Amanda Deems 1

Grade: 4 Subject: Social Studies

Stage 1 – Identify Desired Results

Established Goals:
Information Literacy Standards:
Standard 1: The student who is information literate accesses information efficiently
and effectively.
Indicator 4: Identifies a variety of potential sources of information.

Georgia Performance Standards:

SS4H1: The student will describe how early Native American cultures developed in North
America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit),
Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee),
and Southeast (Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing,
and shelter.

Big Ideas: Information Sources Core Tasks: Name various information sources
Native Americans Find geographic regions on a map
Geography Explain how Native Americans used
Living off the land their environment to meet needs
Culture Use information sources
Understandings:
Students will understand that…
 All people do not share the same culture.
 All Native Americans did not live in the same geographic region of North America.
 The culture of Native Americans was influenced by the geographic regions in which
they lived.
 Where people live affects how they live
 Native Americans survived by living off the land.
 Information can be found in a variety of sources.
 One source of information may not be sufficient to answer questions about a topic.
Essential Questions:
 What do we mean by “culture”?
 Who are Native Americans? What can we learn from studying them?
 What is geography and why is it important?
 What does it mean to “live off the land”?
 How does where people live affect how they live?
 How did Native Americans use their surroundings to meet their needs?
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 How can I find information about a topic?

 Why might I need to use more than one source of information?
Knowledge: Skills:
Students will know… Students will be able to…
 Meaning of “culture”  Name various sources of information
 Meaning of “geography”  Use various information sources to
 Geographic location of six Native answer questions about Native
American groups Americans
 How Native Americans used their  Find geographic locations of Native
environments to meet basic needs Americans on a map of North America
 Various sources of information  Describe how Native Americans used
their environments to meet needs

Stage 2 – Assessment Evidence

Note: The six facets of understanding are identified in green font.
Performance Tasks:
Performance Task: (Document 1)

“How Did They Do It?” - Each student will use various sources of information to create a
PowerPoint presentation that describes how the six groups of Native Americans used their
environment to meet their needs. The students will orally present their findings to the class.
(Facet 1, Facet 2, Facet 3)

Other Evidence:

Pre-Assessment/Post-Assessment: (Document 3)

K-W-L Chart – Each student will use a K-W-L graphic organizer to list things that they know
and want to know about Native Americans at the beginning of the unit. The same graphic
organizer will be completed at the end of the unit. The students will then list things that they
learned about the Native Americans during the unit. (Facet 6)

Map Quiz: (Document 4)

Students will take a quiz in which they will have to locate the six Native American groups in the
correct geographical area of North America. (Facet 3)

Information Quiz: (Document 5)

Students will take a quiz in which they will list as many different sources of information as they
can. (Facet 1)

Prompt: (Document 6)
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Students will write a response to the prompt “How is the way that I live different from the life of
someone living in New York City?” (Facet 4, Facet 5)

Prompt: (Document 6)

Students will write a response to the prompt “How would a Native American view the way that
we meet our needs today by buying everything that we use?” (Facet 5)

Informal Checks for Understanding:

Teacher questioning, informal observation, and think alouds will be used throughout instruction.
Student Self-Assessment and Reflection:

Self –Assessment: (Document 2)

Students will conduct a self-assessment on the Performance Task. (Facet 6)

Reflection: (Document 6)

Students will write an entry in their writing journals to address the prompt “What do I think
about people who live differently than I do? Do I think that my way of life is better than theirs?”
(Facet 6)

Stage 3 – Learning Plan

WHERETO Elements: W – What, Where, Why H – Hook, Hold E – Explore, Equip

R – Rethink, Revise, Reflect E2 – Evaluation T – Tailor to students O – Organize
1. Teacher asks question “Who is “Survivorman”?” to see if students are familiar with the
television program. A short video clip will be shown to the students with a discussion
afterward to hook the students into thinking about how to survive in various
environments. This will also hook the students into thinking about geography because of
the various locations used in filming the program. Video - Survivorman 2: Alaska
Survival, http://videos.howstuffworks.com/discovery/35031-survivorman-2-alaska-
survival-video.htm (H, O)
2. Teacher introduces the standards, essential questions, desired outcomes, and assessments
for the unit using a Video Podcast – Overview of Unit. (W)
3. Students brainstorm “geography,” and teacher records information in a web organizer
[See Document 7] on chart paper. This will activate prior knowledge about the topic and
serve as a diagnostic assessment to check content knowledge. (Essential Question: What
is geography and why is it important?) (W, T) T – tailored to appeal to auditory, visual,
and written modalities
4. Students read along silently while the taped section of “Why Geography Matters” in the
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Harcourt Horizons textbook pp. 6-7 is played. Material is discussed. (Knowledge:

