Pre-Teaching Activities

1. Show students a picture of Czech Village and the National Czech & Slovak Museum & Library (found in 3rd grade binder, traveling kit or power point presentation). Ask them what they know about this area of Cedar Rapids. Write down their ideas on a chart tablet. Or have students create a “Line of Learning” by dividing a paper in half with a line drawn across the center. Students write what they know in the first half. Following the completion of the unit, students write what they learned in the second half. This could be done on a trunk shaped paper by enlarging the trunk writing template included in this binder.
2. Discuss immigration and the concept of “push-pull.” What pushed people from their homes to America? (drought, war, persecution) What pulled people to America? (jobs, land, rumors of “goldpaved” streets, family)
3. Review the timeline of Cedar Rapids, particularly the development of businesses such as the Sinclair Meat Packing Plant that brought immigrants to the area.

Student Activities (Steps/Process)
Jump to Activity: [1] [2] [3] [4] [5]

Activity 1:

• Display a world map and have students locate the Czech and Slovak Republics in Central Europe

Students can use atlases as well. Have students identify the continent the republics are located on. Have students identify what countries form the boundaries of the republics.

• Share with students that the borders in Central Europe have changed over the years. Using the overhead map overlays and the brief description included, discuss the changes with students. These changes are complicated but students should be able to grasp the basic reasons.

• Have students label the map of Europe found on the “Czech Republic Map” page of tab booklet. Label the two countries on the map of Europe. They can color the Czech Republic red and the Slovak Republic blue. Students can also label the countries that border them. (There is a labeled map of Europe included in this binder.)

• Using maps of the countries, have students explore the Czech and Slovak Republics. Students can label their activity maps “Czech Republic Map” and “Slovak Republic Map” with regions, capitals, major cities, rivers and landmarks. Tailor this to fit the needs and abilities of your classroom. (There are labeled maps included in this binder.)

• Use this lesson as an opportunity to review map skills and connect to the 5 themes of geography – particularly location and region.

Activity 2:
(research & presentations will be ongoing - consider integrating into reading/writing)

• Share with students some photos of the Czech and Slovak Republics; asking what they think it is like to live there, adding to the chart started earlier.

• Display traveling kit and explore with students the artifacts representing the Czechs and Slovaks. (Information about some of the artifacts can be found in the kit.)

• Review immigration, sharing that the United States has 1.6 million people who claim Czech heritage and 1.8 million who claim Slovak heritage.

• Briefly share about Czech and Slovak immigration to Cedar Rapids by reading “Czech Village, Cedar Rapids, Iowa” (included in this binder).

• Tell students that in order to gain a better understanding of the Czech and Slovak culture, they are going to learn about life in the Czech and Slovak Republics.

• If using the tab booklet, have students complete the introduction pages – “Meet the Czech Republic” and “Meet the Slovak Republic” and the flag and anthem pages.

• Using books, artifacts and fact sheets from the traveling kit, encyclopedias, and internet, students will research certain aspects of the countries. A graphic organizer for each country is found in the tab booklet on the back of the map pages. (Topics included on the graphic organizers are: location, area, population, capital city, climate, natural or physical features, cultural or human features, plants and
animals, customs and holidays, economy-products/services.)

o Option 1: Complete the research and fill in the graphic organizers together.
o Option 2: Divide topics up and have students complete research in groups. They could present their information to the class. If using the tab booklets, students will need to fill in the research graphic organizers after the groups present to the class.

There are many ways that students can present their information – tailor it to fit the needs of your classroom. Students could:
- create posters (These posters could be combined to form large class books.)
- dress in costume and give “tour” of their country
- create a power point (slides can be put together to form one presentation)
- write diary entries depicting life in the two countries
- create an alphabet book for each country (could be done on Kid Pix or Power Point)
http://www.readwritethink.org/materials/alphabet/ has an on-line interactive alphabet organizer

Activity 3:

• Re-read When Jessie Came Across the Sea or share another immigration story (check your school IMC, local library or bookstore – there are a number of fictional stories with European backgrounds such as The Memory Coat; Annushka's Voyage; Journey to Ellis Island and chapter books such as Letters from Rifka and the Dear America or My American series)

• Briefly share information found in the excerpts from Slovo: The 30th Anniversary Commerative Issue 2004 (included in this binder); discussing Czech and Slovak immigration to the United States using these questions as your guide:

- When did they come to America?
- What brought them here? (What “pushed” them or “pulled” them?)
- Where did they settle? (There will be a map at the
   NCSML that will be used for further discussion.)
- What they did do?
- What was it like to immigrate and settle into a new country?

• Read “A Brief History Of Czechs in Cedar Rapids” and “A Brief History of NCSML” (included in this binder)

Discuss Czech and Slovak immigration to Cedar Rapids using these questions as your guide:

- When did they first settle in Cedar Rapids?
- What brought them to Cedar Rapids? (What “pushed”
    them or “pulled” them?)
- What contributions did they make to the
   development of Cedar Rapids?
- What is Czech Village?
- What is the National Czech & Slovak Museum & Library?

