Less Personalized
2nd Quarter 2013
Tribe Assigned: November 4th
Plan/Matrix Due: November 14th
Rough Draft: November 26th
Final Draft: December 5th
Diorama: December 12th
Name___________________________
Tribe____________________________
Parent Signature______________________
In order to meet Colorado State Standards in Social Studies,
fifth graders will be required to conduct research and complete a
report and diorama on Native Americans. This is a five-week project
and will be graded on content and the writing process. Students will
be given time in class to take notes from resources in the Media
Center and online, but books will be used only in the library and
cannot be checked out because all fifth graders will be using them.
Students may check books out of the public library to supplement
their resources if they feel they do not have enough time in class to
complete their research. In addition, students will be given time in
the computer lab to conduct research and gather information. This
project is designed to be a student project. Students are welcome to
ask family members and friends for help in the form of guidance and
gathering materials, but students must complete the research,
writing, or word-processing, and dioramas themselves.
Students will follow the process below to complete their reports:
1. Researching – Decide what kinds of resources to use and where to find the
information they need.
2. Notetaking/Bibliography – Students will take notes from resources they
use, including resources they print from online at home.
3. Writing Process – Students will follow these steps to write their reports:
a. Plan- This can be a matrix, web, outline, or list.
b. Rough Draft – This can be word-processed or written by hand.
c. Edit – This will be in a pen or pencil of a different color.
d. Final copy – This will be word-processed or written in black ink,
double-spaced, using the pages provided.
4. Presenting – Students will present information to the class about the
diorama.
All reports must have:
Page 1
Cover page: This page should include the title of the report, the student’s
name, the due date, teacher’s name, and should have a meaningful handdrawn illustration in color.
Page 2
Research report: This report must be word-processed, double-spaced, in font size
12 or 14, or written neatly in black ink. The backs of the pages should remain
blank. Time will not be given in the computer lab to word process. The report
must be a minimum of 5 paragraphs with at least 5-7 sentences in each. Each
paragraph in the report should have a topic sentence and supporting details. The
report should have a conclusion at the end that summarizes the entire report.
Ideas for topics to cover:
 Introduction with who, what, where, when
 Description of people, clothing; daily lives of men, women, children, in the
tribe
 Description of landforms and homes
 Religious beliefs or cultural ceremonies
 Allies and enemies or close-by tribes; history of the tribe
 The tribe in 2011, who, what, when, where
Page 3 (optional)
Map: An appropriate map showing where the tribe lived may be included.
Last Page:
Sources
Students must list at least three sources for information on a bibliography sheet
provided by the teacher. There must be at least one source from a book, one source
from the web, and one source from a reference material. The title and author for
each source should be listed on this page. Suggestions for sources are: books,
encyclopedias, internet web sites, online encyclopedias, magazines, or interviews
with Native Americans.
Three-dimensional Diorama
Students will need to construct a diorama with a replica of the dwelling of
their Native American tribe. The diorama should be in a normal shoebox size
container (no larger than 15” x 20”). The diorama should include the dwelling and
background artwork that indicates the student researched the tribe and attempted
to replicate the tribe’s dwelling and surroundings. Dioramas will be put on display
so expensive or special items should not be included unless the diorama is totally
enclosed. The diorama should be labeled with a 3” x 5” index card that gives the
names of the tribe, student, and teacher.
Students will give an oral presentation that briefly tells where the tribe lived
and about the dwelling. This presentation has a three-minute time limit, and will
be part of the diorama grade. Students may use note cards for the presentation.
WHAT TO TURN IN
1. Plan/matrix:
Due 11/14
2. Rough draft, edited in a pen or
pencil of a different color:
Due 11/26
3. Final copy of report with
cover page and bibliography:
Due 12/5
4. Diorama:
Due 12/12
More Personalized:
Learning Target: I can create and present a detailed description of the attributes of at
least one North American Native Tribe for a variety of audiences.
Colorado Academic Standards Addressed:
Social Studies:









