1. Topic-
Native American Culture
2. Content-
Native American cultures present in Michigan, and how Native people adapted and made use of their environment prior to European settlement.
3. Goals: Aims/Outcomes-
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
4. Objectives-
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.
5. Materials and Aids-
Tipi model, Six "Tribal Life" cards, "Tribe/Environment" Worksheets, Props (optional) such as cardboard tubes, boxes, branches, bolts of fabric.
6. Procedures/Methods-

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.

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.

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.

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.

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.


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.

This Lesson Plan is available at (www.teacherjet.com)