Native Americans of Tejas
For links and additional resources go to
www.mikecable.com
You will see this link for more resources throughout these pages. While the Academic Planet software used to create these pages is a very simple and effective tool for teacher collaboration, it does have limitations. As a Technology Applications Teacher, I found some of these limitations frustrating, and so I also included this lesson sequence on my own homepage
www.mikecable.com, created using FrontPage . Additional audio and video downloads relating to these plans are available there.
Lesson Overview
Grade Level:
This unit was designed for a 6th grade Texas Technology Applications class but could easily be modified for other subjects or levels, especially 7th grade Texas history, or 4th grade Texas social studies. As a technology teacher, and because this thematic plan was developed as part of the Target II Technology Grant, the focus of many of the activities is technology based, and the plan could readily be integrated into any technology curriculum grades 4-7. The activities also incorporate art and modeling skills, and a Texas art teacher who wanted to incorporate core curriculum TEKS might find this plan useful. Individual lessons could be readily adopted into a mathematics or science curricular sequence. Teachers outside of Texas could easily modify this lesson sequence to fit either their regional area, or for Native Americans in general.
Unifying Theme:
Rather than present a generic view of Native Americans, and also because of the huge amount of information available, I chose to focus the study on Texas Native Americans, and split them into five geographical/cultural regions: Southwest Culture, Plains Culture, Western Gulf Coast Culture, Southeast Culture and Attacapan. By studying each region separately, students will have an opportunity to explore the cultural differences and similarities of Texas Native Americans based on their geographic and cultural diversity. This Technology Applications unit is designed to integrate other content areas including Math, Science, Language Arts, and Social Studies.
TEKS Standards/Objectives:
At the end of this unit of study students will be able to:
1. Identify and understand some of the customs and traditions of certain Texas Native American tribes.
2. Explain ways Native American tribes lived and survived
3. Access the Internet and retrieve and / or research information
4. Create a PowerPoint slide presentation.
All lessons include Texas Essential Knowledge and Skills (TEKS) standard objectives for Technology Applications, at least two of the four core curriculum subjects (English Language Arts, Mathematics, Social Studies, and Science), and in some cases additional TEKS from Skill for Living or Fine Arts.
Teachers from outside of Texas should find it easy to correlate the TEKS included to national standardized objectives or their own state standards.
Assessment:
One or more assessment rubrics are posted with each lesson. In the collaborative lesson plans, students within their own groups should assess each other. When the lesson plans involve presentation to an external audience such as the class, the entire class should assess the presentation using the rubric. Some of the lesson plans could involve both methods of assessment. The students may also assess themselves, and the teacher may complete the assessment rubrics as well. Incorporating the rubrics into the lesson plan using a variety of these methods will assure in-depth content knowledge and understanding for effective, appropriate use of technology.
Assumptions:
It is assumed that students have basic map skills and some familiarity with computers and word processing. However, it is not assumed that students will have had previous experience accessing information from the Internet or using PowerPoint. In my experience as a middle school technology teacher, students in grades 4-8 need a great deal of guidance in Internet research. Allowing them to “Google” on their own usually results in wasted time, and often results in returning embarrassing or inappropriate sites. Steering them directly to appropriate sites is probably the best bet. On the other hand, students take to PowerPoint quickly, and you can often use your own G/T, or other exceptional students to peer-teach, coach or facilitate those who are having difficulties.
Modifications/Equity:
The teacher will provide modifications for students as needed. Alternative activity suggestions for special education and/or gifted/talented students are provided throughout the sequence. These are only meant as suggestions, since any teacher will know how best how to deal with their own modifications.
Cultural Sensitivity/Inclusion:
Appropriate Methods When Teaching About Native American Peoples
Parental Involvement:
Opportunities to include caregivers and/or persons significant to the students as teachers or co-learners in the lesson sequence are provided as much as possible. At the very least, the lessons include ways to engage other members of the students' families or their own out of school experience.
Tentative Timeline:
At a minimum, this unit will take approximately one week or five class periods. Each lesson is about 90 minutes in length, but additional time will be needed to complete some of the projects. Realistically, this sequence will probably take two to three times that amount of time. Some of the project activities might be assigned as homework.
Opportunities to expand or enrich this unit are practically limitless. Additional topics could easily be added depending on the interest of your students and the time you have available for this project.
