1 Learning Context
Primary Purpose of the Unit:
This learning unit provides students with the opportunity to explore another race of people, their culture, and important contributions they have made to society. This unit was designed to meet NYS Learning Standards at the fourth grade level. main focus is content in the Social Studies curriculum in which students learn about the two major Indian tribes of New York State and how their distinct cultures greatly influenced the history of the area of New York State. This unit ties into the Fourth grade core curriculum when students demonstrate an understanding of how Native American Indians in New York used the environment to meet basic needs and wants. Its The goal was to present this material in a fun and interesting way, so the student could make a clear real-world connection. Learning was to be enhanced through the use of technology. The students will work in cooperative pairs to research a Native American tribe of New York.
Content Knowledge:
Students will identify the subgroups of the major Indian tribes of New York State - the Iroquois and the Algonquian. The students will also describe how the tribes obtained food, what roles the men and women had, and where the tribes lived. The students will construct a replica of an artifact pertaining to their tribe. Such forms could be models, pottery, drawings or any other creative form.
Prerequisite information for successfully completing the unit on Native Americans:
- basic skills in using the card catalog
- basic skills in researching
- basic word-processing skills
- familiarity with the writing process
- basic skills in using encyclopedias
- being able to locate places on a map using direction (north, south, east, west)
- being able to name the region of New York State in which their tribe lives
- being able to describe some physical features of the specific region mention above
- being able to identify the major Indian groups of New York State- Iroquois & Algonquian
Social Studies Learning Standards
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Key Idea 3:
Study about 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.
Performance Indicator:
- Students classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious.
- Students gather and organize information about the important accomplishments of Individuals and groups, including Native American Indians, living in their neighborhoods and communities.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global- including the distribution of people, places, and environments over the Earth's surface.
Key Idea 1:
Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, 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. {Adapted from The National Geography Standards, 1994: Geography for Life}
Performance Indicator:
- Students study how people live, work, and utilize natural resources.
Standard 1: Language for Information and Understanding
Students will read, listen, and speak for information and understanding.
Key Idea 2:
Speaking and writing to acquire and transmit information requires 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 comprehensibly.
Performance Indicators:
- Students present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts.
- Students include relevant information and exclude extraneous materials.
- Students use the process of pre-writing, drafting, revising, and proofreading (the `writing process') to produce well-constructed informational texts.
Standard 4: Language for Social Interaction
Students will read, write, listen and speak for social interaction.
Key Idea 1:
Oral communication in formal and informal settings 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.
Performance Indicators:
- Students listen attentively and recognize when it is appropriate for them to speak.
- Students take turns speaking and respond to others' ideas in conversation on familiar topics.
Mathematics, Science, and Technology Standard
Standard 5: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Key Idea 1:
Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Performance Indicator:
- Students use a variety of equipment and software package to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound.
2 Procedures
Research Assignment
Students will prepare a written report on one of the Native American tribes that inhabited the New York area. (Eries, Senecas, Susquehannas, Cayugas, Onondagas, Onedias, Tuscaroras, Mahicans, Delawares, Montauks, and Wappingers) Students will include information in their reports on location, food, style of clothing, special ceremonies, jobs, homes, etc. in order to demonstrate an understanding of how Native American Indians in New York used the environment to meet basic need and wants. Students will use drawings, pictures, models, etc. to accompany their reports.
Day 1: Initiating Activity (1 ½ hours)
Materials needed: The Legend of the Blue Bonnet (see appendix-page 26), map of New York State and the 5 Iroquois tribes and 8 Algonquian tribes mapped on it.
If possible have a Native American guest speaker come into your classroom to spark the students' interest. Have the speaker bring in material on his or her origin to share with the class. Such items may include clothing, jewelry, instruments, etc. Encourage students to ask questions. After the speaker leaves, introduce the 13 Native American tribes of New York State. Have a map of New York State with the 13 tribes outlined or posted in their correct areas on the map. Briefly describe each tribe for the students. Explain that they are going to be researching a Native American tribe in-groups or individually. Put students into groups of two or three and have one person from each group pick a tribe from a hat. Close by reading The Legend of the Blue Bonnett or any Native American book.
