As many have observed, cookies are best with milk. We try not to use any on our websites. But software is hard to override, so please forgive us if a cookie gets placed. We do not track or intentionally use cookie data.

Free, Fun mini-Museum Exhibit Curriculum

 This unit will help elementary children understand how long people have been sharing their thoughts in ways other than talking. For specific curriculum alignment, see the Minnesota State Education Department Website. https://education.mn.gov/MDE/dse/stds/soc/imp/ . For state social studies academic standards for grades 1-4, download the PDF at the bottom of this page.

Children in grades 1-4 learn the role physical letters and mail delivery have played in their own local history by connecting people with their handwritten and heartfelt thoughts. In so doing, they explore many of the learning goals the state standards cite. 

 Our sample lesson curriculum focuses on our local topic of  the Ojibwe mail carrier, John Beargrease, of Beaver Bay, Minnesota. He was the first person sworn in as a U.S. Postal Carrier to Minnesota's North Shore in 1895 and authorized to deliver U.S. mail by boat and dog sled from 1895-1903.

Sample

 This sample lesson curriculum focuses on our local topic of  the Ojibwe mail carrier, John Beargrease, of Beaver Bay, Minnesota. He was the first person sworn in as a U.S. Postal Carrier to Minnesota's North Shore in 1895 and authorized to deliver U.S. mail by boat and dog sled from 1895-1903. 

Researching his life, work, culture, contributions and impact touches all the elements in state Social Studies curriculum guides for grades 1-4. The creation of the mini-museum history around this learning goal amplifies his impact by offering it for public view and discussion in the public setting of the Cook County History Museum.  

Objective

To prepare elementary school students in grades 1-4  to create a mini-museum exhibit on a topic of their choosing by providing a  flexible workshop designed to expose students to the methods of research, collaborative learning, writing, illustration and communicating through discussion, revising ideas when they hear and reflect upon new information.​

OUTCOMES

Children will produce knowledge items of:
  • Written text
  • Illustrations of key concepts such as background, character, settings
  • Maps
  • Glossaries
  • 3-D clay models
  • Interview transcripts from talking with primary sources in the community
NOTE: Social,  emotional and behavioral outcomes may be more important than the cognitive learning. Skills that deepen SEB learning are:
  • Working cooperatively in pairs. It's the basis of friendship and citizenship.
  • Explicit instruction to listen, reflect, ask questions, especially when there is difference in age, background or culture
  • Modeling by teaching conversation as a means to knowledge by inviting primary sources in from the community to share historic, social and multicultural knowledge
  • Observation to increase perception and understanding of peoples moods, readiness to share, confidence in their material
  • Physical graphic skills of hand writing, printing, fine motor skills to cut board plaques to be mounted
  • Hand-eye coordination of drawing
  • Sharing of work at every stage to be affirmed, appreciated, take feed back in the constructive manner it is given
  • Changing mind or ideas as new knowledge and experience is gained

What You need

Download here our free Curriculum Lesson Plan PDF!
Download here a free PDF of Minnesota State Academic Social Studies Guidelines for grades 1-5.
Minnesota Children's Press • © 2019-2025