Introduction:
The teacher will introduce this unit to students with a PowerPoint slide presentation, or a lecture/class discussion.. It will discuss the First Americans and where they came from (across the Bering Strait) and the five main geographical/cultural groups of Texas Native Americans that eventually evolved . Students can use colored pencils and a blank map of Texas to shade and label these regions, create a Native American folder for this unit, and then begin a chart that will eventually compare and contrast the four major areas that will be studied within each group: shelter, transportation, food, and myths/symbolism. Students will add information to their chart after each lesson. As an initial homework assignment, ask the students to talk with their parents and other relatives about any Native American heritage in their own families.
Lesson 1
Topic: Technology, Social Studies, Fine Arts, English Language Arts - Tejas Native Americans - Shelter
Objectives:
· Students will practice using the Internet by researching the homes of
Texas Native Americans.
· Students will build a tipi, pueblo, rock shelter, slab house, grass house or wickiup.
· Students will give a presentation of their home when completed.
TEKS:
Technology--Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; and (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
Social Studies--Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. The student is expected to: (A) identify and analyze ways people have adapted to the physical environment in selected places and regions; (B) identify and analyze ways people have modified the physical environment; and (C) describe ways in which technology influences human capacity to modify the physical environment.
Social Studies--Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Fine Arts--Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A) express a variety of ideas based on personal experience and direct observations;
(B) describe in detail a variety of practical applications for design ideas; and
(C) demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiber art, photographic imagery, and electronic media-generated art.
English Language Arts--Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening (4-8);
Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:
(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);
(B) demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8);
(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);
(D) generate criteria to evaluate his/her own oral presentations and the presentations of others (6-8);
(E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and
(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).
Materials:
· Computers with access to the Internet.
· Assortment of craft and “building” materials.
Links:
· Plains Indian Teepee
· Teepee Photos
· Wickiups
· Chiricahua Wikiup
· Native American Housing
· Native American Housing Types
· Prehistoric Houses
· Native American Shelters
Procedure:
· The teacher will ask the students what Native Americans could use to build a house if there were no metal available. The students will write responses in their journal.
· A discussion will form and the teacher will give examples of Native American homes.
· Guide students to use specific Internet sites chosen by the teacher
· Students will identify the types of homes used by Texas Native Americans, learn how they were built, and determine the materials used to build them.
· The teacher will instruct the students to pair up and choose a home to build.
· The teacher will inform the students of the criteria necessary for this activity. The teacher will also show the students a model of a Native American home to set an example for the students to follow.
· Students will work with their partner to construct either a tipi, pueblo, rock shelter, slab house, grass house or wickiup.
· The teacher will walk around the room and check to see that everyone is working and answer any questions or concerns.
Modifications:
· Packing to Move – A coloring book image that fits the lesson, and would be appropriate for main-streamed special education students who might not be able to complete the main project.
· Gifted/Talented – Some students may discover shelter types that do not quite fit into the 6 examples (tipi, pueblo, rock shelter, slab house, grass house or wickiup). Possibilities include wigwams, long houses, etc. Allow these students to expand upon their discoveries, but require them to justify why they should be included.
Parental Involvement:
Students will be asked to interview their family about memorable ancestral homes, or homes that have been visited or seen and made an impression. For example, when I was around middle school age I visited the first American home of my father's ancestors, a two-story restored log cabin in rural Pennsylvania. The home had historical significance because it had a primitive spiral staircase fashioned from rough-hewn logs. Not all students will have had such an experience, nor will their family members. But any home that they have visited or seen (even if it was on the MTV show Cribs) should be accepted and praised for this exercise. These interviews may be presented as short (one minute) oral presentations to the class.
Assessment:
· Teacher observation of interest, participation, and ability to work with a partner.
· The finished project
Oral Presentation Rubric : Tejas Lesson 1
Lesson 2
Topic: Technology, Social Studies, Science, English Language Arts – Texas Native -- Transportation
Objectives:
· Students will construct a clay canoe.
· Students will conduct a simple experiment using their canoe.
· Students will discuss the use of the travois as an alternative transportation form, and how friction comes into play.
TEKS
Science--Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Science--Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D) communicate valid conclusions.
Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(B) represent the natural world using models and identify their limitations;
(C) evaluate the impact of research on scientific thought, society, and the environment
English Language Arts--Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to:
(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);
(B) eliminate barriers to effective listening (4-8);
(C) understand the major ideas and supporting evidence in spoken messages (4-8).
