Kate Yarber
TE 843 Summer ‘06
Attachment to Unit Planning Project
A Two Week Unit on
CHICAGO
Objectives:
-To understand events, trends, individuals, and movements shaping the history
of Illinois and Chicago.
(State Goal 16)
-To understand local geography and the effects of geography on society, with an
emphasis on Chicago.
(State Goal 17)
Materials:
-Chicago Then and Now, by Tracie Richardson (class set)
-Chicago, by R. Conrad Stein (class set)
-L is For Lincoln, by Kathy-Jo Wargin
-Children of the Fire, by Harriet Gillem Robinet (chapter book)
-Fair Weather, by Richard Peck (chapter book)
-State Shapes-Illinois, by Erik Brown
-Illinois-Hello USA, by Kathy P. Anderson
-Oliver’s Game, by Matt Tavares (Wrigley Field and Chicago Cubs references)
-The Field Mouse and the Dinosaur Named Sue, by Jan Wahl (refers to the Field
Museum and “Sue”)
-Journey Around Chicago From A to Z, by Martha Day Zschock
-World Almanac Library of States-IL, by Kathleen Feely
-Portrait of America-IL, by Kathleen Thompson
-Great Fire, by Jim Murphy
-Illinois Jography, by Carole Marsh (teacher guide)
-My First Book About IL, by Carole Marsh (teacher guide)
-Illinois Coloring Book, by Carole Marsh (teacher guide)
-Science Fun in Chicagoland, by Thomas Sills (teacher guide)
-Chicago Wilderness magazines (Peggy Notebaert Museum)
-Chicago Tribune and Chicago Sun-Times newspapers
-CTA train route map
- Chicago! Video
- various maps of the city and region
Resources/
Additional Materials:
Chicago Historical Society
Peggy Notebaert Nature Museum
Field Museum
Chicago Public Libraries
Lincoln Park Zoo
Field Trip Ideas/
Extensions:
-bus/walking tour around the city
-Chicago Historical Society
-architectural tour via boat on Chicago River
-North Park Nature Center
-Peggy Notebaert Nature Museum
-Lincoln Park Zoo
-walking trip to a Chicago Public Library
-invite a Chicago historian to speak to the class
-invite prominent figures/community members/older family members to talk about
Chicago history, memories, and experiences
Lessons: Day 1
“Where is Chicago?”
As a class, construct a KWL chart about Chicago. Students will then read text
from Chicago Then and Now about “Checagou” and discover where its’ name
originated from and how and its’ exact geographic location, with special attention
given to the waterways that affect the land. Students will be given a map of
Illinois and will label important cities and characteristics, as well as noting
cardinal directions. Begin a class word wall and continue to add to it as the unit
goes on.
Day 2
“Two Worlds Meet”
Students will read text associated with the first people of Chicago-the
Potawatomi Indians, Jolliet, Marquette, and DuSable from Chicago Then and
Now and Chicago. In groups of 3-4, come up with five questions you would like
to ask any of these first settlers. Each student will draw a picture of what they
think Chicago looked like when it was first discovered.
Day 3
“Chicago is Born”
Students will read text on how the city seal was “born”. Emphasis will be placed
on the symbols in the seal. Students will make and design a seal about
themselves, choosing a motto and a symbol that tells something about them.
Day 4
“The Great Chicago Fire”
Students will hear excerpts about the Chicago Fire via an audio tape version of
Great Fire. Read related text together in Chicago books. Students will draw a
diagram of their house and show fire escape routes on the map that they would
use with their family to escape a fire. Students can take turns listening to the
book-on-tape in groups at the listening center. If possible, invite a fireman to
speak to the class on fire safety and the Chicago Fire.
Day 5
“Chicago Fire” continued
Students will read about how Chicago cleaned up after the Great Fire with a
building boom and influx of new people. Continue listening to the book-on-tape,
either as a class or at the listening center in groups. Students will write about
why they think many people wanted to rebuild Chicago instead of move to
another city.
Day 6
“The World Comes to Chicago”
Students will learn how the term “Windy City” really came about and read about
the World’s Columbian Exposition. Students will draw and describe a picture of a
new invention that they think would be shown if a world’s fair was held in Chicago
today.
Day 7
“A Train in the Sky/On the Move”
Students will reflect upon the various modes of transportation in and around the
city. They will also read about the construction of the El train. Students will be
given a map of the train route through the Chicago Loop and trace the routes.
Students will also list the streets that form the boundaries of the Loop.
Day 8
“Sights of the City”
Students will become familiarized with the many famous buildings, skyscrapers,
and landmarks in the city. Read A Field Mouse and a Dinosaur Named Sue or
Oliver’s Game to give a preview to 2 important spots in Chicago-The Field
Museum and Wrigley Field. Discuss what museums are. Students will write
about objects they would display at a museum to tell people about themselves
and tell why they chose those particular items.
Day 9
“Looking Toward the Future”
Sum up the unit by having students draw a picture of something new they
learned about the city or draw their favorite thing about Chicago. Each picture
should have a brief description or paragraph. Compile all the drawings, laminate,
and turn into a class book to be kept in the classroom. Prepare students for
walking field trip around the city. Distribute map of the city and have kids trace
the walking route with a crayon, noting the landmarks that will be seen and the
stops that will be made.
Day 10
“Chicago Close Up”-Field Trip
Students will go on a walking tour of the city with special stops made at major
landmarks and buildings, including a focus on historical locations learned about
throughout the unit.
Day 11
“Summing up”
Complete the KWL chart. Administer a mini-quiz on unit. Continue working on
drawings for class book. Each student can present their artwork to the class and
explain what they drew. Students can look at additional fiction and non-fiction
books on Chicago and Illinois when work is completed.
There is a multitude of topics that could be added or modified into this unit, such
as nature and animals in Chicago, famous Chicagoans, sporting life in Chicago,
architecture, exploring the suburbs, Chicago music (blues, fox trot, etc.), and so
much more. I plan on continuing to add to the unit materials and ideas as I find
them along the way.