4th-5th Grade Explorers 2011-2012
Teachers:
Edie McDowell and Daniel Manget
Fall
Semester Theme: GETTING ORIENTED: Exploring Points, Lines,
Intersections, & Angles
Spring Semester Theme: NAVIGATING:
Exploring Systems, Cycles, Spirals, Perspectives & Connections
Monday 4.23.2012
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9:00
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Weather
Data Collection and Class Centering/Job chart announcements
Students will create a weather station for measuring
temperature, rainfall, etc. and record daily on calendar grid. Results used
in science/math.
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April Weather Data Calendars.
Create April calendars.
Introduce OZONE http://www.citizen-times.com/article/20120331/NEWS/303310026/Ozone-forecast-season-kicks-off?odyssey=tab|topnews|text|Frontpage
Complete weather data collection and analysis; Asheville, NC,
Portland, Oregon, and Helena, Montana.
Students will use data to find range, median, maximum, minimum, and
mean for monthly records for these locations.
Time Zone differences and hours of daylight added to our data
collection.
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9:15
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Centering/Class
Meeting
Class
Meeting Agenda:
Review
World Class Explorers
Positive
Discipline Plan for
Individual
and Collective Space and Respect
Expectations
Environment
Questions
Quests
Ideas
Itinerary
Self-organization:
Homework folder, math and writing journal, field notebook for science and
social studies notes; Explorer Book Club reading log and literary analysis; sketchbook
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Circle of Stones
Overview of WEEK
Introduction to George Catlin:
American History through Art :
Part 2 THE ENVIRONMENT & ECOLOGY
(Program
of study borrowed through NGA)
Students will discuss works of art that illustrate ancient
Greco-Roman myths and various symbols used in them. So students do not judge
the "truthfulness" of another culture's belief systems, they should
understand that myth is not something imaginary, unfounded, or false, but rather
something that illustrates the world view of a people. Students will learn about how early
American art portrayed ideals from Greek and Roman cultures and examine the
hero motif in American paintings of that era.
Students will also look at environmental history and views of ecology,
geography, land ownership, etc. in early American art of the west.
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9:30
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Daily
Journal, Language Arts & Explorer Publishing LANGUAGE ARTS, SOCIAL
STUDIES, & SCIENCE (Writing in content/context area)
Reflections: GOAL SETTING
Students respond to writing prompt/morning discussion in daily
personal journal.
Risk-taking; cooperation; literacy, communication, trust
Goal 4
The learner will apply strategies
and skills to create oral, written, and visual texts.
OBJECTIVE 4.01
Read aloud grade-appropriate text
with fluency, comprehension, expression, and personal style demonstrating an
awareness of volume, pace, audience, and purpose.
OBJECTIVE 4.02
Use oral and written language to:
formulate hypotheses.
evaluate information and ideas.
present and support arguments.
influence the thinking of others.
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PART
TWO ENVIRONMENTAL ESSAY AND ART (Return student essays and ask students to
read corrections and comments on grammar, mechanics, and content. 5th Graders will anticipate 6th
grade with “a taste of middle school” assessment standards.
Essay
questions included: What is your
environment? What does it
include? How do its characteristics
affect you? How do you manage, change,
or use the resources in your environment?
How do you and others interact with your environment?
Draw
a picture of yourself in the environment in which you live. Include details of the habitat, flora,
fauna, and climate/geography. Your
environmental portrait or landscape design can be represented in the colors,
textures, lines, and tones. You may
use impressionistic or realistic styles and techniques to create your work of
art.
Design
a sketch of your idea for homework.
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10:00
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Whole
Class Math
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GEOMETRY GAME version
two: Equivalent Fraction Quilts
Students
will use fraction quilts for a game reviewing operations with fractions
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10:30
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Math
Groups PROMETHEAN BOARD
Students grouped according to achievement in math with
vertical lift
Assessment
·
Observation of small group activities
·
Data Collection Charts
·
Large group discussion
·
Assessment worksheet
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GRADE LEVEL MATH
(differentiated levels)
5th grade: see
p. 474-475 in SF text
Review
Assessment of operations with fractions (- + x)
Intro to
POLYGONS p. 340
Homework:
p. 341
4th Grade: Review Geometry scavenger hunt.
