Media –Rich Lesson Plan
Name: Dana Moffett
Teacher Training Institute
Prairie Public
TITLE:
Native American Exploration Unit
GRADE LEVEL(S); 6th grade
TIME ALLOTMENT: Five to seven - 48 minute class periods
OVERVIEW: This is a unit designed to go along with the 6th grade Minnesota history Northern Lights curriculum. Through
the use of ten cross-curricular learning stations, students will explore many parts of the Native American culture, specifically
focusing on the first Minnesotans: the Dakota and the Ojibwe.
SUBJECT MATTER: Social Studies (also math, language arts, art, music, world languages, dance)
LEARNING OBJECTIVES
6th GRADE SOCIAL STUDIES ESSENTIAL LEARNER OUTCOMES AND LEARNING TARGETS:
Students will be able to use historical thinking skills in order to understand Minnesota’s past.
1. I can discuss how the oral traditions and artifacts of early Minnesotans (Dakota, Ojibwe) can help us
understand their cultures.
2. I can use evidence from the text to support my answers, draw inferences, and determine main ideas.
Students will describe the experiences and interactions between Minnesota’s first peoples and how their cultures
changed upon the interactions of arriving Europeans.
1. I can describe the traditions of the Dakota before the Europeans arrived in Minnesota.
2. I can describe the traditions of the Ojibwe before the Europeans arrived in Minnesota.
3. I can compare and contrast the Dakota and Ojibwe tribes before 1800.
STANDARDS:
Social Studies Standards – from the Minnesota Department of Education:
6.4.1.2 Historical inquiry is a process in which multiple sources and different kinds of historical evidence are
analyzed to draw conclusions about what happened in the past, and how and why it happened.
6.4.4.15 North America was populated by indigenous nations that had developed a wide range of social structures,
political systems and economic activities, and whose expansive trade networks extended across the continent.
(Before European Contact)
Language Arts Standards – from the Minnesota Department of Education:
6.5.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.5.2.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
6.5.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
6.12.1.1 Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources.
6.12.2.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
6.12.4.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
6.12.7.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, maps) with other information in print and
digital texts.
DIGITAL MEDIA COMPONENTS – VIDEO AND/OR WEB:
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“Native American Exploration Unit” Prezi presentation (created by me), access at
http://prezi.com/rilhcqy47ru1/?utm_campaign=share&utm_medium=copy
“Maple Syrup” video clip on pbslearningmedia.com (3:47)
“Native-American Folktales” video on Learn360 (4 stories, total of 22:58)
Wild Rice Harvest information from Manoomin website: http://www.manoomin.com/Harvesting.html
This website offers information about Ojibwe wild rice.
“Introduction: Beautiful Resistance” video on Learn360 (4:36)
“Pow-Wow: Native American Celebration” video on Learn360 (from 1:00 to 6:25 mark)
“The Dreamcatchers” video on pbslearningmedia.com (3:12)
Dakota words website: http://www.native-­‐languages.org/dakota_words.htm#pictures
This website offers a Dakota picture dictionary.
Ojibwe words website: http://www.native-­‐languages.org/ojibwe_words.htm#pictures
This website offers an Ojibwe picture dictionary.
MATERIALS:
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10 file folders, if desired (can laminate), to create station folders to hold supplies
2 hula hoops
Post-it notes or index cards – approximately 100-150 per class of 25
“Dakota or Ojibwe?” instruction sheet – 1 for the station
Computers with internet access – minimum 6 for stations, one per student for final glogging activity
“Sweet as Syrup” recording sheets – 1 per student
“Wild Rice Harvest Steps” recording sheets – 1 per student
Native American folktale picture books from school library – 5 or more
“Elements of Folktales” graphic organizer sheets – 1 per student
“By the Numbers” worksheets – 1 per student
“Artistic Freedom at a Boarding School?!” recording sheets – 1 per student
“Pow-Wow: Native American Celebration” recording sheets – 1 per student
“Dreamcatchers” recording sheets – 1 per student
For Dreamcatchers: a paper plate for each student, 2-3 hole punches, 2-3 scissors, also variety of yarn, beads, feathers
“Learn the Language” recording sheets – 1 per student
“Native American Funsheet #1” – 1 per student
“Native American Funsheet #2” – 1 per student
“Native American Funsheet #3” – 1 per student
“Native American Exploration Unit Rubric” sheets – 1 per student
PREP FOR TEACHERS:
Stations can be created by putting supplies for each station in a file folder or by just placing the recording sheets and other
necessary materials around the room in designated areas. See individual station descriptions, below, for necessary prep.
