Lesson Plan: Native American Exploration Unit G 6

Written By: Dana Moffett
Grade Level: Grade 6

Time Allotment

5 to 7 - 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.

Lesson Plans - Native_American_Exploration_Lesson_by_Dana_Moffett.doc
Unit Resources - Native_American_Exploration_Unit_Resources.docx
Unit Rubric - Native_American_Exploration_Unit_Rubric.docx

Subject Matter

Social Studies (also math, language arts, art, music, world languages, dance)

Learning Objectives

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. 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.

Media Components - Video/Web

  • “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

  • 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
  • Teacher Preparation

    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 Activities

    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

    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:
      1. “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.
      2. “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.
      3. “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.
      4. “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.
      5. “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.
      6. “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.
      7. “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.
      8. “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.
      9. “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.
      10. 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

    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

    * 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”