Introduction
Welcome: Sequoyah and the Cherokee Syllabary
Introduction: Osiyo! Did you know there is another alphabet or syllabary in America besides the English-language alphabet? Yes, it is true, and it was developed over 200 years ago! Who developed this alphabet, why haven't you heard of it, and in what language is it written, you ask? You will soon find out as you transport back to the 1800s in this WebQuest. But, be forewarned; you will be transported to uncivilized times, you may face ridicule, a time of war, and/or unearth talking leaves. So, if you are up for this extraordinary exploration, join me as we embark on the journey of a lifetime to discover a syllabary invented by a man, who could not read or write, was ridiculed, was told he would never succeed, and he endured it all because he wanted to learn to read and write.
Description: Students will learn about Sequoyah, his life, and the Cherokee Syllabary invention. Students will integrate this newfound information into their English Language Arts and Social Studies courses.
Student Resources: • Computer, laptop, or Ipad to access Webquest • Internet access • Epic Books login information • 2022 Sequoyah Master Booklist • Printer
Grade Level: 3-5
Curriculum: Social Studies
Keywords: Sequoyah, Syllabary, Cherokee Alphabet, George Guess
Author(s): Kenissa Brandenburg
Task
Students will locate and access WebQuest materials, research Sequoyah and the Cherokee Syllabary, discover who Sequoyah is, why Sequoyah wrote the syllabary, how long it took him to write it, why or if he encountered resistance along the way, why he continued to pursue the creation of the Cherokee Syllabary, and what impact his syllabary had on the Cherokee in the past and present? Then students will write a biography about his life, including the importance of Sequoyah's Syllabary for the Cherokee People. Finally, students will properly cite one book and one internet site within their paper. They will also create a project either individually or with a group. These lessons will be part of an inter-curricular lesson between the Library, Social Studies, and English classes.
Process
1. Explorers locate and access Sequoyah and the Cherokee Syllabary WebQuest.
Explorers log onto the WebQuest lesson to familiarize themselves with the lesson and begin their quest through the embedded resource materials about Sequoyah and the Cherokee Syllabary.
2. Explorers discover what the Cherokee Syllabary is and who developed it.
Explorers access and view the following links: The Cherokee Alphabet
3. Explorers discover why Sequoyah wrote the syllabary and write a biography about his life. The biography will include but is not limited to why he invented it, one complication while developing it, and one benefit. Each student will write a 1-2 page, handwritten or typed, biography using at least one book and one internet source. This paper will include a reference list and proper citation of the book and Internet resources.
Explorers access the following links: Sequoyah and the Creation of the Cherokee Syllabary
4. Explorers may access these additional links for further information: Sequoyah Cherokee Leader
5. Explorers may access these links for additional help with proper citation of a book and Internet source: Book citation
6. Explorers may access this link for additional help with creating a reference list: Reference List
Note- The purpose of these documents in numbers 5 and 6 are to:
Identify (cite) other people’s ideas and information used within your biography.
Indicate the authors or sources of these in a References list at the end of your paper.
7. Explorers present the information they have gathered to the class, individually or in a group.
Explorers access the link: Cherokee Storytelling: The Story of Sequoyah
Then, explorers choose a method of presentation, which is up to you, but here are some ideas/options.
A. Skit / Speech
B. Timeline / Concept maps
C. Poster / Collage
D. Multimedia Presentation
E. Diorama Display
Note- If you have another idea for presenting your project, please have it approved before beginning your project.
8. Explorers explore the Sequoyah Book List and choose one book to read.
Explorers access the link: 2022 Children's Sequoyah Masterlist
* Explorers may also print or ask your teacher to print the 2022 Sequoyah Masterslist from the pdf file below.
I hope you have enjoyed your Web Quest adventure. Have fun preparing your presentation.
You are the best explorers!
Evaluation
|
Student: |
Exceeds |
Meets |
Approaches |
Does Not Meet |
|
Introductory Activity |
Student actively logs onto the Sequoyah WebQuest and locates the Welcome, Task, Process, Evaluation, and Conclusion without assistance. (10pts) |
Student actively logs onto the Sequoyah WebQuest and locates the Welcome, Task, Process, Evaluation, and Conclusion 4/5 times with minimal assistance. (8pts) |
Student actively logs onto the Sequoyah WebQuest and locates the Welcome, Task, Process, Evaluation, and Conclusion 3/5 times with assistance. (6pts) |
Student actively logs onto the Sequoyah WebQuest and locates the Welcome, Task, Process, Evaluation, and Conclusion 2/5 times or with continual assistance. (4pts) |
|
Accessing Links |
Student actively accesses the Sequoyah WebQuest links without assistance. (10pts) |
Student actively accesses the Sequoyah WebQuest links 4/5 times with minimal assistance. (8pts) |
Student actively accesses the Sequoyah WebQuest links 4/5 times with minimal assistance. (6pts) |
Student actively accesses the Sequoyah WebQuest links 4/5 times with minimal assistance. (4pts) |
|
Biography Assignment |
Student’s biography is written in a logical, interesting, and sequential way that the audience can follow and understand. (20pts) |
Student’s biography is written in a logical, interesting, and sequential way that the audience can somewhat follow and understand. (18pts) |
Student’s biography lacks logical, interesting, or sequential information, making it difficult for the audience to follow or understand. (16pts) |
Student’s biography lacks logical, interesting, and sequential information, so the audience cannot follow or understand. (13pts) |
|
Biography Citing |
Student properly cites one book and one Internet source within their Sequoyah Biography. (20pts) |
Student improperly cites one book and one Internet source within their Sequoyah Biography. (18pts) |
Student neglects to cite one book or one Internet source within their Sequoyah Biography. (16pts) |
Student neglects to cite one book and one Internet source within their Sequoyah Biography. (13pts) |
|
Biography References |
Student properly references, in ABC order, one book and one Internet source within their Sequoyah Biography. (20pts) |
Student improperly references, in ABC order, one book and one Internet source within their Sequoyah Biography. (18pts) |
Student neglects to reference, in ABC order, one book, or one Internet source within their Sequoyah Biography. (16pts) |
Student neglects to reference, in ABC order, one book, and one Internet source within their Sequoyah Biography. (13pts) |
|
Project Presentation |
Student’s project is presented in a logical, interesting, and sequential way that the audience can follow and understand. (20pts) |
Student’s project is presented in a logical, interesting, and sequential way that the audience can somewhat follow and understand. (18pts) |
Student’s project lacks logical, interesting, or sequential information, making it difficult for the audience to follow or understand. (16pts) |
Student’s project lacks logical, interesting, and sequential information, so the audience cannot follow or understand. (13pts) |
Conclusion
Explorers may access the 2022 Sequoyah Masterlist. Students in grades 3-5 who have read or listened to three or more books from the Children’s Masterlist are eligible to vote for a favorite. Once students have read 3 books from the Masterlist, they will earn the Sequoyah Reading Certificate.
