Katie Hennessey

Lesson Plan
EGP 535
February 2016
1.0 Lesson Plan Details
UNIT: Southwest
MINI-LESSON TITLE: Category / Modern Day Native Americans in
Oklahoma / Doing Analytical Ethnography
Day Number: 8
Grade Level: 4th
Expected Duration: 45 Minutes
Concepts:
- Places
- Environment
- Culture
Vocabulary:
- Culture, Anthropology, Ethnography, Analytical/Analyze,
Egocentricity, Secondary Sources
Skills:
- Synthesizing
- Researching
- Identifying
- Group Work Development
- Citing
- Creative Constructing
1.1 Integration of Learning Outcomes/Objectives
1. During the first week of the SW Unit, students will brainstorm
about the learning project they choose related to the expert
group stations and show their thought process with a thought
map graphic organizer.
2. Students will compare and cite four sources of information,
including one digital source during the creation of their learning
project.
3. Students will construct a learning project that answers the
research question of their expert group. Students may do this
individually or in groups.
4. Students will create three written elements to support their
learning project: a creative piece, an informational piece and a
digital piece.
5. Students will identify how Native Americans who live on
Reservations live in modern day America and on reservations
based on income, occupations, leadership roles, gender roles,
school expectations, religion, artwork or government

6. Students will demonstrate respectful behavior via cooperative

learning through group work

1.2

Standards PA Civics, History, Economics, Geography

Geography 7.3: Human Characteristics of Places and Regions

7.3.4.A
Identify the human characteristics of places and regions using the
following criteria:
Population
Culture
Settlement
Economic activities
Political activities

8.1:HistoricalAnalysisandSkillsDevelopment

History 8.1: Historical Analysis and Skills Development

8.1.4.B
Distinguish between fact and opinion from multiple points of view, and
primary sources as related to historical events.
NCSS.1.1 THEME ONE -- Culture and Cultural Diversity: Social Studies
teachers should possess the knowledge, capabilities, and dispositions
to organize and provide instruction at the appropriate school level for
the study of Culture and Cultural Diversity. Teachers of social studies at
all school levels should provide developmentally appropriate
experiences as they guide learners in the study of culture and cultural
diversity.
NCSS.1.1.c ...assist learners to apply an understanding as an
integrated whole that explains the functions and interactions of
language, literature, the arts, traditions, beliefs and values, and
behavior patterns;
NCSS.1.1.b ...guide learners as they predict how data and
experiences may be interpreted by people from diverse cultural
perspectives and frames of references
NCSS.1.1.g ...guide learners as they construct reasoned judgments
about specific cultural responses to persistent human issues;
NCSS.1.1.h ...have learners explain and apply ideas, theories and
modes of inquiry drawn from anthropology and sociology in the
examination of persistent issues and social problems

1.3 Anticipatory Set

Reference immediately to what the students have already learned
about Native American peoples, where they came from, how they
came to modern-day America, where the previously lived, i.e., the
Bering Straight thousands of years ago and why they migrated to
American (What were they following? Answer: Animals Food Source
why?! Answer: They are Hunter Gatherers and they follow their food
nomadically).
About a week ago, do you remember how we talked how the first
peoples to ever venture to this land what did we call them? Can
you remember any of the tribes we talked about specifically the
ones who used to live RIGHT HERE in Pennsylvania?... Allow for
students to build background knowledge by answering the probing
questions. Allow for students to chat with one another on the
higher thinking questions and then answer as a small group.
Today, we are going to explore WHICH Native American tribes are
still thriving today, WHERE they live, HOW they live, and their
CULTURE is like! Lets talk about what that word means CULTURE
does anybody know what CULTURE is? Discuss the definition of
culture pulling out key words such as ART, RELIGION, FOOD,
GOVERNMENT, GENDER ROLES, VALUES, and BELIEFS. Write those
words down have the students take notes themselves.
We are going to be ANTHROPOLOGISTS today! Your jobs as an
ANTHROPOLOGIST wait a minute lets define THAT word!!
Explain the meaning of anthropologist, talk about archeology if
students have background knowledge and showcase how an
anthropologist uses secondary sources to write an ETHNOGRAPHY
oh my gosh, what is THAT word?! We are going to write a create
a creative, informative, and digital piece to show what a specific
modern day tribe of native American people have in their culture.
You will use non-fiction books, artifacts, websites, and videos to
research Modern Day Native American Culture. Your first step will
be choosing a tribe and there are MANY! We are going to be using
SECOND SOURCES books, nonfiction books, websites, and videos
to analyze what life is like today as a Modern Day Native American.
Then you will SYNTHESIZE all of your collected information and

