Lesson Plan

Teacher Candidate: Paris Felts

Date: July 1, 2015

Grade and Topic: Fourth Grade Social Studies

Length of Lesson: 4 hours and 10 minutes for 3 days

Mentor Teacher: Annette Sargent Cornelius

School: University of Memphis-IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The History of America (to 1850)
The Land and People before European Exploration
Students describe the legacy and cultures of the major indigenous settlements of Tennessee.

LESSON OBJECTIVE:
1. Given a student handout, computer, and three web addresses, the student will describe the culture of
the Cherokee, Creek, and Chickasaw tribe with a three out of four on the rubric. (Blooms taxonomy:
comprehension)
2. Given a computer and PowerPoint software, the student will identify each Indian culture by creating
a PowerPoint presentation that includes facts and images, and write a five paragraph essay
describing each tribes culture, comparing the tribes and answering the essay question given with a
three out of four on the rubric. (Blooms taxonomy: comprehension, analysis, synthesis)
Student Participation
The goal of this lesson is for students to identify and describe the Cherokee, Creek, and Chickasaw cultures by
researching the tribes and creating a PowerPoint Presentation that demonstrates the information gathered and
writing a brief summary comparing each tribes culture.

STANDARDS ADDRESSED:
State/District
TN Social Studies- 4.2 Analyze religious beliefs, customs, and various folklore traditions of the
Cherokee, Creek, and Chickasaw, including: (C, TN)
Principal Chief
Summer and winter homes
Beloved Woman
Recreation
Clans

 Maternal designations

ISTE Standards
Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media

MATERIALS:
1.
2.
3.
4.

Student handout
Computer
PowerPoint software
Internet access to
a. Cherokee Facts http://www.bigorrin.org/cherokee_kids.htm
b. Creek Facts http://www.bigorrin.org/creek_kids.htm
c. Chickasaw Facts http://www.bigorrin.org/chickasaw_kids.htm
d. Google Images Search Engine https://www.google.com/imghp
5. Pencil
6. Paper
Technology Integration
Students will use the computer to access the sites listed in the Materials section to research the three Indian tribe cultures
and retrieve images to support the descriptions. The PowerPoint software will be used to complete a presentation
displaying their research. After completing this activity, students will save their work to a shared Dropbox folder for their
class. A sample of this product is attached to this document.

BACKGROUND and RATIONALE:

Students will demonstrate a clear understanding of each Indian tribe listed (Cherokee, Creek, and Chickasaw)
by providing a visual presentation with a short essay describing and comparing each culture.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN social studies standard 4.1.
This lesson will prepare the class for the next lesson in our unit which is the TN social studies standard 4.3 (to
create a visual display using multiple forms of media to identify with pictures geographic terms including
bluffs, swamps, isthmus, gulf, sea, bay, and cape. (G)), which will conclude that units chapter.
The lesson or technology will be modified to meet the needs of diverse learners.
PROCEDURES AND TIMELINE:

Introduction:
1. Begin by placing a small insert from the Disney movie Peter Pan What Makes the Red Man Red? on the
whiteboard. (Here is the link https://www.youtube.com/watch?v=Y_at9dOElQk )
2. Ask the students if they think this depiction of Native Americans are realistic (essay question), and explain to
them that they will get a chance to explore their answers.

Procedures:
Prior to the Computer (10 minutes)

Teacher Procedures

Student Procedures

1. After the introduction, distribute the student

handouts to students and ask them to circle the
three tribe names that will be used as terms to
search for images.
2. Verbally assign each student to a group of three

1. Students circle the three tribe names

(Cherokee, Creek, and Chickasaw)
2. Students form into their groups
3. Students choose which tribe to research

At the Computer (1 hour per group each day for 3 days) {each group member will have 20 minutes per day}
Teacher Procedures
1. Have students open both PowerPoint and an
Internet browser
2. Direct students to create a presentation and
insert 5 slides
3. Direct students to the websites listed on the
student handout
4. Direct students to the Google images
website
5. Monitor and assist as needed

Student Procedures
1.
2.
3.
4.