Homework:
Create a geometric representational design of a favorite species of
flora, fauna and a mineral. Label
design elements. |
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11:00-11:55
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Language
Arts: Literature and Composition
Students will explore different ways of learning, practicing,
using Spanish language, reading, listening, writing, and speaking (includes
vocabulary, spelling, phonics, phonemics)
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Literature
Circles Introduce George Catlin with story
Both grades will examine the life and
times of George Catlin, who followed the trail of Lewis and Clark to document
native Americans in their habitat: See
lessons attached for resources and specific assignments. CENTERS: Continued work on Wildflower (flora, fauna,
mineral books)
THE STORY OF GEORGE CATLIN
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12:00-1:00
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Lunch & Recess
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1:00-1:30
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Multi-sensory
Language Arts: Explorer Book Club
Students will explore different ways of learning, practicing,
using language, reading, listening, writing, and speaking (includes
vocabulary, spelling, phonics, phonemics)
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EARTH
WEEK PREP
Plant
Day
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Or
Back Porch Time (individual research, math, and reading projects)
Math/logic/kinesthetic/collaborative problem-solving ACTIVITY
(Explorers
will demonstrate, through short answer, logic, math and problem-solving,
basic factual recall, higher level analysis, multiple perspectives, and
decision-making skills, by solving various physical and mathematical problems
in groups.)
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1:30
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Theme-based
Multimedia Support
Shared origin stories, myths, legends, modern literature,
poetry, non-fiction, and drama from the region of the world we are studying.
Students
will practice Essential Learning Skills as they complete a set of Explorer
challenges pertaining to the context of the geographical region they are
“visiting,” virtually.
Students
will work in groups to design fact cards with illustrations, artifacts, (2D
and 3D) for each major era, period, epoch for our hall wall timeline of NC
History.
SCIENCE
& SOCIAL STUDIES
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 SCIENCE
EARTH DAY 1: plants
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2:00-2:25
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MATHLETE TRAINING
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OLYMPIC
MATHLETE TRAINING
Biceps (multiples of two) and Triceps (multiples of
three) and squats (quadriceps) multiples of four
(abdominals) multiples of six
(deltoids) squares and square roots)
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2:25-3:15
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PE
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3:15-3:30
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Clean up/Pack up and Circle Closing (jobs for week assigned) Afterschool
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aquaponics
Vocabulary words for the week:
Prologue,
inscription, cemetery, dormitory, decipher, scribe, epitaph, autograph, hieroglyphics,
archaeology, pedigree, weird, eccentric, surprise, *poignant
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Geography
Education Standards Project
- Standard 6 (grades 5-8): By
the end of the eighth grade the student knows and understands:
1. How personal characteristics affect our perception of places and regions
2. How culture and technology affect perception of places and regions
3. How places and regions serve as cultural symbols
TUESDAY 4.24.2012
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9:00
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Weather
Data Collection & Class Centering/Meeting
Students will create a weather station for measuring
temperature, rainfall, etc. and record daily on calendar grid. Results used
in science/math.
|
Continue April Weather Data Calendars. Complete weather data collection and analysis;
Asheville, NC, Portland, Oregon, and Helena, Montana. Students will use data to find range,
median, maximum, minimum, and mean for monthly records for these locations. Time Zone differences and hours of daylight
added to our data collection. Students will use data to find range, median,
maximum, minimum, and mean for monthly records for these locations. 5th
graders use this data to find range, median, maximum, minimum, and mean
temperature and precipitation for each location.
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9:30-10:00
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Estimation
Station
Make
Reasonable Estimates
Computational
Estimation Goal 6: Make reasonable estimates for whole number and decimal
addition, subtraction, multiplication, and division problems and fraction and
mixed number addition and subtraction problems; explain how the estimates
were obtained.
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OLYMPIC MATHLETE
TRAINING
Biceps (multiples of
two) and Triceps (multiples of three) and squats (quadriceps) multiples of
four
(abdominals)
multiples of six
(deltoids) squares
and square roots)
WHOLE
GROUP MATH
Fraction
Practice with quilts
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9:45
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Daily
Journals, Goals and Reflections & Explorer Publications
Students respond to writing prompt/morning discussion in daily
personal journal.
