Merged Document 2
Merged Document 2
Merged Document 2
Phase I {groundwork}
Fourth grade
Ashley Kollmann |09/13/14
Overarching Goals
Standards
Montana Social Studies Standards
Content Standard 1- Students access, synthesize, and evaluate information to communicate and apply social
studies knowledge to real world situations
Standard 4- Students demonstrate an understanding of the effects of time, continuity, and change on historical
and future perspectives and relationships. Grades 4 benchmark 7,explain the history, culture, and current status
of American Indian Tribes in Montana and the United States.
Indian Education for All Essential Understandings
Essential Understanding 1, There is a great diversity among the twelve tribal nations of Montana in their
languages, cultures, histories, and governments. Each nation has a distinct and unique cultural heritage that
contributes to modern Montana.
Essential Understanding 3, The ideologies of Native traditional beliefs and spirituality persist into modern day life
as tribal cultures, traditions, and languages are still practiced by many American Indian people and are
incorporated into how tribes govern and manage their affairs. Additionally, each tribe has its own oral histories,
which are as valid as written histories. These histories pre-date the discovery of North America.
NCSS C3 Standards
D2.Civ.14.3-5. Illustrate historical and contemporary means of changing society.
D2.Eco.11.3-5. Explain the meaning of inflation, deflation, and unemployment.
D2.Geo.4.3-5. Explain how culture influences the way people modify and adapt to their environment.
D2.His.10.3-5. Compare information provided by different historical sources about the past.
Essential Questions
Student Understandings
Big Ideas
What is the difference between woman and men roles in the home from early times to now in the
Blackfoot tribe?
Powwows
Religious beliefs
Woman used to be the keeper of the home and the male did the work or hunted
Potential Misunderstandings
The current standing of the tribe now is how all of the Blackfeet people are today
Ashley'Kollmann''
Phase'2'curricular'model'
Oct'2,'2014'
Blackfeet'tribe''
General'Summary:'
'
I'am'researching'the'Blackfoot'tribe'who'reside'in'Montana'and'the'provinces'of'
Saskatchewan'and'Alberta.''I'want'to'learn'all'about'their'culture'and'history.''Some'specific'
things'that'I'am'interested'in'are'their'powwows,'the'woman'and'men'jobs,'their'language,'and'
the'traditional'dress'of'the'tribe.''I'am'most'interested'in'the'culture'of'the'Blackfoot'tribe'
because'when'I'was'in'my'senior'year'of'high'school'I'was'able'to'go'on'a'service'trip'to'
Browning.'With'this'trip'I'was'able'to'spend'a'week'working'with'the'Blackfeet'tribe'to'clean'up'
their'area.''While'I'was'there,'I'got'to'participate'in'a'traditional'powwow,'learn'how'to'set'up'a'
teepee,'and'also'all'about'their'culture.''The'main'man'that'took'us'all'on'this'service'trip'was'
given'a'traditional'Blackfeet'name'and'we'were'able'to'participate'in'the'beautiful'ceremony.''
While'I'spent'my'week'on'the'Blackfeet'reservation,'I'knew'that'I'someday'wanted'to'teach'
others'all'about'what'I'experienced'while'I'was'there.''The'Blackfeet'tribe'has'an'amazing'
culture'that'deserves'to'be'shared'with'others.''''
'
Themes:''
'
The'themes'that'I'have'decided'to'talk'about'are'the'history'of'the'Blackfeet'tribe,'
Powwows,'the'Blackfeet'language,'women'and'men'roles'in'the'home,'and'the'traditional'
dress.''I'think'that'it'would'be'smart'to'talk'about'the'history'of'the'Blackfoot'tribe'on'the'first'
day'so'they'would'have'lots'of'background'information'to'relate'to'the'rest'of'the'unit.''It'
would'be'a'great'starting'point'to'draw'the'students'in'and'have'them'relate'to'the'tribe.''
Students'need'to'have'a'hook'that'will'draw'them'in'and'the'history'of'the'tribe'is'very'
interesting'and'will'be'that'for'them.'''
History:'Look'down'at'the'timeline/oral'history'of'the'tribe'for'all'history'information.''I'will'use'
the'information'that'is'found'to'make'a'lesson''
Powwows:'One'main'ceremony'that'was'an'annual'gathering'was'the'sun'dance'ceremony.''
