Oregon 2009 Sesquicentennial Celebration by hOWd7r


									                    Oregon 2009 Sesquicentennial Celebration

Native American Indian Tribes Encountered by the Corps of Discovery

               Author: Connie Eastburn, ceastbur@lane.k12.or.us
                             Mapleton Elementary
                           Mapleton School District
                 Courtesy of Lane Education Service District's
                      Teaching American History project

Target Grade Level(s): 3 4 5 6

Approximate Time Needed: 6-8 weeks

Prerequisites: Conducting a search/bookmarks, saving work to a designated area,
and creative software application experience

Brief Overview: Students will conduct in-depth research on the various tribes
encountered by the men of the Lewis and Clark Expedition. Working in small
groups, students will become "experts" on the Native American Communities they
are investigating. Each group will be prepared to create a slide show demonstrating
geographical regions, traditions/ceremonies, shelters, customs, clothing, food
sources, and methods of transportation, and myths, legends, or histories of their
Native American Tribe. Oral presentations will be conducted in order to fully share
each group's discoveries.

Additional Information

      CCGs, Standards and Benchmarks
      Objectives and Procedures
      Modifications and Assessment
      Required Materials and Preparation

Resources: Handouts, web sites and other helpful teacher materials
Objectives:             Students will learn to conduct research on a given tribe that parallels
                        contact with the Lewis and Clark expedition. They will record notes
                        on a study guide worksheet and keep track of resources visited and
                        used. Each student will be required to find information from a variety
                        of the resources including but not limited to the following: websites,
                        encyclopedias, trade books, videos, and maps. Students will utilize
                        technology to create pictorial models of their findings along with
                        written text to support their discoveries. With teacher assistance,
                        multimedia slide shows will be posted on the Internet linking to the
                        Mapleton Elementary School's home
                        In addition, students will have an opportunity to present their
                        rehearsed slide show to the class.

Instruction/Procedure   Week One: Introduce this unit of study by modeling how to seek out
:                       specific information on a topic while reading an informative book on
                        a specific Native American Tribe from a major region of the country.
                        Avoid using a tribe that will later be researched by one of the
                        students. Students will take notes using the Native American Study
                        Guide (see materials list). The teacher will point out pertinent facts
                        that match the study guide. The goal is to have each student gain
                        some experience in taking notes and locating facts from a printed

                        Week Two: As a entire class project, the teacher and students will
                        categorize the information about the Native American Tribe and
                        organize a writing web to retell the facts. (See example of writing
                        web in materials list) Inspiration 6.0 software can be used for this
                        purpose if available. Divide the class into small writing groups. Each
                        group will be responsible for writing one paragraph on an assigned
                        topic from the writing web. Next the paragraphs will be brought
                        together to produce one written report. These steps are important to
                        model for "first time" researchers, but can be modified or deleted for
                        students with more research experience.

                        Week Three: Background information on the Lewis and Clark
                        Expedition is introduced to the class by either showing a video or
                        reading a nonfiction story of the expedition told in a chronological
                        time frame. (Recommended written resource -Lewis and Clark for
                        Kids- see materials list) Students begin to have an understanding
                        about the existence and support of many Native American Indian
                        tribes to the success of the Corps of Discovery. Students are each
                        assigned a different tribe encountered by Lewis and Clark on their
westward journey. (see map of most tribes and locations at
http://www.pbs.org/lewisandclark/native/index.html) Explain to the
students that they will be the representative of their assigned tribe
who will be reporting to Lewis and Clark what they can expect in
meeting each tribe as they move up the river and over the land toward
the Pacific Ocean. If working with a large group of students, pairs or
small groups could be assigned to each tribe. There are
approximately fifteen tribes to choose from. (see list provided with
materials) It is important that all tribes are represented in some way.
All students begin their investigation using a variety of search
engines and web sites.

Week Four: Using the study guide provided by the teacher, (see
materials list) students will look for information describing the region
and location of the tribe they are investigating. Resources will be
checked to find out the main types of shelter, clothing, food source,
mode of transportation, important ceremonies, myths and famous
American Indian from each tribe. Students should also be encouraged
to discover the interactions between this tribe and the Corps of
Discovery. This information can be shared orally by reading Lewis
and Clark for Kids to the whole class or using another broad
overview of the expedition. (See National Geographic Video

Week Five: Students will be required to have documented
information from a variety of sources. Based on each student's level
and abilities, adjustments can be made for this requirement. Ample
time should be allotted for research to be obtained from the network,
encyclopedias, trade books, and personal interviews where possible.

Week Six: Students will organize their information into a writing
web as previously modeled. This will help them to see what
information they still need to locate. They will then prepare a rough
draft for ten slides. (See Slide Show Panning form) Kid Pix or
PowerPoint would be two software programs that could be used to
prepare a slide show demonstrating their knowledge. (If technology
resources are limited, students could create a written report in the
form of a book for their tribe including information on each topic and
illustrations.)You may link to student completed projects at
http://blackboard.lane.k12.or.us Click-Login Username:thirdgrade
Password:student Click Third Grade under Courses Click Projects.
Then click on the folder for Individual Projects. Enjoy!

Week Seven: Students will prepare a one-page summary that can be
utilized in a classroom book of reports for a culminating written
project. Students will also rehearse and be ready to share their slide
shows orally. Each student will be scored on organization, content,
delivery, and language.


The following activities can be integrated throughout the seven-week
unit or used as culminating activities upon completion of the

1. Create a classroom "quilted" bulletin board using the theme of
shelters. Each student designs their tribes shelter on 8" X 8" manila
colored squares. The name of the tribe is written on the corner of
each square. Form a border around the area using alternating fall
colors in geometrical designs. See map of Indian Dwellings jpeg. for
samples of shelters from various tribes.