Meaning of “geography”)(E, T, O) T – tailored to address auditory, visual, and written
modalities as well as the lower reading levels of some students
5. Teacher prompts students to consider if the web organizer needs to be revised based on
information presented in the text. Any changes are made to the organizer. (R)
6. Students visually examine classroom to locate geography tools that are located in the
room (globe, large map on wall, travel-size map, and atlas).
7. Students write a 1-minute essay to answer the question “What was the most important
thing that you learned in today’s class?” Teacher reads the prompt to the students. (R, E2,
T) (Facet: Self-knowledge) T – tailored to address lower reading levels of some students
8. Students are paired in groups and shown pictures of individuals from various cultures
using the overhead projector. [See Document 8 for sample pictures] In their groups,
students look for differences and similarities among the pictures. (Essential Question:
What do we mean by “culture”?; Understanding: All people do not share the same
culture.) (Aesthetic Window) (E, T, O) (Facet: Interpretation) T – tailored to address
learning styles by allowing students to work in groups
9. Groups take turns sharing their observations with the class. This will serve as a diagnostic
assessment to check for the prerequisite skill of recognizing differences among people.
Teacher helps students summarize similarities and differences and introduces the term
“culture”. (W)
10. Students view and discuss two brief videos about culture. Videos - Culture,
http://streaming.discoveryeducation.com; Different Cultures,
http://streaming.discoveryeducation.com (T, O) T – tailored to address visual and
auditory modalities
11. Students read along silently while the taped section of “Why Culture and Society Matter”
in the Harcourt Horizons textbook p. 10 is played. Material is discussed. (Knowledge:
Meaning of “culture”)(E, T, O) T – tailored to address visual, written, and auditory
modalities as well as the lower reading levels of some students
12. Teacher prompts students to think of examples of cultural differences in their own lives
and share them with the class. Teacher shares personal experiences of friendships with
people from different cultures who work at the school. (H)
13. Students write a response to one of two prompts - “How is the way that I live different
from the life of someone living in New York City?” for students with advanced and
average skills or “How is my life in a small town different from the life of someone who
lives in a big city?” for students with below average skills (R, E2, T) (Facet: Perspective)
T – tailored to address differences in students’ skill levels and background experiences
14. Teacher leads students in a brief review of the terms “geography” and “culture”
15. Students individually complete a K-W-L graphic organizer [See Document 3] to
activate prior knowledge about Native Americans and serve as a diagnostic assessment to
check for initial knowledge and understandings. Classroom teacher, inclusion teacher, or
paraprofessional will help students who need assistance. (Essential Question: Who are
Native Americans? What can we learn from studying them?) (W, E2, T) T – tailored to
assess prior knowledge through the use of an open-ended activity that enables students to
give different but equally valid responses
16. Teacher explains the assessments that will be used to gauge student
understanding of the unit – map quiz, information quiz, performance task, rubric, and
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self-assessment. [See Documents 1, 2, 4, 5]