This'was'both'for'religious'and'social'reasons.''This'gathering'took'place'in'August.''Many'
different'bands'would'come'together'to'dance,'sing,'feast,'dress'up,'and'meet'up'with'friends.''
During'powwows,'stories'would'be'told'like'the'story'called'How'Old'Man'Created'the'Earth'
Children'and'adults'would'gather'around'to'hear'the'keeper'of'a'story'tell'it.''To'this'day,'many'
stories'are'passed'down'from'generation'to'generation'and'are'shared'with'the'rest'of'the'tribe'
at'powwows'and'special'occasions.''One'of'the'identifiers'of'a'powwow'is'the'dances'that'are'
being'done.''For'certain'powwows,'they'will'participate'in'different'dances.''One'of'the'dances'
that'I'was'able'to'participate'in'was'called'the'circle'dance.''During'this,'everyone'will'hold'
hands'while'the'band'was'playing'the'drums'and'singing.''Everyone'will'walking'in'the'circle'
while'holding'hands'and'moving'their'hands'in'a'circle'also.''This'is'a'dance'that'is'supposed'to'
bless'every'person'that'is'participating'in'it.'''
Language:'To'this'day,'approximately'6'thousand'Blackfeet'people'speak'the'native'tongue.''
When'participating'in'powwows,'you'will'hear'them'speaking'the'native'tongue.''It'is'sacred'
and'beautiful'to'listen'to'them'speaking.''When'playing'native'songs,'you'can'hear'them'
speaking'a'form'of'language'that'makes'sense'to'them.''With'these'songs'they'are'talking'to'
the'Gods'to'help'them.''Each'song'has'a'different'meaning'and'hope'of'making'it'happen.''For'
example,'there'is'a'song'about'the'rain'or'about'the'sun.''I'think'it'would'be'really'cool'to'have'
the'students'start'a'lesson'by'listening'to'one'of'the'children'songs'and'learning'about'the'
meaning'of'what'it'is'saying.''Next'I'would'go'into'talking'about'their'language.''They'could'
learn'different'Blackfeet'words.''To'this'day'the'Blackfeet'language'is'taught'in'the'schools.''
They'learn'it'all'the'way'from'preschool'through'high'school.''The'tribe'is'very'worried'about'
maintaining'their'language'because'less'people'are'able'to'keep'it'going'today'but'putting'it'
into'their'school'is'helping'with'that.''Both'tribal'colleges'have'degree'programs'that'relate'
directly'with'their'language'and'continuing'learning'it'so'they'will'become'fluent'and'able'to'
teach'it'to'others'in'the'future.''At'the'Piegan'Institute,'the'Blackfeet'language'is'promoted'
majorly'by'having'programs'for'children'from'kindergarten'to'grade'8.''Children'are'able'to'go'
to'this'program'to'learn'more'of'their'language.''By'8th'grade,'the'students'are'only'speaking'in'
the'native'language.'''
Woman'and'men'roles:'In'the'tribes,'there'would'be'bands,'which'are'small,'extended'families.''
They'arent'anything'formal'but'they'did'have'a'leader.''They'would'name'their'band'off'an'
event'that'happened.''The'leader'of'the'band'would'work'hard'to'keep'away'any'arguments'
and'make'decisions'for'his'family.'''
Men:'During'the'winter'months'the'men'would'go'out'and'hunt'for'their'bands.''When'they'
couldnt'find'any'new'game'they'would'eat'food'that'was'previously'dried'and'saved'for'times'
of'no'food.''As'it'would'start'getting'warmer'the'men'would'continue'to'hunt'for'their'bands.''
They'would'hunt'any'animals'they'could'find.'The'main'jobs'of'the'men'were'to'hunt'for'food,'
care'for'the'horses,'and'protect'their'families.''When'buffalo'jumps'were'being'used'to'hunt'
the'buffalo,'the'men'would'be'away'from'the'tribes'for'long'periods'of'time'bringing'them'in.''
