Erin C. Locke
St. Peter's Elementary
400 Floyd Ave.
Rome, NY 13440
(315) 336-2360

LEARNING EXPERIENCE: Viewpoint of the Native American

1. LEARNING CONTEXT:

1. Learning Standards:

English/Language Arts-Standard 1.2

Writing to acquire and transmit information asking probing clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concsely, and comprehensively.

Social Studies-Standard 1.2

Important ideas, social and cultural values, beliefs and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Math/Science/Technology-Standard 2

Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

• This exercise fits in the 3^rd and 4^th grade curriculum in that it involves American History and cultural influences. It is done as a culminating experience after a unit done on Native Americans.
• Students should be able to:

1. Internalize information from an interview and text.
2. Use information to create perspectives of another culture.
3. Use information to write an analytical perspective essay. (Format of analytical essay previously modeled and students have provided examples.)

1. Focus: To be aware of cultural differences and influence of society on different cultures.

1. PROCEDURE

Interview a member of a Native American tribe or watch a video depicting the treatment of Native Americans from long ago today. (If conducting an interview it is a good idea to videotape it with permission from your guest for future use) If the students interview a guest make sure to help guide the students to devise questions that focus on the issue of how the Native American person is treated now as compared to how they were treated long ago. The teacher should prompt the students to focus on a few major issues such as education, social acceptance and/or job opportunities. The students take notes during the interview or while the video is being watched. (Notetaking skills should be taught and practiced prior to the experience.) This is done toward the beginning of the unit. Students will study several Native American tribes throughout the unit. Choose one tribe to focus on or combine the knowledge learned about many tribes and pool to form a general knowledge base.

On the board, make two headings-Yesterday and Today. Put a line down the middle. The teacher begins the class discussion by asking the students how they think Native Americans were treated in America long ago in respect to the topics that the class is focusing on. (see above) Jot those ideas under the appropriate column on the board. Next discuss how they think Native Americans are treated today. Jot those ideas down on the board. This information is gathered based on the prior knowledge the students have gained from their research during the unit. The students take notes from the board as the ideas are being jotted down. Review the video or interview. Add to the chart what can be added from the video. It is important to make sure the information is filtered so that the information remains more factual than opinion. Divide the class into two sections. One side of the class will take the part of the Native American of long ago and the other will take the side of the Native American of today. The students will write an essay from the perspective of a Native American from their time period explaining their side with details supporting their views. Use the writing process and write the final copy using a word processing program for the computer.

There are many web sites that are available about tribes from all over the country. It is suggested that these may be used to help create more understanding about the issues that have either helped or hindered the Native American.

• CLASSROOM MODIFICATIONS

1. Students who have difficulty writing may draw illustrations to depict their view with a caption to explain their illustration.
2. For students with motor skill difficulties, or extreme written disabilities, the essay may be dictated or recorded.

4. TIME REQUIRED

3-40 minute class periods plus time for students to type up final essay on the computer as needed

Prior to experience-interview or watch the video and conduct research on different Native American tribes.

Day 1-Review video and research already obtained. Conduct a classroom discussion and begin filling in charts on the board as students take notes.

Day 2-Finish the chart and divide the class at random to provide an equal amount of essays from each perspective. Have each group review their notes and discuss with the teacher looking on to provide direction for the discussion.

Day 3-Each student begins their first drafts using a format provided by the teacher for the analytical essay. Begin typing the final draft after the teacher has edited and approved the piece.

5. RESOURCES AND MATERIALS FOR STUDENTS USE:

1. Word Processing Program-Writing Workshop
2. Note Paper
3. VCR
4. Videotaped interview

6. ASSESSMENT

1. Analytical Perspective Essay and rubric for assessing such written work.

Rubric for Analytical Perspective Essay