Bookmark necessary websites, as listed, make copies, and get SMARTboard ready to show introductory Prezi presentation:
access at http://prezi.com/rilhcqy47ru1/?utm_campaign=share&utm_medium=copy
INTRODUCTORY ACTIVITY - SETTING THE STAGE:
MATERIALS:
SMARTboard, computer
Show the “Native American Exploration Unit” Prezi presentation (access at
http://prezi.com/rilhcqy47ru1/?utm_campaign=share&utm_medium=copy) to students to introduce them to the overall
process. Discuss the rubric and how scores will be calculated.
Go through directions for rotating through stations by not running, taking turns, waiting for stations to become available, and
to stay focused. Show students where each station is located and briefly read through directions.
LEARNING ACTIVITIES:
MATERIALS:
*listed above
1. Students will move around the room and choose which of the following ten Native American learning stations they would
like to complete in order to earn the grade of their choosing.
2. Some stations are required while others are optional. Students will use a rubric to determine their final score: stations are
worth varying amounts of points, so final scores are dependent upon which optional stations are completed.
3. The ten Native American stations are listed below:
“Dakota or Ojibwe?” station (social studies): Students will use their textbooks to compare and contrast the Dakota and
Ojibwe tribes. Students should write each similarity or difference on a post-it or index card and place it in the corresponding
place in a Venn diagram created by using 2 overlapping hula hoops.
“Sweet as Syrup” station (social studies): Students will watch the video clip entitled, “Maple Syrup” on
pbslearningmedia.com (3:47) and answer questions on corresponding recording sheet. Students will use an answer key in the
back of the station folder to self-check their answers.
“Wild Rice Harvest” station (social studies): Students will review the steps in the wild rice harvest by reading the
information at the website http://www.manoomin.com/Harvesting.html They will then draw the steps of the wild rice
harvest on the “Wild Rice Harvest Steps” recording sheet. Students will use an answer key in the back of the station folder to
self-check their answers.
“Native American Folktales” station (language arts)*: Students will choose a Native American folktale to read and
summarize the story using the “Elements of Folktales” graphic organizer sheet.
*Special Needs Modification (or could be used by all students if enough computers are available): Have students watch one
of the 4 segments of the “Native-American Folktales” video on Learn360.
“By the Numbers” station (math): Students will complete the worksheet regarding which states have the highest
populations of Native Americans. Students will use an answer key in the back of the station folder to self-check their
answers.
“Artistic Freedom at a Boarding School?!” station (social studies, art): Students will watch the video clip “Introduction:
Beautiful Resistance” on Learn360 (4:36). While watching they will complete the “Artistic Freedom at a Boarding School?!”
recording sheet. Students will use an answer key in the back of the station folder to self-check their answers.
“Pow-Wow: Native American Celebration” station (social studies, dance, music): Students will watch the video on
Learn360.com entitled “Pow-Wow: Native American Celebration” (from the 1:00 mark to the 6:25 mark only. While
watching they will complete the “Pow-Wow: Native American Celebration” recording sheet. Students will use an answer key
in the back of the station folder to self-check their answers.
“Dreamcatcher” station (social studies, art): Students will watch the video “The Dreamcatchers” on pbslearningmedia.com
(3:12). Students will use an answer key in the back of the station folder to self-check their answers. Then they will use the
simple instructions and basic art supplies to create their own dreamcatcher.