They'would'gather'all'of'the'buffalo'next'to'the'jump'and'then'scare'the'buffalo'to'get'them'
running'towards'the'jump'and'in'the'end'off'of'the'edge.''The'men'that'were'at'the'bottom'of'
the'buffalo'jump'would'kill'the'buffalo'that'werent'killed'by'the'fall.''Once'the'buffalo'were'
killed'and'brought'back'to'the'tribal'land,'the'process'would'be'handed'off'to'the'women.'''The'
women'would'skin'the'buffalo'and'cut'up'the'meat'for'food.''Native'Americans'believe'that'no'
part'of'the'buffalo'should'be'wasted'and'would'as'much'as'they'could.''The'buffalo'would'be'
used'for'their'tepees'or'their'clothing.''Between'the'ages'of'15'and'20'the'men'went'on'vision'
quests'with'their'medicine'men.'''With'this,'they'would'find'spiritual'guidance'that'will'lead'the'
rest'of'their'lives.''After'the'age'of'21,'the'men'will'marry.''They'are'allowed'to'marry'as'many'
woman'as'they'want'as'long'as'they'can'afford'them.''''
Woman:'The'woman'in'the'tribes'had'many'jobs'while'the'men'were'off'hunting'for'their'
families.''Some'of'the'jobs'that'the'women'did'included:'preparing'the'food,'raising'the'
children,'are'caring'for'the'sacred'bundles.''They'based'their'entire'lives'in'the'camps'while'the'
men'based'their'lives'outside'of'the'camps.''''While'the'men'were'away'for'the'buffalo'jumps,'
the'women'would'be'gathering'berries'and'fresh'foods'around'their'camps.''If'there'was'extra'
food'after'it'was'all'done'they'would'go'to'the'trading'posts'to'get'other'goods.''The'woman'of'
the'families'actually'owned'the'tepee'for'their'band.''With'them'owning'the'tepee'they'were'
the'ones'that'were'responsible'for'the'upkeep'of'theirs'and'for'all'that'was'kept'inside'of'the'
tepee.''When'woman'were'going'to'give'birth,'they'would'actually'leave'the'camp'and'stay'
with'the'medicine'woman.'''
Traditional'Dress:''
During'the'winter'months,'when'the'tribes'were'at'their'winter'camps'the'main'dress'
choices'were'very'warm'clothes.''Some'of'the'clothing'that'was'worn'was:'buffalo\fur'hats,'
mittens,'moccasins,'and'robes.''With'all'of'these'things'they'would'put'the'fur'on'the'inside'of'
the'outfits'to'make'it'warmer.''The'tribe'would'use'the'hide'of'the'buffalo'to'make'their'
clothing.'''
A'war'shield'was'one'of'the'defining'pieces'in'a'Blackfeet'warriors'dress.''A'war'shield'
was'covered'with'a'buffalos'neck'hide'and'was'about'3'feet'in'diameter.''They'would'put'
symbols'all'over'the'shield'that'were'either'sacred'or'protective.'''
For'special'events'the'children'would'wear'beaded'buckskin'shirts.''The'wives'would'
make'these'for'either'the'husbands'or'sons.''This'was'very'special'for'those'who'received'them'
because'they'were'made'by'their'own'mothers/wives.'''
The'war'leaders'or'elders'of'the'tribes'were'allowed'to'wear'a'traditional'headdress.''
The'traditional'headdress'was'defined'by'a'crown'of'eagle'feathers'standing'straight'up'on'the'
head.''For'every'feather'that'was'on'a'headdress'it'would'stand'as'a'story'that'the'elder'has'
gotten.''It'was'said'that'the'headdress'was'very'sacred'to'the'elder'that'wore'it'and'it'was'
protective'during'battle.'''
'
Timeline/Oral'History:'
Thousands'of'years'ago:'Ice'age'time:'many'Native'Peoples'made'the'long'journey'from'Asia'to'
North'America'because'the'Bering'Strait'was'frozen'over'during'the'time.''The'Blackfeet'
peoples'settled'in'what'is'now'known'as'Northern'Maine'and'Northeastern'Canada.'''
400'years'ago:'the'Blackfeet'peoples'migrated'to'the'Great'Plains'where'they'now'reside.''The'
Blackfoot'tribe'as'a'whole'is'actually'made'up'of'four'different'tribes'who'share'similar'beliefs'
and'came'together.''Those'tribes'are'called'Kainai'or'Blood'who'have'9,400'people,'Siksika'or'
Northern'Blackfoot'who'have'4,200'people,'the'Piikani'or'Piegan'who'have'2,800'people,'and'
the'Southern'Piegan'or'the'North'American'Blackfeet'who'have'15,560'people.'''