Day 2 (1 hour)
Materials needed: overhead projector or chalkboard, different rubrics
Explain to the class that as a whole group they are going to come up with rubric for their research projects. You may have to explain what a rubric is to the students. Pass different styles of rubrics around so that the students can see what it may include and what it looks like. Next begin a discussion of what the students feel would be important to have in their reports. Make a list on the overhead or chalkboard. Guide students to important things that should be included in their reports. After the list is on the overhead or board discuss which ones are the most important. After the class has come up with the rubric explain that each student will have a copy of their own to use while they are working on the research. Explain that the next day the research process will begin. For finish rubric - see page 13
Day 3 (1 ½ hours)
Materials needed: Encyclopedias, an assortment of books on Native Americans, Internet access for those with prior knowledge, rubric/chart (typed by teacher; created by students on Day 2)
Hand out a copy of the rubric at the beginning of the class to each student for the research project. Explain that today they will be going to the library to begin researching their Native American tribe. If possible, have your school librarian have an assortment of Native American books out for the students' use. As another alternative, take a trip to your local library. At this point groups will have to gather as much information on their tribe as they can locate for days 4 & 5. Today the students will not actually begin writing their reports but gathering information.
Day 4 & 5 (1 hour each day)
Materials needed: Students will need information gathered on Day 3.
Days 4 & 5 are designated for the groups to start writing their actual research reports. During these two days students will be working on the rough draft of their research report according to the writing process.
Day 6 (1 hour)
Materials needed: Finished rough drafts, red pens, disks, computers
Students should be done with the rough draft and be ready to revise their research reports. All students in each group should have a chance to read over the paper and revise it using red pens. After each student has had a chance to revise the paper the group can write their final copy. If time allows, students can begin typing reports.
Day 7 (1 hour)
Materials needed: Final copy of report, disks, computers
The students will have this time to type, spell check, save, and print their reports. Students need to come up with a plan of how each student in the group is going to participate in the final product of their typed reports. Students must be done with final copy of their reports by this day. No more class time will be given to finish this section.
Day 8 & 9 (1 ½ hours each day)
Materials: Drawing books of Native American cultures (see appendix-page 26), drawing paper, feathers, paints, construction paper, boxes, crayons, markers, circular containers, etc.
Days 8 & 9 are designed for the groups to construct cultural artifacts to accompany their research report. Students may bring in materials from home if need be to complete certain projects. Students must be done with their art project (artifact) by the end of Day 9 and be ready to present on Day 10.
Day 10 (1 ½ hours)
Materials: video camera, tapes, charts (see page 27) for students to fill out on each group tribe, cooperative group evaluation sheet.(see page 29)
Each group will present their research report and show any pictures, and/or crafts (artifacts) to go along with their reports. Students who are not presenting will be held accountable for filling information into a chart (see appendix-page 27) on the tribe being presented. Groups will have to answer questions related to their topic form the other students. When all oral presentations are done, each student is given a student/group evaluation to fill out for only the teacher to look at. (see appendix-page 29)
3 Instructional/Environmental Modifications
There are only a few modifications that need to be made. First, give the students the opportunity to work individually instead of working in cooperative teams. After you have given the class that opportunity, divide the remainder of the class into pairs. (You should have the cooperative teams already picked.) You may have to have a group of three if the class size is an odd number of students. Extra time should be provided for individuals with little or no word-processing experience.
4 Time Required
1. Planning Time
- 1 ½ to 2 hours to gather information on Native American tribes and map Iroquois and Algonquian tribes to a New York State map.
- ½ hour to contact and set up a visitation with a guest speaker.
2. Implementation Time
- Day One: 1 ½ hours
- Day Two: 1 hour
- Day Three: 1 ½ hours
- Day Four: 1 hour
- Day Five: 1 hour
- Day Six: 1 hour
- Day Seven: 1 hour
- Day Eight: 1 ½ hours
- Day Nine: 1 ½ hours
- Day Ten: 1 ½ hours
3. Assessment
- Class Created Social Studies Scoring Tool: Ongoing assessment as students presented their group report on a particular tribe on Day 10.
