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| Wednesday, September 24, 2008 |
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IN. Indian Investigations
By michelle brock @ 12:24 PM :: 217 Views :: 4th Grade
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Below you will find a copy of what will be handed out to the students this week as we discuss the project and what is expected of each person. This is subject to change as we go along, however, just FYI. We will be fine-tuning the project to meet the needs and abililties of this specific fourth grade class, although the basics should stay the same. I know the students will learn a great deal about not only the Native Americans, but also about how to work well together in a group. If there are any questions, feel free to email or call Mr. Hardecopf. Brett.Hardecopf@lsportal.net
Who are you? Undercover Private Investigators
The problem: It is the year 4999 A.D. and there is a huge problem in Indiana. Some big important people in the government thought that students didn’t need to learn about the people who lived in Indiana before it was a state. They think that it shouldn’t matter, so they erased it from all of the textbooks. The students at LCS have been doing some digging around their houses and have been finding bits and pieces of pottery, jewelry, and arrow heads. They have no clue where this stuff came from and who it used to belong to (since they’ve never learned about the Indians). It is your mission to help these kids out and tell them about the past. They want to know all about the Indians that lived in the Indiana area before it was a state. Can you help them?????
Danger: Now that you have agreed to help these poor children, I must tell you about the danger that you are in. In case you didn’t know, it is the year 4999 A.D. and a lot of our freedoms have changed. The government can now say that it is illegal to do anything that they don’t want you to do…and they don’t want you teaching things that haven’t been approved by them. So…what you must do is work in secret and DO NOT talk or show anyone (in the class), other than those people working with you, anything about your investigation.
Your mission: You will have until _________________ to find clues to help with your investigation. Working in groups of four or five and using the clues and information that you find; you will be putting together a presentation to show to the government officials. This presentation will show that you have found out about these earlier people and you must include the importance of letting the children learn about this time period. You need to convince these government officials to vote in your favor or it may be trouble for everyone working here at P.I. headquarters. Remember, It is your responsibility to learn as much information about your tribe’s dress, food, rituals, beliefs, language, hunting/living tools, and other artifacts as you can.
Here’s what we know so far: There were people called Indians living here in the area of where Indiana is now. They lived in tribes. So far, we have dug up these names of tribes that we think lived in the area (we have also given the names of those p.i.’s working with the tribe):
Miami: Erin, Ridge, Grant, Hailley, Megan, Skyler
Potawatomi: John, Jacob R., Courtney, Clark, Jonathan, Leah
Delaware (Lenape): Jordan, Bryce, Jessica, Colton, Emily
Shawnee: Nicole, Devin, Andrew, Brooke, Jacob W.
Find your mission group. Once you are all present, open your mission packet to see your mission details. Good luck!!
~Mission Headquarters
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day 1 –
1. Build your team.
You have been assigned to a team of students; each of you will take on a specific job (You might have more than one job). Read over the choices below to learn more. Please select your job carefully. Reading the qualifications will help you decide which job may be best for you. Fill out the team assignment form and return it to mission headquarters on the first day.
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Team Research Specialist
(all team members)
The research specialist gathers and records information about the Native American group you chose and helps create a presentation. The qualifications for this job are: being able to search the web, take good notes from researching, be organized in compiling information, be able to distinguish good useful information vs. not needed information (the main ideas).
Project Supervisor
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The project supervisor is responsible for making sure all of the materials to build the community, map, and presentation are at the work site. This person will oversee the actual construction of the presentation, helping the members of the group work "cooperatively". The qualifications for this job are: organization, good communication skills, and the ability to help others work together cooperatively.
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Architect
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The Architectuses the input from others on the team to draw and make a design for a shelter for the Native American community you are investigating. The architect must have good communication skills and be able to work well with others, accepting suggestions from members of the team. The qualifications for this job are: strong drawing skills, neatness in work, ability to work well with others while accepting suggestions from them.
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Cartographer
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The cartographer will draw a map of Indiana and plot where their Native American tribe was located in Indiana. This person will make sure the map is accurate and complete according to the ideas of the team. The qualifications for this job are: close attention to detail, knowledge of the cardinal directions and map key, neatness, and ability to follow directions.
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Writer
The writer will compile the information learned from the group and develop a 5-10 minute presentation for the group. Qualifications for this job are: knowledge of sentence and paragraph structure; attention to detail such as punctuation, capitalization, and indentation; and a strong spelling or dictionary usage background.
2. Once you have decided on job assignments, it is up to your tribe to make a poster displaying your tribe name. these must be completed today and will be hung above your “camp”.
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Days 2-4- Learn about your tribe.
Your team will research your Indiana Native American tribe. Each member of your team will select a different website listed in the resource section and take "important" notes about this Native American group. You may use note cards or the information sheet provided by Headquarters. Team members will learn about:
1. where they were located in Indiana (you will need to make a neat and colorful map to show this)
2. which kind of houses they lived in – wigwams, teepees, longhouses, etc. (you will make a model of your Indian group's shelter)
3. what kind of weapons (tomahawks, bow & arrow, etc.) the tribe had (make examples of some of these items & talk about some things that you have at home that you can bring in for your presentation)
4. What kind of tools the tribe used (hoes, scrapers, axe, etc.) (make examples of some of these items & talk about some things that you have at home that you can bring in for your presentation)
5. other interesting things you learned like an Indian story, an Indian song, the meaning of your tribe’s name, what they ate, what jobs did they have, who ran the tribe?, what did kids do all day long?)
When all members have gathered their research, your team will meet to discuss what was learned about each topic. The links on the following pages will take you to information about Indiana Native Americans.