1730:'In'the'previous'years,'the'Blackfeet'found'themselves'in'many'wars'over'territory.''The'
Blackfeet'were'defeated'for'the'first'time.''The'Blackfeet'went'to'their'allies'for'help'and'found'
their'first'rifle'which'their'got'from'the'Cree'Indians'who'obtained'it'from'the'European'
traders.'''
1754:'The'Blackfeet'made'contact'with'some'traders'and'made'a'big'impact'on'them.'''
1780s'the'Blackfeet'started'their'trading'with'the'Hudsons'Bay'Company.''They'would'trade'
their'died'meats,'buffalo'robes,'and'furs.''The'Blackfeet'people'didnt'like'the'traders'on'their'
land'and'looked'at'them'as'enemies'at'times.'
1831:'American'Fur'Company'made'peace'with'the'Blackfeet'and'built'them'a'fort'on'the'upper'
Missouri'River'
1849:''Gold'was'found'in'California'and'many'people'travelled'to'the'west.''This'caused'many'
conflicts'with'the'Blackfeet'because'people'would'come'to'their'land.'''
1855:'Lame'Bull'Treaty'was'signed'by'the'Blackfeet'and'Governor'Isaac'Stevens.''This'treaty'
said'that'the'Blackfeet'were'given'a'large'part'of'land'in'Montana,'annual'payments'in'goods,'
and'training'if'they'would'leave'the'outsiders'alone'on'their'land.'''
1865\1870:'Blackfoot'War:'This'was'a'war'between'the'Blackfeet'people'and'the'settlers'that'
came'on'their'land.''It'was'ongoing'battles'between'the'two,'trying'to'keep'them'off'of'their'
land.'''
1870:'Marias'River'Massacre:'Major'Eugene'Baker'attacked'the'Blackfeet'people'on'accident'
thinking'they'were'someone'else.''They'attacked'Chief'Heavy'Runners'camp.''In'the'end'they'
killed'approximately'200'people.'''
1883\1884:'This'period'was'known'as'the'Starvation'Winter'because'a'short'time'earlier'the'
buffalo'were'all'killed'off'and'they'were'then'forced'to'move'back'to'their'original'reservation'
land'to'make'settlement.'''
1907:'The'Blackfeet'were'forced'to'divide'their'land'into'individual'parcels'for'their'peoples'and'
then'were'told'they'had'to'give'the'rest'of'their'land'to'the'white'peoples'who'wanted'it.'''
1910:'In'1895,'Mountain'Chief'sold'the'large'portion'of'their'land'to'the'U.S.'Government'and'
in'1910'it'was'turned'into'Glacier'National'Park.''
1934:'the'Indian'Reorganization'Act'was'put'into'place'which'gave'many'of'the'powers'of'the'
tribes'back'to'their'peoples.''They'wanted'the'tribes'to'have'management'over'themselves'and'
to'have'more'economic'powers.''The'tribes'lands'started'to'stop'shrinking'so'they'could'restore'
resources'to'their'peoples.'''
1935:'Blackfeet'tribe'adopted'a'constitution'and'made'a'council'that'would'watch'over'all'of'
the'decisions'that'were'being'made.'''
'
At'this'same'time'the'Christian'Missionaries'were'making'boarding'schools'for'the'
Native'American'children.''Many'children'were'taken'away'from'their'homes'and'were'forced'
to'live'at'the'boarding'schools.''When'taken'away'the'children'were'forced'to'speak'English'and'
to'act'as'the'American'people'act.''
1939\1945'Many'Blackfeet'decided'to'join'the'American'Army'in'hopes'to'learn'more'skills'to'
bring'back'to'their'people.'''
1964:'a'large'flood'hit'the'lands'and'the'government'provided'large'amounts'of'money'to'help'
repair'their'land.''
1970:'With'the'money'that'was'given'with'the'floods,'the'Blackfeet'found'many'ideas'that'led'
them'to'be'more'modern.'''They'started'to'build'their'houses'with'electricity.'
