Rondo neighborhood the way it used to be in 1950. * Set purpose To do so, I am going to give you a map so you and your * Tell students what we want partner can follow along as we are “taking our walk” . them to focus on/earn/know (Have large Rondo map on white board so you can point to places as you are talking to students. Point to the title Model/Think aloud for students: of the map.) Something we’d like them to try… This map is from a book called Voices of Rondo. In that book, people who grew up in that neighborhood tell us Activate prior knowledge or what it used to look like and how it used to be there. As Build background knowledge we talk our walk, I will read you some of their stories. Listen carefully; I am going to ask you to remember where we went, what we saw and what we learned from our Rondo friends after we are done with our visit. (visit Hand in Hand Productions for more details on Rondo project) Suggested Audio Tour Script (can be adapted as needed): (Role play to make tour more fun and interactive) We’ll start our walk on Lexington Parkway. Place your finger on Central High School. Who knows someone who is going/went to Central High School? Central High School happens to be the oldest high school in the state of Minnesota. It was created in 1866-about 150 years ago- but it was at a different location. This building on the corner of Marshall Avenue and Lexington Parkway was built in 1912 (100 years ago). Show picture on p.254 Other pictures: Central High School. Listen to the story of Melvin Thomas Henderson who went to Central High School in the late 1950s. Melvin was a good student and athlete. He was raised in the Rondo neighborhood. Melvin remembers that Black people at that time were not treated as well as White people. White people did not have respect for Black people at all. People were also treated differently in the South and North of the country. People in the South thought Blacks and Whites should remain separated and not socialize, or be friends. When Melvin became Homecoming King* (show picture p.255) someone took his picture. Melvin remembers that people in the South showed his picture around because they were upset the King was black and the Queen was white. Things were not fair very often in the South, but things were not always fair in our part of the country as well, as we will see later on. *Homecoming is an annual tradition of the United States. It is a Fall celebration to welcome students back to school. There is usually a football game with a parade took his picture. Melvin remembers that people in the South showed his picture around because they were upset the King was black and the Queen was white. Things were not fair very often in the South, but things were not always fair in our part of the country as well, as we will see later on. *Homecoming is an annual tradition of the United States. It is a Fall celebration to welcome students back to school. There is usually a football game with a parade and a dance and students can crown a Queen and King. Walk 2 blocks North (review the 4 cardinal points if needed) to St Anthony Street. Turn right on St. Anthony Street. St. Peter Claver School is on your left. Melvin attended St. Peter Claver School like Melvin Whitfield Carter Senior, who also lived in the Rondo neighborhood as a child. Melvin’s dad was a talented musician so a priest at St Peter Claver asked him to start a band. Melvin remembers that the band was very popular in the neighborhood. People would say,”Where is St. Peter Claver Band? We want those kids to play for us!” (p.84) Music helped Melvin get into the Navy. Remember when I told you that things were different for Blacks and Whites. Blacks all over the country did not have the same opportunities. Melvin remembers that to get into the Navy, Blacks could only apply as cooks; that was the only job they were allowed to do. When Melvin came back from the war and though he really liked music, he had to find a job to support his growing family. He became a “Redcap”. (Show picture on p.87-read part about Redcaps/show picture) Melvin also remembers that “When Black travelers came to town they were not welcome in most hotels, and they’d ask Redcaps where the Rondo Neighborhood was or where they could find a room. Generally, there was always somebody who had rooms for rent, so we’d tell them go see Mrs. So-and-So, she’s got rooms for rent. We’d generally know where to steer them.” As I mentioned earlier, a lot of Black people at that time worked for the Railroad. It was hard work; railroad workers put in long hours especially the workers who traveled on the trains as Marvin Roger Anderson remembers. His dad was a waiter on the railroad. (p192- read selected parts about being a waiter on the railroad) Go all the way to Oxford Street and turn left. Once you are on Oxford Street, go North to University traveled on the trains as Marvin Roger Anderson remembers. His dad was a waiter on the railroad. (p192- read selected parts about being a waiter on the railroad) Go all the way to Oxford Street and turn left.
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