2. Gift giving was a practice used by both the tribes and Lewis and
Clark. Students prepare a paper package that a small gift could be
wrapped in. Each student decides what an appropriate gift would be
to place in his or her designed package. See template - Gift Giving
and digital picture of a student sample.

3. Winter Count - Storytelling and recorded histories were often kept
on hides. They told of each year's special events. Use torn brown
craft paper or brown paper grocery bags. Students will wrinkle them
until the desired texture is achieved. Give each student a handout that
has traditional Indian symbols and their meanings. (Listed with
resources) Have each student create a "winter count" for the tribe
they are researching. Be sure to have them create a symbol for when
their tribe met the men of the Corps of Discovery.

4. Model Tipi - Students trace and design the outside of a traditional
tipi used by some tribes. Encourage using traditional designs and
colors. See template - Tipi

5. Create a celebration with another class or grade level who has
researched the Lewis and Clark Corps of Discovery Expedition. See
American History Unit -Exploring the West with Lewis and Clark
Living as a Member of the Corps of Discovery by Vern Eastburn.
Both groups will present their findings and activities to other classes.
If possible, outline a map of the United States in a large gymnasium
or outdoor space and have students stationed at the appropriate
location in conjunction with the tribe they have researched. Students
                      can be the "experts" and be ready to share the facts they discovered
                      and any artifacts they have created. For further details please feel free
                      to contact us about this celebration.

Modifications for     Students with limited reading and writing skills will need to have this
special needs         lesson adjusted to match their abilities. They would easily be able to
students:             work through the searches if bookmarks were preset prior to
                      investigation. The amount of notes written from their findings will
                      either need to be adjusted or assistance provided. Oral presentations
                      may need to rehearsed many times with small groups before
                      presenting to larger groups of students. Successes should readily be
                      observed while using the software and the creative paint and drawing

Modifications for     Gifted students may wish to contact members of the various tribes
TAG students:         through e-mail or phone for personal interviews. Use of a
                      communication tool such as Eudora could be introduced if it has not
                      been previously used. Level and rate of learning should be adjusted
                      to match each student's expertise (i.e. reading, writing, artistic
                      expression, etc.)

Assessment:           Students completing this unit will be assessed in four areas:

                      Content - Body of historical knowledge obtained from the process
                      that aligns with the Oregon Social Studies Standards

                      Writing - Ability to take newly acquired information and retell it in a
                      report form

                      Speaking - Ability to give an oral presentation of newly acquired

                      Technology - Level of skill utilizing search engines, managing
                      content software, exploring creative software and producing a
                      pictorial representation of new knowledge, and demonstrating work
                      processing skills.

                      Oregon State scoring guides will be used for content, writing, and
                      speaking. Local scoring guides on technology will be utilized.

Academic              1. Social Science - History
Standards/Skills to   2. English - Writing
Support the CCGs:     3. English - Speaking
Benchmarks (Does      Benchmark 2: Historical Skills
not apply to all      Benchmark 1 and 2: History
lessons.):            1. Students will interpret data and chronological relationships in
                      timelines and narratives.
                      2. Identify cause and effect relationships in a sequence of events.
                      3. Understand how history can be organized using themes,
                      geography, or chronology.
                      4. Identify primary and secondary sources.

                      Benchmark 1 and 2: Writing
                      1. Communicate knowledge of the topic.
                      2. Structure information in clear sequence, making connections and
                      transitions among ideas, paragraphs, and sentences.
                      3. Use varied sentence structures and lengths to enhance flow,
                      rhythm, and meaning in writing.
                      4. Use correct spelling, grammar, punctuation, capitalization,
                      paragraph structure, sentence construction, and other writing

                      Benchmark 1 and 2: Speaking
                      1. Communicate knowledge of the topic.
                      2. Structure information in clear sequence, making connections and
                      transitions among ideas, sentences, and paragraphs.
                      3. Select words that are correct, functional, and appropriate to
                      audience and purpose.
                      4. Use eye contact, speaking rate, volume, enunciation, oral fluency,
                      vocal energy, and gestures to communicate ideas effectively when

Required Hardware:    Computer with CD drive and Internet access
                      T.V. with monitor access to computer
                      Infocus Projector and screen for presentations
                      Digital camera

Required Software:    Inspiration 6.0
                      Kid Pix Deluxe Studio (or other creative software),
                      Power Point (for older students),
                      Compton Encyclopedia, (or other on-line encyclopedia source)

Web Sites and Other   Websites utilized in 2002-03:
                      http://memory.loc.gov - American History Site
                      Great resource for primary source photographs of Native American
                   http://oslis.k12.or.us/elem - Oregon School Library Information
                   Searchasaursus section of this link supports locating photographs of
                   tribes through the years

                   http://www.multcolib.org/homework/natamhc.html - Multnomah
                   County Library Homework Center
                   Native American Tribes and their organizational structures today are

                   http://www.pbs.org/lewisandclark/native/index.html - PBS Site on
                   the Lewis and Clark Expedition.
                   Each tribe encountered by Lewis and Clark is featured with a
                   summary of their interactions

                   Lewis and Clark-Great Journey West, National Geographic video

Other Materials:   Trade books on Native American Tribes
                   Maps of the Lewis and Clark Expedition
                   Resource book-Lewis and Clark for Kids, Janis Herbert, Chicago
                   Review Press, 2000.
                   Native American Indian Study Guide
                   Slide Show Planning Form
                   Example of planning web for organizing information
                   List of tribes encountered on the westward journey of Lewis and
                   Model of a writing web
                   Templates for: Indian symbols, gift package, tipi.

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