Technology--Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; and (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
Social Studies--Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. The student is expected to: (A) identify and analyze ways people have adapted to the physical environment in selected places and regions; (B) identify and analyze ways people have modified the physical environment; and (C) describe ways in which technology influences human capacity to modify the physical environment.
Social Studies--Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Materials:
clay, ice cream sticks, a basin of water for each group, pennies, computers
Links:
· Birchbark Canoes
· History of Canoes
· Canoe Building
· Native American Watercraft
· Bark Canoes
· Dog Travois
· Horse Travois
Procedures:
· Guide students to understand that some Texas Native Americans traveled on foot and by canoe, rather than by horseback.
· Discuss the use of dog and horse travoises, and how geographic differences led to different modes of transportation.
· Because the Southeast, Attacapan, and Western Gulf regions contained many rivers, lakes, and streams, some Texas Native American Tribes became expert craftsmen of canoes. (Refer to map)
· A canoe needed to be strong and durable because they were used for hunting, fishing, travel, trade, and in times of war.
· Most canoes used by Texas tribes were of the dugout variety. Indians in other areas of North America built birch bark or plank canoes.
· Guide students to use specific Internet sites chosen by the teacher
· Each student will construct a canoe, conduct the experiment, and then use a computer to answer the following questions in their electronic science log.
Investigation:
1. Mold a piece of clay into a canoe
2. When everyone in the group is ready, place the canoe in a container of water.
Did it float?
3. Place pennies in your canoe one by one. How many pennies did your canoe
hold before it sank? Why do you think it sank?
4. Make a second canoe. Try using ice cream sticks with the clay. Sticks can
be used on the bottom or any part of the boat. How many pennies did your canoe carry ? Which of the boats carried the heaviest load?
5. What makes some boats float better than others?
6. Why are some boats able to carry heavier loads?
(Background Information - A floating object pushes aside an amount of water equal to its weight. If the floating object weighs more than the water it pushes aside, it will sink. The design of a floating object greatly influences how well it floats and how much of a load it can carry. If the weight of an object is spread over a wider area, the weight of the water below will support a heavier weight.)
Modifications:
· Horses on the Plains – A coloring book image that fits the lesson, and would be appropriate for main-streamed special education students who might not be able to complete the main project.
· Gifted/Talented – Write a short essay on how the Western American History might have been different had the Native Americans developed the wheel prior to 1500 A.D.
Parental Involvement
Students will be asked to interview their family or other caregivers about the most unique or fascinating mode of transportation they have ever used--snow mobiles, ferries, camels, skateboards, etc. These interviews may be presented as short (one minute) oral presentations to the class.
Assessment:
· Teacher observation of interest, participation, and ability to work with a partner.
· The finished project.
Lab Report : Floating Objects--A Canoe Investigation
Lesson 3
Topic: Technology, Social Studies, Math, Skills for Living – Texas Native Americans - Food
Objectives:
· Students will identify major foods of the Texas Native Americans.
· Students will measure ingredients and prepare “Yokeg” Muffins, and gather and prepare nopalitos.
· Students will use the Internet to find and print a recipe.
TEKS
Mathematics--Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, capacity, weight, and angles. The student is expected to:
(A) estimate measurements and evaluate reasonableness of results;
(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving weight;
(C) convert measures within the same measurement system (customary and metric) based on relationships between units.
Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to:
(A) use addition and subtraction to solve problems involving fractions and decimals;
Skills for Living--Personal management. The student exhibits good nutrition and health practices that promote personal well-being and achievement across the life span. The student is expected to:
(A) explain dietary needs of individuals across the life span;
(B) apply principles of good nutrition;
(C) relate the role of proper nutrition to well-being and achievement.
Technology Applications--Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; and
(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
Technology--Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video
Social Studies--Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. The student is expected to:
(A) identify and analyze ways people have adapted to the physical environment in selected places and regions;
(B) identify and analyze ways people have modified the physical environment; and
(C) describe ways in which technology influences human capacity to modify the physical environment.
Materials:
· Recipe and ingredients for "Yokeg" (cornmeal) Muffins, Recipe and ingredients for nopalitos.
· Computers with access to the Internet
Links:
· Native Food Index
· Native Recipes
· Native American Recipes
· Mortars and Pestles
· Indian Foods and Recipes
· What’s For Dinner
· Hunting without Guns
· Nopalitos
Procedure:
· Discuss with students that Texas Native Americans were hunters, fishermen,
gatherers, and farmers.
· The main protein part of their diet was usually bison or deer meat, but also included rabbit, squirrel, insects, etc.
