112051
WHO ARE THE NATIVE AMERICANS
TLWBAT…compare the culture, governance, and geographic location of different Native American nations.
GEOGRAPHICAL STUDIES of NATIVE AMERICANS
MATERIALS
Access to WebWorksheet 137644
Computer Paper
Pencil (markers, crayons, etc) Construction paper
Rubric
Peer Survey (if activity is done in groups) Outlined Webquest Activity
WARMP-UP
Using construction paper, illustrate your
first impression of Native Americans (words, picture, paragraph)
REVIEW
Explain to class why people might eat
specific foods, dress a specific way, etc.
(customs, and culture)
TEACHER INPUT
The teacher will ask geographic questions:
WHO: are Native Americans?
WHAT is significant about its location?
WHY are they …?
WHEN did the development…. ?
GUIDED PRACTICE (Continued)
Worksheet 137644 (optional)
The teacher will demonstrate how to access online activities, save documents as the
appropriate application or send responses as an email attachment.
(This will important, especially if student can’t save work)
INDEPENDENT PRACTICE
1. Students will decide on specific Native American to research.
2. Students will complete review
WEBQuest in its entirety (teacher will act as a facilitator and answer questions as needed)
3. Students will create an attractive brochure to help define and describe Native Americans.
4. Students will present this brochure to their group members and help them become knowledgeable about their Native American.
NATIVE AMERICANS
SUMMARY/REFLECTION
1. If computer lab is used, students will straighten the lab and give the name of American Indian selected. Throughout the process of this 1 to 2 weeks lesson, students at close of class will give one fact about their tribe.
ASSESSMENT STRATEGIES Verbal Participation Product
Classroom Participation Homework (if assigned)
HOMEWORK ASSIGNED
TBD
TEACHER REFLECTION
Circle One For Each Caption
Differentiation
Student Participation
Teacher Input
Critical Thinking
Lesson Effectiveness
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
GUIDED PRACTICE Continued
Introduce Native American with books or legends form the Native American culture so that students will better understand the background
Choose one tribe to demonstrate expectations. For example, show where a specific tribe was located prior to European settlement.
Explain the research project and how to create a brochure. Show an example of an acceptable brochure.
If the students will work in groups, determine which group each student will be participating with (each group member will have a different tribe to research). Within each group the members will inform their other group members about this tribe. Each group member should use the grading rubric to tell them about what will be expected.
Demonstrate for each student how to access the Webpage
Each student will look up the information on the website and choose their tribe. (It may be necessary to have a list of tribes readily available for those students that experience difficulty getting on task quickly)
Students will follow the instructions outlined in the WEBQuest
Show the students a sample brochure to demonstrate an acceptable brochure style. Stress to students that there needs to be a space for each of the answered questions on the brochure.
Allow student to use white paper to create a rough draft. Then, give them the opportunities for proofreading, use of a dictionary, to clarify and organize their final product.
Explain to students that you will sign off on their rough draft before they start the final product. The brochure can be made by hand using construction paper, markers, crayons, pens and pencils, or the student can create the brochure on the computer using a word processing or desktop publishing (the students must have an understanding of how to create this product this type of application)
An estimate of two (2) class periods for research and exploration. Two class periods for the creation of the brochure. One class period for a 3-5 minute group presentation.
Explain grading procedure with Rubric
will be used for grading purposes
OPTIONAL – Student will complete a peer survey. (PURPOSE: to promote participation and cooperation)
OPTIONAL – Student will access the lesson as Excellent, Good, Fair, Poor….Ask for suggestions to improve the lesson. Lesson Extensions
-Technology can be used in this lesson extensively (if resources are available)
-Each group can choose a tribe and create a PowerPoint presentation depicting the history of the tribe -Research different aspects of the culture to give more detailed information (compare and contrast) tribes
NOTE: If all questions in the WEBQuest can not be answered, the student will not be marked down for this lack of information as long as I can determine effort and a level of understanding of the purpose of the lesson.
PEER PARTICIPATION SURVEY
Name_______________________________ Date ____________________
Circle the number that bests fits the group member.
1-Does not fit all 2-Does not fit a little 3-Not sure 4-Fits a little 5-Fits completely
YOURSELF
I helped during every part of the activity
1 2 3 4 5
I was fair and listened to everyone’s ideas
1 2 3 4 5
I did not waste time talking or playing in this activity
1 2 3 4 5
GROUP MEMBER #1
He/she helped during every part of the activity
1 2 3 4 5
He/she was fair and listened to everyone’s ideas
1 2 3 4 5
He/she did not waste time talking or playing in this activity
1 2 3 4 5
GROUP MEMBER #2
He/she helped during every part of the activity
1 2 3 4 5
He/she was fair and listened to everyone’s ideas
1 2 3 4 5
He/she did not waste time talking or playing in this activity
1 2 3 4 5
GROUP MEMBER #3
He/she helped during every part of the activity
1 2 3 4 5
He/she was fair and listened to everyone’s ideas
1 2 3 4 5
He/she did not waste time talking or playing in this activity
1 2 3 4 5
GROUP MEMBER #4
He/she helped during every part of the activity
1 2 3 4 5
He/she was fair and listened to everyone’s ideas
1 2 3 4 5
He/she did not waste time talking or playing in this activity
1 2 3 4 5