showcase what their CULTURE is like! In other words, you are

going to read sources and books that interest you about a certain
native American tribe that you find interesting and then tell us all
the interesting facts about their culture.
Your research question my expert Anthropologists is What is like
to live as a modern day Native American ____________ (tribe of
choice)? Where do they live, what do they eat, what religion do
they have, how do they view their grandparents, what about what
they do for fun? You may reference their history if necessary. Tell
us the story of what life is like as a Modern Day Native American.
Project Options:
A Creative/Artistic piece:
a. Rap/Poem/Song
b. Song
c. Zine
d. Art Work Replication
An informational piece:
a. Pamphlet
b. Poster
c. Recipes
d. Guide to being a __________ (insert tribe)
A Digital Piece:
a. Using an ipad, create a slideshow
b. Kid Blogs
c. Google Site??? Kids can create their own websites
1.4 Procedures
Modern Day Native American Ethnography Research Station

Day 1 | of Expert Cultural Anthropologist Researchers and Story Teller

Students will go to their expert group table and find a bin of materials
to sort through, read, interact with and discuss with fellow group members.
Perhaps it is an article, movies, artifacts, books on tape, anything to engage
them in an aspect of the expert group. This will be an exploring day for
students as the teacher circulates and holds brief 2-minute conferences with
each student. The teacher will have students discuss the questions from their
Thought Map Graphic Organizers.
*what expert group did they pick, and what project will they be considering,
what will the written pieces be about, and the visual pieces, and sharing of
the thought map.

Day 2 | Mini Lesson

Students will meet with teacher for a fifteen mini-lesson about
their expert group topic during the following time block. **Teacher will
circulate on this day, teaching 4 targeted mini-lessons to each expert
group, fifteen minutes each. The order will go- water, then oil, then
Native Americans, then Parks and Rec. The remainder of the time
students will have their laptops for research. It will be trickiest for the
groups that are at the end of the period, because they will need to be
given meaningful independent work to fill time until their mini-lesson
slot. Research Questions: Why is the West running out of water and
what are professional experts doing to fix this? What would YOU do to
fix the water conservation issue?

Day 3 | of Modern Day Native American Ethnography Research

Students will wrap up their research today, and begin their projects.
Teacher can use this day to hold longer conferences with students who are
struggling or for students requiring enrichment.

Day 4 | of Modern Day Native American Ethnography Research - Final

Creation

Students will finish up their projects, leaving 10 minutes of class time

at the end for student peer evaluations. They should review the rubric and
finish up any project work.

1.5 Differentiation
GIFTED STUDENT:
Allow GIFTED student higher level research items. Reading levels
and comprehension abilities will differentiate each bin/basket. Allow
GIFTED student to create a higher-level digital piece allowing a
different structure of thought. Allow student choice during creative
pieces. (Multiple Intelligences)
ELL STUDENT:
Allow ELL Student more time with vocabulary words, anticipating
the need for visuals and a connection to their background
knowledge. ELL students, depending upon their level of need, will
be expected to complete the group work, but with lower-level
reading books allotted in their group.

1.6

Closure

Sum up the project once more, going over each point that the
students will have to complete and referencing the rubric for the
performance project.
a. gather research
b. complete brainstorming map
c. answer research question
d. complete informative piece, creative piece, and digital piece
e. Remind students what good writers do, what good researchers
do, and to go over the next few days schedule

1.7 Assessments (Formative + Summative)

Formative: Brainstorming maps, Observations, Rough Drafts,
Conferences
Summative: See Rubric for research project

Example Rubric for Project-Based Expert Groups

Research
Question

Sources

Visual
Elements

Written
Element

Reflection

Thought Map

I answered the
research
question of my
expert group. I
also found
included my own
research
questions. .

