1. Topic-
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2. Content-
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Native American cultures present in Michigan, and how Native people
adapted and made use of their environment prior to European settlement.
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3. Goals: Aims/Outcomes-
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1. 21st Century grant program Standards 5(4): Cultural Perspectives
and Diversity
2. 21st Century grant program Standards 6(3): Communication (Speech
and Presentation.)
3. 21st Century grant program Standards 8(2): Environmental Awareness |
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4. Objectives-
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1. Students will be able to identify similarities and differences
between six Native Tribes of Michigan in respect to the cultural elements
of Housing, Food, transportation and Duties/Jobs.
2. Students will be able to apply their understanding of natural resources
and the environment to explain how these might have impacted the cultural
elements.
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5. Materials and Aids-
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| Tipi model, Six "Tribal Life"� cards, "Tribe/Environment"�
Worksheets, Props (optional) such as cardboard tubes, boxes, branches,
bolts of fabric. |
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6. Procedures/Methods-
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A. Introduction-
1.Hold out the tipi model and ask students to share their ideas
about what the structure is, what it was used for, who used it, and
what it was made out of. Ask students to consider: Would they like
to live in a tipi? What might be some of the problems of living in
a tipi? The benefits?
2. Remind students of the definitions of "Compare/ Compare"�
as learned in the prior "Leaf Identification"� unit. (How are
things alike, how are they different). Ask students to compare the
tipi to where they live, and other housing styles they are aware of.
3. Ask the students if they think a tipi would be a good housing choice
for the Native Tribes that lived in Michigan and why or why not. What
other choices may they have had? Guide students to consider particular
issues in Michigan, such as weather, flooding, wild animals, and so
forth. |
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B. Development-
1. Explain to the students that we are going to be looking at some
of the Native Tribes that lived in Michigan in the period of time
just before European Settlers came to Michigan.
2. Ask students to share what they remember from our last lesson about
this period in Native culture history. Focus and remind students of
lacking technologies that made Native Cultures more dependent and
influenced by their environment.
3. Show the Tribal cards to the students and explain that they are
going to be working with a group to become an expert on a particular
Native Tribe of Michigan. They are going to be learning about the
type of housing their tribe used, as well as some important facts
about their daily lives such as food, clothing, and different jobs
or duties. Then they will share their Tribe with the class. Each group
will choose a "reader"� to read their card, while the others
act out the description.
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C. Practice-
1.Get the students into groups and pass out Native Tribe cards.
Place the optional props on a table in the center of the room for
students to gather and use as needed.
2. Working together, the students will read the card, choose a reader,
and discuss how to best present the information on the card. They
will then be able to practice and revise their plans before presenting
them to the class.
3. As the students are working, visit each group to help with any
difficulties, answer questions, make clarifications, and check for
students' understanding. (Refrain from making "director"� suggestions
or guiding the acting process too much.)
4. While students are working in their small groups, explain to each
group individually the next part of the assignment, where they will
be taking notes on the other skits. Share and model how to complete
the worksheets, answer any questions the students may have, and work
together to complete the section for their own tribe. |
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D. Independent Practice-
1.Gather the class together to watch the presentations, and allow
groups to present their material. As each group presents, watch and
offer assistance to students completing the note-taking worksheets.
2. After each presentation, highlight and ask students to share their
notes from the "Cultural Characteristics"� side of the worksheet.
Allow students additional time to add to their notes from the observations
of others.
When all of the groups have presented, allow the students to separate
into their groups and discuss the "Environmental Factor"� half
of the worksheet.
3. Ask each group to then share the "Environmental Factors"�
they determined for their own tribe.
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Checking for understanding-
1. Using their notes, create a diorama of one of the six cultures
presented. Check for correct environmental and cultural elements.
2. Assess the worksheets for an understanding between cultural/environmental
links and differences between the cultures presented.
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Closure-
| As a class, create a list of important environmental factors (weather,
native plant life, animal life, topography, access to water, etc.)
that influenced Native cultures. Ask students to share ways these
factors still effect people living in Michigan, people living in other
parts of the world, and ways we have been able to use and/or overcome
environmental factors. Check for understanding of key cultural elements
and environmental categories. |
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