Open an Internet browser

Go to the website for one of three tribes
Read the information
Fill out the selected tribes section on the
student handout (each member will fill out
only tribe section)
5. Open PowerPoint
6. Click on the Design tab
7. Choose background design
8. Insert a slide
9. Add the following title: Native Americans:
Legacy and Culture
10. Below the title, list each team members
name
11. Insert new slide
12. Add the title: The Cherokee
13. Insert new slide
14. Add the title: The Creek
15. Insert new slide
16. Add the title: The Chickasaw
17. Insert a new slide
18. Add the title: Credits
19. Go to the slide that represents the tribe
chosen to research
List the topics on the student handout
(Principal Chief, Summer and winter
homes, Beloved, Woman, Recreation,
Clans, Maternal designations)
20. Place a bullet point in front of each topic
21. Type the description next to each topic
22. Go to Google images website
23. Search for the selected tribe name circled
on the student handout
24. Choose an image that best represents the
tribe
25. Right click on image and copy image

26. Go to PowerPoint slide

27. Paste image next to descriptions on
appropriate slide
28. Go to Credits slide
29. Type each website listed on student
handout
30. Insert a transition for each slide
31. When all slides are complete, correct any
spelling errors
32. Save work
33. Print a copy of each slide
After the Computer (1 hour)
Teacher Procedures:

Student Procedures:

1. Have the students regroup with group

members
2. Ask the students to discuss the activitys
printed version with group members
3. Give students 10 minutes to discuss
4. Have students to individually write a five
paragraph essay describing each tribes culture
and comparing the tribes. At the end of the
summary, answer the following question: (Ask
the students if they think the depiction of
Native Americans in the movie clip is realistic
or not).

1. While in a group, students will discuss the

activity and review each slide previously
printed
2. Students will take notes if needed
3. Students will write a five paragraph essay
describing each tribes culture and comparing
the tribes. At the end of the summary, answer
the following question explaining why or why
not: (Do you think the depiction of Native
Americans in the movie clip is realistic?).

Supporting Activity
Students will begin writing down factual information for each tribe to help assist with the summary essay.

Closure:
Before class ends, the teacher will collect the essays and allow each group to take turns presenting their
PowerPoint. After the presentations, the teacher will allow time for discussions and questions.

ASSESSMENT EVIDENCE:
Student handout, PowerPoint Presentations, and Summary Essay

Criteria

Student handout is
filled out in its
entirety

Handout has all

sections complete
with factual
information about
each Native American
tribe

Handout has most

sections complete
with factual
information about
each Native American
tribe

Handout has some

sections complete
with some factual
information about
each Native American
tribe

Handout has no
information about any
tribe

Graphic images
represent each Native
American Tribe in the
PowerPoint

All of the chosen

graphics clearly
represent each Native
American Tribe

Almost all of the

chosen graphics
clearly represent each
Native American
Tribe

Only a few of the

chosen graphics
represent each Native
American Tribe

Very few or none of

the chosen graphics
represent each Native
American Tribe

Each tribe is
identified with
descriptions in
PowerPoint

Each Native American

tribe is identified and
factual information
recorded on the
student handout is
incorporated into the
appropriate slide

Each Native American

tribe is identified and
factual information
recorded on the
student handout is
somewhat
incorporated into the
appropriate slide

Each Native American

tribe is identified and
information recorded
on the student
handout is vaguely
incorporated into the
slide

Each Native American

tribe is identified

Summary Essays and

Essay Question

The summary clearly

identifies, describes,
and compares each
Native American
Tribe. The essay
question was
answered and a brief
explanation for the
answer chosen was
provided

The summary
somewhat identifies,
describes, and
compares each Native
American Tribe. The
essay question was
answered and a brief
explanation for the
answer chosen was
provided

The summary
identifies, describes,
and compares most
Native American
Tribes. The essay
question was
answered.

The summary does

not identify, describe,
and/or compare the
Native American
Tribes. The essay
question was not
answered.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

The History of America

The Land and People before European Exploration

STUDENT HANDOUT

Students: Use the following links to access the information required listed in the RESEARCH
section below. Make sure that you type the links correctly in the search engine (example shown
below).

Cherokee Facts for Kids

http://www.bigorrin.org/cherokee_kids.htm

Creek Facts for Kids

http://www.bigorrin.org/creek_kids.htm

Chickasaw Facts for Kids

http://www.bigorrin.org/chickasaw_kids.htm

RESEARCH: You will be placed in a group of three students for this project.
Each group member will take turns at the computer to research the different
Native American tribes.
When you get to each site, look for the key elements placed next to each bullet point (
). Write
a description next to each topic when you find it in your search. You will repeat this step for all
three sections (each team member will share their information with the group so that everyone
in the group can fill out all sections). Please use the back of this sheet and/or add a sheet of
paper if needed.
1. Cherokee

Principal Chief
Summer and winter homes
Beloved Woman
Recreation
Clans
Maternal designations

Student handout continued..

2. Creek
Principal Chief
Summer and winter homes
Beloved Woman
Recreation
Clans
Maternal designations
3. Chickasaw

Principal Chief
Summer and winter homes
Beloved Woman
Recreation
Clans
Maternal designations