I included 4
sources for
information in
my project.
One of those
sources was
digital.

I created and
included two
visual elements
that helps to
answer the
research question
of my expert
group.

I created three
written elements: a
creative piece, an
informational piece
and a digital piece
to help answer the
research question.

I wrote a
reflection on my
project that
included at least
two peers
comments.

I included a fully
complete thought
map that shows
how I brainstormed
& completed the
steps of my
research project.

I answered the
research
question of my
expert group.

I included 3
sources for
information in
my project.

I included two
visual elements
that helps to
answer the
research question
of my expert
group.

I created two of the

three written
elements: a creative
piece, an
informational piece
and a digital piece
to help answer the
research question.

I wrote a
reflection on my
project that
included at least
one peer
comments.

I included a partially
complete thought
map that shows
how I brainstormed
& completed the
steps of my
research project.

I answered part
of the research
question from my
expert group.

I included 2
sources for
information in
my project.

I included and
created 1 visual
element that
helps to answer
the research
question of my
expert group.

I created one of the

three written
elements: a creative
piece, an
informational piece
and a digital piece
to help answer the
research question.

I wrote a
reflection on my
project that did
not include any
peer comments.

I included a partially
complete thought
map that shows
how I brainstormed
or how I completed
the steps of my
research project.

I did not answer

any of the
research
question from my
expert group.

I included 1
source for
information in
my project.

I included 1 visual
element that
helps to answer
the research
question of my
expert group.

I included a written
element: a creative
piece, an
informational piece
and a digital piece
to help answer the
research question.

I did not write a

reflection on my
project.

I included a partially
complete thought
map.

I did not answer

any research
question.

I did not
include any
source of
information in
my project.

I did not include

any visual
element.

I did not include any

written element.

I did not write a

reflection on my
project, or
comment on
peer projects.

I did not include a

thought map.

*notice how points are given for including elements, but additional/top grade points are
given for the creation of those elements to emphasize (creativity/project-based aspect).
Students are more driven to create their own works rather than find and copy others.

Materials
Research Items brainstorming maps, highlighters, pencils, scrap
paper, journals
3-flap poster with title of research question, vocabulary defined, and
important facts that the students will most likely use in their pieces.
Ipads for websites and research
Student Textbook
Pages begin at Pg. 343 (Referencing the Cherokee)
Websites
http://www.cherokee.org/
Books: (Non-fiction)

1.8 Technology
Ipads
Newsela
Specified Online Videos (VIMEO)
1.9

Technology

Ipads will be used for both research and the creation of the digital
pieces. Laptops will also be an option for research and the creation
of the digital pieces.
2.1 Reflection on Planning
Modern Day Native American Ethnography Research MiniLesson is a plan that should be adaptable to a four day learning
program with project based learning. However, we are teaching
a few too many skills for the end product. With 4th graders, it
may be more beneficial to focus upon learning good research
skills as well as excellent group work cooperation skills for four
days and then creating from said research the next week. Four
days may not be enough time. However, I have confidence that
with good differentiation and explicit instruction as well as
expedited classroom management the process should be
successful. It will be highly successful in capturing the attention
of the students with so much choice in both what to research as
well as how to go about presenting found information.

Lesson Plan Elements (see WCU lesson plan rubric on D2L

for specifics)
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography &
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment , Citation of Sources
Evaluation of Sources (Information Literacy)
Lesson Plan Teacher Content Notes
Technology
Reflection on Planning
Total
Points will be taken off for spelling/mechanics.
Comments

Point Value
Total /30
/1
/2
/2
/1
/5
/1
/1
/3
/2
/5
/7
*
*

Modern Day Native Americans in Oklahoma

Mini Lesson Content Outline
I.