Multi-sensory
Language Arts
Students will explore different ways of learning, practicing,
using language, reading, listening, writing, and speaking (includes
vocabulary, spelling, phonics, phonemics)
Risk-taking; cooperation; literacy, communication, trust
Students will work in teams and independently to conduct
qualitative and quantitative research
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10:00
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MATH
GROUPS or Whole Class Math Projects
Estimation
station results
·
Goal 1:
Number and Operations - The learner will understand and compute with rational
numbers.
o Objective 1.04:
Develop fluency in addition, subtraction, multiplication, and division of
non-negative rational numbers.
Analyze computational strategies.
Describe the effect of operations on size.
Estimate the results of computations.
Judge the reasonableness of solutions.
Advanced Learners: Grade 6
The Number System
6.NS.4Find the greatest common factor of two whole numbers less
than or equal to 100 and the least common multiple of two whole numbers less
than or equal to 12. Use the distributive property to express a sum of two
whole numbers 1–100 with a common factor...
Understand informally that every number has a decimal expansion;
for rational numbers show that the decimal expansion repeats eventually, and
convert a decimal expansion which repeats eventually...
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5th grade:
(REVIEW math assessment)
Homework: SL 3.4 and 3.5 (p. 56-57)
Design gallery: geometric representational designs of
mineral, flora, and fauna
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10:30
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Spanish
Students will explore different ways of learning, practicing,
using Spanish language, reading, listening, writing, and speaking (includes
vocabulary, spelling, phonics, phonemics)
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11:30
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LITERATURE
CIRCLES
5th
Grade: New Found Land, by Allan Wolf
4th
Grade: self-selected texts related to
thematic unit of study
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5th Graders:
New Found Land Essay Tests returned for
review and discussion
(Reading
comprehension discussion and literary analysis.)
Reading Comprehension
Essay Assessment DUE on New Found Land; Introduce George Catlin
4th
Graders: Discuss books and upcoming
literature projects.
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12:00-1:00
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Outside
Play & Lunch
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1:00-2:00
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Around-the-World
Adventures (Multi-sensory centers which include: Scientific Inquiry, Social
Studies & Science, Cultural Arts & Humanities, Visual Arts, Games and
Logic, History, Language, Diversity of Life
Exploration)
Students
will practice Essential Learning Skills as they complete a set of Explorer
challenges pertaining to the context of the geographical region they are
“visiting,” virtually.
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BEGIN
HERE LIES LINC
Character
identification, description, plot, setting, and reading comprehension
questions per chapter.
Sentences
with words for homework.
(4th-5th
grade)
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2:00-3:15
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Science Lab
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EARTH DAY 2
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3:15-3:30
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Clean/Pack
Up & Circle Closing
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Homework
check
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HOMEWORK:
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Geometric
Designs using polygons, 3D shapes, and angles; label per shape and measure 10
angles accurately in design of mineral, flora and fauna; work on flower books
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3:30
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Afterschool
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RESOURCES:
WEDNESDAY 4.25.2012
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9:00
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Weather Data
Collection & Class Centering
Students
will create a weather station for measuring temperature, rainfall, etc. and
record daily on calendar grid. Results used in science/math.
|
Complete April Weather Data Calendars. Complete weather data collection and
analysis; Asheville, NC, Portland, Oregon, and Helena, Montana. Students will use data to find range,
median, maximum, minimum, and mean for monthly records for these locations. Time Zone differences and hours of daylight
added to our data collection. Students will use data to find range, median,
maximum, minimum, and mean for monthly records for these locations. 5th
graders use this data to find range, median, maximum, minimum, and mean
temperature and precipitation for each location.
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9:15
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Circle of Stones
Wednesday Word
Day
Multi-sensory
Language Arts
Students
will explore different ways of learning, practicing, using language, reading,
listening, writing, and speaking (includes vocabulary, spelling, phonics,
phonemics)
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Circle of Stones
Wednesday Word
Day
Use syllable
snipping and double consonant rules to study words for this week; examine in
the context of Delia Ray’s book; Write a reflection about Earth Week
activities; how did you help plan and prepare for this event? What do you hope the OCS students and
teachers will learn from our focus on planet Earth?