“Learn the Language” station (world languages): Students will visit the websites http://www.native-­‐
languages.org/dakota_words.htm#pictures and http://www.native-­‐languages.org/ojibwe_words.htm#pictures to explore
some Dakota and Ojibwe words. They will record and illustrate 3 words from each language in each of 3 categories
(animals, body parts, and color words) in a table.
Independent stations (social studies): Students will complete the additional “Native American Fun Sheets.” These might be
worked on at times when they are waiting for their partner/groups to finish up a station.
CULMINATING ACTIVITY:
MATERIALS:
computer/internet for each student
1. Students will make a glog at edu.glogster.com that demonstrates the knowledge they learned from the stations.
*Note: This website requires the teacher to set up a class and is not free. If a free option is desired, students could
create a Prezi presentation, Google presentation, PowerPoint, etc.
2. Guide students through logging into edu.glogster.com and explain that a “glog” is like an online poster that includes
text, pictures, videos, etc. They will have a login code to use so the teacher can access the finished glogs.
3. Tell students to make a glog using any of the knowledge they learned about Native Americans from the stations they
completed. Guide them through the basic process and let them work.
4. Have students share their glogs with the class.
CROSS-CURRICULAR ACTIVITY:
MATERIALS:
*See specific content areas addressed listed behind each station name above
COMMUNITY CONNECTIONS:
As an extension activity, students may interview local Native American families or share glogs with members of the
community.
STUDENT MATERIALS:
Northern Lights textbook
pencil
other teacher provided materials, as listed above under “Materials”
By the Numbers
Name___________________
DIRECTIONS: The table on this sheet shows the ten states with the largest populations of Native Americans.
Use the table to help you complete each statement or answer each question below. NO CALCULATORS!
STATES WITH LARGEST POPULATIONS OF NATIVE AMERICANS IN 1999
State
Estimated
Population
State
Estimated
Population
Alaska
100,000
New York
76,000
Arizona
256,000
North
Carolina
98,000
California
309,000
Oklahoma
263,000
Michigan
60,000
Texas
96,000
New
Mexico
163,000
Washington
103,000
1. The state with the largest population of Native Americans is ___________________
2. How many states have Native American populations of at least 100,000 but fewer than and
200,000?______________________
3. How many states on the table have populations of Native Americans under
100,000? __________ Those states are __________________________________________.
4. The state with the fifth largest population of Native Americans is _______________.
5. Arizona has fewer Native Americans than Oklahoma has. How many fewer Native Americans does
Arizona have? __________________________
6. The Native American population difference between _____________________________ and
________________________________ is about 20,000 people.
7. The states with populations of Native Americans between 200,000 and 300,000 are
________________________________________________________________.
8. How many more Native Americans live in New Mexico than live in Washington? ____________________
9. The answer to question 8 is the same as the total Native American population for the state of
______________________________________.
10. Add up all the populations in the table. The total Native American population for the ten states is
____________________.
Table source: Census Bureau Facts for Features: American Indian Heritage Month 1999
© 2000 by Education World®. Education World grants users permission to reproduce this page for educational
purposes.
By the Numbers
Name__ANSWER KEY_____
DIRECTIONS: The table on this sheet shows the ten states with the largest populations of Native Americans.
Use the table to help you complete each statement or answer each question below. NO CALCULATORS!
STATES WITH LARGEST POPULATIONS OF NATIVE AMERICANS IN 1999
State
Estimated
Population
State
Estimated
Population
Alaska
100,000
New York
76,000
Arizona
256,000
North
Carolina
98,000
California
309,000
Oklahoma
263,000
Michigan
60,000
Texas
96,000
New
Mexico
163,000
Washington
103,000
1. The state with the largest population of Native Americans is ___California____
2. How many states have Native American populations of at least 100,000 but fewer than and 200,000?_____
3_____
3. How many states on the table have populations of Native Americans under
100,000? ___ 4____ Those states are __ Michigan, New York, North Carolina, Texas_____.