· They learned to grow and dry corn, beans, and squash, known as “the three sisters”.
· Each family was responsible for its own food, but it shared with anyone whose supply was low.
· Most Indians ate only one meal, in the morning. Any leftovers stayed in the pot all day in case a visitor came or someone got hungry. They realized the importance of strong, healthy bodies and never overate or wasted food. If they took it, they ate it!
· Students will research how to gather and prepare nopalitos.
· Teacher will accompany students on a walking fieldtrip to gather nopalitos.
· Students will work with their group to measure ingredients and prepare muffins and nopalitos.
· Students will sample their corn muffins with nopalitos and butter.
How To Harvest and Prepare Nopalitos (Nopales)
Commercially two sizes of nopales pads are harvested which is small, (less than 10 cm long) or (medium less than 20 cm, about 100g). The Nopales leaf pads are usually harvested between spring and the end of summer. Select thin pads no longer than 20cm or 8 inches. Make sure to wear heavy gloves to harvest the pads yourself. The pad will snap off easily or you can use a large knife to sever the stem. Beware, there are large and fine thorns so be sure to keep your hands protected. To prepare the pads remove the thorns and the "eyes" with a vegetable peeler or a small paring knife or this new gadget designed just for spine removal. Wash the pads well with cool water and peel or trim off any blemished or discolored areas. Slice the pads in long slices or in pieces or leave whole depending on the dish you will prepare.
How To Eat and Use Nopales
Nopales is a vegetable that can be eaten grilled or boiled. Over cooking may give them a slightly "slimy" texture you may want to avoid. Frequently the nopales are added to eggs, or as a vegetable in soups, chilies or a filling in a tortilla.
The best preparation we have tried is to prepare the nopal leaves (remove spines) then grill over hot coals till tender and slightly browned. Then slice into nopalitos strips and toss with a squeeze of lime and a little bit of olive oil. They are delicious.
The information above came from GourmetSleuth.com.
Corn Meal Muffins
Ingredients: (for a group of 4)
1/2 cup flour
2 tsp. baking powder
1/2 cup milk
1/2 cup yellow cornmeal
1/4 tsp. salt
1/8 cup oil
1/8 cup sugar
1 egg
Directions:
(assign each student in a group a number from 1 - 4)
Student #1 - Measure, add and mix the flour and cornmeal
Student #2 - Measure, add and mix the sugar and baking powder
Student #3 - Measure, add and mix the salt and egg
Student #4 - Measure, add and mix the milk and oil
Students #1 - 4 - Spoon the batter into muffin cups (fill 1/2 full)
Ask cafeteria staff to bake at 425 degrees for 12-15 minutes/until lightly browned on top.
While students wait for the muffins to cook, they will work with their
group to double the ingredients and neatly rewrite the recipe.
Students will use the Internet to find a recipe that they would like to include in a class recipe book on Texas Native Americans. They will also include the recipe they have obtained from their own family.
Modifications/Equity:
· Woman Digging for Food – A coloring book image that fits the lesson, and would be appropriate for main-streamed special education students who might not be able to complete the main project.
· Gifted/Talented – Before the nopalitos field trip, have the students research other edible plants and animals that might be gathered, and have them look for them on the field trip. The G/T students may also be utilized to compile and produce the class recipe book.
Parental Involvement:
Students will be asked to interview family members or other caregivers about a favorite family recipe, record it and bring it to class for a class recipe book.
Assessment:
· Students will evaluate the snack prepared by their group.
· Collaborative Work Rubric
· Were students able to add fractions and double the recipe?
Lesson 4
Topic: Technology, Social Studies, English Language Arts, Fine Arts – Texas Native Americans – Symbolism in Myth and Art
Objectives:
· Students will read several Native American legends, memorize and retell a legend to the class, and write their own Native American Legend.
· Students will acquaint themselves with the artwork of early Native Americans and examine how they incorporate aspects of their environment and everyday experiences in their art. They will then apply their observations to designs of their own.
TEKS:
English Language Arts--Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening (4-8);
(B) compare oral traditions across regions and cultures (4-8); and
(C) identify how language use such as labels and sayings reflects regions and cultures (4-8).
English Language Arts--Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:
(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);
(B) demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8);
(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);
(D) generate criteria to evaluate his/her own oral presentations and the presentations of others (6-8);
(E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and
(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).
