Objective(s): Students will compare the tribes of American Indians in Virginia and settled, agricultural tribes in other regions of America. Students will describe life in America before the 17th century by identifying and describing the first Americans, explaining how geography and climate influenced the way various Indian tribes lived, and evaluating the impact of native economies on their religion, arts, shelters, and cultures. Students will process, store, retrieve, and transmit electronic information. National Standards Social Studies: formulate historical questions, obtain historical data, identify issues and problems in the past. Summary The following activities make up a Native American unit integrating all subject areas. The culminating event is a Native American Village Day to which parents and other visitors are invited. Technology and/or Materials Needed
Implementation Time Frame Approximately fifteen 45-minute class period (3 weeks) Activities Introduce first American communities using lessons in Social Studies textbook, a field trip to nearby historical center with Native American influences, or using web sites (see references). Supply students with the following list of questions and selected websites. Divide students into small groups to investigate one of the following cultural areas: far north, eastern woodland, plains, southwest, and northwest. Students will use the list of questions and computer time to gather information on their area. After gathering information, students will build a village consisting of one shelter and an area for displaying things of interest and indicative of the region. Students will make a plan for building this village during the celebration. They will also make a list of supplies to take home. Each group must all submit a written report addressing the questions. Students will also select Native American names for themselves. And, create indigenous designs to be transferred onto T-shirts using the computer and the Haines T-shirt Maker program (or other similar transfer software program). In small groups, students will plan menu items of foods representative of their region for the Village Day Feast. Invitations for the Village Day will be designed and sent home. Additional Integrated Activities: Art: weaving baskets and mini blankets, building totem poles, creating pottery, sampler stitching, creating original kachinas, and researching sand art of the Southwest. Samples of student work will be displayed at the Village Day. Music: dancing and rhythmic activities of the cultural areas are studied and performed during the Village Day celebration. Language Arts: Legends will be read and discussed, such as Wagon Wheels by Barbara Brenner or Claw Foot by Evelyn Witter. Each student will write and illustrate an original legend. Science: Students will study simple machines as a prelude to creating models of shelters. Math: Students will use math skills to take measurements used in the construction of their villages. Measurement skills are reinforced as students prepare foods for the celebration. Physical Education: Students will learn to play lacrosse, relays, and target games which will be demonstrated during the celebration. Assessment Small group work will be assessed, including village model and report. Reports can be evaluated using a checklist to make sure all of the essential questions have been answered. Resources and Related Links
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