Ohio’s Early Indian Civilizations Research Infographics

EDUC 2200-Emily Welsh

Grade 4/Social Studies: Ohio Historical Indian Civilizations

Common Core Standards:

Social Studies:
Topic- Historical Thinking and Skills Content Statements
2. Primary and Secondary sources can be used to create historical narratives.
Topic-Heritage Content Statements
3. Various groups of people have lives in Ohio over time including prehistoric and historic American Indians,
migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and
conflict.

ELA:
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
clearly.
CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.

SEL Standards:
D1. 1.b Apply active listening and effective communication skills to increase cooperation and relationships
D1. 2.b Demonstrate the ability to give and receive feedback in a respectful way

Information and Communications Technology:

3-5.ICT.2.b. Use appropriate search techniques to locate needed information using digital learning tools and
resources.
3-5.ICT.2.e. Use digital citation tools to cite sources with appropriate guidance.
3-5.ICT.3.b. Interpret images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc., in
digital learning tools and resources to clarify and add to knowledge.

Lesson Summary:
Students will be placed in small groups and research a specific Ohio American Indian tribe (Shawnee,
Delaware, Ottawa, Miami, Ohio Seneca, and Wyandot). Students will review what secondary sources are and
how to research their tribes and then students will look at secondary sources to create a visual display
infographic that summarizes their assigned tribe. Students will have the opportunity to present their
infographic in a class gallery walk.

Estimated Duration:
This small research project will take place during the class social studies time slot and can take up to six 60-
minute social studies class periods. Students need time to review secondary sources and the assignment
expectations. Students need appropriate time to research their tribe and fill in an organizer. Students will need
time to create their infographic and engage in the class gallery walk.

Commentary: Hook Sentence: “This week we are going to act like detectives and investigate Ohio’s different
historical Indian tribes. We will explore different online sources to fill in an organizer that will later be helpful
when presenting an infographic about your tribe. You will be able to identify the historical Indian groups of
Ohio. You will be able to describe the cultural characteristics of the historic American Indian groups who lived
in Ohio during the historic time period.”

Instructional Procedures:

Day 1: Introduction (1 hr. social studies class period)- “This week we are going to act like detectives and
investigate Ohio’s different historical Indian tribes. We will explore different online sources to help you fill in
an organizer that will later be helpful when presenting an infographic about your tribe. Let’s see what you can
remember from your readings that was assigned last night in your Ohio as America textbook chapter 6:1
Ohio’s Historic American Indians.” Students will be directed to the Nearpod and the class will begin working
through the slides. Students will complete the K(known) and W(want to know) sections of their KWL charts.
This data will be reviewed and addressed later in the unit to check for understanding and gained knowledge.
Students will work through the Nearpod slides, learning about the assignment and reviewing the previous
night’s chapter 6 reading as well as secondary sources. Lastly, students will be placed in their research groups
the last 10 minutes of social studies class period and vote on their first and second-choice tribe to research
(Shawnee, Delaware, Ottawa, Miami, Ohio Seneca, and Wyandot). They will turn in their choices on Nearpod
as their exit ticket for the day. Teacher will present the Nearpod slides for day one. Guiding students through
the slides and keeping students quiet and focused on the slides. The Nearpod slides include: the pre-assessment
quiz/entry ticket, review of chapter 6 and secondary sources and an explanation of the assignment’s
expectations. At the end of this subject’s period, have students meet in their groups for 10 minutes to vote on
their first and second tribe choices to research. Lastly, review their answers. Assign the tribes to students,
trying to give each group their first or second choice. Write down the assigned groups and their tribes to
research tomorrow. The technology this day includes, the interactive Nearpod slides to display and engage
students in the chapters information.

Day 2: (1 hr. social studies class period)- The focus for today, is for students to become familiar with the
graphic organizer and begin filling it in as they work online researching. Students will be asked to sit with their
groups and turn their attention to the board. The board will display the Nearpod slide describing the
assignments expectations. The teacher will review the assignment and announce the assigned tribes for each
group. Next the teacher will distribute the graphic organizer and explain the parts to the students. Next, explain
the organizer’s section that has students record the secondary sources used. Students should use at least two
different sources and record them. These sources can include, pictures from the internet, information from the
text book, or information found from an online source. Make sure students understand they need to record
found information in their own words and write down their source. The teacher will supervise and help groups
find sources and information. At the end of the class period, the teacher will ask students to start thinking about
how they want to display the information they found; will it be drawn pictures, words, or printed images?
Students will pick one organizer from each group to turn in what they have completed. This will be given back
to finish. The teacher will collect the graphic organizers to review what has been recorded and write post-it
notes for helpful comments. The technology this day includes, the Nearpod, and student research online.

Day 3: (1 hr. social studies class period)- Students will be given back their organizers and will work on
finishing research and completing the organizer. Before moving on to the creation of the infographic, each
group will get their organizer checked by the teacher and will briefly plan their infographic with the teacher
before working independently. Students will decide how they wish to display the information (words, art,
printed images). Students will also get to choose the format (brochure, small poster/infographic, diorama).
With the remaining time of class, students can work on their visual infographic. Students must finish their
group organizers before moving on so, if they were not completed in class, they must be finished for
homework and brought in tomorrow. The technology for class today includes, online research.