4. The state with the fifth largest population of Native Americans is __ Washington____.
5. Arizona has fewer Native Americans than Oklahoma has. How many fewer Native Americans does
Arizona have than Oklahoma? ____ 7,000_____
6. The Native American population difference between _____ New York_______ and
______ North Carolina________ is about 20,000 people.
7. The states with populations of Native Americans between 200,000 and 300,000 are
____ Arizona, Oklahoma______________________.
8. How many more Native Americans live in New Mexico than live in Washington? ___ 60,000_______
9. The answer to question 8 is the same as the total Native American population for the state of
_____ Michigan______________________.
10. Add up all the populations in the table. The total Native American population for the ten states is ____
1,524,000______.
Table source: Census Bureau Facts for Features: American Indian Heritage Month 1999
© 2000 by Education World®. Education World grants users permission to reproduce this page for educational
purposes.
Name _________________________________
Sweet as Syrup
Watch the video “Maple Syrup” at pbslearningmedia.com and answer the questions below. After you are
finished, check your work using the answer key on the back of the folder.
As you are watching the video clip, record the 5 steps given in the maple sap collection process by filling in the
table below. Be sure to give the minute marker when each step is mentioned. One has been done for you.
Minute Marker
What happens in this step?
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
2:05
Milk jug is used to collect the sap
Complete the following equation:
40 gallons of maple sap boiled down = ______ gallon(s) of maple syrup
How can you identify a sugar maple?
How is sugar maple sap converted to maple syrup?
Name another food nature provides that can be found outside of a farmer’s fields.
Name ___ANSWER KEY_______________________
Sweet as Syrup
Watch the video “Maple Syrup” at pbslearningmedia.com and answer the questions below. After you are
finished, check your work using the answer key on the back of the folder.
As you are watching the video clip, record the 5 steps given in the maple sap collection process by filling in the
table below. Be sure to give the minute marker when each step is mentioned. One has been done for you.
Minute Marker
What happens in this step?
STEP 1
0:40
Identify a sugar maple tree
STEP 2
1:35
Measure the diameter (should be 10 inches or more)
STEP 3
1:44
Drill a hole
STEP 4
1:51
Insert a tap
STEP 5
2:05
Milk jug is used to collect the sap
Complete the following equation:
40 gallons of maple sap boiled down = __1__ gallon(s) of maple syrup
How can you identify a sugar maple?
Twig has branches opposite each other, brown twig with sharp pointed bud at the top, coarse bark on older
parts
How is sugar maple sap converted to maple syrup?
It is boiled down – water evaporated, leaving behind syrup.
Name another food nature provides that can be found outside of a farmer’s fields.
Examples: honey, crabs, cranberries, wild rice
ELEMENTS OF FOLKTALES
After reading a Native American folktale of your choice, complete the graphic organizer below.
(Hint: “Cultural Elements” are things present in the story unique to that culture, such as foods, dances, a way of doing something, etc.)
SOLUTION(S) PROBLEM CULTURAL ELEMENTS MAGIC MORAL “Dakota or Ojibwe?” Dakota Ojibwe Create a Venn diagram on the floor with the 2 hula hoops. Then, use your textbook to compare and contrast the Dakota and Ojibwe tribes. Write at least 4 similarities and 3 differences (for each tribe) on post-­‐it notes or index cards and place them in the correct places in your Venn diagram. Be sure to label each hula hoop with “Dakota” or “Ojibwe.” Wild Rice Harvest Steps
Visit the following website: http://www.manoomin.com/Harvesting.html
Read the steps describing how the Ojibwe harvested wild rice, or manoomin. Draw each of the steps below.
Step 1: Step 2: Step 3: Step 4: Step 5: Answer Key for Wild Rice Harvest Steps/Pictures:
1. Picture of knocking the rice into the canoe with ricing sticks or knockers
2. Picture of spreading rice out to dry
3. Picture of parching or roasting the kernels in a kettle over a fire
4. Picture of hulling the rice by stepping on it
5. Picture of winnowing the rice by tossing it in the air so the chaff blows away
Artistic Freedom at a Boarding School?!
