Ethnomathematics Inquiry Outline

Title: Geometry’s Contribution to Native American Architecture

Individual or Team of Two: Lindsey Desmarais and Mac Veilleux

Rationale:
This is an example for an Ethnomathematics learning activity because it introduces
students to the Native American Architecture and building structures and compares it to every
day architecture and structures. Buildings and houses hold strong cultural significance to the
Native American population as well as most cultural groups, and to look at how it is incorporated
in modern architecture helps further that significance. In an article, it said that “Museum
buildings and tourist facilities are especially likely to embody aspects of Native American
culture or tradition, because one major aim is to celebrate the distinctiveness of the historic
cultures in question” (Wishart, 2011). By including this in a lesson it can bring a sense of cultural
awareness and inclusiveness, yet also bringing in real life activities. Through this activity
students will be able to see how shapes, lines, and angles interact and play a role in the
architecture of buildings, as well. Students can create and relate it to the buildings they see
outside, while also maintaining an understanding of cultures that are not much different than
their own, especially if there is a Native American population nearby.

Grade Level: 3rd-5th Grade

Approximate Timeline: 2 Weeks

What are key mathematics concepts that will be included in your ethnomathematics
learning:
· Geometry
· Measurement
· Angles

Identify at least one principle of mathematics:

· Learning: Effective mathematics teaching requires understanding what students know

and need to learn and then challenging and supporting them to learn it well

Standards:

· CCSS.MATH.CONTENT.4.G.A.1: Draw lines, line segments, angles (right, acute obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
 · CCSS.MATH.CONTENT.4.G.A.2: Classify two-dimensional figures based on the
presence or absence of parallel or perpendicular lines, or the presence or absence of
angles of a specified size. Recognize right triangles as a category and identify right
triangles.

· B2 – 3-5: Students use Elements of Art and Principles of Design to create original art

works including paintings, three-dimensional objects, drawings from imagination and life,
and a variety of other media and visual art forms. 

Authentic Performance Task(s)

· Sketches and drawings of traditional Native American architecture. (Identifying shapes, lines,
and angles within the architecture.)

· Sketches and drawings of modern day Native American structures as well as local architecture
in the community.
· 2-D sketches of modern day Native American architecture using traditional Native American
concepts/designs.

· 3-D models of modern day Native American structure (mentioned above.)

Authentic Audience:
· Native American Culture/Community
· Local Native American Tribes (ex: Abenaki Tribe, Penobscot, Maliseet, Passamaquoddy)
· Local Community (dependent on where school is located)

Learning Plan:

1. Students will begin learning about different types of lines (intersecting, parallel, perpendicular)
as well as types of angles (acute, obtuse, right, straight, reflex.) This introduction will get students
comfortable with the new concepts as well as new vocabulary.

2. Students will be introduced to local Native American tribes and their cultures using a variety
of different modes. This will include Native American literature, music and art. These will be
shown to students through read alouds as well as a PowerPoint presentation.

3. The class will begin to focus on learning about traditional Native American
structures/architecture. Students will learn how these structures were built; what materials were
used as well as the purposes of the structures.
 4. The teacher will create a slideshow/PowerPoint presentation with different types of Native
American structures/dwellings. As a class, students will begin to identify and label shapes and
types of lines and angles they see within the architecture.

5. Each student will choose the type of Native American dwelling/structure that interests them
the most, they will then research more about this type of architecture. They will sketch an example
of one of these and identify the types of lines, angles and shapes within the structure.

6. The class will take a field trip into their local community to look at modern day architecture.
Students will sketch a structure or piece of architecture that interests them and identify and label
the types of lines, angles and shapes within the structure. Students will get a chance to share their
findings with their peers.

7. Using a teacher created slideshow, the class will look at modern day Native American
structures. The students will use printed out pictures of these to trace/draw over types of lines,
angles and shapes they see in the architecture. Students will then sketch a structure or building that
interested them and label the lines, angles and shapes found within it. During this time students
will learn about the importance of tradition in the Native American culture. They will also begin to
identify different Native American designs/art seen within modern day structures.

8. Students will use compare and contrast skills in order to find the similarities and differences
between their sketches of traditional Native American structures, local modern-day structures and
modern day Native American structures.

9. Students will begin brainstorming ideas, concepts, shapes, lines, and angles from traditional
and modern day Native American structures to create their own modern day Native American
building. Students will hear from a Native American guest speaker. During this time the guest
speaker will talk about Native American culture and tradition as well as modern-day cultural
aspects seen in modern structures. Students will have a chance to ask questions to the guest
speaker.

10. Students will create their own 2-D sketch of a modern day Native American building. Students
will explain what the building is used for as well what concepts of traditional Native American
housing they took inspiration from. Students will be identifying lines, shapes and angles within
their building.

Extension Activity:
· Students will create and build a 3-D model of their 2-D sketches of modern day Native
American structures.

What materials and resources will be needed?

· Graph/Blank Paper – Used for sketches
· Informational PowerPoints
 · Native American Literature
· Videos/Pictures of Native American Music and Art

References
https://www.khanacademy.org/humanities/art-americas/native-north-america/native-american-co
ntemporary-art/a/contemporary-native-american-architecture

http://www.native-languages.org/houses.htm

https://coe.hawaii.edu/ethnomath/wp-content/uploads/sites/12/2019/10/Hawaiian-Architecture-a
nd-Geometry.pdf

Used in rationale: http://plainshumanities.unl.edu/encyclopedia/doc/egp.arc.034