During the process of creating your presentation, your group will need to complete the Group Assessment Form at the end of the project.
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Team Members _____________________________________________________________
Research Information from Websites
Name of Native American Tribe ____________________________________
Take “important” main idea notes from the sections in your Social Studies textbook and the websites listed on the Resources page on days 2, 3, and 4.
1. Where was your Native American tribe located in Indiana?
2. Kind of house they lived in
3. Kinds of weapons they used
4. Kinds of tools they used
5. Other interesting things you learned
Day 2-4 - Learn about your tribe.
As a team you will read the assigned pages (below) and sections in your Social Studies textbook. In your group, discuss the “Review” questions at the end of each section. Take notes about your tribe on note cards or the information sheet provided by Headquarters.
Miami: Read about the Miami People on pp. 66 – 70.
Delawares: Read about the Delawares on pp. 71 – 72.
Shawnees: Read about the Shawnees on pp. 73 – 74.
Potawatomi: Read about the Potawatomi on pp. 74 – 75.
You can visit the following websites to learn more about the Native Americans:
· Miami Native Americans
· Lenape (Delaware) Native Americans
· Potawatomi Native Americans
· Shawnee Native Americans
http://home.kc.rr.com/utosi/
http://www.factmonster.com/ce6/people/A0848042.html
· The Trail of Courage
· Other Native American Sites
· Other Research Sites
· Encyclopedia Resources
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Day 5 - Make a Plan
Now that your research is complete, (you should have note cards and a filled out information sheet) you are ready to plan your presentation. Using what you know about your Native American tribe, create a presentation that will give the viewing audience an understanding of your Native American tribe (The presentation will highlight all of the information you learned in days 2 - 4). Everyone must be involved in giving the writer suggestions. The presentation must be at least 5 minutes (to 10 minutes) and answering all of the points in days 2 - 4 thoroughly. Remember the Native Americans need your help to get their story out. You will need to be very persuasive when presenting your findings to the government.
Don't forget to discuss your plans with your team members for each assignment before you begin to make sure all the team members agree. (For example, the cartographer will discuss with the group how he/she will make the map to show where your Native American tribe was located and the architect will discuss with the group how they will design the Native American shelter before he/she begins.)
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Day 6 & 7 - Build Your Presentation
The members of your group will be working on their individual jobs now. Look at the scoring guide to find out how you are doing on this activity.
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The Project Supervisor can assist the Architect when building the model of your Native American tribe's shelter. They will use the materials gathered by your team to make a model of the Architect's drawing.
At this time the writer, with assistance from the Project Supervisor, will develop the written presentation.
The Cartographer, with assistance from the Project Supervisor, will be drawing a map of Indiana showing where their Native American tribe was located in Indiana. They will also need to show the important rivers of Indiana, compass rose, Indianapolis and Brownstown.
When planning your presentation, keep the following things in mind:
· Who is saying what?
· When will you show your house/poster/artifacts?
· Make sure you have note cards ready for you to know what to say during your presentation.
· End your presentation with why it is important to learn about these Indians.
· Write down four questions that you will answer during your presentation to give to the other P.I.’s to make sure they’re listening.
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Day 8 & 9
Practice your presentation
Day 10 & 11 – Present your findings
Finally, you will present your findings to our class. Plan your presentation so that it is professional and easy to understand. Each group member must tell something about the part they played in making the final presentation. It might be helpful to practice your presentation before you get up in front of the class. Double check to make sure you have attended to every detail of the assignment. (You can recheck the scoring guide in day 6 & 7.)
GOOD LUCK!
Indiana Indians Investigation Project
Tribe Name:
Members:
Scoring Guide
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Beginning 1
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Progressing 2
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Advancing 3
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Proficient 4
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Shelter Design
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Little effort is put into
the design; final product lacks creativity; project not complete
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Design in unfinished; does not show information of the Native American's culture.
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Community represents Native American's culture, design is complete, meets all guidelines
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Evidence of much thought and time put into design; creative, original ideas; exceeds requirements; much attention to detail
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Map
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Map is incomplete; lacking in neatness; Inaccurate placement of Native American tribe, rivers, Indianapolis and Brownstown; key and compass rose are missing
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Map shows placement of only a few major rivers; key and scale are present but inaccurate, native American tribe location is inaccurate.
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Map shows placement of all major rivers, mostly accurate, tribe location is fairly accurate; includes fairly accurate key and scale
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Detailed map; neatly drawn; correct location of Native American tribe, Indianapolis, and Brownstown; all major rivers are included and correctly plotted; key and scale are accurate
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Knowledge of your Indiana Indian group
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Lacks knowledge of the Native American tribe chosen and its culture; unprepared for presentation
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Tells only a few items of the Native American tribe's cultural background; somewhat prepared for presentation
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Shares knowledge of the Native American group chosen, but lacks organization; prepared for presentation
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Shares extensive knowledge in detail of the Native American tribe selected; presentation is organized and group is highly prepared
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Presentation
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A presentation is not given.
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The presentation lacks organization and preparedness.
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The presentation is somewhat organized and states partial parts of the process.
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The presentation is very organized and delivers all parts of the process assigned.
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Group Harmony
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Rarely on task; teacher intervention required daily; group unable to share work and responsibilities
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On task some of the time; frequent teacher intervention required; worked well and shared responsibilities part of the time
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Usually on task; worked together and shared ideas and responsibilities; minimal teacher intervention required
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Team worked extremely well together; shared ideas and responsibility; needed no intervention from teacher; always on task
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Copyright 2006 Lutheran Central School
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