17. Students view and discuss a Video Podcast - Native American Cultures. (Essential
Questions: How does where people live affect how they live? How did Native Americans
use their surroundings to meet their needs? What does it mean to live off the land?;
Understandings: Where people live affects how they live. The culture of Native
Americans was influenced by the geographic regions in which they lived. Native
Americans survived by living off the land.) (E, T, O) T – tailored to address visual and
auditory modalities
18. Students write a response in their writing journals to the question “How might people
today live off the land?” (Facet: Application) (R, E2, T) T – tailored to provide students
with open-ended questions that enable students to give different but equally valid
responses
19. Teacher reads aloud to students from the book The River People by Kristen N. Bailey.
Afterward, students respond in their writing journals to the prompt “What do I think
about people who live differently than I do? Do I think that my way of life is better than
theirs?” (Narrative Window)(Foundational Window) (R) (Facet: Self-knowledge)
20. Students examine the map “Early Cultures of North America” in the Harcourt Horizons
textbook p. 69 and the classroom physical map of North America to locate the six
targeted regions and six targeted Native American tribes who lived in the regions.
Students will complete an outline map of North America [See Document 4] to use
as a study sheet for the Map Quiz to be given later. All students will be shown a list of
the regions and the corresponding tribes on the dry-erase board. Students can choose to
work individually or with a partner of his/her choice to complete the map.
(Understanding: All Native Americans did not live in the same geographic region of
North America.; Knowledge: Geographic location of six Native American groups; Skill:
Find geographic locations of Native Americans on a map of North America)(E, T) T –
tailored to address learning styles by allowing students to work individually or in groups
21. Teacher and students review the completed outline maps for accuracy, and students make
revisions as necessary. Teacher shows students how to use color on a map to contrast the
various regions. Students keep the maps to study for the quiz. (E, R)
22. Students take Map Quiz [See Document 4]. The quiz will be given orally to
students with lower reading levels. (E2, T) T – tailored to address differences in students’
reading skills
23. Students are divided into groups to brainstorm available sources of information and list as
many sources as they can. Each group shares its list with the class, and the teacher makes
a class list on chart paper. This will serve as a diagnostic assessment to check for
students’ initial knowledge. The number of sources on the list is counted, and teacher
questions students to elicit the names of any sources not found on the list. Teacher
prompts students to think about where the sources of information can be found. (Essential
Question: How can I find information about a topic?; Understanding: Information can be
found in a variety of sources.; Knowledge: Various sources of information.; Skill: Name
various sources of information.) (Logical/Quantitative Window)(W, H, E)(Facet:
Explanation)
24. Teacher presents students with question “Is one source of information always enough
when you are researching a topic?” Students share opinions and discuss reasons that more
than one source of information may be needed when researching a topic. (Essential
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Question: Why might I need to use more than one source of information?; Understanding:
One source of information may not be sufficient to answer questions about a topic.)
(E)(Facet: Explanation)
25. Students write a 1-minute essay to respond to the question “What do you really
understand about sources of information?” Teacher reads the prompt to the students.(R,
E2, T) (Facet: Self-knowledge) T – tailored to address differences in reading levels of
some students
26. Students take Information Quiz [See Document 5]. Students with poor writing or
spelling skills will be allowed to take the quiz orally. (E2, T) T – tailored to address
differences in students’ writing and spelling skills
27. Students complete a Technology Survey [See Document 9] to assess their knowledge and
prior use of the Internet and PowerPoint. Teacher reads the survey questions to students.
(W, T) T – tailored to address differences in reading levels of some students
28. Teacher assigns a “Share Day” assignment. Students will find an item related to Native
Americans and present it to the class. Students will be given the following options: a
poem or short written passage, musical selection, object/artifact, artwork, or photograph.
Students will explain the item and how it relates to the study of Native Americans.
(Essential Question: Who are Native Americans? What can we learn from studying
them?)(Experiential Window)(Facet: Interpretation) (E, T) T – tailored to allow students
choices of products for assignments; tailored to be an open-ended assignment to enable
students to give different but equally valid responses
29. Students view an Interactive PowerPoint and take notes of information to use in
performance tasks. Varying graphic organizers are given to students for note-taking [See
Document 10]. PowerPoint - Explore the Native American Nations,
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/socialstudiesK-
5.aspx (Knowledge: How Native Americans used their environments to meet basic needs)
(E, T, O) T – tailored to address visual, written, and auditory modalities
30. Teacher introduces and models use of the wiki created to help students during their
performance tasks. Wiki – http://nativeamericansinfo.wikispaces.com (E, O)
31. Students work independently on their performance tasks. Students have the option to
present their information in the form of a PowerPoint presentation or a poster/tri-board.
In addition to the regular task, students with advanced skills will pick one tribe and
include information on any present-day members of that tribe (population, where they
live, way of life, etc.). Students who are performing below average will only be required
to present information on four of the six tribes for their task. (Skill: Use various
information sources to answer questions about Native Americans; Skill: Describe how
Native Americans used their environments to meet needs)(Experiential Window)(Facet:
Application)(E, T) T – tailored to allow students options for demonstrating understanding
through various products and performances; tailored to address differences in students’
skill levels
32. Students write a response to the prompt “How might Native Americans view the way that
we meet our needs by buying everything that we use?” Teacher reads the prompt to
students. (Facet: Empathy) (R, T) T – tailored to address lower reading levels of some
students
33. Students self-assess and peer-assess their performance tasks using rubrics.[See
Documents 1,2](E,R, E2)
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34. Students revise performance tasks.(R)