1976:''The'Blackfeet'were'noticing'that'many'of'their'peoples'were'moving'away'from'their'
reservation'to'get'schooling'so'they'would'be'better'prepared'for'their'lives.''When'the'council'
noticed'this'they'decided'to'build'schools'of'their'own.''They'opened'up'the'Red'Crow'College'
on'the'Blood'reservation'and'the'Blackfeet'Community'College'on'the'Blackfeet'Reservation.'
''After'this'time'many'different'organizations'were'put'together'on'the'reservations'to'make'it'
so'they'didnt'have'to'rely'as'heavily'on'the'American'government.''Some'of'those'were:'the'
Chief'Mountain'Hotshots'firefighting'crew,'the'Blackfeet'confederacy,'and'the'Blackfeet'Tribal'
Business'Council.'''
Conclusion:'
'
I'feel'that'the'most'significant'components'of'my'tribe'are'that'the'students'know'the'
history'of'the'Blackfeet'tribe'so'that'they'can'see'all'of'the'struggles'they'went'to'so'they'can'
relate'it'back'to'their'own'lives.''I'also'feel'that'an'important'part'of'my'tribe'is'that'the'
students'know'about'their'language'and'how'they'are'trying'to'bring'it'back'into'their'lives.''
The'cultures'of'a'tribe'are'a'main'part'of'the'tribe'whether'it'be'the'cultures'right'now'or'the'
historical'cultures.''Learning'about'how'stories'are'prominent'in'their'powwows'and'everyday'
life'will'help'them'understand'that'all'families'have'stories'that'are'told'from'year'to'year'and'
will'continue'to'be'passed'down'for'a'long'time.'''
'
I'feel'that'it'is'smart'to'structure'and'revise'my'students'learning'by'feeling'out'how'
they'are'liking'it.''With'my'lessons,'I'will'have'multiple'topics'and'I'think'that'if'students'are'
really'loving'a'subject,'I'as'their'teacher'should'have'extensions'that'will'broaden'their'
understanding.''I'should'give'the'students'a'choice'over'what'they'find'interesting'because'I'
know'that'every'student'will'find'different'things'as'interesting.''I'think'with'their'big'final'
project'it'will'be'good'for'me'to'have'options'over'what'they'want'to'talk'about'because'they'
might'interpret'something'different'in'relation'to'their'culture'than'I'would'and'I'need'to'
respect'their'differences.''''
Sources:'
Blackfeet Nation. (n.d.). Retrieved October 6, 2014, from
http://www.tribalnations.mt.gov/blackfeet.aspx'
Ellis, C., Lassiter, L., & Dunham, G. (2005). Powwow. University of Nebraska Press.
Researching, Promoting & Preserving Native Languages-Montana. (n.d.). Retrieved October 6,
2014.'
Stout, M. (2012). Blackfoot history and culture. New York: Gareth Stevens Pub.
'
Blackfeet Culture
th
[40 minutes]
Materials
paper
pencils
Learning Activities
1. Jigsaw over the history of the tribe. Each pair of students will get one or two events in the history of
the Blackfeet. They will have to read a short article about that event and will then come up with the
main points of what happened. Once students have decided on their main points they will go to their
time on our large timeline and put it in with a small description of what it is. This timeline will be
displayed over the course of the unit. All of the students will get in order of the time of their events
and then will give their information to the class about what they learned. Students that are not
presenting will write down two pieces of information for each major event.
2. Differentiation can occur at the point of the writing on the board or taking down notes where if a
student needs help they can have someone else help them. Differentiation can also occur with students
who are having a hard time reading the articles because I will be walking around and can either read it
to them or they will be placed with a student who feels more comfortable with their reading. I can also
find an article over that topic that is at an easier reading level and makes more sense to that student.
Assessment
My assessment over the history will be each student presenting their information in front of the class. With each
student, they must present at least 5 facts on their event to get full credit over their event. They must also be
presenting valid and important points for the other students to take away.
[40 minutes]
Materials
Poster board
Markers/crayons/colored pencils
glue
Learning Activities
1. I will start this lesson by playing a Blackfoot song. While the song is being played students will be
listening along with it and writing down any thoughts they have over the vocals, instruments, and beats.
