Introduction:
Close your eyes for a moment and imagine coming home from
school. In place of your house, apartment, or condo you see something
new…Teepees (tipis), longhouses, pueblos, and wigwams. Welcome to the world of
Native Americans! They live off the land, forage for food, and practice many
traditions that are culturally different than ours. How exciting to be exposed
to a new culture! You begin to wonder about this new culture and ask yourself
why the Native Americans lived in different types of houses. What would the
life of families be like in these houses? What type of food do they eat, or how
do they dress? Do the children go to school? Well, you’re about to find out! In
order to get back to your family, you must explore this new cultural society.
But what will you choose: Teepees (tipis), longhouses, pueblos, or wigwams?
Task: What am I
supposed to do?
Your job is to select one of the Native American style
houses and learn about the people who lived in them. You will get to share your
experiences with the class through a visual display and a piece of writing. Your
visual display can be anything you choose. Some ideas may be a poster,
brochure, diagram, etc. Choose any visual that will best represent your tribe.
For your piece of writing you get to choose to write an informative piece about
your tribe, or a narrative story that tells about your tribe. By the end of
this task, you should be able to do the following:
- I can explain the family life of one Native American tribe and their location.
- I can explain the food and shelter used by one Native American tribe.
- I can explain the education given to children of one Native American tribe.
- I can use at least three resources (at least 2 internet resources) to research my Native American tribe. My resources are cited on my visual display.
- I can present my research, in a clear and well-practiced presentation, to the class using my visual display and piece of writing.
Process: Getting
Started!
As you begin this exciting research project, ask yourself
the following questions:
- What is my task asking me to do?
- What information should I provide?
- Where can I find the rubric for my visual display and piece of writing?
- How should I design my visual display?
- How should I start my piece of writing?
- Who should I ask for help if I need it?
- What resources am I supposed to use?
- Will pictures, charts, or other images help my audience understand my research better?
- Who can I ask to edit and revise my writing?
- Did I do everything I was asked to do?
- Have I practiced by presentation?
Here are some questions to think about while you research
your tribe. Choose some to include on your visual display and in your piece of
writing:
- What is the name of your tribe?
- Where is your tribe primarily located?
- What types of food do your tribe members eat? Where does it come from?
- How does the weather impact your tribe?
- What style of house does your tribe live in? What materials do they use to build their shelter?
- How many people live in their shelters?
- Do the children in your tribe go to school life you? What is their education like?
- What does your tribe do for fun?
- How is your tribe similar to you? How is your tribe different than you?
Resources: Ready,
Set, RESEARCH!
To help you get the information you need for your project, I
did a little research myself. I found some great websites to help you learn
about your tribes. Some of the websites offer information about many tribes,
while others are just about one or two tribes. Below each resource is a
description. Read it carefully to see if the website would be a good resource
for you to use!
** Don’t forget that we have books about many different
Native American tribes in our classroom library. Also, we have a list of
tribes, organized by house type on the social studies bulletin board! **
This web resource offers information about each of the houses listed above. Read a little bit about each house and choose the one that is most interesting to you!
Native Languages - For Kids
Here you will find a list of hundreds of Native American
tribes. With the help of your dictionary organization skills, you will find
your tribe listed alphabetically. Click on the name of your tribe and it will
take you to a new page that is all about your specific tribe!
On
this website, you will use our class account to access the online encyclopedia.
Type the name of your tribe into the search bar under the Children’s
Encyclopedia. Then click on your tribe’s name and start gathering information.
On this website, you will also find information about many
different tribes. Click on the name of your tribe and you will be given more
information about your tribe.
You
will find information about the Dine, Muscogee, Tlingit, Lakota, and Iroquois
tribes on this website. There is specific information about food, houses, and
clothing here.
This website is just for the Lakota tribe, who are also
known as the Sioux. They lived in teepees. You will find an informational video
of a museum exhibit from the Smithsonian that will teach you many great facts
about the Lakota tribe.
This
is a blog about visiting the Blackfeet Nation. It may give you some idea about
what this tribe does for fun, or their daily life.
An
article is found on this website about a Crow Chief. It tells the story of his
life and how he feels about living in the world of Native Americans and a world
similar to yours.
You
will find links to information about the daily life of many tribes, as well as
different projects that Native American tribes are involved with on this
website.
Evaluations: How am I
being assessed for this project?