Watch the video clip entitled “Introduction: Beautiful Resistance” on Learn360.com. Answer the questions below.
Be sure to record the minute marker where you found your answers when required.
1. What was the purpose of the Carlisle Native American Boarding School?
Minute Marker: __________
Answer: ______________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2. What does assimilate mean?
Minute Marker: __________
Answer: ______________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. According to the gentleman who begins speaking at 1:22, who discovered this world and lived on the land first?
Minute Marker: __________
Answer: ______________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4. Pause the video at 4:14. Give 4 observations about this picture.
Minute Marker: ___4:14____
Answer: ______________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
5. Finish watching the video. According to the lady speaking, how did she feel about what her teacher told her to
draw?
Minute Marker: __________
Answer: ______________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Artistic Freedom at a Boarding School?! –ANSWER KEY
Watch the video clip entitled “Introduction: Beautiful Resistance” on Learn360.com. Answer the questions below.
Be sure to record the minute marker where you found your answers when required.
1. What was the purpose of the Carlisle Native American Boarding School?
Minute Marker: ___0:43____
Answer: Experiment by the government to civilize Native American children
2. What does assimilate mean?
Minute Marker: ___0:51____
Answer: make the Native Americans be more like the white
people/American
3. According to the gentleman who begins speaking at 1:22, who discovered this world and lived on the land first?
Minute Marker: ___1:26___
Answer: butterflies, insects, plants, reptiles, animals, birds, clouds,
lightnings, stars
4. Pause the video at 4:14. Give 4 observations about this picture.
Minute Marker: ___4:14____
Answer: Answers will vary: red rock formations in background, rugs being
shook out, girl running, all wearing Native American clothing, man with an ax cutting wood, man sitting crosslegged, longhouse and tipi homes in back, woman working in a hollowed out area in the ground with a bowl beside
her,
5. Finish watching the video. According to the lady speaking, how did she feel about what her teacher told her to
draw? What did she tell her classmates to do?
Minute Marker: ___4:09____
Answer: She wasn’t happy about it, she wanted to be creative and draw what
was in her heart and mind, so she encouraged her classmates to draw what they wanted and what they knew.
Pow-Wow: Native American Celebration
Watch the video entitled “Pow-Wow: Native American Celebration” at Learn360.com (you will need to fastforward to the 1:00 mark). Answer the questions below, including minute markers where required. You will not
watch the entire video – stop it at the 6:25 mark.
1. What is a pow wow?
Minute Mark: __________
2. Why do some people paint their faces?
Minute Mark: __________
3. What does the medicine man do before the pow wow begins?
Minute Mark: __________
4. What is regalia?
Minute Mark: __________
5. What types of events are there dances for?
Minute Mark: __________
6. Why is the jingle dress called the healing dress?
Minute Mark: __________
STOP THE VIDEO AT 6:25.
Pow-Wow: Native American Celebration – Answer Key
Watch the video entitled “Pow-Wow: Native American Celebration” at Learn360.com (you will need to fastforward to the 1:00 mark). Answer the questions below, including minute markers where required. You will not
watch the entire video – stop it at the 6:25 mark.
1. What is a pow wow?
Minute Mark: 1:27
A celebration of Native American traditions, reminds us that we are part of the circle of life and to respect our
elders. It’s an opportunity for youth to learn more about their tribes.
2. Why do some people paint their faces?
Minute Mark: 3:23
Represents a dream, vision, personal experience of the dancer
3. What does the medicine man do before the pow wow begins?
Minute Mark: 4:27
Gives a blessing, making the dance circle sacred ground
4. What is regalia?
Minute Mark: 4:46
The clothes worn by the dancers
5. What types of events are there dances for?
Minute Mark: 5:28
Birth of a baby, give thanks, honor loved one who has died
6. Why is the jingle dress called the healing dress?
Minute Mark: 6:05
Medicine man’s granddaughter was sick and in a dream a spirit told him to make a jingle dress for her to dance in
to heal her
STOP THE VIDEO AT 6:25.