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9:30
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Daily Journal
& Explorer Publishing
Students
respond to writing prompt/morning discussion in daily personal journal.
Risk-taking;
cooperation; literacy, communication, trust
Math
Journal: Explorers use math to count,
number, name, measure, order, document, analyze, locate, time, compare,
predict, etc. Time and Place:
Measurement
notes on units of time (millennium to millisecond); Place: Circle Facts for creating compass rose with
cardinal directions
Students will use word wall to write a paragraph about
how Explorers Use math.
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Students will complete
geometry and geology field notebooks for city center expedition on
Thursday.
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10:00-11:00
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Promethean Board
(Technology-supported
literacy instruction in core subjects: math and language arts)
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MATH (Whole
Class or Math Group Instruction with Promethean Board tools/resources)
5th Grade Math Groups: GEOMETRY
Check p. 346 and complete select prob. On p.
348; Homework: enrichment, p. 349
4th-5th Math: Present homework designs and discuss
the different types of Polygons.
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11:00-12:00
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MUSIC
(River’s Studio)
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12:00-1:00
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Lunch &
Recess
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1:00-1:30
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Multi-sensory
Language Arts
Students
will explore different ways of learning, practicing, using language, reading,
listening, writing, and speaking (includes vocabulary, spelling, phonics,
phonemics)
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Or Back Porch
Time (individual research, math, and reading projects)
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1:30
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Theme-based
Multimedia Support
Shared
origin stories, myths, legends, modern literature, poetry, non-fiction, and
drama from the region of the world we are studying.
Students
will practice Essential Learning Skills as they complete a set of Explorer
challenges pertaining to the context of the geographical region they are
“visiting,” virtually.
Students will
work in groups to design fact cards with illustrations, artifacts, (2D and
3D) for each major era, period, epoch for our hall wall timeline of NC
History.
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EARTH DAY 3
Stream Ecology
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2:25-3:15
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PE
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3:15-3:30
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Pack
up and clean up (jobs for week assigned & Circle Closing
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3:30
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Afterschool
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THURSDAY 4.26.2012
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9:00
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Weather
Data Collection
Students will create a weather station for measuring
temperature, rainfall, etc. and record daily on calendar grid. Results used
in science/math.
|
Continue April Weather Data Calendars. Complete weather data collection and
analysis; Asheville, NC, Portland, Oregon, and Helena, Montana. Students will use data to find range,
median, maximum, minimum, and mean for monthly records for these locations. Time Zone differences and hours of daylight
added to our data collection. Students will use data to find range, median,
maximum, minimum, and mean for monthly records for these locations. 5th
graders use this data to find range, median, maximum, minimum, and mean
temperature and precipitation for each location. “MEAN” Thursday
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9:30
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Field
Journal Focus (Natural and Cultural History)
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HERE
LIES LINC
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10:00
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Math
Groups
Students grouped according to achievement in math with
vertical lift
How
do Explorers use math?
(Students
will brainstorm collective list of ways that explorers use math. Discussion will include specific
Operations, Processes, Purpose:
Measurement, Counting, Naming, Locating, Describing, Numbering,
Estimating, including Time, Temperature, Cost, Space….)
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 MATH Groups:
5th grade:
139,140,141 vertical, adjacent, and supplementary
angles Homework: p. 140-141
Lesson 3.8 Regular
Tessellations
Lesson 3.9 Angles of Polygons Lesson 3.10 Solving Problems Using the Geometry Template Unit 3 Review Unit Review
4th Grade: Present homework
designs
Search
for different types of Polygons around the school.
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10:30
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LITERATURE CIRCLES
Reading
Comprehension Assessment and Literary Element analysis
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Whole Group MATH: Complete review of Lewis and Clark word
problems
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11:00
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Computer
Lab/Smartboard
Debating for Land Lesson Plan
Content
Introduction
European
Americans have been having land disputes with Native Americans almost since
they arrived in the Americas. Throughout the years, many treaties have been signed
involving land rights, but in many cases these treaties have been misleading
and sometimes even disregarded. There continue to be court cases addressing
Native American rights to land, problematic treaties, and unreceived
compensation. In preparation for this lesson, you may choose to read more
about these issues by following links on the Land Debate–For Students page.
