Native American Tribe Research
Designer: Dena Raimato, Michele Miller
In fifth grade, the students are learning all about the United States and its five regions. The 5th graders are responsible to know specific cultural differences among the five regions. One aspect that is focused on are the Native Americans of the Midwest. For this lesson, we are focusing on the Miami, Chippewa, and Sioux Indians. We are requiring the students to know about the shelter, clothing, tools, weapons, food, and where the lived (for each of the three tribes). We have designed the lesson around differentiated instruction to meet all the needs of our learning support students.
The students will be able to describe the geographical areas in the Midwest where the Chippewa, Miami, and Sioux Indians lived.
The students will be able to research their tribe given by the teacher using the multimedia tool that we designed.
They will complete the cart with the following categories: shelter, clothing, tools, weapons, food, and where the lived.
The students will be able to work cooperatively in a group of three to complete the multimedia activity using the computer.
The students will present their final product to the class (a diorama, diary entry, or oral presentation).
The students will be able to fill out their chart of the other 2 tribes that they did not research by listening to the other presentations.
Target Population
The target population is 5th grade students, both regular education students, learning support students, and gifted students. The setting is an inclusion classroom with a group of about 24 students. The reading levels range from about a 3rd grade reading level all the way up to a 7th grade reading level.
Teaching Standards
1.8.1 Historical Analysis and Skills Development – 8.1.6.
A. Understand chronological thinking and distinguish between past, present and future time.
- Calendar Time
- Time Lines
- People and events in time
2. 8.3 United States History – 8.3.6.
A. Identify and explain the political and cultural contributions of individuals and groups to United States history from Beginnings to 1824.
- Native Americans
C. Explain how continuity and change has influenced United States history from Beginnings to 1824.
- Commerce and Industry (e.g. fur trade, development of cash crops)
- Social Organization (e.g. community structure on the frontier, cultural and language barriers)
- Transportation and Trade (e.g. methods of overland travel, water transportation, National road)
1. 1.2 Reading Critically in All Content Areas – 1.2.5.
A. Read and understand essential content of information texts and documents in all academic areas.
- Distinguish between essential and nonessential information across a variety of texts, identifying stereotypes and exaggeration where present.
- Make inferences about similar concepts in multiple texts and draw conclusions.
- Evaluate text organization and content to determine the author’s purpose and effectiveness.
2. 1.6 Speaking and Listening – 1.6.5.
C. Speak using skills appropriate to formal speech situations.
- Use complete sentences.
- Pronounce words correctly.
- Use appropriate volume.
- Pace speech so that it is understandable.
- Speak with a purpose in mind.
F. Use media for learning purposes.
- Access information on Internet.
Teaching & Learning Theory
We feel that Gardner’s Theory of Multiple Intelligences is the guiding force behind our project. Since the lesson is geared for a 5th grade inclusion classroom, we fell that we need to tap into as many of the intelligences as possible to give EVERYONE the opportunity to contribute to the overall product. In this lesson, the following intelligences are being utilized: Verbal/Linguistic Intelligence, Visual/Spatial Intelligence, Interpersonal Intelligence, and Bodily/Kinesthetic Intelligence.
Products
Multimedia Design Tools
- MS Word