35. Students individually present their performance tasks to the class. The presentations are
evaluated using the rubric.
36. Students complete their individual K-W-L graphic organizers on Native Americans that
were begun earlier in the unit to show what they have learned during the course of the
unit. (R, E2, T)(Facet: Self-knowledge) T - tailored to provide open-ended questions that
enable students to give different but equally valid responses.
37. Teacher gives students resources for further independent study about Native Americans
[See Document 11]
O – Organize: A planning calendar is attached to show how the unit and instructional
strategies will be delivered.
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Calendar
Monday Tuesday Wednesday Thursday Friday

Hook students with Read and discuss Group activity of finding Read and discuss Review “geography” &
Survivorman video textbook pp. 6-7 differences in pictures of textbook p. 10 “culture” terms
Week 1 various cultures
Show Video Podcast Review and revise web Students and teacher Students complete a K-
(Overview of Unit) to organizer Introduce term “culture” share personal W-L graphic organizer
introduce students to experiences with about Native Americans
Native American unit Locate geography tools View and discuss 2 cultural differences
in classroom culture video clips Explain assessments in
Brainstorm Students respond to unit (map quiz,
“geography” and 1-minute essay re: most Students complete survey writing prompts re: information quiz,
complete web important thing learned about technology use differences b/n them and performance task,
organizer today person in NYC or rubrics)
differences between
small town and big city
life

Show Video Podcast Use maps in room and Brainstorm list of sources Map quiz View interactive
(Native American textbook p.69 to locate 6 of information PowerPoint about Native
Week 2 Cultures) to students specific groups of Native Teacher reads excerpts Americans and take notes
Americans Discuss where to find from book The River using organizers
Students respond to sources and need to use People aloud to students
writing prompt re: how Activity of completing more than one source Teacher introduces and
might people today live outline maps to show Students respond in models use of wiki for
off the land location of tribes in 1-minute essay re: what writing journals to performance task
regions for study sheets students really prompt re: attitudes
understand about sources about people different
Review maps for of information from themselves
accuracy and revise as
necessary Teacher assigns/explains
“Share Day” assignment
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Information quiz “Share Day” assignment Students work on Students revise Students present
is due; Students present performance tasks performance tasks based performance tasks to
Week 3 Students work on and discuss their items. on peer-assessment and class
performance tasks Students self-assess self-assessment
performance tasks using Teacher gives students a
Respond to writing rubrics Students complete final sheet of ideas for further
prompt re: how Native Students work on column in K-W-L independent study and
Americans might view performance tasks Students peer-assess graphic organizer to exploration about Native
the way we meet needs performance tasks using show what they have Americans
today by buying rubrics learned during unit
everything
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Document 1
Performance Task
“How Did They Do It?” - Each student will use various sources of information to create a
PowerPoint presentation that describes how the six groups of Native Americans used their
environment to meet their needs. The students will orally present their findings to the class. A
rubric will be used to evaluate the presentation. Students will self-assess their performance using
a self-assessment instrument. (Facet 1, Facet 2, Facet 3)

Goal:

 Your task is to describe how six Native American groups used their environment to meet
their needs.

Role:

 You work in the local library.

Audience:

 The target audience is a local novelist who is thinking of writing a book about Native
Americans.

Situation:

 The context you find yourself in is presenting information to the novelist on how Native
Americans survived by using their environments. The novelist is not familiar with Native
American culture, and she wants to use this information to decide which group of Native
Americans will be the focus of her new book.

Product, Performance, and Purpose:

 You will create a PowerPoint presentation about how the different Native American
groups obtained food, clothing, and shelter in their specific geographical locations. You
will orally present this information to the novelist.