Guided
Practice
Begin by drawing
the following chart on the board. Ask students to volunteer possible answers.
The purpose of this activity is not for students to know all of the correct
answers for the chart, just for them to begin thinking about the subjects.
For more chart ideas, you may wish to see Table 1 at the bottom of the
American Indian Policy Center's Comparison with U. S. Governance page.
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12:00-12:55
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Outside
Play & Lunch
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12:55-1:30
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Back Porch Time (Explorer
Broadcast)
Sharing Stories (class feature readers
daily) Vocabulary practice
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1:30-2:30
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Scientific Inquiry
Diversity
of Life Exploration
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Scientific Inquiry:
STREAM
ECOLOGY
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2:30-3:20
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(Multi-sensory
centers which include: Scientific Inquiry, Social Studies & Science,
Cultural Arts & Humanities, Visual Arts, Games and Logic, History,
Language, Diversity of Life Exploration)
Students
will practice Essential Learning Skills as they complete a set of Explorer
challenges pertaining to the context of the geographical region they are
“visiting,” virtually.
Natural diversity North
Carolina has within its borders the highest mountains east of the Mississippi
River, a broad, low-lying coastal area, and all the land in between. That
variety of landforms, elevations, and climates has produced as diverse a
range of ecosystems as any state in the United States. It has also influenced
the way people have lived in North Carolina for thousands of years.
Students will use
Field Journals to:
1.
observe and write about their
observations in a science field journal.
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Botanical
Illustrations
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3:15-3:30
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Pack/Clean
Up and Whole Class Collective Reflections/Goals Centering/Class Meeting
Class
Meeting Agenda:
Review
World Class Explorers
Positive
Discipline Plan for
Individual
and Collective Space and Respect
Expectations
Environment
Questions
Quests
Ideas
Itinerary
Self-organization:
Homework folder, math and writing journal, field notebook for science and
social studies notes; Explorer Book Club reading log and literary analysis;
sketchbook
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3:30
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Afterschool
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1. How does the cartographer get across
the point that the landscape Lewis and Clark "discovered" was
already someone's home at the time, and would later be named and settled in
new ways?
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2. Does it make a difference to imagine
Indians as "explorers?"
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3. Are women’s journeys different from
men’s? If so, how?
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4. Can you imagine re-mapping another
historical event in a way that would change your understanding of the event?
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5. Does it make a difference to imagine
this territory as already well explored by the time Lewis and Clark arrived?
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FRIDAY 4.27.2012
|
9:00
|
Weather
Data Collection & Class Centering
Students will create a weather station for measuring
temperature, rainfall, etc. and record daily on calendar grid. Results used
in science/math.
|
Continue April Weather Data Calendars. Complete weather data collection and
analysis; Asheville, NC, Portland, Oregon, and Helena, Montana. Students will use data to find range,
median, maximum, minimum, and mean for monthly records for these locations. Time Zone differences and hours of daylight
added to our data collection. Students will use data to find range, median,
maximum, minimum, and mean for monthly records for these locations. 5th
graders use this data to find range, median, maximum, minimum, and mean
temperature and precipitation for each location.
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9:30
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Spelling
Quiz
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Sight words
Math vocabulary
Geography
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10:00
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MATH QUIZ
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10:45
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Independent
Reading
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Self-selected
texts or literature circle texts (silent reading)
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11:00
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Computer
Lab/Smartboard
(Technology-supported instruction across the
curriculum, projects, reflections & goals, portfolios, and blog
articles.)
The National Council for Geographic Education
(NCGE) has established eighteen learning standards for the creation of
"geographically informed" students. Elements of the United
States History Map support half
of these standards, including:
THE WORLD IN SPATIAL TERMS
PLACES AND REGIONS
HUMAN SYSTEMS
THE USES OF GEOGRAPHY
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EARTH
DAY
GEOMETRY
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12:00-12:55
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Outside
Play & Lunch
PIZZA DAY
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12:55-1:30
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Back Porch Time
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Bead reward day
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1:30-2:30
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PROMETHEAN
BOARD
(Multi-sensory
centers which include: Scientific Inquiry, Social Studies & Science,
Cultural Arts & Humanities, Visual Arts, Games and Logic, History,
Language, Diversity of Life Exploration)
Students
will practice Essential Learning Skills as they complete a set of Explorer
challenges pertaining to the context of the geographical region they are
“visiting,” virtually.