- Rubric for rating students reports (oral and written): 1 hour to assess students’ performance on research report.
- Individual/Self-Evaluation: 10 minutes of student feedback.
5 Resources
1. Teacher
- Access to a video camera and tape to record presentations
- Map of New York State with the 5 Iroquois tribes and 8 Algonquians tribes mapped on it
- overhead projector or chalkboard
2. Student
- computers with word-processing
- any Native American book (see appendix) Encyclopedias
- Arts and Crafts books of Native American cultures (see appendix)
- drawing paper
- feathers
- paints
- construction paper
- boxes
- crayons or markers
- circular containers
- any other craft materials needed
6 Assessment Plan
The students were engaged in the assessment process by brainstorming a list of areas they felt were important in researching a specific tribe. (examples: food, housing, ceremonies, etc.). This information which was in the form of a chart (page 28) was then turned into a point system rubric, which can be seen on page 27. We then discussed the importance of quality writing and decided as a group to use the New York State Pep Writing rubric to assess their writing because the students were already familiar with it. Our third step was to form a plan to assess the oral presentation. We did this by adapting the Writing rubric, mentioned above.(see page 12 for oral & written rubric) Students were also assessed on technology skills, which are part of the fourth grade curriculum within the school. This rubric can be seen on page14.
Techniques used to collect evidence of students’ progress toward meeting the learning standards included:
- observation
- discussion
- student presentation
- cooperative learning
- student response to higher order thinking questions
| Rubric for Rating Students Reports - Oral and Written |
| (ELA Standards 1 and 4) |
 |
Level 4
- Develops the assigned topic in an interesting and imaginative way
- Demonstrates a logical plan of organization and coherence in the development of ideas
- Develops ideas fully through the use of support material
- Shows skillful use of sentence variety
- Uses specific, vivid language
- Makes few or no errors in mechanics
- Writes, orally reads, and discusses topic for social interaction. Is able to clearly answer all student questions related to required research.
- Develops the assigned topic using an acceptable plan of organization
- Demonstrated satisfactory development of ideas through the use of adequate support material
- Uses some sentence variety
- Uses appropriate language
- Makes errors in mechanics that do not interfere with communication
- Writes, orally reads, and discusses topic for social interaction. Is able to clearly answer the majority of student question related to required research.
- Attempts to develop the assigned topic but demonstrates weakness in organization and may include digressions
- Demonstrates weakness in the development of ideas with little use of support material
- Demonstrates sentence sense but has little sentence variety
- Occasionally uses inappropriate or incorrect language
- Makes errors in mechanics that interfere with communication
- Has difficulty writing, reading, and/or discussing the topic for social interaction. Is able to answer very few questions pertaining to required research.
- Minimally addresses the assigned topic but lacks a plan of organization
- Does not use support material in the development of ideas or uses irrelevant material
- Demonstrates a lack of sentence sense
- Frequently uses inappropriate or incorrect language
- Makes errors in mechanics that seriously interfere with communication
- Is unable to either write, read, and/or discuss the topic for social interaction. Is unable to answer questions pertaining to required research.
| Scoring Tool for Assessing Social Studies Standards 1& 3 | |
| Name: ________________________ |  |
| 11 points each | Performance Requirements | |
| _______ | The students name the region of NYS in where the tribe lives or lived. | |
| _______ | The students explains the tribes means of obtaining food. | |
| _______ | The students give detailed description of how different tribal members dressed. | |
| _______ | The students tell the type of housing used. | |
| _______ | The students have an understanding of basic physical features of the Native American group researched | |
| _______ | The students are able to name and describe at least one ceremony or special gathering celebrated by that tribe. | |
| _______ | The students are able to name at least one specific duty of the men. | |
| _______ | The students are able to name at least one specific duty of the women | |
| _______ | The students clearly demonstrate how the Native American Indians used their environment to meet basic needs and wants of their specific tribe | |
| ______ | : Total Score | |
| Rubric for Assessing Use of Technology |
|
Level 4
- The student is able to access Word Perfect 5.1 or any other word processing system.
- The student is able to type the report with no spelling or typing errors.
- The title of the report is capitalized and centered.