1.1b - Examine significant historical documents. Topics to include but
not limited to the Stamp Act, the Declaration of Independence, and the
Constitution (DOK 1)
1.1d - Analyze cartoons, artifacts, artwork, charts, and graphs related to
eras and themes in North America from 1491 through the American
Revolution (DOK 1-3)
1.2a - Identify and explain cultural interactions between 1491 and the
American Revolution. Topics to include but not limited to the Columbian
Exchange, the interactions between Europeans and native Americans in
the 17th and 18th centuries, and the developing relationship between
Europeans and enslaved Africans (DOK 1-2)
1.2b - Identify and describe the significant individuals and groups of
Native Americans and European colonists before the American
Revolution (DOK 1-2)
2.1b - Use geographic tools to identify, locate, and describe places and
regions in the United States and suggest reasons for their location (DOK
1-3)
2.1c - Use geographic tools to identify, locate, and describe places and
regions in the United States and suggest reasons for their location (DOK
1-3)
2.2a - Identify variables associated with discovery, exploration, and
migration (DOK 1-2)
2.2b - Explain migration, trade, and cultural patterns that result from
interactions (DOK 1-2)
2.2d - Analyze how cooperation and conflict among people contribute
to political, economic, and social divisions in the United States (DOK 2-3)
Reading, Writing, Communicating:





1.1 - Effective communication requires speakers to express an opinion,
provide information, describe a process, and persuade an audience
1.2 - Listening strategies are techniques that contribute to
understanding different situations and serving different purposes
2.1 - Literary texts are understood and interpreted using a range of
strategies
2.2 - Ideas found in a variety of informational texts need to be
compared and understood
3.1 - The recursive writing process contributes to the creative and
unique literary genres for a variety of audiences and purposes




3.2 - The recursive writing process creates stronger informational and
persuasive texts for a variety of audiences and purposes
4.1 - High-quality research requires information that is organized and
presented with documentation
4.2 - Identifying and evaluating concepts and ideas have implications
and consequences
4.3 - Quality reasoning requires asking questions and analyzing and
evaluating viewpoints
Choose from one of the two scenarios below:
Scenario 1: The Denver Museum of Nature and Science has asked you to develop a new
display for their North American Indian Cultures exhibit. Create an exciting and
educational display that students from all over the World could use to learn more about
the Native American tribe that you choose.
OR
Scenario 2: You are an advisor for settlers moving out of the established colonies in
1767. One of the many hardships families face when heading into the wilderness is how
they will fit in with the surrounding Native American tribes. Develop a guide for a
family on how to best recognize and work with the tribe they will encounter.
Checkpoints:
11/14/2013 – Peer Project Pitch




Present which scenario you chose
An outline of ideas for your work
Listen to feedback and questions about your pitch
Provide feedback about other’s pitch
11/26/2013 – Adult Project Pitch



Present your progress to an adult (teacher, principal, community
member)
Listen to feedback and questions about your pitch
Develop timeline for any unfinished work
12/5/2013 – Small Group Peer Presentation



Practice run through your entire presentation
Listen to feedback and questions about your presentation
Identify areas to improve for final presentation
12/12/2013 – Final Presentation of Work


Be prepared with a short (1 – 2 minutes) introduction of your work
Be prepared to answer questions that come from those viewing your
work
Choices:
Scenario:
1 or 2
How you work:
Individually or Collaboratively
Tribe (Choose at least one):
Apache
Arapaho
Cherokee
Cheyenne
Hopi
Huron
Kiowa
Kwakiutl
Mohawk
Navajo
Oneida
Powhatan
Shawnee
Shoshone
Teton Sioux
Zuni
Aztec
Comanche
Incas
Lenape
Nez Perce
Santee Sioux
Sioux
Possible Resources:




