As of September 30, 2005, the North Central Regional Technology in Education Consortium is no longer in operation.
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Learning Activity One: (Half an hour, depending on length of discussion.)
Materials:
Ten numbered pictures of contemporary Native Americans in traditional and contemporary dress.
Class grouping:
Collaborative groups of four or five students.
Objective:
Analyze pictorial evidence and draw reasonable conclusions.
Assessment:
Teacher observation using checklist.
Present the ten pictures of contemporary Native Americans. These pictures can be found on The Amazing Picture Machine Web site, in books or at the Internet sites listed in Resources.
Ask students to study the pictures in small, collaborative groups. Have students sort the pictures into three groups:
Emphasize to students that they will be expected to use evidence from the pictures to support their conclusions. After the collaborative groups have reached consensus about their sorting of the pictures, have each group recorder or reporter present the group's conclusions to the class. If there are any major disagreements in the class about the sorting decisions, have collaborative groups defend their positions using evidence from the pictures. Reach consensus about the pictures. You may want to tell the students at the end of this activity that all ten pictures are pictures of present-day Native Americans. You may wait to inform them of this fact until the beginning of the next activity.
Teacher Notes:
The presentation of the pictures in this activity can be done as an online presentation or cut and pasted into a slideshow for an offline presentation. If you do not have access to online resources, this activity can be done using pictures from books, magazines, and newspapers.
Learning Activity Two: (45 minutes)
Materials needed:
Pictures from Activity One.
Class grouping:
Collaborative groups of four or five students and whole class.
Objectives:
Assessment:
Student survey.
Show students the pictures from Activity One. If you have not already done so, inform students that all of the pictures are examples of contemporary Native Americans. Hand out two or three of the pictures to each group. Have each collaborative group using a K-W-L or K-W-H-L graphical organizer (see Teacher Notes) formulate a list of what they can surmise about present-day Native Americans based on what they see in their set of pictures. Each student will chart his or her findings. The group reporter or recorder will present the group's findings to the class. Next, have each group brainstorm what it would like to learn about present-day Native Americans. Each student will chart his or her findings. The group reporter or recorder will present the group's findings to the class. Generate a class chart listing a few generalized topics that students want to learn about contemporary Native Americans. Students will complete the rest of the K-W-H-L organizer as part of Activity Three.
When studying pre-European Native American culture, the following areas are generally covered: clothes, homes, food, communication, technology, and cultural traditions. You might what to remind your students of these topics so that they have a frame of reference for what they wish to learn more about.
K-W-L data organizer, a strategy to organize information:
W=Students make up goals indicating what they want to learn.
L=After researching, students discuss what they have learned.
A worksheet is given to every student that includes columns for each of these activities.
See:
K-W-H-L data organizer, a strategy to organize information:
W=Students make up goals indicating what they want to learn.
H=Students develop a plan on how to find out the information they want to learn.
L=After researching, students discuss what they have learned.
A worksheet is given to every student that includes columns for each of these activities.
See:
Learning Activity Three: (Two 45 minute periods)
Materials needed:
Computer with Internet capabilities (optional), books, and magazines.
Class grouping:
Collaborative groups of four or five students.
Objectives:
Assessment:
Pictorial display rubric.
Have students look at their K-W-H-L chart from the previous activity and decide on one cultural aspect about present-day Native Americans that they would like to study. Group students according to research topic. Each group will decide which research tools to use to gather pictures and written materials on what they want to learn. Remind students that the results of their research will be presented to the class as individual pictorial presentations. The pictorial display will contrast and compare the cultural aspect or tradition the student has researched. Students will do their research and record information about their research on the K-W-H-L chart. Finally, students will create and present their pictorial display.
Teacher Notes:
To save valuable classroom time, provide students with books, magazines, and newspapers that will be helpful in their research. If you are using Internet resources, bookmark sites that could be useful so that students do not have to surf the Internet. If students have not had practice creating a pictorial display, show them examples of good displays or walk them through the steps of creating a pictorial display.
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