Introduction
Each student will take a role in a tribe. You will come together to meet for the first time and must explain what your tribe is about and where you are located. Let the journey begin!
Rain.org
Task
The class will be separated into groups of five and must decide on roles.
Chief of the Tribe
history.com
One student from each tribe will be appointed the chief. Their role is to explain the history of the tribe and how it was developed. Major tradition or rituals must be mentioned to describe what makes the tribe unique from other tribes.
Guide
ancient-wisdom.com
One student form each tribe will create a map on the location of the tribe within the U.S. The guide must also write a short summary describing the environment and how the people lived.
Totem Poles
pinterest.com
One student in each tribe will create a totem pole in the form of masks. Two to three masks will represent the main characteristics about the tribe the the student feel is important.
https://www.teachervision.com/tv/printables/0876287887_63_64.pdf
http://www.warpaths2peacepipes.com/native-american-culture/totem-poles.htm
Directors
Two student from each tribe will create a reenactment as a presentation by the group after researching and learning about their specific tribe they were assigned.
Process
Each group will be represented by a tribe listed below.
Tribes
- Cliff Dwellers
http://www.scholastic.com/teachers/article/what-are-cliff-dwellers
http://www.cliffdwellingsmuseum.com/history/
- Nomadic Nations of the Great Plains
http://nativeamericans.mrdonn.org/plains.html
- Coastal Tribes of the Pacific Northwest
http://nativeamericans.mrdonn.org/northwest.html
- Woodland Tribes of the East Mississippi River
http://www.tahtonka.com/woodland.html
http://www.kidzworld.com/article/1330-american-indians-woodland-tribes-and-california-indians
- California Intermountain Tribes
Evaluation
|
| CATEGORY | 5 | 4 | 3 | 1 |
| Quality of Work | Provides work of the highest quality. | Provides high quality work. | Provides work that occasionally needs to be checked/redone by other group members to ensure quality. | Provides work that usually needs to be checked/redone by others to ensure quality. |
| Focus on the task | Consistently stays focused on the task and what needs to be done. Very self-directed. | Focuses on the task and what needs to be done most of the time. Other group members can count on this person. | Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. | Rarely focuses on the task and what needs to be done. Lets others do the work. |
| Preparedness | Brings needed materials to class and is always ready to work. | Almost always brings needed materials to class and is ready to work. | Almost always brings needed materials but sometimes needs to settle down and get to work | Often forgets needed materials or is rarely ready to get to work. |
| Working with Others | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. | Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
| Time-management | Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. | Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. | Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. | Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management. |
| Contributions | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
Conclusion
Students will gather together for presentation. Each tribe will reenact based off what each tribe has learned and research gathered.
Credits
StandardsSS.5.A.2.2
Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River).
SS.5.A.2.In.b: Recognize that Native American tribes lived in different parts of North America and had different customs.
SS.5.A.2.3Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.2.In.c: Identify differences in cultural aspects of Native American tribes, such as food, clothing, and shelters. SS.5.A.2.Pa.c: Recognize differences in Native American tribes.
Teacher Page
Miss. Sara Bornelus
Email: sbornel@eagle.fgcu.edu