Rubric for Visual Display:
CATEGORY
|
4
|
3
|
2
|
1
|
Content - Accuracy
|
At least 7 accurate facts are displayed on the visual display.
|
5-6 accurate facts are displayed on the visual display.
|
3-4 accurate facts are displayed on the visual display.
|
Less than 3 accurate facts are displayed on the visual display.
|
Knowledge Gained
|
Student can accurately answer all questions related to facts in
the visual display and processes used to create the visual display.
|
Student can accurately answer most questions related to facts in
the visual display and processes used to create the visual display.
|
Student can accurately answer about 75% of questions related to
facts in the visual display and processes used to create the visual display.
|
Student appears to have insufficient knowledge about the facts
or processes used in the visual display.
|
Attractiveness
|
The visual display is exceptionally attractive in terms of
design, layout, and neatness.
|
The visual display is attractive in terms of design, layout and
neatness.
|
The visual display is acceptably attractive though it may be a
bit messy.
|
The visual display is distractingly messy or very poorly
designed. It is not attractive.
|
Graphics - Relevance
|
All graphics are related to the topic and make it easier to
understand. All borrowed graphics have a source citation.
|
All graphics are related to the topic and most make it easier to
understand. All borrowed graphics have a source citation.
|
All graphics relate to the topic. Most borrowed graphics have a
source citation.
|
Graphics do not relate to the topic OR several borrowed graphics
do not have a source citation.
|
Sources
|
3 or more resources are listed on the visual display.
|
2 resources are listed on the visual display.
|
1 resource is listed on the visual display.
|
No resources are listed on the visual display.
|
Rubric
for Narrative Writing:
CATEGORY
|
4
|
3
|
2
|
1
|
Focus on Assigned Topic
|
The entire story is related to the assigned topic and allows the
reader to understand much more about the topic.
|
Most of the story is related to the assigned topic. The story
wanders off at one point, but the reader can still learn something about the
topic.
|
Some of the story is related to the assigned topic, but a reader
does not learn much about the topic.
|
No attempt has been made to relate the story to the assigned
topic.
|
Accuracy of Facts
|
All facts presented in the story are accurate.
|
Almost all facts presented in the story are accurate.
|
Most facts presented in the story are accurate (at least 70%).
|
There are several factual errors in the story.
|
Organization
|
The story is very well organized. One idea or scene follows
another in a logical sequence with clear transitions.
|
The story is pretty well organized. One idea or scene may seem
out of place. Clear transitions are used.
|
The story is a little hard to follow. The transitions are
sometimes not clear.
|
Ideas and scenes seem to be randomly arranged.
|
Spelling and Punctuation
|
There are no spelling or punctuation errors in the final draft. Tribal
names and locations are spelled correctly and consistently throughout.
|
There is one spelling or punctuation error in the final draft.
|
There are 2-3 spelling and punctuation errors in the final
draft.
|
The final draft has more than 3 spelling and punctuation errors.
|
Sources
|
The author lists 3 or more sources at the end of the paper.
|
The author lists 2 sources at the end of the paper.
|
The author only lists one source at the end of the paper.
|
No sources are listed at all.
|
Rubric
for Informational Writing:
CATEGORY
|
4
|
3
|
2
|
1
|
Amount of Information
|
All topics are addressed
and all questions answered with at least 2 sentences about each.
|
All topics are addressed and most questions answered with at
least 2 sentences about each.
|
All topics are addressed, and most questions answered with 1
sentence about each.
|
One or more topics were not addressed.
|
Quality of Information
|
Information clearly relates to the main topic. It includes
several supporting details and/or examples.
|
Information clearly relates to the main topic. It provides 1-2
supporting details and/or examples.
|
Information clearly relates to the main topic. No details and/or
examples are given.
|
Information has little or nothing to do with the main topic.
|
Organization
|
Information is very organized with well-constructed paragraphs
and subheadings.
|
Information is organized with well-constructed paragraphs.
|
Information is organized, but paragraphs are not
well-constructed.
|
The information appears to be disorganized. 8)
|
Mechanics
|
No grammatical, spelling or punctuation errors.
|
Almost no grammatical, spelling or punctuation errors
|
A few grammatical, spelling, or punctuation errors.
|
Many grammatical, spelling, or punctuation errors.
|
Sources
|
The author lists 3 or more sources at the end of the paper.
|
The author lists 2 sources at the end of the paper.
|
The author only lists one source at the end of the paper.
|
No sources are listed at all.
|
Conclusion:
Woohoo!!! You have just completed your first solo research
project!! What a great feeling! Through this project, you learned all about the
life of another culture. We are surrounded by different cultures every day, so
hopefully this project helped you develop an appreciation for other people’s
lives. Also, the lovely work you created with your visual display and your
writing will help you teach other people about a new culture! As a reward for
finishing this project, you will get to apply your new knowledge with a field
trip to the Yakima Tribe next week. Think about the questions you asked while
researching your tribe, and be prepared to ask similar questions of the Yakima
Tribe members! Thank you for all of your hard work on this project!
References:
Standards – This project aligns with the following third
grade standards:
Social Studies 3.2.2 Understands the cultural universals of
place, time, family life, economics, communication, arts, recreation, food,
clothing, shelter, transportation, government, and education.
CCSS W.3.2 Write
informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS W.3.3 Write
narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS SL.3.4
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
NETS-S
3
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media.
Pictures –
Native Americans in North America: http://people.ucls.uchicago.edu/~snekros/2008-9%20webquests/products3/index.html
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