|
|
|
2:30-3:20
|
(Multi-sensory
centers which include: Scientific Inquiry, Social Studies & Science,
Cultural Arts & Humanities, Visual Arts, Games and Logic, History,
Language, Diversity of Life Exploration)
Students
will practice Essential Learning Skills as they complete a set of Explorer
challenges pertaining to the context of the geographical region they are
“visiting,” virtually.
Natural diversity North
Carolina has within its borders the highest mountains east of the Mississippi
River, a broad, low-lying coastal area, and all the land in between. That
variety of landforms, elevations, and climates has produced as diverse a
range of ecosystems as any state in the United States. It has also influenced
the way people have lived in North Carolina for thousands of years.
STUDENT
OBJECTIVES
Students will:
observe and write about their observations in a science field
journal.
pay
attention to detail in all types of observations.
formulate
questions that could be researched or that could lead to investigations.
seek
out answers to those questions through observation, exploration, and
research.
record
and share information learned. |
Field Botany
Students will use
a Dichotomous Key to identify 5 plants down to their Species, Genus, Order,
or Family.
Scientific
Research for Experiments. Discussions
about proposals that are due on Monday.
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3:20-3:30
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Clean-up
and Whole Class Collective Reflections/Goals
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3:30
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Afterschool
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Reflections: GOAL SETTING
Weekly
assessment and measurement of progress:
Reflect
upon your experiences as an Explorer this year so far. What projects or assignments have you liked
best? Which have been the most
challenging for you? Which rules,
policies, or procedures do you find easy to follow? Which are the most difficult? Why? What have you learned about yourself? What things can you do on your own? What things do you need help with? What are you most proud of having
accomplished? What MEASURABLE GOAL are
you going to set for yourself this month?
Be
prepared to share this writing with your teachers, but not with the other
students. Be honest and open with
yourself in setting a goal that will help you be a better learner.
Class Meeting for
Goals and Reflections
Accountability Bead
Chart Ceremony
National Science Content
Standards: K-4
1.
Science as Inquiry:
1.
Ask a question about objects, organisms and events in the
environment.
2.
Plan and conduct a simple investigation
3.
Employ simple equipment and tools to gather data and extend the
senses
4.
Use data to construct a reasonable explanation.
5.
Communicate investigations and explanation
2.
Physical Sciences:
1.
Properties of objects and materials
2.
Position and motion of objects
3.
Light
3.
Earth and Space Science:
1.
Properties of earth Materials
2.
Objects in the sky
3.
Changes in the earth and sky
Excerpts
from National Science Education Standards by
National Committee on Science Education Standards and Assessment, National
Research Council found at http://www.nap.edu/readingroom/books/nses/6c.html#ps
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For next week:
US
HISTORY website exploration:
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The National
Council of Teachers of English
- Standard 1: Students read a wide range of print
and non-print texts to build an understanding of texts, of themselves, and
of the cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the
workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
- Standard 2: Students read a wide range of
literature from many periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
- Standard 3: Students apply a wide range of
strategies to comprehend, interpret, evaluate, and appreciate texts. They
draw on their prior experience, their interactions with other readers and
writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure, context, graphics).
- Standard 4: Students adjust their use of spoken,
written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different
purposes.
- Standard 5: Students employ a wide range of strategies
as they write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.
- Standard 6: Students apply knowledge of language
structure, language conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create, critique, and
discuss print and non-print texts.
- Standard 7: Students conduct research on issues
and interests by generating ideas and questions, and by posing problems.
They gather, evaluate, and synthesize data from a variety of sources
(e.g., print and non-print texts, artifacts, people) to communicate their
discoveries in ways that suit their purpose and audience.
- Standard 8: Students use a variety of
technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
- Standard 9: Students develop an understanding of
and respect for diversity in language use, patterns, and dialects across
cultures, ethnic groups, geographic regions, and social roles.