Standards and Criteria for Success:

 Your presentation needs to include accurate information, be attractive in appearance, and

contain information from a variety of sources.
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How Did They Do It? Rubric

Student:

Category Poor -1 Fair - 2 Good - 3 Score

Content Included very Included most of Included
little of the the required geographic
required information for location,
information; Did all 6 groups; description of
not include all 6 Information is environment,
groups in the generally how clothing,
presentation; accurate (some shelter, & food
Major minor were obtained by
inaccuracies inaccuracies all 6 groups; All
were present. were present). information is
accurate.
Sources 1 source of 2 sources of At least 3
information was information were sources of
cited in the cited in the information were
PowerPoint. PowerPoint. cited in the
PowerPoint.
Page Design Text and pictures Text and pictures Text and pictures
were not placed were somewhat were well-placed
well on the well-placed; on the pages;
pages; Pages pages were Font was easy to
were empty or slightly cluttered; read; Pages were
very cluttered; Font was not cluttered.
Font was very somewhat hard
hard to read. to read.
Graphics Few pictures Several pictures Several pictures
were used in the were used in the were used in the
PowerPoint. PowerPoint. PowerPoint; All
Most of the Most of the pictures were
pictures that pictures were appropriate and
were used were appropriate and enriched the
not appropriate enriched the quality of the
and did not quality of the presentation.
contribute to the presentation, but
presentation. some were not
well-chosen.
Mechanics Several mistakes A few mistakes No mistakes in
in spelling, in spelling, spelling,
grammar, grammar, grammar,
punctuation, or punctuation, or punctuation, or
capitalization capitalization capitalization
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Speech Speech was not Speech was not Speech was clear
clear at all (lots clear at times and easy to
of mumbling); (some understand (no
Volume was too mumbling); mumbling);
low for students Volume was Volume was
to hear the adequate during adequate for all
presentation. most of the students to hear
presentation. throughout the
presentation.
Eye contact Very little to no Some eye contact Good eye contact
eye contact with with audience with audience
audience during during the throughout the
the presentation presentation presentation

Total Score

Scores: 14-18 points = A

9-13 points = B
6-8 points = C

No PowerPoint or presentation = F

Document 2

How Did They Do It? Student Self-Assessment

Student:

Task Yes No
I put all of the required information in the PowerPoint.
I used at least 3 different sources of information.
The PowerPoint pages were easy to read and attractive.
I used appropriate pictures in the PowerPoint.
I used correct spelling, grammar, punctuation, and
capitalization.
I spoke clearly and loud enough for everyone to hear me.
I had good eye contact during my presentation.
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I feel that I did my best on this assignment.

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Document 3
Pre-Assessment/Post-Assessment
K-W-L Chart
Student: Topic: Native Americans

What I Know: What I Want to Know: What I Learned:

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Document 4
Map Quiz
Using the map of North America, match each group of Native Americans to the area in which
they settled. Write the letter of the Native American group beside the correct area.

A. Seminole
B. Nez Perce
C. Inuit
D. Kwakiutl
E. Pawnee
F. Hopi

Area of the map:

1. Arctic regions ___________

2. Northwest ___________

3. Plateau ___________

4. Southwest ___________

5. Plains ___________

6. Southeast ___________
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Note: Each geographical area would be shaded in a different color and numbered according to
the list of areas on the quiz.
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Document 5
Information Quiz
Student:

List as many different sources of information as you can.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.
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Document 6
Writing Prompt Rubric
Student:

Category 1 2 3 Score
Content Little of the Most of the The content of
content is content is the writing is
meaningful; meaningful; meaningful and
Little or no Some insight into reveals insight
insight into the the topic is into the topic.
topic is revealed. revealed.
Focus Little of the Most of the The entire
writing is related writing is related writing is related
to the assigned to the assigned to the assigned
topic. Most of topic, but some topic.
the writing is unrelated
unrelated to the information is
topic. present.
Requirements Most sentences Some sentences All sentences are
are incomplete. are incomplete. complete.
Writing consists Writing is about Writing is more
of only one or one-half of a than one-half of
two sentences. page. a page.
Neatness Most of the Some of the Writing is easy
writing cannot be writing is hard to to read, and the
read. The paper read. The paper paper looks neat.
looks very looks slightly
messy. messy.
Total Score
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Document 7
Web Organizer

Geography
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Document 8
Pictures of Various People
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Document 9
Technology Survey
Name:

1. Do you know how to type something on the computer and save it? Yes No

2. Do you know how to print something from the computer? Yes No

3. Do you know how to get on the Internet? Yes No

4. Do you know how to find a web site on the Internet? Yes No

5. Do you know how to search for information on the Internet? Yes No

6. Can you find a picture on the Internet and copy it into a report? Yes No
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Document 10 – Graphic Organizers for Taking Notes Version 1

