Oregon 2009 Sesquicentennial Celebration Native American Indian Tribes Encountered by the Corps of Discovery Author: Connie Eastburn, firstname.lastname@example.org 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 page(http://www.mapleton.k12.or.us/elementary/ceastburn/index.htm l) 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 source. 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 resource) 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. OPTIONAL INTEGRATED CURRICULAR ACTIVITIES: The following activities can be integrated throughout the seven-week unit or used as culminating activities upon completion of the research. 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 tools. 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 information 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 conventions. 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 speaking. 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: Technology: http://memory.loc.gov - American History Site Great resource for primary source photographs of Native American Indians http://oslis.k12.or.us/elem - Oregon School Library Information System 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 featured 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 Clark Model of a writing web Templates for: Indian symbols, gift package, tipi.
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