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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 Native Americans Geography Living off the land Culture Core Tasks: Name various information sources Find geographic regions on a map Explain how Native Americans used their environment to meet needs 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: y What do we mean by ³culture´? y Who are Native Americans? What can we learn from studying them? y What is geography and why is it important? y What does it mean to ³live off the land´? y How does where people live affect how they live? y How did Native Americans use their surroundings to meet their needs?

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y How can I find information about a topic? y Why might I need to use more than one source of information? Knowledge:
Students will know«  Meaning of ³culture´  Meaning of ³geography´  Geographic location of six Native American groups  How Native Americans used their environments to meet basic needs  Various sources of information

Skills:
Students will be able to«  Name various sources of information  Use various information sources to answer questions about Native Americans  Find geographic locations of Native Americans on a map of North America  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) ³How 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)

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Prompt: (Document 6) Students will write a response to the prompt ³How 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 ³How 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 ³What 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 ³Who is ³Survivorman´?´ 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-alaskasurvival-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 ³geography,´ 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 ³Why Geography Matters´ in the

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Harcourt Horizons textbook pp. 6-7 is played. Material is discussed. (Knowledge: Meaning of ³geography´)(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 ³What 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 ³culture´?; 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 ³culture´. (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 ³Why Culture and Society Matter´ in the Harcourt Horizons textbook p. 10 is played. Material is discussed. (Knowledge: Meaning of ³culture´)(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 - ³How 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 ³How 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 ³geography´ and ³culture´ 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 ³How 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 ³What 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 ³Early 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 ³Is 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 ³What 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 ³Share 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/socialstudiesK5.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 ³How 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 Hook students with Survivorman video Show Video Podcast (Overview of Unit) to introduce students to Native American unit Brainstorm ³geography´ and complete web organizer Tuesday Read and discuss textbook pp. 6-7 Review and revise web organizer Locate geography tools in classroom 1-minute essay re: most important thing learned today Wednesday Group activity of finding differences in pictures of various cultures Introduce term ³culture´ View and discuss 2 culture video clips Thursday Read and discuss textbook p. 10 Students and teacher share personal experiences with cultural differences Friday Review ³geography´ & ³culture´ terms Students complete a KW-L graphic organizer about Native Americans

Week 1

Explain assessments in unit (map quiz, Students respond to Students complete survey writing prompts re: information quiz, about technology use differences b/n them and performance task, rubrics) person in NYC or differences between small town and big city life Brainstorm list of sources Map quiz of information Teacher reads excerpts from book The River Discuss where to find People aloud to students sources and need to use more than one source Students respond in writing journals to 1-minute essay re: what prompt re: attitudes students really understand about sources about people different from themselves of information Teacher assigns/explains ³Share Day´ assignment View interactive PowerPoint about Native Americans and take notes using organizers Teacher introduces and models use of wiki for performance task

Week 2

Show Video Podcast (Native American Cultures) to students Students respond to writing prompt re: how might people today live off the land

Use maps in room and textbook p.69 to locate 6 specific groups of Native Americans Activity of completing outline maps to show location of tribes in regions for study sheets Review maps for accuracy and revise as necessary

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Information quiz Week 3 Students work on performance tasks Respond to writing prompt re: how Native Americans might view the way we meet needs today by buying everything

³Share Day´ assignment is due; Students present and discuss their items.

Students work on performance tasks Students self-assess performance tasks using rubrics Students peer-assess performance tasks using rubrics

Students revise performance tasks based on peer-assessment and self-assessment Students complete final column in K-W-L graphic organizer to show what they have learned during unit

Students present performance tasks to class Teacher gives students a sheet of ideas for further independent study and exploration about Native Americans

Students work on performance tasks

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Document 1 Performance Task
³How 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: y Role: y You work in the local library. Your task is to describe how six Native American groups used their environment to meet their needs.

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

Situation: y 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:

y

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: y 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 Content Poor -1 Included very little of the required information; Did not include all 6 groups in the presentation; Major inaccuracies were present. 1 source of information was cited in the PowerPoint. Text and pictures were not placed well on the pages; Pages were empty or very cluttered; Font was very hard to read. Few pictures were used in the PowerPoint. Most of the pictures that were used were not appropriate and did not contribute to the presentation. Several mistakes in spelling, grammar, punctuation, or capitalization Fair - 2 Included most of the required information for all 6 groups; Information is generally accurate (some minor inaccuracies were present). Good - 3 Included geographic location, description of environment, how clothing, shelter, & food were obtained by all 6 groups; All information is accurate. 2 sources of At least 3 information were sources of cited in the information were PowerPoint. cited in the PowerPoint. Text and pictures Text and pictures were somewhat were well-placed well-placed; on the pages; pages were Font was easy to slightly cluttered; read; Pages were Font was not cluttered. somewhat hard to read. Several pictures Several pictures were used in the were used in the PowerPoint. PowerPoint; All Most of the pictures were pictures were appropriate and appropriate and enriched the enriched the quality of the quality of the presentation. presentation, but some were not well-chosen. A few mistakes No mistakes in in spelling, spelling, grammar, grammar, punctuation, or punctuation, or capitalization capitalization Score

Sources

Page Design

Graphics

Mechanics

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Speech

Speech was not clear at all (lots of mumbling); Volume was too low for students to hear the presentation.

Speech was not clear at times (some mumbling); Volume was adequate during most of the presentation.

Eye contact

Very little to no eye contact with audience during the presentation

Speech was clear and easy to understand (no mumbling); Volume was adequate for all students to hear throughout the presentation. Some eye contact Good eye contact with audience with audience during the throughout the 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 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. I feel that I did my best on this assignment. Yes No

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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. B. C. D. E. F.

Seminole Nez Perce Inuit Kwakiutl Pawnee 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 Content

Focus

Requirements

Neatness

1 Little of the content is meaningful; Little or no insight into the topic is revealed. Little of the writing is related to the assigned topic. Most of the writing is unrelated to the topic. Most sentences are incomplete. Writing consists of only one or two sentences. Most of the writing cannot be read. The paper looks very messy.

2 Most of the content is meaningful; Some insight into the topic is revealed. Most of the writing is related to the assigned topic, but some unrelated information is present. Some sentences are incomplete. Writing is about one-half of a page. Some of the writing is hard to read. The paper looks slightly messy.

3 The content of the writing is meaningful and reveals insight into the topic. The entire writing is related to the assigned topic.

Score

All sentences are complete. Writing is more than one-half of a page. Writing is easy to read, and the paper looks neat.

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
Native American Tribe Inuit Geographic Region Description of Environment Food

Version 1
Clothing Shelter

Kwakiutl

Nez Perce

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Native American Tribe Hopi

Geographic Region

Description of Environment

Food

Clothing

Shelter

Pawnee

Seminole

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Version 2
Native American Tribe Inuit Geographic Region (What area
of North America?)

Description of Environment

Food
(Were there (What did they eat? How did they get it?)

Clothing
(What did they wear? What was it made from?)

Shelter
(What did they live in? How did they build it? What materials were used?)

forests, rivers, desert, ocean, prairie, etc.? What was the climate?)

Kwakiutl

Nez Perce

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Native American Tribe Hopi

Geographic Region (What area
of North America?)

Description of Environment

Food
(Were there (What did they eat? How did they get it?)

Clothing
(What did they wear? What was it made from?)

Shelter
(What did they live in? How did they build it? What materials were used?)

forests, rivers, desert, ocean, prairie, etc.? What was the climate?)

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/ Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.