Lesson Plan

Unit: United States

Lesson: Culture of Missouri

Lesson Preparation:
Learning Objectives:
a) Students will be able to locate Missouri on a map of the United States of America
b) Students will be able to discuss the Missouri Compromise and its significance
c) Students will be able to identify state symbols, traditions, religions, and arts.
Standards by Discipline and Content Themes:
a. Pennsylvania
a. Standard 5.1.3.F: Identify state symbols, national symbols, and national holidays.
b. Standard 5.2.3.D: Describe how citizens participate in school and community activities.
b. NCSS Themes
a. Explore and describe similarities and differences in the ways groups, societies, and
cultures address similar human needs and concerns
b. Describe ways in which language, stories, folktales, music and artistic creations serve as
expressions of culture and influence behavior of people living in a particular culture
c. Compare ways in which people from different cultures think about and deal with their
physical environment and social conditions
d. Give examples and describe the importance of cultural unity and diversity within and
across groups.
e. Examine the interaction of human beings and their physical environment, the use of the
land, building of cities, and ecosystem changes in selected locales and regions
f. Work independently and cooperatively to accomplish goals.

Academic Language:
Culture- The customs, arts, social institutions, and achievements of a particular nation, people,
or other social group.
Unity- The quality or state of being made one (harmony)
Diversity- The inclusion of different types of people (such as people of different races or
cultures) in a group or organization.

Technology, Materials & Resources

1. Enlarged state flag of Missouri
2. Classroom iPads will be utilized by students to research
Anticipatory Set
1. Provide the class with a piece of paper which they will fold and add to their states pamphlet to
add the information they learn today about Missouri’s culture.
2. The class will be reminded of some of the information we covered the previous day about the
geographical features of Missouri. I will ask the students to think-pair-share and come up with
five facts which they remember about yesterday’s lesson on the geographical features, tourist
attractions and landmarks of Missouri. I will allow the students 5-10 minutes for students to
think of these facts prior to pairing off with a seat partner. Once the students have all paired
off, I will give another 5-10 minutes for the pair to collaborate and pick 2 facts to share with the
class during share.
 3. On the screen at the front of the class, I will have a projection of Missouri’s state flag. Using the
classroom iPads I would ask the students to answer the following questions regarding the state
of Missouri and its symbols:
a. What does “Salus populi suprema lex esto” mean on the state seal?
b. Does Missouri have a state bird and flower? If so, what are they?
c. When did Missouri become a part of the United States?
d. Why is Missouri such as blend of individuals and cultures?
e. What type of dance was named the official state American Folk Dance of Missouri?

Instructional Activities
1. After the students have completed the research, we will go over these topics as a class in
further detail.
a. Missouri became a part of the United States following the Missouri Compromise. The
state joined the union on August 10, 1821 to become the 24th state.
b. Missouri is a state for its people as the transition of “salus populi suprema lex esta”
which is located on the state seal stands for “the health of the people should be the
supreme law.”
c. State bird – bluebird which is considered a sign of happiness.
State flower – White Hawthorn Blossoms
d. Missouri is a blend of all cultures because it separates the north from the south and the
west from the east. Its location is what allows such a great diversity in races, ethnicities,
and religions upon the citizens of Missouri. At this time, I would address the different
religions which create the make-up of Missouri’s citizens.
2. When we completed going over their material, I would provide the students with about 10-15
minutes to complete 3-4 pages in their state pamphlet regarding the information covered the
last two days about Missouri. I would like 1-2 pages about each topic covered.
Closing
1. I would ask the students to push their desks to the outside portion of the classroom and create a
circle within the center of the class. From there I would introduce the square dance instructor,
for instance Donna Hunt, to show the students a view square dance steps prior to joining in and
trying the steps with her.
Meeting All Learners
1. The anticipatory activity will meet the needs of visual and reading and writing learners. They
will view the enlarged flag on the projector and be able to see the state seal located in the
center of the flag magnified.
2. Visual and reading and writing learners will be allowed get an understanding of the culture in
Missouri through the use of their iPads for the different parts of today’s lesson.
Accommodations
1. Students with a learning disability may be asked to only complete two pages of information
about Missouri in their state pamphlet.
2. For students with visual difficulties, I could provide a flag at the table for them to view rather
them the projected version.
3. For students with difficulty working in groups, I would allow that student to work independently.
Assessing Objectives
1. To ensure the students have met the objectives of today’s assignment, I would require the
students to drop their state pamphlet in the drop bin for review. This pamphlet will allow me to
check what the students are gathering and find interesting about the states covered.
Salus Populi Suprema Les Esto = The health of
the people should be the supreme law.