Name: Kelsey Calton

Title: Indigenous Peoples Museum Walk

Grade: 5th grade

Subject: Social Studies

Standards:
● 5 – U1.1.3 Describe Eastern Woodland life with respect to governmental and family
structures, trade, and their relationship to the land.

● ID.3-5.2 I know about my family history and culture and about current and past
contributions of people in my main identity groups.

● DI.3-5.7 I have accurate, respectful words to describe how I am similar to and different
from people who share my identities and those who have other identities.

Objectives:
● I can describe the life and culture of the Ojibwa, Potawatomi, and Ottawa indigenous
peoples.

● I can describe aspects of my own culture.

● I understand that there are many terms that people have used to describe indigenous
peoples, but I am aware of how most terms are inaccurate and how it is my responsibility
to use terms that people want to be called.

Teacher Materials:
● Google slides
● Ojibwa poster
● Potawatomi poster
● Ottawa poster

Below are the posters that were actually posted around the room for students:
Ojibwa:
Potawatomi:
Ottawa:
Student Materials:
● Museum Walk Handout
● Word Bank
● Pencil

Instructional Sequence:
● Have 3 posters posted around the room before the lesson begins.
● First, state the objective which is on slide 1.
● Have the paper passer pass out the Word Bank Document. Explain that this will help to
refer back to as we learn today.
● Slide 2: Ask students to look at these words and think about if they have seen these words
before. Ask students to discuss which words they recognize, and what they already know
about these words.
● Slide 3: Explain that the term “American Indians” is an outdated and disrespectful term to
use to describe the people who first lived in America.
● Slide 4: Ask students if they have heard the word Native before. Discuss with students.
Ask students if they think Native Americans is a respectful term to use.
● Slide 5: Explain that the term “Indigenous Peoples” is a respectful way to address the
people who first lived in America. Also recommend that we can always ask someone
how they wish to be called or addressed, in order to be the most respectful to that person.
Give an example: Some students have a nickname they would prefer to be called, and I
prefer that students call me Miss Calton or Miss C. Stress that when talking about the
people who were first on American land, the words we use can be very hurtful, or can be
respectful.
● Slide 6: Show students the map of where the people of the Eastern Woodlands lived.
Emphasize that it goes all the way from the Mississippi River to the Atlantic Ocean.
● Slide 7: Explain that 3 groups of people from the Eastern Woodland that we are going to
focus on today are called the Three Fires. The 3 groups that make up the Three Fires are
the Ojibwa, Potawatomi, and Ottawa.
● Slide 8: Explain that the people who lived in the Eastern Woodlands region shared some
similar characteristics of their culture. Ask students what do you think makes up
someone’s culture? List ideas by the arrows. Make sure to add languages, dress, religion,
and how they live.
● Slide 9: Turn and talk: How would you describe your culture? Record student ideas on
the slide.
● Slide 10: Explain directions for the museum walk. Have the teacher helper pass out the
Museum walk handout to students. “Today we are going to learn about the cultures of
the People of the Three Fires; The Ojibwa, Potawatomi, and Ottawa. We are going to do
what’s called a museum walk in order to learn about the cultures of the Indigenous
 peoples. If you look around the room, there are a few posters, one for each group of
people. You are going to have some time to look at each poster and record what you find
for each group on your worksheet. You may work with each other and talk as you are
looking and recording your findings.”
● Museum walk: Divide the class into 3 groups. 1 group starts at one poster, and same for
the other 2 groups. Set a timer for 5 minutes for the group to look at their first poster.
When the timer is up, ask students if they need more time and adjust accordingly. When
they are ready, tell them it is time to switch to walk to the next poster. Do the same
process again until all students have been able to see all 3 posters.

Differentiation/Modifications:
● Word Bank
Assessment (Formative):
● Student discussion
● Student responses on their museum walk handout