Survival of Native American Culture
Author: Erin C. Locke
Grade Level: 3rd & 4th
Subject Area: Social Studies/Language Arts
School: St. Peter's Elementary, 400 Floyd Avenue, Rome, NY 13440
School Phone: 336-2360
CONTENT KNOWLEDGE
Declarative
Procedural
ESSENTIAL QUESTIONS
FORWARD
This unit is a research-based unit that depicts many different tribes from North America. The majority of the unit is group based. The Iroquois tribe is used to introduce new writing techniques and create a focus around the unit. The groups will be working on their individual projects while the class learns about the Iroquois, a tribe native to New York State. Divide the class into seven groups of three or four and assign each a tribe from seven different areas of the United States. This creates knowledge of a wide variety of cultures and places a focus on different parts of the country. The students will be enhancing cultural knowledge as well as knowledge about North American geography. As the unit progresses and the class goes through each step, the groups will be following along. In each part of the unit there will be and asterisk(*) next to each part that group must do. Other literature and videos can be used to enhance the unit.
INITIATING ACTIVITY
The students begin to fill in the KW of a KWL chart about Native Americans (ask what they know about the Iroquois). Then use the "Want to Know" section to formulate questions for an interview. Urge the students to ask questions pertaining to how America today treats the Native American people and how they were treated long ago. A member of the Oneida Indian Nation is invited to speak to the class. Choose a few students to ask the questions and a few to write down the answers. Videotape the interview or tape record to keep as a resource for Learning Experience #4. The students use pre-written questions obtained from the KWL chart to interview the guest. After the interview fill in the "What we Learned" section based on the questions that were answered. Post the chart in the room.
DECLARATIVE KNOWLEDGE
LEARNING EXPERIENCE 1*
The students will understand:
Experiences and Activities:
Strategies Used:
What will be done:
As a class, using literature and information, fill out an enlarged graphic organizer for the Iroquois tribe. Model writing main ideas and summarizing without writing complete sentences to fill in graphic organizer. The students may also use pictures for graphic interpretation. (What clothing and housing looks like) Allow the students to use Encarta software to look up information about their tribe and print out information to use to fill in their charts. Take each group to the computer to "log on" to Internet and choose a search engine to locate information on their tribe. (NEVER LET THE STUDENTS USE THE INTERNET UNSUPERVISED--ALWAYS ASSIST!!!) Print out appropriate information and use to fill in graphic organizer.
*The graphic organizer is split up into two sections. Each section may need a day or two to fill in. This first learning experience may take up to a week to complete. This research section is very important and the information gained here is necessary for the unit to continue. Encourage to students to use the library to find information. Work with librarian to guide the students around the reference section of the library and to use the computerized card catalogue.
LEARNING EXPERIENCE #2*
The students will understand:
Experiences and Activities:
Strategies Used:
What will be done:
The students will be given a map of the United States. Students will color in the area of the US where the Iroquois Indians were from. Using different color markers, the students identify where specific tribes of the Iroquois Nation were from. (Seneca, Mohawk, Onondaga, Oneida and Cayuga) Students receive handout with SMOOC written on it. The students identify each letter with a tribe from the Iroquois Nation. In a few days, give the students the handout again and evaluate if they remember the five tribes.
*Each group is given a map and will be asked to color in the area on the map where their tribe is from.
LEARNING EXPERIENCE #3
The students will understand:
Experiences and Activities:
Strategies Used:
What will be done:
*First see Procedural Knowledge #2
The students will fill out compare and contrast chart for the Iroquois Tribe using enlarged graphic organizer from Learning Experience #1 as a class. First write down the similarities between Iroquois Indians and ourselves. Write down differences with regard to shelter, food, transportation, and clothing. As a class write the introduction and similarity section of the essay. Assign the students to do the paragraph on differences independently. Ask students to share their paragraphs and illustrate what kind of a paragraph is desired. As a class, write the conclusion. Use the Writing Process to edit for spelling, capitalization and punctuation and write the final draft.
*Each Native American group will fill a compare/contrast graphic organizer for their tribe as a group then write their essays individually using the Compare/Contrast Guide that was posted after procedural #2.
**Extending and Refining--The students will be using comparing as their reasoning process in this activity.
LEARNING EXPERIENCE #4
The students will understand:
Experiences and Activities:
Strategies Used:
What will be done:
*First see procedural Knowledge #3
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. Jot down ideas on the board. Next discuss how they think the Native Americans are treated today. Jot those ideas on the board. The students take notes from the board as the ideas are being jotted down. Review the tape of the interview then add what the guest had to say regarding both to the chart. 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 section takes the side of the Native American of today. The students write an essay from the perspective of a Native American from their time period explaining their side with details supporting their views.
**Extending and Refining--the students will be using the reasoning process of analyzing perspective and constructing support.
PROCEDURAL KNOWLEDGE
What will the students be acquiring and integrating:
What will be done to shape and internalize:
What will be done:
What the students will be acquiring and integrating:
What will be done to shape and internalize:
What will be done:
CULMINATING PERFORMANCE
PART 1-The students will compile their information from their graphic organizers and write a paragraph or two about the main components of their research. (Housing, Food, Clothing, Transportation, Language, and Religion) The students develop a page for each part of their research with an illustration. The students compile all the pages and type them using the word processor on the computer. The students create a cover page, title page and table of contents for their book. All the groups' books are then combined to make a class book to be printed and given to each student in the class.