Media Center
Online resources
o World Book Online
o Discovery Streaming
o The Denver Museum of Nature and Science
o The Library of Congress online
o Google Earth
o Others?
Humans
o Teacher
o Art Teacher
o LTE/TLC
o Principals
o Native Americans
o Others?
Other Resources?
What we will teach:







Introduction to possible presentation and research tools
Tools and strategies for working in collaborative groups
Peer review techniques and protocols
How to research and take notes
How to cite your work
How to identify and communicate with appropriate human resources
Understanding the rubric
Blackfoot
Creek
Iroquois
Maya
Ojibwa
Seminole
Utes
Fifth Grade Native American Project Rubric
Quality
Yes, I Have it! (5)
Ambiguity - I’m OK
with a little
confusion, knowing
there is more than one
way to do the job.
I don’t need to ask the
teacher a lot of
questions. I can think
for myself and get the
job done.
Inquisitiveness - I
ask questions and
want answers.
I am curious and I
look up things that
interest me. I’m a
lifelong learner.
Generating Ideas
(brainstorming) - I
create lots of possible
ideas.
I am able to fluently
create a list of ideas. I
use my imagination.
Originality of Ideas - I can think outside the
I create unique ideas! box and I have a great
imagination. I think
of ideas that others
never even thought
of.
Flexibility/
Adaptability Mentally, I can bend
easily any which way
and not break.
I can think of new
ways to do things
when I get stuck. I
can recognize other
people’s good ideas.
Self-Reflection - I
can look honestly at
myself and evaluate
my work.
I can honestly go
through my work and
know what’s right or
wrong.
Where are you on the continuum
between “Yes, I Have it!” (5) and “Not
yet!” (1)
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
Not yet! (1)
I have to be told
exactly how to do
every job. There is
only one right way to
do the job.
I don’t ask questions
just for the joy of
learning, and I don’t
really want to learn
new things.
I cannot see beyond
the obvious ideas. I
am easily frustrated. I
rarely use my
imagination.
I can only think of
ideas that others
thought of first. I
don’t like new ways
of doing things. I just
want to stick with the
old way.
I am not willing to
change my ideas or
think of better ones.
I can’t or won’t look
honestly at the things
I do well and the
things that need more
work.
Intrinsic Motivation
- I want to do it. I
know the purpose and
it pleases me.
I want to try new
things. I believe in
myself.
Risk Taking - I’m
not afraid to try
something difficult
for fear of failure. As
Edison said: “I have
not failed...I have
succeeded in proving
that 1000 ways will
not work.”
I’m not afraid to try
anything even if I
don’t do well at it. I
keep trying and find a
new way that might
work.
Expertise - I am
proud and thankful to
know a lot about one
or more subjects. I am
an expert.
I know I am good at
one or more things,
and I am not afraid to
share my knowledge
with others.
Persistence – I can
stick with a project
even when it gets
hard. I understand
that the word passion
comes from the base
word for “suffering.”
When the going gets
tough, I work harder.
I have grit,
determination, and
perseverance. I want
to keep going and
finish a difficult task.
Presentation - I can
present my findings
in an interesting and
engaging way.
My presentation is
original, interesting,
and exciting for
others to participate
in.
Research - I can
collect relevant
information to my
topic.
My research is
factual and in my
own words. All
sources have been
cited.
Checkpoints – I can
meet deadlines.
My work is ready to
present at each
checkpoint.
5
5
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
Not willing to try new
things unless I get
something for it.
I don’t try new things
for fear of failing. I
try a couple times and
give up altogether.
I don’t try to be
expert at anything. I
don’t want to be. Or I
pretend to not know
anything.
1
I usually quit when I
run into a snag. I
switch projects often
whenever it gets too
hard.
1
I don’t present my
findings or my
presentation is boring
and not engaging.
4
3
2
1
4
3
2
1
My research is not
accurate or simply
copied from a
source. Sources are
not cited.
I am unprepared for
the checkpoints.