Social Studies--Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. The student is expected to:
(A) explain the relationships that exist between societies and their architecture, art, music, and literature;
(B) relate ways in which contemporary expressions of culture have been influenced by the past;
(C) describe ways in which societal issues influence creative expressions; and
(D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes.
Fine Arts Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A) identify in artworks the influence of historical and political events;
(B) compare specific artworks from a variety of cultures.
Technology--Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(A) determine and employ methods to evaluate the electronic information for accuracy and validity;
(B) resolve information conflicts and validate information through accessing, researching, and comparing data; and
(C) demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information.
Technology--Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video.
Materials:
· Art supplies as needed
· Computers with access to the Internet and Microsoft Word or another word processing program.
Procedures:
· Discuss the nature of symbolism in Native American legends.
· Discuss the nature of symbolism in Native American art.
Links:
Native American Tales
Traditional Stories, Legends and Myths
Native American Legends, Myths and Lore
Native American Legends, Folk Tales, and Stories
Leather Bags and Pouches
American Indian Bags
Pueblo Pottery
Rock Art Near El Paso Texas
Rock Art Foundation
Petroglyph National Monument
Native American Symbols
More Native American Symbols
Directions:
· Instruct students to find and read a minimum of three Native American legends on the Internet.
· Students will memorize one legend and present it to the class.
· Students will write an original legend of their own, and present it to the class.
· Instruct students to explore the web sites, and learn about the use of symbols in Native American art.
· Students will complete one of the following projects, incorporating Native American symbols—a pouch, a coil pot, or a painted representation of a petroglyph.
Modifications/Equity
Gifted/Talented or other star students should be encouraged to peer teach, coach or collaborate with those exceptional students who have special needs, in addition to completing their own presentations and projects.
Parental Involvement:
Students will interview family members or other caregivers about favorite or powerful symbols that have affected their lives. Examples might include the Christian emblem of the fish or the crucifix, the ying-yang symbol, the Harley Davidson wings emblem, or even a tatoo.
Assessment:
Story Telling Rubric
Story Writing Rubric
Art Project Rubric
Lesson 5
Topic: Technology, English Language Arts – Texas Native Americans - Powerpoint Presentation
Objective:
· Students will work with a partner to create a Powerpoint presentation on Texas Native Americans.
TEKS:
Technology--Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
(B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics.
English Language Arts--Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to:
(A) select, organize, or produce visuals to complement and extend meanings (4-8);
(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8); and
(C) assess how language, medium, and presentation contribute to the message (6-8).
Social Studies--History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to:
(A) explain the significance of individuals or groups from selected societies, past and present; and
(B) describe the influence of individual and group achievement on selected historical or contemporary societies.
Materials:
· Computers with access to the Internet and Powerpoint
Procedures:
· Teacher will provide students with a brief introduction to Powerpoint.
· Assign each student a partner.
· Students will work with their partner to create a short Powerpoint presentation on either the shelter, food, transportation, or mythology/art of a specific tribe of Texas Native Americans.
· Partners will choose a topic, brainstorm, plan, create, and present their project to the class.
· Students can use the school library, software available in the classroom, and Internet sites selected by the teacher to find pictures and additional information about their topic.
Assessment:
· PowerPoint Rubric
The following links to the Internet can be used by students and / or teachers to access information on Native Americans.
§ Native Americans - Student info on Native Americans
§ Notable Women Ancestors - Native Americans - Important Native American women
§ Just Curious - Native Americans - Library page with Native American links for students
§ Homework Center - Native American Sites - Many educational links
§ Tribal Histories - Information on specific tribes of each geographical region.
§ Native Americans of Texas
§ Journeys of the First Americans
§ The Caddo Confederacies
§ Coastal Indians of Texas
§ Plains Indians of Texas
§ Rio Grande Region Indians of Texas
§ Tonkawa Indians of Texas
§ Witchita Indians of Texas
§ Caddoan Mounds State Historic Site
§ Caddo Cultures in Texas
§ A History of the Caddo Indians
§ Caddo Effigy Bowl
§ Alabama Coushatta History
§ Alabama-Coushatta Indians
§ Kickapoo Traditional Tribe of Texas
§ Kickapoo Indians
§ Kickapoo History
§ Prehistoric Peoples
§ Karankawas and the Austin Colony
§ Karankawa Indian Camp Site
§ Karankawa Hunter
§ Native American Myths
§ The Karankawas of Padre
§ Tonkawa of Texas
§ Tonkawa Nation
§ Indians in Texas