Native Geographic Description of Food Clothing Shelter
American Region Environment
Tribe

Inuit

Kwakiutl

Nez Perce
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Native Geographic Description of Food Clothing Shelter

American Region Environment
Tribe

Hopi

Pawnee

Seminole
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Version 2
Native Geographic Description of Food Clothing Shelter
American Region (What area Environment (Were there
(What did they eat? How did they get (What did they wear? What was it made (What did they live in? How did they
Tribe of North America?) forests, rivers, desert, ocean, prairie,
it?) from?) build it? What materials were used?)
etc.? What was the climate?)

Inuit

Kwakiutl

Nez Perce
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Native Geographic Description of Food Clothing Shelter

American Region (What area Environment (Were there
(What did they eat? How did they get (What did they wear? What was it made (What did they live in? How did they
Tribe of North America?) forests, rivers, desert, ocean, prairie,
it?) from?) build it? What materials were used?)
etc.? What was the climate?)

Hopi

Pawnee

Seminole
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Document 11

Resources for Further Study on Native Americans

Online Resources about Native Americans

Remember that the wiki for our unit on Native Americans is located at
http://nativeamericansinfo.wikispaces.com. There are links to several web sites that contain
information about the different tribes. There is a listing of sites that provide information about
Native American games, recipes, crafts, toys, songs, dances, poetry, and legends. Let me know
if you find other web sites that could be added to the wiki.

Activities for Exploring Native American Culture

Activity 1: Building a Shelter - Compare building a home that was constructed from the
past to building a modern home on a reserve.

Activity 2: Responsibilities of Native American Men and Women - Compare the duties and
responsibilities of a Native American woman and man
to a modern day Native American woman and man.

Activity 3: Ceremonies, Traditions, Customs, and Celebrations - Research and find out the
celebrations, ceremonies, traditions, and customs of the
selected Native American tribe in the past and what is
now done in our modern age. How is it the same and
different?

Activity 4: Cooking, Storing and Preserving Food - Compare the ways a Native American
woman cooked, stored, and preserved her foods with
the way a modern day Native American woman does.

Activity 5: Hunting - Compare how a Native American male or Father provided and
hunted food for his family with the way a modern
Native American male or father provides or hunts for
his family’s food. What types of hunting tools did they
use to hunt and prepare the meat?
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Activity 6: Clothes - Compare how a Native American family dressed and what kind of
clothes they wore with the way a modern day Native
American dresses. How did they make their clothes?
What did they look like? What kinds of clothes were
worn for special occasions?

Activity 7: Art - Study and illustrate how the Native American group made items such as
pottery, drawings, jewelry, carvings, sculpture, and
totem poles. Choose at least one of these items and make
a replica, model, or an item selected above from the
specific tribe that you have chosen.

Activity 8: Herbal Medicine - Native Americans had many cures and herbal remedies
which they used to cure sickness and diseases. Research
and examine what kinds of herbs they used to cure
sicknesses or used for health. Write a report and
prepare a speech to present to the class what you have
learned regarding the sickness and herbs that you have
researched for the Nation that you have chosen.

Activity 9: School - How were Native American children educated in the past? How has
education changed for Native American Children
today? How do they learn about their culture,
traditions, and language?

Activity 10: Famous Native Americans - Research a famous Native American and create a
report on this individual. Present your findings to the
class. Why is this person special? What made him/her stand
out to you?

Activity11: Life on a Reserve -Why do many Native Americans live on a Reserve and what is it
like?

Source:
These activities were included in a thematic unit developed by Lisa Eliuk. The unit was
retrieved from http://www.avln.org/resources/projects/eliuk2.pdf on July 12, 2010.
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References

Berson, M. J. (Ed.). (2005). United States History: Beginnings. Orlando, FL: Harcourt.

McTighe, J., & Wiggins, G. (2004). Understanding by design professional development

workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

100% Educational Videos. (1998). Native Americans: The first peoples [Full Video]. Available

from http://www.discoveryeducation.com/

Summer Productions. (1994). Native Americans: Living in the land [Video Segment]. Available

from http://www.discoveryeducation.com/

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