Layered Settlement - Many Groups, One Place

Recite land acknowledgment. Introduce the class Place Promise (MG-8). First recital.

• Affirm continuity from G2-Spring Welcome Promise
• Set Promise as weekly routine

M-3-F-HIS-05-B Chart

MG-8 reproduction at 24x36 laminated parchment style. Text in 36pt: 'WE ARE CHILDREN OF THIS PLACE. We listen to the stories that have been here before us. We notice whose voices have been heard and whose have been missing. We help carry the stories forward.' Sub-line in 14pt: 'Continuing our G2 Welcome Promise + class land acknowledgment.'

MG-8 Chart

Mounted on classroom wall at child-eye-height; mirrored at the school entrance with administration permission. Recited weekly in Morning Meeting from lesson 5 onward. Caregivers receive a copy in the week-5 parent letter. CRITICAL: drafted with caregiver and local Indigenous nation cultural office input in weeks 3-4 - never invented by staff in isolation.

Yesterday we honored the foundational layer - the [Local Nation]. Today we name the OTHER LAYERS. Many groups have come to be in this place: European settlers, enslaved peoples brought against their will, Mexican American/Spanish/Latin American presence, Black migrants of the Great Migration, immigrant waves from many nations, and continuing arrivals today. ALL these layers are part of the story. We will use the multi-path framework from G2-Spring.

• All layers must be named honestly.

  model [Local Nation], European settlers, Black neighbors, immigrant communities (locality-specific list).

  prompt Name 4 layered groups in your local place.

• Name 3 layered groups.
• Why is the Indigenous layer foundational?

• Draw a 5-layer cross-section diagram (like sedimentary rock) of the local place's settlement history.
• Add 4-6 event cards to MG-4 timeline, one per layer.

M-3-F-HIS-05-A Diagram

8.5x11 portrait template showing a sedimentary-rock-style cross-section with 5 horizontal bands labeled top-to-bottom: TODAY (continuing arrivals); GROWTH ERA (immigrant waves); EARLY ARRIVALS (settlers + enslaved peoples); EUROPEAN ARRIVAL (1492-onward); TIME IMMEMORIAL (the [Local Nation]). Each band has space for child to sketch/dictate one group + one date. The visual proportion of each band = duration of that layer.

• Recite the Place Promise. Name 3 layers of our local place.

• Add 'settler', 'wave', 'Great Migration' to Word Wall
• Preview: tomorrow we meet our first source type - newspaper

• With a family member, identify which layer(s) your family's story belongs to. Record in your journal.