PART 2-Each group will be handed a project planning sheet, which depicts who is responsible for each part of the project and presentation and provides a guide for the students to plan their projects. Each group will create a project depicting at least five aspects of their tribe. Encourage the students to create models and be creative with visual representations of the aspects of the tribe.
PART 3-Each group will give an oral presentation describing their tribe and their project. The project and presentation must be collaboratively done.
Set aside a day where parents and/or school are invited to Native American Day to share their projects.
USE A RUBRIC FOR ASSESSMENT
Rubric for Assessing the Culminating Performance
Oral Presentation
4.Clear, Understandable voices. Well organized with eye contact with the audience. Smooth transition between speakers.
3.Clear, understandable voices. Organized with some eye contact with the audience. Relatively smooth transition between speakers.
2.Somewhat clear voices. Somewhat organized with minimal eye contact with the audience. Somewhat smooth transition between speakers.
1.Unclear, soft-spoken voices. Very little organization. Very little eye contact with audience. Confusion between speakers.
Display
4.Extremely colorful, many visual representations, well organized, well constructed models. Represents at least five aspects of tribe. Put extra effort into the display.
3.Colorful, some visual representations, models, organized. Represents at least five aspects of tribe. Put some effort into the display.
2.Some color, few visual representations, few models, somewhat organized. Represents less that five aspects of tribe. Put little effort into the display.
1.Few colors, very few visual representations, few models, no organization. Represents less than five aspects of tribe. Very little effort.
Booklet
Should Contain: Table of contents, Five or more aspects of tribe, Use of graphic organizer, Nice illustrations, Use of literature and Internet, Cover page, Title Page
4.Contains all of above with extra effort
3.Contains six or seven of these with some effort
2.Contains four or five of these with minimal effort
1.Contains less than three of these with little effort
Grading
A+=12
A=11
B+=10
B=9
B-=8
C=7
D=6
F=-6
CONNECTION TO STANDARDS
ENGLISH/LANGUAGE ARTS STANDARDS:
Standard 1.1-Listening and reading to acquire information and understanding involves collecting data, facts and ideas: discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources.
Standard 3.1-Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.
Standard 4.1-Oral communication in formal and informal setting requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.
SOCIAL STUDIES STANDARDS:
Standard 1.1-The study of New York State and United States history requires and analysis of the development of American culture, its diversity, and multicultural context, and the ways people are unified by many values, practices, and traditions.
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.
Standard 1.3-Study of the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Standard 3.1-Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
|
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4 |
3 |
2 |
1 |
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Element #1 Cooperation |
Always cooperates with group |
Cooperates with the group most of the time |
Sometimes cooperates with the group |
Does not cooperate with the group |
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Element #2 Participation |
Active participant throughout the entire project |
Active participant throughout most of the project |
Active participant throughout part of the project |
Passive participant |
|
Element #3 Attitude |
Positive attitude throughout entire project |
Positive attitude throughout most of the project |
Positive attitude for part of the project |
Did not have a positive attitude |
|
Element #4 Responsibility |
Was always responsible with materials and texts |
Was responsible most of the time for materials and texts |
Was responsible part of the time with materials and texts |
Was irresponsible with materials and texts |
Cooperative Grouping Rubric
*This rubric is used to assess the effectiveness of each individual in the group. This can be done by asking the participant as well as the other members of the group.
LEARNING EXPERIENCE: VIEWPOINT OF THE NATIVE AMERICAN
A. Learning Standards:
English/Language Arts-Standard 1.2
Writing to acquire and transmit information asking, probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, 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.
B. This experience fits in the 3rd and 4th grade curriculum in that it involves American History and cultural influences.
C. Students should be able to:
D. Focus: To be aware of cultural differences and influence of society on different cultures.
Prior to this lesson interview a member of a Native American tribe or watch a video of an interview depicting the treatment of Native Americans from long ago to today.
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 thing Native Americans were treated in America long ago. Jot those ideas under the appropriate column on the board. Next discuss how they think Native Americans are treated today. Jot those ideas on the board. 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. 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 final copy using a word processing program for the computer.
40 minute class period
Analytical Perspective Essay and rubric for assessing such written work.
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4 |
3 |
2 |
1 |
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Element #1 Introduction |
Purpose of the essay is clearly stated |
Purpose of the essay is adequately stated |
Purpose of the essay is vaguely stated |
Purpose of the essay is not clear |
|
Element #2 Content |
Perspective is clear with many supportive details |
Perspective is clear with some supportive details |
Perspective is vague with few supporting details |
Perspective is unclear with very few supporting details |
|
Element #3 Organization |
Very organized with introduction, body and conclusion |
Somewhat organized with introduction, body and conclusion |
Not very organized with 2or less of introduction, body and conclusion |
No organization, No distinct separation of introduction, body and conclusion |
|
Element #4 Conclusion |
Clearly defined, leaving the reader convinced of your view |
Somewhat defined, leaving the reader knowing what your view is |
Vaguely defined, leaving the reader asking questions about your view |
Not defined, leaving the reader confused and unsure of your view |
Rubric for Analytical Perspective Essay