hatch_lp

Native Americans

5.1

J. Hatch, Robinson Elementary School

Standards: 5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

5.1.1 Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

Objective: Over a two-week long period, students will work in small cooperative groups [Group Work] to research several directives specific to a designated tribe in one of the seven geographic regions (see Lesson 3 in the Fifth Grade History Alive! America’s Past Lesson Guide). These directives vary in difficulty and should enable each student to access their [multiple intelligences]. This summative report will finally be presented to their classmates and guests as a culminating activity.

EL/Inclusion Strategies: By design, each set of directives have tasks that fall on different levels of Bloom’s Taxonomy. This combined with heterogeneous groupings, can enable every student to contribute.

Reflection: Cooperative group work is great when every member cooperates. It can be hindered by slackers and absentees. The quality of the work was directly tied to the amount of time spent on research and development. There were several surprisingly good presentations, as well as some disappointing ones (even some that failed to do anything at all). However, most students were eager to show off their work. As is usually the case, it was fairly obvious to see which students received parental assistance. On the other hand, I am always thrilled to see parents involved as witness to the healthy turnout on Presentation Day.

Some of the tasks were a bit too challenging even for my higher students. I will be working on modifying these for next year. I also need to expand the Native American tribal regions to include the California - Intermountain zone.

1. Name 10 geographic regions that have Indian names. Write their Indian meaning.

2. Collect and color three NA designs or tribal pictures. Mount in the classroom.

3. Collect 30 Native American terms relating to the Cherokee Nation and make a word search for the class. Don’t forget to make and answer key for yourself.

3. Research Cherokee clothing. What type of clothing did they wear and what was it made form? Did it have a special function? How did the White Man influence their clothing? Include pictures. (+oral ) (minimum 1 page)

2. Write 20 adjectives interpreting the feelings of Native Americans towards the white man.

3. You are a Native American being removed from your home to a reservation. Dramatize your experience, emotions, and problems.( +oral) (minimum 1 page)

1. Compare the Cherokee and Sioux. Write a brief description of each. Describe their housing, location, food, and clothing and customs. Include pictures or drawings. (minimum 2 pages)

2. Compare a Cherokee myth or legend with one from another tribe. In what ways were they similar/different? What characters did they use in their stories and what did they represent. (minimum 1 page)

3. Examine the creation of the Cherokee alphabet. Who developed it, what were the reasons it was needed, when was is written, and how did it affect the Cherokee nation. (minimum 1 page)

4. If you have a Native American heritage, investigate your family history. Make a family tree, write a written account of your NA ancestors, or give an oral report to the class. Tell about ancestors, relatives, family traditions, family stories, etc. Bring pictures.

2. Construct a diorama of a Cherokee village. Be sure to identify the tribal name, location, and type of housing.

4. Design an example of Native American jewelry. It can be made from seeds, shell, metal, stone, bone, clay or beads.

1. Write a paper criticizing the actions of the White Man for moving all Indians to reservations. (minimum 2 pages)

2. Determine the reasons why the Cherokee accepted the white man’s ways and whether or not it was beneficial to the Cherokee nation. Write in paragraph form. (minimum 2 pages)

3. Assess the impact of John Ross upon his nation. In paragraph form write why he was important and what he did for the Cherokees. (minimum 2 pages)

1. Specify 10 weapons used by Indians in hunting or warfare. Make a bulletin board display or a poster display.

2. Show and tell the difference between a wigwam and a teepee. Bring models, pictures, or diagrams to help you with your presentation.

3. Collect 30 terms or words depicting the Plains Indians and make a word search for the class. Don’t forget to make an answer key for yourself.

1. Explain what the Indians meant by "counting coup." Write a short story using an example. (minimum 2 pages)

3. In a written report discuss "vision seeking" or "medicine dreams." Tell why they were performed or carried out, and what did the person expect to accomplish. (minimum 2 pages)

1. Simulate a NA religious ceremony. Write a one act play, act out a ceremony with friends or make a drawing. (minimum 2 pages)

2. Exhibit a chart showing 15 Native American picture symbols and their meanings.

1. Examine a Plains Indian custom and write an explanation of its practice. (minimum 1 page)

3. Investigate the "Sun Dance Ritual." How and why was it carried out? (minimum 1 page)

2. Make a water carrier, tripod and cooking pot, pestle and mortar or wooden bowl and ladle.

5. Make a Native American headdress, man or woman’s. (Remember - Songbird feathers are illegal!)

1. Assess the impact of the Spanish horse on the Plains Indians. Write a newspaper account of how the Plains Indians’ life changed because of the horse. (minimum 2 pages)

2. Assess the impact of a Geronimo upon his nation. In paragraph form write why he was important and what he did for his nation. (minimum 2 pages)

3. If you could spend your life as an Indian man or woman, which would you choose and why? Write a written report comparing their different lifestyles. (minimum 2 pages)

3. Show and tell the difference between a wigwam and a teepee. Bring models, pictures, or diagrams to help you with your presentation.