Vocabulary
a. Anthropologist: Expert social science studying culture
across time and space
b. Culture: the arts and other manifestations of human
intellectual achievement regarded collectively.
c. Ethnography: the scientific description of the customs of
individual peoples and cultures.
d. Secondary Sources: any source about an event, period,
or issue in history that was produced after that event,
period or issue has passed. Aside from a textbook, the
most commonly assigned secondary source is a scholarly
monograph - a volume on a specific subject in the past,
written by an expert.
e. Analyze: examine methodically and in detail the
constitution or structure of (something, especially
information), typically for purposes of explanation and
interpretation.

f. Analytical Research: is a specific type of research that

involves critical thinking skills and the evaluation of facts
and information relative to the research being conducted
g. Nomad: Nomadic hunter-gatherer tribes follow the
animals they hunt, carrying tents with them. You don't
have to be a nomad to live a nomadic lifestyle.
II.

How People Came to America

a. Bering land bridge: the bridge that connected Asia to
America circa
b. wide at its greatest extent and which covered an area as
large as British Columbia and Alberta together
c. a small human population of at most a few thousand
arrived in Beringia from eastern Siberia after the Last
Glacial Maximum
d. populate the Americas sometime after 16,500 years ago
e. bridge was covered by the sea about 11,000 years BP

III.

Examples of Tribes who live in Oklahoma Today

o Absentee Shawnee Tribe
o Apache Tribe of Oklahoma
o Caddo Indian Tribe
o Cherokee Nation of Oklahoma
http://www.cherokee.org/
o Cheyenne-Arapaho Tribes of Oklahoma
http://www.cheyenne-arapaho.org/
o Chickasaw Nation of Oklahoma
http://www.chickasaw.net/
o Choctaw Nation of Oklahoma
http://www.choctawnation.com/
o Citizen Potawatomi Nation
http://www.potawatomi.org/
o Comanche Indian Tribe of Oklahoma
o Creek Nation of Oklahoma
o Delaware Tribe of Indians
http://www.delawaretribeofindians.nsn.us/
o Delaware Tribe of Western Oklahoma
o Fort Sill Apache Tribe
o Iowa Tribe of Oklahoma
http://www.iowanation.org/
o Kaw Nation of Oklahoma
http://www.kawnation.com/
o Kickapoo Tribe of Oklahoma
o Kiowa Tribe

IV.

o Loyal Shawnee Tribe

o Miami Tribe of Oklahoma
http://www.miamination.com/
o Modoc Tribe
o Osage Tribe of Oklahoma
o Otoe-Missouria Tribe of Oklahoma
http://www.otoe-missouriatribe.com/
o Ottawa Tribe of Oklahoma
o Pawnee Indian Tribe
o Peoria Indian Tribe of Oklahoma
o Ponca Tribe
o Quapaw Indian Tribe
o Sac and Fox Nation of Oklahoma
http://www.cowboy.net/native/sacnfox.html
o Seminole Nation of Oklahoma
o Seneca-Cayuga Tribe of Oklahoma
o Tonkawa Indian Tribe
o United Keetoowah Band of Cherokees
o Wichita Tribe of Oklahoma
o Wyandotte Tribe of Oklahoma
Cherokee Tribe (www.cherokee.org)
a. capitol is the W.W. Keeler Complex near Tahlequah,
Oklahoma the capital of the Cherokee Nation
b. modern Constitution of the Cherokee Nation was approved
by the Commissioner of Indian Affairs on Sept. 5, 1975, and
ratified by the Cherokee people on June 26, 1976
c. Mission: "The Cherokee Nation is committed to protecting
our inherent sovereignty, preserving and promoting
Cherokee culture, language and values and improving the
quality of life for the next seven generations of Cherokee
citizens."
d. Arts:
i. Native Baskets made from buckbush and
honeysuckle
ii. Dye in a pot
iii. Making Marbles
e. CookBook:
i. Barbecued Fish
ii. Bean Bread
iii. Fried Hominy
iv. Fry Bread
v. Kanuchi
f. National Holiday
i. celebration of Cherokee heritage, cultural awareness,
and reuniting of families

ii. September 2-4