Tripping Back in Time

A Look at Native American Life

Created by: Cheryl Phillips

Grade Level: 5th

Back to Computer Class

The TaskProcessResourcesRubricSOL ObjectivesTechnology

 

Introduction

Wouldn’t it be neat if you could have the ability to travel back in time? Consider it done, with a catch….your destination will be my choice, not yours. You must go back in time when the Native Americans weren’t taken over by the Europeans. You will be assuming the role of a newspaper reporter and record the life styles of the Native Americans. Your end product will be the creation of a Native American Newsletter.

 

Task

You will be working in cooperation with Mrs. Seigel, the Libraian, Ms. Phillips, the Instructional Technologist, and your classroom teacher. All 5th graders will be participating in this project.  You have plenty of time, so please be thorough and do a terrific job! Your newsletters will be posted on our Website as a resource for other 5th grade Virginia Students so do a professional job!

Working together in groups will be the name of the game. Preferably in groups of four. Each traveler will be responsible for researching, word processing, and adding a graphic to at least one news article.  You need to agree on a theme and title for the newsletter and work together to create the final newsletter.  The group will choose one of the following Native American tribes of North America on which to base the information of the newsletter: Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois) Each article will feature one feature of tribal life and will report everyday events as if they are happening or have just occurred.

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Process:

·     Location of tribe – including maps

·     Clothing – including those worn by men, women and children

·     Living accommodations – including specific descriptions of living quarters and how the accommodations were constructed

·     Diet – including hunting and/or gathering techniques

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Resources

Overview of the History of Native Americans:

Britannica Online “Native Americans”

“Native Americans”

Native American Resources:

“Culture and Folklore”

Maps:

“Maps of Native American lands”

Tribes by Regions in the United States:

“Tribes by State Map Index”

Housing and Hunting:

“Native American Tribal Guides”

The Food of Native Americans:

“Native American Recipes”

Herbal Medicine of the Native Americans:

“Traditional Herbal and Plant Knowledge”

Art and Culture:

“Native American Art”

Religion and Beliefs of the Native Americans:

“Native American Religion” 

 Where to find your graphics and Illustrations

Google has a great image search, so try there first, then you can try one of these:

NativeTech: REGIONAL OVERVIEW OF NATIVE AMERICAN CLOTHING STYLES

Index of Native American History Resources on the Internet ..

Native American Facts for Kids: Resources on Native Americans for

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Project Rubric

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Virginia Standards of Learning Objectives for this activity include:

STANDARD USI.3a                                                                                                                                                                                                                 

 


The student will demonstrate knowledge of how early cultures developed in North America by

a)     locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois).

 

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

  Prior to the arrival of Europeans, American Indians (First Americans) were dispersed across different environments in North America.

  In which areas did the American Indians (First Americans) live?

  Inuit inhabited present-day Alaska and northern Canada. They lived in Arctic areas where the temperature is below freezing much of the year.

Kwakiutl inhabited the Pacific Northwest coast, characterized by a rainy, mild climate.

Sioux inhabited the interior of the United States, called the Great Plains and characterized by dry grasslands.

Pueblo inhabited the Southwest in present-day New Mexico and Arizona, where they lived in desert areas and areas bordering cliffs and mountains.

Iroquois inhabited northeast North America, the Eastern Woodland, which is heavily forested.

  Sequence events in United States history. (USI.1c)

 

Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (USI.1f)

 

STANDARD USI.3b                                                                                                                                                                                                                 

 

The student will demonstrate knowledge of how early cultures developed in North America by

b)     describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.

 

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

  Geography and climate affected how various American Indian (First American) groups met their basic needs.

  How did geography and climate affect the way American Indian (First American) groups met their basic needs?

  The American Indians (First Americans) fished, hunted, and harvested crops for food. Clothing was made from animal skins and plants. Their shelter was made of resources found in their environment (e.g., sod, stones, animal skins, wood).

  Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USI.1a)

Interpret ideas and events from different historical perspectives. (USI.1d)

Analyze and interpret maps. (USI.1f)

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Technology Competencies:

GRADES 3 - 5

NETS Standards 1-6      Performance Indicators:  grades 3-5   1, 3, 4, 5, 6, 7, 8, 9, 10

  1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
  2.  
  3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
  4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
  5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
  6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)
  7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
  8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)
  9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

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