Scribd
Upload
72 views2 pages

Lesson 1

This document outlines a lesson plan about the roles of women in Native American tribes. The objective is for students to understand that tribal women played important roles beyond what they are commonly credited for. Students will brainstorm the roles of women, discuss in groups, and research roles to present findings dressed as Native American women while sharing facts learned. The lesson aims to expand students' perspectives on Native American culture beyond a focus on male warriors.

Uploaded by

api-350307992
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
72 views2 pages

Lesson 1

This document outlines a lesson plan about the roles of women in Native American tribes. The objective is for students to understand that tribal women played important roles beyond what they are commonly credited for. Students will brainstorm the roles of women, discuss in groups, and research roles to present findings dressed as Native American women while sharing facts learned. The lesson aims to expand students' perspectives on Native American culture beyond a focus on male warriors.

Uploaded by

api-350307992
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Womeninthetirbes

Author:JeremyMelvin
Datecreated:04/12/20161:21AMCSTDatemodified:04/12/201612:01PMCST

REQUIREDINFORMATION
Subject(s) History

Topic/unitofStudy&time Womenintribe
allotment

Grade/Level Grade5

Objective WhenyouthinkofNativeAmericansyouthinkofthebravewarriorsthatattackedthewhiteman.sointhisactivityI
wantthechildrentounderstandthatinatribetheWomenplaysmoreofanimportantrolethanwhattheygetcreditfor.

Summary WhenwethinkaboutNativeAmericansthefirstthingeveryonethinksaboutissavagesandwarriors.WellWarriors
weremen.Thenativeamericanwomenneverreallygettalkedaboutandwithoutthewomenthetribeswouldn'tsurvive
onewinter.Sothekidsaregoingtobrainstormonthemarkerboardwhattheythinknativeamericanwomendidinthe
tribe.Thentheywilldiscusswitheachotherwhytheythinkthatswhattheydointhetribe.lastlygroupsofthree,the
groupswillhavetodoresearchontheirfreetimeonnativewomen.Whentheypresenttotheclasstheywillhaveto
dressuplikeanativeamericanwomanwiththejewlrytheywore,clothing,bodypaint,etc.Thatwaytheclasscangeta
goodideaofwhatnativewomenlookedlikebackinthedaywhiletheypresentthefunfactstheylearnaboutthe
women.

IMPLEMENTATION
PlanofAction Sofareverythingwehavetalkedaboutorhavegoneoverhasbeentoolsandhowtheyusethetools,thereligionofthe
Natives,andhowandwhatNativeAmericansare.Wehavemainlytalkedaboutthemeninthetribe.Sobytalkingabout
thewomenhopefullythechildrenwillhaveanewoutlookonNativeAmericansasawhole.

Procedures 1.Haveeachstudentgouptotheboardandwriteonethingdowntheythinkawomencandoforthetribe.

a.thenaftertheyallwrittendownonethingwomencandointhetribe,havethemexplainwhytheysaidwhatthey
said.

b.Haveaclassdiscussiononaftertheyexplaintheirreasoningonwhytheysaidwhattheysaidtoeachotherinclass.

2.Aftertheyaredonediscussinghavetheclassgetintoagroupof3andgotothelibrarytofindbooksthattheycan
usetofindoutmoreinformationonAmericanNativeWomen.

a.afterfindinginformationtheyaregoingtogohomeandfindmaterialthatanindianwomanwouldofworn,asin
clothing,jewlery,bodypaint,etc..)thenaftertheydressuptheywillpresenttotheclassfactsandinfotheyfoundon
indianwomen.

DifferentiatedInstruction/ byhavingthestudentsbrainstormandcomeupwiththeirownideasonwhatindianwomenwouldoflookedlikeand
SpecialAccommodations donebackthenstretchestheirhorizonandbrain.

Withthestudentsthatmaystruggleandnotunderstandcompletelywillbeabletogethelpfromtheirfellowgroup
membersandortheirparentswhentheygohometolearnmoreaboutindianwomentopresentnextdayinclass.

Thisworksontheirteamworkandhowwelltheywillworkwithothersandbuildleadershipskills.

SampleStudentProducts

Collaboration Studentswillworkcollaboratively&individually.Studentswillworkingroupsof3.

TimeAllotment 1classperiods.2+Hrs.perclass.

SelfAssessment Didthestudentsseeminterestedandwantedtoparticipatethroughoutthelessonordidtheygoofoffandmake
unneccesarycommentsaboutwomen(cleaning,cooking,etc.)

Didtheyworktogetherwellasateamorwoulditbeabetterthingtodoasanindividual?

Didtheygetabetterunderstandingthatwomenplayedanimportantroleinthetribe?

ReadingStrategy usecomputersandbookstolookupfactsaboutNativeAmericanWomen.

TechnologyIntegration Havetousecomputers,books,andcommonknowledge

Integration Art,cultural,technology

CriticalThinking makesthemhavetothinkrightoffthetopoftheirheadandbeyond.Theyhavetobecreativeandworkwithothersto
getthislessondoneandbeabletogetagoodgradeonit.

Page 1 of 2
LearningEnvironment Makingthestudentsthinkindividuallyatfirstusingtheirimaginationonwhattheythinkanativeamericanwomanwould
belikeandwhattheydoforthetribe.Thenputtingthekidsintogroupsof3makesthemworkwithothersandbuild
teamworkup.Workingwithothersisaverykeyopponentintotoday'sworld.

MATERIALSANDRESOURCES
InstructionalResources n/a

Resources
Materialsandresources:
usingtheinternetandbookstheyfindinthelibrary

STANDARDS&ASSESSMENT
Standards KSKansasCurriculumStandards
Subject:History&GovernmentEconomics&Geography
Grade:FifthGrade
Standard:HistoryStandard:Thestudentusesaworkingknowledgeandunderstandingofsignificantindividuals,
groups,ideas,events,eras,anddevelopmentsinthehistoryofKansas,theUnitedStates,andtheworld,utilizing
essentialanalyticalandresearchskills.
Benchmark:Benchmark4:Thestudentengagesinhistoricalthinkingskills.
Knowledge/ApplicationIndicator:4.(A)usesinformationincludingprimarysourcestodebateaproblemor
anhistoricalissue.

Knowledge/ApplicationIndicator:5.(A)observesanddrawsconclusions.

Knowledge/ApplicationIndicator:6.(A)usesresearchskillstointerpretanhistoricalpersonoreventin
historyandnotesthesource(s)ofinformation(e.g.,discussesideasformulatesbroadandspecificquestions
determinesavarietyofsourceslocates,evaluates,organizes,recordsandsharesrelevantinformationinboth
oralandwrittenform).

Assessment/Rubrics Attheendhavethempresentwhytheydressthewaytheydidandwhatkindofnativeamericanwomantheyare.What
didthewomendointhattribe,alongwithwhytheydidthethingstheydidusually.bythempresentingwilltellmeifthey
fullyunderstandorifIneedtogobackandreteachthemwhatIwantthemtogetoutofthis.

Page 2 of 2

You might also like