Dreamcatchers
Watch the video clip “The Dreamcatcher” on pbslearningmedia.com (3:12). Answer the questions below, making
sure to indicate the minute marker where you heard the answer. Then try making your own dreamcatcher!
What is a dreamcatcher supposed to do to your good dreams?
Minute mark: _______
What does a dreamcatcher do to the bad dreams?
Minute mark: _______
What does the feather in the center represent?
Minute mark: _______
Now make your own dreamcatcher!
You will need: a paper plate, yarn, a hole puncher, beads, feather, scissors
Instructions:
1. Begin by cutting out the center of the paper plate. Leave a rim of 2 inches all around the paper plate
2. Take your hole punch and punch hole in the rim of the paper plate, about ½ inch apart each.
3. Measure out your yarn 5-6 ft long. Tie one end of the yarn to any one of the holes on the rim of the paper plate.
4. Weave the yarn up, over, and all around the paper plate from one hole to the next one. You can make your
pattern any way you like. Make sure to loop through each of the punched holes. You can add the craft beads to
the middle of the dreamcatcher with the yarn as you go through the holes. Simply slip them onto the yarn and
continue with the next hole. They will appear to be in the middle of the dream catcher.
5. Once all of the holes are threaded with the yarn, tie a knot at the end of the yarn with the plate and the last
hole.
6. Now, take your hole punch and punch 3 more holes in the paper plate at the bottom of the plate.
7. Cut 3 more pieces of yarn, about 5 inches long each.
8. Take each piece of yarn and tie them to the 3 punched holes at the bottom of the dream catcher.
9. Choose some beads to thread onto each of the 3 yarn pieces and then tie one feather to the end each of the
hanging yarn pieces.
10. Lastly, make a piece of yarn the length you need to hang it on the wall. Punch one more hole to the top of
your paper plate dream catcher and tie the yarn to it. Hang your new Dream Catcher in a place where sweet
dreams are welcome.
Dreamcatchers
Watch the video clip “The Dreamcatcher” on pbslearningmedia.com (3:12).
What is a dreamcatcher supposed to do to your good dreams?
Minute mark: _1:52__
lets them pass through so you can have them again
What does a dreamcatcher do to the bad dreams?
Minute mark: _1:55__
catches them and they burn away in the morning sun
What does the feather in the center represent?
breath of life
Minute mark: _2:42__
Learn the Language!
Let’s learn some Dakota words. Visit the following website:
http://www.native-languages.org/dakota_words.htm#pictures
Pick at least 3 words from each category below and write the Dakota word and draw a picture in the table below.
Can you figure out how to pronounce it, too?!
Animals
Body parts
TURN OVER AND COMPLETE THE BACK SIDE TOO!
Color words
Let’s learn some Ojibwe words. Visit the following website:
http://www.native-languages.org/ojibwe_words.htm#pictures
Pick at least 3 words from each category below and write the Dakota word and draw a picture in the table below.
Can you figure out how to pronounce it, too?!
Animals
Body parts
TURN OVER AND COMPLETE THE BACK SIDE TOO!
Color words
Native American Fun Sheet #1
From www.teachervision.com
Native American Fun Sheet #2
From www.teachervision.com
Native American Fun Sheet #3
From www.teachervision.com
Name______________________ Period _____
Native American Exploration Stations Rubric
Points are awarded for each station completed. Each station should be presented to the teacher
upon completion. Starred (*) stations must be completed by all students. Other stations may be
completed to earn points.
34-­‐31 points + = A 30-­‐28 points = B 27-­‐24 points = C 23-­‐21 points = D
STATION NAME Teacher Points sign earned Point value *Dakota or Ojibwe?
5
*Sweet as Syrup
5
*Wild Rice Harvest
5
*N.A. Folktales
5
By the Numbers
4
Artistic Freedom at a Boarding School?
4
Pow-Wow: N.A. Celebration
4
Dreamcatcher
4
Learn the Language
4
N.A. Funsheet #1
2
N.A. Funsheet #2
2
N.A. Funsheet #3
2
TOTAL
Student comments