4. List 10 herbs the Indians used in medicine. Explain what each one was used for. (+oral ) (minimum 1 page)

1. Describe a Powwow, the events that take place and the reasons behind it. (+oral ) (minimum 1 page)

3. Research a Native American game and describe how it was played. (+ oral) (minimum 1 page)

4. Review NA words and English meanings. Make a set of flash cards with 15 words and meanings.

1. Make a chart showing the location of the Indian tribes in the Michigan, Wisconsin, Indiana, Illinois, Ohio, and Ontario area.

2. Interview a person of Native American heritage. Write your information as a newspaper article. (minimum 1 page)

3. Illustrate a scene of family life from a Native American tribe. Draw a picture or make a model.

1. Examine a Great Lakes Indian custom and write an explanation of its practice or give an oral report to the class. (oral) (minimum one page)

2. Survey at least 10 people with a list of 5 questions about their knowledge of Native American people. Have your list of questions approved first by your teacher. Type out your findings. (minimum one page)

3. Compare and contrast the Chippewa (Ojibwa) with a Plains Indian tribe. Write a brief description of each. Describe their clothing, location, housing, food, and customs. Include pictures or drawings. (minimum 2 pages)

3. Assemble a scrapbook on one of the Chippewa, Potawatomi, or Ottawa tribes. Include location, clothing, type of house, customs, famous persons, and something special that the tribe is known for. Include pictures.

1. Determine the difference in being Indian in today’s world with being Indian in the 1800’s. How are Native Americans looked upon today? Are they treated differently? Do they have the some of the same problems their ancestors had? (written) (minimum 2 pages)

2. As a Native American woman, formulate the diet of your family for a complete year. What kind of foods would your family eat in the Spring, Summer, Winter, and Fall? (minimum 2 pages)

3. Judge the actions of Chief Pontiac and Lord Jeffrey Amhurst in the Battle of Fort Michilimackinac and Fort Pontchatrain in Detroit. Was "germ warfare" necessary? (minimum 2 page)

1. Collect a children’s story book with the Native American theme and read it to the class.

2. List 10 Native American tribes. Put each one on a celebrity card with vital statistics on the back.

3. Research Navaho clothing. What type of clothing did they wear and what was it made form? Did it have a special function? How did the White Man influence the clothing styles? Include a picture or drawing. (+oral ) (minimum 1 page)

1. You are a Native American being removed from your home to a reservation. Dramatize your experience, emotions, and problems. (+oral) (minimum 2 pages)

2. Write 20 adjectives interpreting the feelings of Native Americans towards the White Man.

1. Contrast the Haida and the Navaho way of life. Describe their housing, location, food, clothing, and customs. Include pictures or drawings. (minimum 2 pages)

2. Make a crossword puzzle using 25 Navaho terms or words pertaining to the Navaho tribe.

3. Examine the reasons for sending Indian children to missionary schools. Do you agree? (minimum 1 page)

4. Investigate the Navaho "code talkers" of WWII. How did they help the war effort? (minimun 1 page)

5. If you have a Native American heritage, investigate your family history. Make a family tree, write a written account of your NA ancestors, or give an oral report to the class. Tell about ancestors, relatives, family traditions, family stories, etc. Bring pictures.

1. Produce a journal of "The "Long Walk" by the Navaho Nation, starting with the invasion by US troops and ending in New Mexico, Bosque Redondo. Include illustrations. (minimum 5 days)

3. Design a Native American ritual mask. Explain the meaning of its design and symbols.

5. Constuct a Native American Toss and Catch Game, Corncob darts, Bull Roarer or Moaning Stick, or Buzz Board.

1. Write a paper criticizing the actions of the white man for moving all Indians to reservations. (minimum 2 pages)

2. Compare the houses of 3 NA tribes. Include the hogan. Describe each house , how it was built, and any special characteristics. Include a picture of each or a model. (minimum 2 pages)

3. Select a Navaho religious ceremony. Tell the meaning for the ceremony, how it is carried out, the story behind its beginning, and include a song or chant you may find. (Hint: You may find some of the information you need in the book - The Indians’ Book by Natalie Curtis) (minimum 2 pages)

1. Make a display listing at least 10 items the White Man gained from the Indians. Be sure to label each one.

2. Cite 10 things the Indians received from trade with the White Man. In a paragraph state whether you think these items were helpful or harmful to the Indians and why. (minimum 1 page)

3. Name 15 geographic regions that have Indian names. Write their Indian meaning.

1. Report on the Legend of Hiawatha and his relationship to the Iroquois Nation. (+oral) (minimum 2 pages)

2. Locate the "Five Nations" on a map of US. Tell who the individual tribes were and what was the duty or job each one held.(minimum 1 page plus map)