- The student was able to independently print the final draft of the report.
Level 3
- The student is able to access Word Perfect 5.1 or any other word processing program with oral directions from the teacher.
- The student is able to type the report with 1-3 spelling/or typing errors.
- The title of the report is capitalized or centered.
- The student was able to print the final draft of the report with oral instructions from the teacher.
Level 2
- The student is able to access Word Perfect 5.1 or any other word processing program with the help of the teacher or another student.
- The student is able to type the report with 6-4 spelling and/or typing errors.
- The title is neither capitalized or centered.
- The student is able to print the final draft of the report with the help of the teacher or another students.
Level 1
- The student is unable to access a word processing program independently.
- The typed report has more than 7 errors.
- The report does not have a title.
- The student is unable to print the report independently.
7 Student Work
The next 9 pages are samples of student work; including research reports and pictures of arts and crafts relating to students’ research topics. The reports were typed on computers using Word Perfect 5.1. Written permission was given for the use of all student work.
**The first four pages of student work are the actual research papers the students wrote.
8 Reflection
The following are some intended and unintended outcomes that were recognized while teaching the unit on Native Americans:
1. Scheduling: Because my classroom is a self-contained classroom it was easier to have larger blocks of uninterrupted time when needed.
2. Accountability: I found after reading students’ reflections that the biggest complaint was that group members did not participate to their full potential. There were certain students’ that did all the work for the group.
3. Student Opinion: From the students’ reflections I found that most students would have preferred to pick their own group rather than be placed into one.
4. Why this lesson was developed: This unit was developed because the students live in close proximity to the Mohawk Reservation in Massena, New York. This learning unit not only helps students meet the suggested New York State Standards, but also creates a greater awareness of Native American culture.
5. How peers reviewed this unit: This unit was review in the New York State peer review format. As a result of the New York State Technology Grant awarded to Hermon-Dekalb and St. Mary’s Parochial School. The peer review process consisted of a team of about ten professional educators (grades K-6) which provided for a diverse assessment. Present was also a New York State Academy for Teaching & Learning member.
6. Extension Activities: Possible extensions of this assignment could be:
Comparing / Contrasting Indian tribes of back then and today.
Comparing / Contrasting with other tribes back then.
Appendix
Native American Books:
The Legend of the Blue Bonnettby: Tomia DePaola
Thirteen Moons on Turtle’s Backby: Joseph Bruchac and Jonathan Locker
Kateri Tekakwitha The Little Iroquois Girl by: Agnes Richomme
Three Little Indians by: Gene S. Stuart
In My Mother’s House by: Ann Nolan Clark
Where the Buffaloes Begin by: Olaf Baker
An Educational Coloring Book of Northeast Indians by: Linda Spizzirri
An Educational Coloring book of Northwest Indians by: Linda Spizzirri
Buffalo Hunt by: Russell Freedman
Chief Joseph Leader of Destiny by: Kate Jassem
Ceremony – In The Circle of Life by: White Deer of Autumn
Iroquois Stories Heroes and Heroines Monsters and Magic by: Joseph Bruchac
Turquoise boy A Navajo Legend by: Terri Cohlene
Brother Eagle, Sister Sky by: Susan Jeffers
Indian Craft and Activity Books:
Indian Crafts and Activity Book by: John Meiczinger
How To Draw Indian Arts and Crafts by: John Meiczinger
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Name of Tribe: |
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Where do they live? |
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How did they get food? |
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How did they dress? |
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What did they live in? |
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What did they look like? |
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Ceremonies or Special Gatherings |
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What did the men do? |
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What did the women do? |
Each child was given a copy of this chart to fill in as students presented the different tribes. The students did not have to fill one out for the tribe that they presented.
Chart that was made into rubric
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Name of Tribe: |
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Where do they live ? |
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How did they get food ? |
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How did they dress ? |
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What did they live in ? |
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What did they look like ? |
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Ceremonies or Special Gatherings |
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What did the men do ? |
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What did the women do ? |
This is the information students came up with that they felt was important and needed to be in the reports. From this chart, I expanded on their knowledge in form of a rubric.
This chart was given on Day 3, along with the rubric for student use.