Credits
Credits
American Association of School Librarians, (2018). National school library standards for learners, school librarians, and school libraries. American Library Association.
Britannica, T. Editors of Encyclopaedia (2020, July 28). Sequoyah. Encyclopedia Britannica. https://www.britannica.com/biography/Sequoyah
Epic-Books for Kids, (n.d.). Epic books for kids. https://www.getepic.com
Fact Monster, (2019). Fact monster: Biographies. https://www.factmonster.com/biographies/society-culture/biographies
GPB Education, (2020, May 4). What’s a syllabary? The story of Sequoyah. YouTube. https://youtu.be/SCxDl0uM6uY
GWU.edu, (2021, April 5). APA citation style, 7th edition. Himmelfarb Health Sciences Library. Retrieved from https://guides.himmelfarb.gwu.edu/APA
Mathewson, A. (n.d.). Putting references in alphabetical order. Retrieved from https://www.bibliography.com/apa/how-to-alphabetize-your-apa-reference-list/
OsiyoTV, (2017, August 5). Cherokee almanac: Sequoyah’s cabin. YouTube. https://www.pbs.org/video/american-experience-creating-written-alphabet-cherokee/
Oklahoma Library Association, (n.d.). Oklahoma library association. https://www.oklibs.org
National Geographic, (2021). Sequoyah and the creation of the Cherokee syllabary. https://www.nationalgeographic.org/article/sequoyah-and-creation-cherokee-syllabary/
Teacher Page
This is a WebQuest to help students discover resources pertaining to Sequoyah, the inventor of the Cherokee Syllabary. This is an inter-curricular lesson where students will learn about and write a biography about Sequoyah’s life and the Cherokee Syllabary invention. An extension activity is included for students to read one book listed on the Sequoyah Booklist.
Standards
AASL Standards
Standard I - Inquire
A.1.Think: Formulating questions about a personal interest or a curricular topic.
A.2.Think: Recalling prior and background knowledge as context for new meaning.
B.1.Create: Using evidence to investigate questions.
B.2.Create: Devising and implementing a plan to fill knowledge gaps.
B.3.Create: Generating products that illustrate learning.
D.1.Grow: Continually seeking knowledge.
D.3.Grow: Enacting new understanding through real-world connections.
Standard II- Include
B.3.Create: Representing diverse perspectives during learning activities.
D.2.Grow: Demonstrating interest in other perspectives during learning activities.
Standard III- Collaborate
A.1.Think: Demonstrating their desire to broaden and deepen understandings.
A.2.Think: Developing new understanding through engagement in a learning
group.
B.1.Create: Using a variety of communication tools and resources.
B.2.Create: Establishing connections with other learners to build on their own prior knowledge and create new knowledge.
D.1.Grow: Actively contributing to group discussions.
D.2.Grow: Recognizing learning as a social responsibility.
Standard IV - Curate
A.1.Think: Determining the need to gather information.
A.2.Think: Identifying possible sources of information.
B.4.Create: Organizing information by priority, topic, or other systematic scheme.
C.2.Share: Contributing to collaboratively constructed information sites by ethically using and reproducing others’ work.
C.3.Share: Joining with others to compare and contrast information derived from collaboratively constructed information sites.
D.1.Grow: Performing ongoing analysis of and reflection on the quality,
usefulness, and accuracy of curated resources.
Standard V - Explore
A.1.Think: Reading widely and deeply in multiple formats and write and create for a variety of purposes.
A.3.Think: Engaging in inquiry-based processes for personal growth.
B.2.Create: Persisting through self-directed pursuits by tinkering and making.
C.1.Share: Expressing curiosity about a topic of personal interest or curricular relevance.
D.2.Grow: Recognizing capabilities and skills that can be developed, improved,
and expanded.
Standard VI - Engage
A.1.Think: Responsibly applying information, technology, and media to learning.
A.2.Think: Understanding the ethical use of information, technology, and media.
B.1.Create: Ethically using and reproducing others’ work.
C.1.Share: Sharing information resources in accordance with modification, reuse, and remix policies.
D.1.Grow: Personalizing their use of information and information technologies.
English Language Arts Standard
3.3.W.2 INFORMATIVE Students will write facts about a subject, including a main idea with supporting details, and use transitional and signal words.
Social Studies Standard
3.3.12 Examine notable historic and present-day Oklahomans utilizing biographies and information texts such as Jim Thorpe, Sequoyah, Will Rogers, Wiley Post, Mickey Mantle, Shannon Lucid, Bill Pickett, Clara Luper, and Maria Tallchief.