teacher page

Introduction:
This lesson was developed in response to a generalized perception of Native Americans. The false perception is that all groups share the same culture. Often curricula focus on regions and overlook the complexity of groups within that region. This lesson is designed to help students to understand the diverse cultures of Native Americans with in the boundaries of our state. This key concept is to overcome broad generalizations when considering other cultures. My hope it that this concept will be transferred to other areas of a students life and help then to overcome dangerous generalizations about other people. As well as develop a stronger understanding of Oregon history.

Learners:
The lesson was designed for grades 4-6. The range is broad because it can be adapted to meet the needs and abilities of the class by scaffolding or allowing more independent work. The lesson is strongly rooted in social studies, drawing from, history, cultural studies, and anthropology.
Students must have the following basic skills.
• Basic Computer competence
• Ability to safely navigate and use the internet

Additionally the teacher should prepare the students using the following suggestions:
• Prior to the lesson the teacher will introduce the students to note taking and then more specifically how to take notes from Internet sources. That is skimming websites from important information, collecting only essential information and how to cite resources. The web quest is complete with a word document “worksheet” so that students can copy and paste information as they find it on the websites. This document can then be printed and used by the student when they create their own report. Additionally citing will be easier because it will be limited to the websites provided by the web quest.

• Students must have an understanding of changes over time. Both in the sense that Oregon looked very different 200 years ago but also that Native American culture is not stagnant, that the snapshot of their history that we will collect is not representative of their entire history, only what we have written record of. Students should be aware of this concept that the culture and people they are studying have been changing and evolving over time.

Curriculum Standards:
SS.08.HS.01.01 Identify and create chronologies of events.

SS.08.HS.01.02 Compare and contrast historical interpretations.

SS.05.HS.05 Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history from pre-history through the period of the American Revolution.

SS.05.HS.05.01 Identify and understand the groups living in the Western Hemisphere before European exploration, their ways of life, and the empires they developed.

SS.05.HS.05.02 Understand the impact of early European exploration on Native Americans and on the land.

SS.05.HS.06.02 Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon from pre-history through the period of the American Revolution.

National Educational Technology Standards:
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
• Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
• Develop cultural understanding and global awareness by engaging with learners of other cultures.
• Contribute to project teams to produce original works or solve problems.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
• Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• Process data and report results.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
• Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
• Understand and use technology systems.
• Select and use applications effectively and productively.
• Troubleshoot systems and applications.

Process:
1. Split the students into small groups of 3-4. Use a number of methods to arrange the groups (numbering off, selective grouping, allow them to choose).
2. Introduce the students to the web quest. Allow them to read the introduction and the task. Lead them to the process page.
3. Have the student’s conference in small groups. Allow them to choose which language group to study. Make sure you have a range that includes all the language groups.
a. You could have a signup sheet one space for each language group (unless you have more student groups than language groups).
4. Give a mini lesson on online note taking.
a. Introduce the students to note taking and then more specifically how to take notes from Internet sources. That is skimming websites from important information, collecting only essential information and how to cite resources.
b. Show students how to copy, paste and save. Have them open them word document “worksheet” found on the process page. So that students can copy and paste information as they find it on the websites.
c. This document can then be printed and used by the student when they create their own report.
d. Discuss citation (citing will be easier because it will be limited to the websites provided by the web quest.) Show them how to collect the websites and create a resources bibliography.
5. Hand out Questions for web quest form and Requirements for presentation form to students to reference.
6. Review the question page and requirement page and state clear expectations.
7. Allow students research time. Be available for guidance and assistance.
8. Provide a sign up sheet for student presentation.
9. Sit back and enjoy student presentations.

Resources Needed:
• Computers (preferably one per student)
• Access to the Internet
• Printed copies of question sheet Questions for webquest.doc
• Printed copies of the Requirements and expectations sheet
• Materials students request for their presentations
This project would be best implemented with two teachers in the room. This could depend on the student’s level of independence working on the computers.

Evaluation:
The following rubric will used to assess the final project produced by the students.
Assignment requirements:
Project and Presentation Requirments.doc
Rubric:
MyRubric.xls.html
Conclusion:
I expect this lesson will open the student’s eyes to the great diversity that existed in the groups of Native Americans in Oregon. This lesson could be incorporated into a greater unit covering the history of Oregon. The following are website that I found helpful while developing this web quest.

http://www.ctsi.nsn.us/uploads/downloads/maps/siletz_lang_groups.pdf
Map of the language groups funneled into the Siletz reservation- good to give perspective when children become confused by conflicting information

http://www.chinooknation.org/Portals/0/Student%20Packet.pdf
Information Packet- printable for Chinook

American Indians of the Northwest Digital collection
http://content.lib.washington.edu/aipnw/index.html

Index of native American History resources on the Internet
http://www.hanksville.org/NAresources/indices/NAhistory.html

Native American Documents Project
http://www2.csusm.edu/nadp/

http://www.indigenouspeople.net/sunchild.htm
Oregon Stories and poems

http://www.indians.org/welker/catlin.htm
George Catlin – a tribute to Native Americans

http://www.indigenouspeople.net/stories1.htm
Native American stories

Credits:
Thank you to Lang Shwartzwald for his assistance.

The ISTE
National Educational Technology Standards (NETS•S)
Performance Indicators for Students
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

http://imet.csus.edu/imet7/womack/sunwomanwebquest/pages/Taskpage.htm
Sun woman webquest I used for inspiration and guidance.