2. Show how a canoe was built and what they were made of. (+oral) (minimum 1 page)

1. Investigate which side the Iroquois fought for in the Revolutionary War and why. (minimum 1 page)

2. Who was Cornplanter and what did he do for the Seneca Nation? (minimum 1 page)

3. Investigate community life in the Iroquois Nation. Who were the leaders, who owned property, who were the shamans, etc.(minimum 1 page)

2. Design a wampum belt explaining the meaning behind the symbols. (minimum 1 page)

4. Create a leather belt, vest, knive sheath, sandals, armband or headband. Decorate in Native American design.

1. Determine the reasons why Ben Franklin chose the Iroquois government as a model for the US colonies. Write a written report.(minimum 2 pages)

2. Assess the impact of an Indian chief from the Five Nations and why he was important to his nation. (minimum 2 pages)

3. Compare the different ways in which NA obtained their foods. Include examples of different tribes form different locations and the foods they ate. Choose at least 3 tribes. (minimum 2 pages)

2. Review Native American picture symbols. Make a chart of 10 symbols and their meanings.

3. Show and tell how a teepee is constructed. Use models, diagrams, drawings, etc. (oral)

1. Explain what the Indians meant by "counting coup". How was this achieved and what did this bring to the warrior? (written - minimum 1 page)

2. Research the affects of Small Pox and Cholera on the Indian Nations. (written - (minimum 1 page)

3. Write a biography of Red Cloud, summarizing the important events of this life that made him memorable. (written or oral) (minimum 1 page)

1. Show a Native American article that you or your family acquired while on vacation, attending a powwow, arts and crafts show, etc.

2. Exhibit five quotes from Sioux, Cheyenne, or Comanche chiefs. Write the quotes on five separate sheets of colored paper to display in the classroom. Be creative!

3. Show how the entire buffalo was used by the Indians after it was killed. Include diagrams, drawings, pictures, charts, etc.(written or oral) (minimum 1 page)

1. Write and essay contrasting camping out today and living in a teepee in the 1800’s. (minimum 1 page)

2. Investigate the "Sun Dance" ritual. How and why was it carried out? (minimum 1 page)

3. Survey at least 10 people with a list of 5 questions about their knowledge of Native American people. Have your list of questions approved first by your teacher. Type out your findings. (minimum 1 page)

3. Create a trivia game or board game of Native American facts. (minimum 25 facts)

5. Make a pair of moccasins, sandals, or another example of Native American footwear.

6. Make a warrior’s headdress or a woman’s headdress. (Remember - Songbird feathers are illegal!)

1. Evaluate the reasons for the Battle of Little Big Horn. Write an essay of the reasons leading to the battle, the strategies of the battle, the outcome and the effect it had on future Indian and white man relations. (minimum 2 pages)

2. Access the impact of Sitting Bull on this Nation. Write his biography. (minimum 2 pages)

3. Judge the US Army’s treatment of Native Americans. Give examples and state your opinion of whether or not this treatment was justified. (minimum 2 pages)

1. Review Native American picture writing and write your own story in that format.

2. Collect a children’s story book with the Native American theme and read it to the class.

3. Show and tell the types of houses the Haida or Tlingit lived in. Bring models, pictures or drawings to support your report. (minimum 1 page)

1. Describe a potlatch ceremony. Why were they held and what took place? (minimum 1 page)

3. Describe a shaman. What were his duties and what tools did he use? (minimum 1 page)

4. Tell what a cormorant is. How was it used? Include a picture. (+oral) (minimum 1 page)

2. Show how a dugout was built and what it was made of, unique qualities, etc. Include a picture. (minimum 1 page)

3. Exhibit examples of clothing worn by the Haida or Tlingit tribes. Use models, drawing, pictures, etc. Make a display for the classroom. Tell what the clothing was made from.

1. Contrast the Haida and the Navaho way of life. Describe their housing, location, food, and clothing and customs. (minimum 2 pages)

2. Inspect the Haida practice of making totem poles. Create your own design, explaining the meaning behind each character.

3. Investigate the impact of the fur trade on the Indians. Do you think this was an advantage for them? (minimum 1 page)

2. Assemble a scrapbook on the Haida or Tlingit tribe. Include its location, clothing, type of house, and something special this tribe is known for. Include pictures.

6. Make a design from shells. May be jewelry, decorations for pottery, or picture writing.

7. Prepare a Native American food to be displayed and served at Presentation Day.

1. Compare the different ways the Haida/Tlingit got their food. What did they eat, how did they obtain it, how did they preserve it, etc? (minimum 2 pages)

2. How was the social structure of the Haida/Tlingit tribes determined? Who was most important and held the most power? Who owned property? How did one become rich? How did families interact with one another, . . .etc. (minimum 2 pages)

3. Evaluate the value of beaver hides to the Indians and the White Man? Was the beaver trade helpful to the Indians? (minimum 2 pages)