• Share with students the Power Point Presentation of Czech Village (found on district server “I”). There is also additional information about the village on the NCSML website titled “Original Bohemian Commercial District.” www.ncsml.org

• Have students think about what they would feel like if they were to immigrate to a new country. What would they take with them? Show students a photo of a trunk that would have been used (included in this binder). Have students complete the “Coming to America” worksheet by listing items they would pack and why. (There may be an interactive station at the NCSML with a trunk and artifacts. Afterwards, students could revisit their chart and see if they want to make changes to what they’ve
included in their trunk.)

Optional extensions:

• Students can draw objects and/or write about what they would put in their trunk if they were asked to move to another country (writing trunk template & idea included in this binder).

• Students could bring in artifacts representing what they would pack in their trunk.

Activity 4:

Field trip to the National Czech & Slovak Museum
& Library and Czech Village

• Contact museum educator, at 319-362-8500 to arrange the tour and obtain information about cost

• May want to browse the website for the NCSML www.ncsml.org
(great information in “Education” about the study trip) (also visit “About the NCSML” for a brief history of museum and library and “Collections & Research” for links to brief history of Czech village and virtual tours of Czech points of interest in Cedar Rapids)

• Interactive Stations at the NCSML may include:
     - Traditional costumes and dancing
     - Packing a replica of a trunk used by immigrants
     - Make and take – folk art (activity depends on time of year)

• This is great coupled with a tour of Brucemore Mansion. Be sure to check out their website (www.brucemore.org ) as well and arrange for a tour if desired. Directions for a bus-tour of important landmarks as you travel between the two locations are included in this binder.

• Consider visiting the African American Historical and Cultural Center of Iowa as well. An onsite visit can be arranged with the African American Historical and Cultural Center of Iowa. They will present information about the contribution of African Americans to Cedar Rapids and Linn County.


Activity 5:

• If using the tab booklet, continue the exploration of the Czech and Slovak Republics by finishing the last two tabs: Languages and Traditions.

- Students will learn about the languages and learn a few phrases.
- Students will do a language comparison of the word “school” (note: this is a comparison of the written word “school” throughout Europe…words from an on-line translator).
- Students can write some of the translations on the European map.
- Students will draw a folk design called “Little Apple.”
- Students can create their own folk design using traditional folk elements.

• If you wish to explore languages further, there is a Czech alphabet page included in the Czech kit binder. Also, look for information in the traveling kit such as My Czech Word Book ABC’s.
• Write thank you notes to the docents (tour guides) at NCSML (and other places you’ve been on this study trip).
• If you have already visited the NCSML, revisit the chart started earlier. Record on chart new information learned. If students used the “Line of Learning,” have them write what they learned on the second half of the paper. Discuss what they’ve learned about immigration, the Czech and Slovak Republics and the impact these immigrants had on Cedar Rapids. (Note: If you are completing any of the optional ideas, wait with these activities until further explorations have been completed.)



Optional Extensions/Ideas:
• Read aloud a Czech and/or Slovak folktale. Check your school or public library for the following:
• Salt is Sweeter Than Gold by Andrew Peters
• Tall, Wide and Sharp-Eye by Mirka Gabler
• “Kuratko the Terrible” in Silly and Sillier Read Aloud Tales From Around the World
told by Judy Sierra
• selections from Slovak Tales for Young and Old translated by Lucy Bednar
• There is a list from NCSML included in this binder.
• Discuss the oral traditions of folktales and ask students to share a family story that is passed orally (this will need to be assigned as homework prior to the lesson).
• Ask students to think of traditions their families have. Make a list of traditions that occur in the United States. Write about family traditions. (There are writing and technology integrated lesson plans included in the Czech kit binder – adapt to your classroom situation.)

• Tell students they are going to experience some Czech and Slovak traditions.
o See the list below for some of the possibilities. Tailor these extensions to fit your classroom needs.

• Research and recreate a traditional Czech/Slovak celebration (articles on Easter and Christmas traditions are included in the Czech kit binder)
• St. Nicholas Christmas, St. Stephens Day, New Year, Three Kings Day, St. Joseph’s Day, Easter, Driving Out Water, Worker’s Day, Czech Independence Day, Harvest celebrations, All Saints Day
• Discuss Christmas ornaments and their significance – (article included in the Czech kit binder)
• Learn a traditional dance
• Decorate eggs (kraslice) – There are egg kits available for purchase at NCSML or students can draw and color designs on paper eggs (article and sample designs included in the Czech kit binder).
• Create dough art – (recipe and photos included in the Czech kit binder)
• Make some recipes – (recipes for Honey cookies, Christmas Gingerbread Cookies, Czech Bubalania, Czech-American Sweet Popcorn included in the Czech kit binder)
• Make or buy Kolaches (recipes included in the Czech kit binder)
• Research famous landmarks such as Krumlov Castle, Prague Castle, Astronomical Clock in Prague, St. Michael’s Gate, Old Town Hall in Bratislava (look for information in traveling kit, in books or on-line)

Cross-Curricular Connections
• Read a variety of folktales – decide on the key elements they have in common such as magic
and good vs. evil; create a chart and do comparisons as you read different ones.
• Read several versions of the same folktale and compare using Venn Diagrams.
• Read folktales from around the world and plot their location on a world map (students can design small place cards with the title of the folktale and add an illustration).
• Have a folktale celebration (Reader’s Theater, puppet shows, snacks from around the world).
• Discuss elements of folktales and have students write an original folktale.

Optional Assessment/Evaluation:
Read over the “Line of Learning” student reflections to see what they’ve learned.