Sample Multicultural Lesson

Teacher’s Name: Savannah Krick Grade Level: 5th, small classroom

Subject Area: History Lesson Focus: Native American
Culture

Purpose:

The design of this specific lesson is to provide students with the opportunity to present and
display their work to the class - and to explain the various elements of native life that they
have detailed in their models.
The goal of the larger unit is to create a knowledge of historical Native American culture,
and to recognize the contributions that famous Native Americans have made to society.

Instructional Goal:

FA.5-8.VA.7 Apply visual organizational strategies to produce a work of art, design, or

media that clearly communicates compelling presentations. (VA:Cr2.3.5-8a)
There would be plenty of other standards that could be used for the larger unit; but this
lesson specifically focuses on displaying the summatives.

Learning Objective:

As part of the greater unit:

● Students will learn similarities and differences between tribes across the continent of
North America.
● Students will be able to describe aspects of life in an Indian village (work, food,
traditions, etc.).
● Students will learn about key Native Americans who have impacted history.
● Students will build a model village from the tribe/geographical region of their choice.

For this lesson:

● Students will present their individual, personalized model of an aspect of Indian
village life to the entire class (which they have been working on over a period of a
week and a half).

Multicultural Goal(s): (Check one or more)

 ☐ Developing multiple historical perspective
☐ Developing cultural consciousness
☐ Increasing intercultural competence
☐ Combating racism, prejudice, and discrimination
☐ Developing awareness of the state of the planet and global dynamics
☐ Developing social action skills

Materials/Resources:

Supplies for the model villages include: woodchips, sand sticks, leaves, bark – anything
from trees, mud, clay, painting supplies, glue, scissors, cardboard, dowel sticks, construction
paper, fabric, tissue paper, string, etc.

Assessment(s):

The model Indian villages which the students will each make will serve as a summative
assessment for the entire unit.

Instructional Delivery (Procedural):

Because this is the final lesson for the unit, the teacher will not spend time teaching, per se.
Students will come up and present their models to class. They will describe three specific
aspects, to guide them in the presentation of their models.
- which tribe they modeled
- the name of the kind of native house in their model
- at least three aspects of life we have learned about that are represented in the
model

Upon finishing their presentation, students will display their model in the designated area
of the classroom for all to see.

Closure:

Ticket out the door: what aspect of Native American life is your absolute favorite? (Name a
favorite dish of food, house style, tradition, clothing, etc. that is your favorite.)