They will share with the group the feelings they got as they listened to the song. Next, we will have
them talk about what kind of emotion they think was being conveyed and any predictions over what the
EDU-497: K-8 Social Studies Methods
Lawrence, Spring 2014
song was about. Once they give all of their ideas, we will go into a group discussion over what the song
was actually about. They will understand that each song has a very deep meaning and is trying to call
out to who can help them or who they can thank. Differentiation of this can occur by students who would
rather type their response or would rather talk with a neighbor about what they were coming up with.
Students will have to have something to turn in with their ideas on it so that I can make sure they were
participating.
2. In the second part of my lesson, we would talk about the Blackfoot language. I will teach the students a
few important words and have them use those while they are talking in a regular conversation. Once
they are taught it we will talk about how they are teaching their language more today than before
because they started to lose it. The students will get to look up some Blackfeet words either as a pair or
as an individual. Once they have decided on their word, they will make a poster that teaches this word.
They will have to include a picture of the word, a sentence that uses the word, and both the Blackfeet
word and English translation. Once all are done, the students will do an art walk where they will go
around and learn about each word and speaking them all aloud.
Assessment
My assessment for this lesson will be the poster that is created. If the students have all the different parts of
that I asked for they will get full credit. I will also be collecting a short reflection over the song that was played
at the beginning to make sure that students got what I wanted out of the music.
[40 minutes]
Materials
Paper
Learning Activities
1. Students will be split into four different groups. These will include role of the men previously, role of
the men now, role of the women previously, role of women now. Each group will do research over their
subject and will be expected to be experts over their knowledge. Once they have gotten all of their
knowledge they will come up with a short play that will include all group members. In the play they
should show many things that each gender was expected to do at that time. They can make props if that
will help them get the point across. If a group feels as if a play is not a good way to convey their
information they are able to write a song or poem about their subject also. Any way they decide to get
their information across they must show a good understanding about theirs.
Assessment
The assessment over the roles lesson will be their presentation. Each student in the group will be expected to
participate in the making and presentation of their information. In the group didnt write a song or poem they
will have to turn in any notes over their research that was done.
[40 minutes]
Materials
Poster board
Artifacts
Markers/crayons/colored pencils
Paper
Glue
Learning Activities
1.
I will invite a Blackfoot woman or man to come in to the classroom. If I am not able to get someone to
come in, I will try to find artifacts of their clothes to use. In the powwows they dress very elegantly and
it is very fun to look at. Students will learn that each part of their outfits and designs in it mean
different things. After they look at many different types of designs and clothes they will be able to
create their own. They will get a poster where they can decorate either a shirt or pants or a head dress.
They will have to come up with things that represent themselves to put on it. Once they create their
clothes they will write up what their different symbols mean to them. In their description they should
have a short paragraph on the Blackfeet clothing and why they use so many different symbols. Students
can either type or write up their information on their clothes but it must be posted to the back of their
poster for me to see later.
Assessment
My assessment for this will be seeing that the students completed their clothes with their write up. If they wrote
in a part about the Blackfeet clothing, and it has correct information they will show that they know the
information fully. The students will be expected to relate the Blackfoot culture back to their own culture. This
means that the students will have to write up how traditional clothes play a role in the Blackfoot culture but also
how their clothes they make relate to their culture.
Lesson 5-Powwows
Instructional Goals
[40 minutes]
Materials
Information on powwows
Paper
Actual powwow
Learning Activities
1. Students will start by having a short discussion with the teacher over powwows. They will talk about
proper etiquette, parts of the powwow, and why they participate in the powwow. After they get this
knowledge they will be able to participate in the powwow.
2. A field trip will be taken to see a small version of a powwow. They will fully participate in all parts
that are given to them. While they are participating they will be making note of what we talked about
earlier in the class discussion. They should also use the information they gained earlier in the week
which might include the language or the music. The students will pay attention to the different parts of
that powwow which might include a song/dance or a traditional story. They will be able to participate
in this and will see how their whole culture comes into one.
Assessment
Students will be doing a write-up about what they observed at the powwow and how that relates to their lives.
They will have to include many different parts of the powwow and specific cultures that they see in their own
lives. Students will know at the end of the powwow how culture influences different peoples lives in different
ways.