Day 4: (1 hr. social studies class period)- Students with checked organizers will continue creating their
creative project in their group during today’s class period. Those that completed their organizers for homework
will get them checked and begin working on their project. The teacher will check remaining organizers and
counsel groups on their project choice. While students are working the teacher will offer help and supervise,
making sure students stay on track. By the end of class, the teacher should have a good idea about when
students will be finished with their projects and ready to present them in the galley walk. * Teachers should
determine the project due date based on the progress students are making. Since this is a group project I think it
is best for this portion of the project to be completed only in class and not at home unless students are
progressing slowly. Technology used for class today include, online resources and printing options for
student’s projects.

Day 5: (1 hr. social studies class period)- Students have time to finish any remaining work today for their
project. All students should have plenty of time to finish their infographics/visuals by the end of this class
period. The teacher will pass out a rubric and explain the key points for students to refer to as they finish their
project. The teacher will supervise and check work being completed. At the end of the period, the teacher will
ask each group if they are finished and instruct those who are not completed to finish during the weekend. The
teacher will also explain that it is important to have your finished project with on Monday for the gallery walk.
The technology used today include, online resources and printing options for student’s projects.
Day 6: (1 hr. social studies class period)- Students will participate in a gallery walk to present their final
project. Each student will be given an empty organizer to fill in as they move around the room learning about
the other groups assigned tribes from the various projects being presented. There will be new groups made
where at least one student from each group will be placed in the new group so that each rotation can have
someone from that group presented the final project. Each rotation will be around 5 minutes long. The students
will place their projects in various corners of the room (taped up, or placed on a table). The teacher will walk
around the room and observe the projects and supervise the students filling in the organizer. At the end of the
social studies class period, students will turn in their final projects, gallery walk organizers, and the finished
KWL chart as post-assessment data. All students will receive printed copies of the finished infographics and
their graphic organizers back so they can be used later for notes.

Pre-Assessment:
Students will be asked to fill in a KWL chart during this lesson. The pre-assessment data will include the
answers wrote down for the K(known) potion of the KWL chart. Students will fill this in with the information
they know about Ohio’s ancient Indian tribes. This information will be used to understand what the students
were able to recall from the previous readings from their textbooks.

Scoring Guidelines:
The data revealed will tell the teacher if the students read that pervious night and what they did and
didn’t understand from the readings. This data will be used later when looking at the final projects and
finished graphic organizers from the gallery walk to better understand if the students met the standards.
These products will be based on the rubric and the information recorded on the organizers and KWL
chart.

Post-Assessment:
Students will be showing what they have learned from presenting their final infographic/visual project during
the gallery walk. The graphic organizers and KWL chart will be turned in as a post –assessment to observe
what students learned during this week project.

Scoring Guidelines:
Scoring will be based on the rubric and observation while watching students present their information.
The teacher will check for understanding as the lesson progress and keep note of student understanding.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Students will need to find at least 4 different secondary sources for their graphic organizers instead of
two. Students will be asked to include a timeline on their visual product that explains the history of their
assigned tribe. The teacher can help these students create the timeline through applications like Glogster.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Make sure there is a strong reader and writer in this students group. Provide a printed copy of the
chapter 6 reading for the child to refer to when researching. If the child is struggling to read the texts online or
in books, assign a student in the group to read the materials out-loud. Check in with these students frequently
to offer support and check for understanding.

Extension
https://www.warpaths2peacepipes.com/history-of-native-americans/history-of-ohio-indians.htm
This is a great site for the gifted students who will be asked to make a timeline for their infographic. There is
important information that can used while explaining the timeline for Ohio’s ancient Indian tribes.
http://touringohio.com/history/ohio-native-americans.html
This site includes some information for students to use as secondary sources while researching their assigned
tribe.
https://www.theclassroom.com/what-are-the-six-main-indian-tribes-in-ohio-12083871.html
This site does a very good job explaining the Ohio Indian tribes and their characteristics. Students could use
this site while researching their assigned tribes.

Homework Options and Home Connections

There is little to no homework for this lesson because I want students to work with their groups since their
final product will be a collaboration. If students are not using their time wisely then students might have to
take home their organizers and research at home. Students will be asked to read chapter 6 from their textbook
as their introduction into the chapters content.

Interdisciplinary Connections
This lesson could be connected with fine arts while students are learning about historical Indian ceremonies,
students could learn songs from these ancient tribes and practice singing along. Science could also be
connected to this lesson. Students could look at the environmental impacts throughout history and how these
modifications affected the ancient tribe’s land resources.

Materials and Resources:

For teachers Nearpod slides

 Ohio as America textbook
Printed worksheets (KWL charts, research and gallery walk graphic organizers, rubric).
Pencil, pen, and paper
Computer and printer
timer

For students  Art supplies (Scissors, glue, paper, crayons, colored pencils, markers, pencil)
 KWL chart
 Tablets, computers, printer
 Graphic organizer for research
 Secondary Sources organizer
 Graphic organizer for gallery walk
 Assignment Rubric
 Student Readings 6:1 Ohio’s Historic American Indians Textbook
 Secondary Sources (textbook, encyclopedia, internet, nonfiction books)

Key Vocabulary
Secondary Sources
Tribe
Crops
Wigwam
Longhouses
Settlements
Family Roles
Ceremonies/Beliefs

Additional Notes

The Ohio as America textbook is something I have paid for and it is an online textbook resource. I am not sure
you can access this textbook unless you have paid for it and have an account online. Here is the link to the
textbook I use in my lesson plan. https://ohioasamerica.org/