Description:
This lesson can be used as a part of a social studies unit on Native American life before, during, and after the first settlers arrived.
It can also be used as part of a language arts lesson on creative writing or role playing. Students will use a variety of techniques to study the history of Native Americans, then present results to other students.
This lesson is designed to help students become interested in the research process and achieve staisfaction in the accomplishments.
Goals & Objectives:
LIBRARY MEDIA SKILLS OBJECTIVES:
The student(s) will:
-use online maps and atlases to locate specific Native American tribes.
-participate in hypermedia activities to enhance creative writing.
-give a booktalk.
-read a novel about Native Americans.
-use print and non-print resources to locate information.
CURRICULUM OBJECTIVES:
-examine the lifestyles of different tribes.
-identify geographic locations of selected tribes.
-compare and contrast tribal life.
-compare his/her life to a member of one of the tribes in the research.
-role play the feelings and reactions of a Native American in his/her research.
MOTIVATIONAL OBJECTIVES:
The student(s) will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability.
-understand the value of information skills.
-achieve satisfaction in research accomplishments.
Materials & Sources:
Resource and tribe list
Tribe Comparison worksheet
| Credits: |
Sybilla A. Cook
Adapted for SOS by Kori Gerbig
School of Information Studies
Syracuse University
|
| Sources: |
School Library Media Activities Monthly
November, 1998; 15(3); 21-24
http://www.schoollibrarymedia.com
|
Procedures:
INSTRUCTIONAL ROLES:
-The social studies teacher and library media specialist work cooperatively on this unit. The teacher introduces the subject and leads class discussions to guide students as they research tribal life. The library media specialist assists students as they locate, synthesize, and analyze information gathered from print and nonprint sources. The library media specialist also observes students as they work and presents review lessons on searching skills if necessary.
ACTIVITIES AND PROCEDURES FOR COMPLETION:
-This unit lasts four weeks. The teacher introduces the unit to students and discusses the chapter in the text. He or she also gives them a list of research questions to answer. Students are given a list of tribes found in the United States, from which they must select two tribes from different locations. They will compare and contrast these tribes by using the chart provided by the teacher. The students also show the locations of the two tribes on a map of the United States.
-The library media specialist assists students in using CD-ROM databases, such as 'Grolier,' 'World Book,' and 'Britannica.' 'SIRS Discoverer,' or a similar resource can be used to locate magazine articles about Native Americans. One period is set aside for instruction on using the Internet to gather information.
-The library media specialist may prepare a display of Native American artifacts and productions from an historical collection or invite resource persons from a Native American village to visit the school to present a history lesson.
-After the language arts teacher reviews creative writing skills, students write an original story about an Indian boy or girl based on the facts they learned through research. The library media specialist assists them in using 'HyperStudio' or a similar program to enhance the brief narrative. Students also develop a list of Native American words that can be used in the creative story or illustrated and displayed in the classroom.
-Each student reads a novel about Native Americans. The book may be one that they have located or selected from a prepared list of materials available in the library media center collection. The students develop a written report that describes the plot, main characters, and setting. The student also presents a booktalk about the selected book. Each students my design a head piece to wear during his/her presentation.
-The language arts teacher also helps students write a short skit about Native Americans that can be presented to younger students.
-Students may select a lower grade to visit and share the interesting facts that they learned about Native Americans. They may display artifacts and dolls, give booktalks, and present a skit about Native Americans.
FOLLOW-UP:
-As a culminating activity, the students might take a field trip to a Native American powwow or a reservation. Either trip will give students an opportunity to talk to Native Americans and gain first-hand knowledge of tribal life. This trip is taken after students have completed class assignments.
Assessment:
EVALUATION:
-The library media specialist will evaluate student use of technology by observing them as they research Native Americans.
-The classroom teachers will evaluate students based upon factual knowledge gained through instruction and research. Teachers will use written examinations, oral presentations, and art projects to determine a grade for each student.
Sources:
School Library Media Activities Monthly
November, 1998; 15(3); 21-24
http://www.schoollibrarymedia.com
