Montana Institute for Effective Teaching of American Indian Children, June 9-14, 1991, Salish Kootenai College PDF
Preview Montana Institute for Effective Teaching of American Indian Children, June 9-14, 1991, Salish Kootenai College
S 371,3 iV\ d MONTANA INSTITUTE FOR EFFECTIVE TEACHING OF AMERICAN INDIAN CHILDREN June 9-14, 1991 Salish Kootenai College Distributed by: Nancy Keenan, Superintendent Office of Public Instruction State Capitol Helena, Montana 59620 3 0864 1006 8019 1 INDEX AUTHOR GRADE PAGE TITLE Indians of Montana Mary Ann Erickson Mid-Sch 1 Celebrate Your Heritage! Wendy Macklin 4-6 8 Incorporating Nature and Native American Culture Into a Whole Language Curriculum Dian Fyant 20 1 NASTARS: Native American Awesome Readers Medicine Tree Activity Teaching Traditions of the Salish and Kootenai Tribes Through Calendar Activities Deb Buckley 2 32 Experience Native American Culture Through the Eyes and Minds of Primary Sources on the A Flathead Reservation: Cultural Awareness Unit for Fourth Grade Karen Kleinklaus 4 45 Circle of Life: From Here to Awareness Carol Harbin Intermed 54 Using Indian Symbols Wanda Whalen 2 73 Shelter of the American Indians Nancy Nell K 90 The Environment: Two Cultures - Two Views Mary Bolhuis 8 99 Effective Training for Indian Children Joan Graham 108 The Power of the Mind: A Lesson in Self-Esteem Betty J. Wallace 113 Montana Institute for Effective Teaching of American Indian Children Louise Schlegel K-4 137 OF MONTANA" “INDIANS By Mary Ann Erickson 1 INTRODUCTION The purpose for this unit is to allow the students to discover, on their own, that not all Indians are the same physically, socially or culturally. It is also intended that the students will gain a better understanding of the specific tribes that make up the Flathead Indian Reservation, upon which they live, and why these tribes have not always lived in harmony. This unit will involve across the curriculum work. English/writing classes will be asked to help the students write letters. The computer classes will be used for students to type up the letters to be sent to the various tribes. The art classes will be used to let the students express the various aspects of their tribes’ design, color and art. The speech and drama teacher will help the students prepare the presentations and the library media specialist will be used to assist the students with research skills and visual aids. 2 TIME REQUIRED: Approximately three weeks will be needed to complete this unit but before the initial unit of study begins, the students will be grouped heterogeneously and left to decide which Indian tribe of Montana they would be most interested in studying. During an English and computer class period students will write to the various Indian Reservations requesting any information about the tribe, its history and culture. Students will also ask for listings of recommended books, tapes, visual aids and any other sources that give information about the specific tribe so that the library may keep this information on file. OBJECTIVES: Students will: -gain an understanding that not all Indians are alike -work cooperatively in small groups -become more sensitive and tolerant of the various cultures -understand the impact that Indians have had in Montana -develop research strategies MATERIALS NEEDED: Addresses of the various tribal agencies Poster board Various art materials Library VCR and TV Audiovisual catalogs from library LaserCat from the library computer Magazines Pictures Maps Transparencies METHODOLOGY: Approximately five weeks before the actual unit begins, students will be placed in small groups and asked to choose an Indian tribe of Montana to study. Letters will be written and sent to the reservations. (This whets the students appetite and gives them some time to think about what they want to know about the tribe they have chosen before the actual research begins). Day one: Bring in two or three apples varying in size, color and shape. (Raymond Reyes example) Ask student how the apples are different from each other, if possible let students taste the different apples. Then cut the apples in half and show how they are all the same inside, each has a star. Ask students how these apples are like people. Group discussion. Students will be given the attached handout so they are aware of what is expected from them as individuals and as a group. Students will break into their groups and within the group decide who will research the various aspects of the tribe. They will use the library for their research and also the information received from the various reservations. Making personal contact with members of the tribe will also be encouraged. 3 Students will have approximately a week to complete individual research and will then work in groups to put the information together to make a presentation to the rest of the class. Students will have approximately four days to prepare group presentation. Each group will be assigned a day for presentation. As each group gives their presentation, the other students will be required to take notes as this will also be part of their grade. Culminating activities directed by the teacher will include: Game of Jeopardy (our school has the lights and buttons like the actual game show so this should be quite fun). The questions would come from the individual groups. Conceptual map - students will choose a tribe other than the one they researched and map out what was learned about that tribe. EVALUATION PROCESS: Students will be evaluated on individual and group participation, notebook, and the culminating activities described above. 4 STUDENT HANDOUT INDIAN TRIBES OF MONTANA Each of you will be responsible for working within a group and on your own. You will be graded upon your contribution as an individual and the end product produced by the group. Necessary information required for each tribe is as follows: -language/communication -cultural and social background -artistic design/religion -history/geographical boundaries -contributions to society Visual aids should be incorporated into group presentation. Some examples of this would be: posters, drawings, regalia, charts, time lines, games, maps, dioramas, music, collages, filmstrips, books, movies, and whatever else will help you to demonstrate knowledge of tribe. Each of you will be responsible for coming up with at least four questions about your specific topic, that means you were to research the language of a tribe, then you must if come up with four questions in the following form: This tribe of Indians did not have an alphabet until they met up with the Jesuits, etc. The questions will be used in the Jeopardy game. Each of you will also be responsible for turning in a notebook with notes acquired from listening to the other group presentations. You will need these notes to do a conceptual map at the end of unit so be sure you can read them and that they are accurate. you have any questions please ask them. If 5
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