- Standard 11: Students participate as
knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
- Standard 12: Students use spoken, written, and
visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
- Leadership–Past and Present; Preliminary Activity (Chiefs
and Leaders)
- Symbols of Power in Native American Clothing (Chiefs
and Leaders)
- Cracking Catlin's Code (Chiefs
and Leaders)
- QUIZ SHOW! What were you thinking? What did you
say? (Chiefs and Leaders)
- Inside Catlin's Head (Catlin's
Quest)
- Letters from the Frontier: Reading and Writing
Primary Documents (Catlin's Quest)
- Creating the Past: Artifacts and Memory Boxes (Catlin's
Quest)
- Debating for Land (Ancestral
Lands)
- Pipestone Quarry and Westward Expansion: Whose
Rock is this Anyway? (Ancestral Lands)
- Native American Folklore (Western
Landscape)
- The Mandan Buffalo Dance and You (Western
Landscape)
Wrap-Up
Activity
Students should
write a journal entry on one of the following subjects:
- Prior to doing this lesson, what were your views on western land
expansion? Did you empathize more with Native or European Americans
concerning land issues? After hearing both sides of the debate, do you
still feel this way? Why? (Try to include specific examples from the
debate that influenced your feelings.)
- Define the term sacred land as it applies to Native Americans and
as it applies to your life. Give several examples of land or buildings
that you find to be sacred vs. land that Native Americans consider to be
sacred. Why do you consider the example you gave from your life to be sacred?
How would you react if other people did not understand the significance of
your specified place and they told you never to return there? How would
you feel?
- Imagine that you are a pioneer and that you sold all of your
belongings in order to move out West to collect the 160 acres of land
promised to you by the Homestead Act (1862). On your journey West, you
meet a traveling artist, George Catlin, who explains to you that the land
you intend to build on originally belonged to Native Americans and that
the land is sacred to many tribes. He warns you that several of the tribes
are still arguing with the U.S. government over the land, and that you and
your family will be in danger. At this point you do not have the money or
resources to return East. What will you do? (Write a first-person
narrative describing your fears and hopes, your decision of what to do,
why you chose this course of action, how you implement it, and what the
results are.)
- Imagine that you are a Native American chief who used to live on
the Plains, but was relocated to the Northwest against your will. You and
several other chiefs from your tribe signed a treaty with the US
government to sell your lands, but at the time, because the idea of land
ownership was unknown to you, you had no idea how adversely this treaty
would affect your tribe. Most of the compensation you were to receive,
including food and supplies, never arrived at your new settlement. Because
the land and climate are so different from that where you used to live,
your people are having a difficult time finding food and many of them have
died from illness. You learn from George Catlin, a visiting artist, that
the land your people lived on is now being given away 'for free' to
European Americans due to the Homestead Act. You know that your people
will not be able to survive much longer if they stay where they are. What
will you do? (Write a first-person narrative describing your fears and
hopes, your decision of what to do, why you chose this course of action,
how you implement it, and what the results are.)
Vocabulary
Standards
National Center
for History in the Schools—Historical Thinking (5–12):
- Standard 2: Historical Comprehension
A. Students should be able to identify the author or source of the historical document or narrative and assess its credibility.
B. Students should be able to reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed.
C. Students should be able to identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed.
F. Students should be able to appreciate historical perspectives—(a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded—the values, outlook, options, and contingencies of that time and place; and (c) avoiding "present-mindedness," judging the past solely in terms of present-day norms and values. - Standard 3: Historical Analysis and
Interpretation
B. Students should be able to consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
C. Students should be able to analyze cause-and-effect relationships bearing in mind multiple causation, including: (a) the importance of the individual in history; (b) the influence of ideas, human interests, and beliefs; and (c) the role of chance, the accidental and the irrational.
E. Students should be able to distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
G. Students should be able to challenge arguments of historical inevitability by formulating examples of historical contingency, of how different choices could have led to different consequences.
J. Students should be able to hypothesize the influence of the past, including both the limitations and the opportunities made possible by past decisions. - Standard 4: Historical Research Capabilities
A. Students should be able to formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past.
B. Students should be able to obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators.
D. Students should be able to identify the gaps in the available records and marshal contextual knowledge and perspectives of the time and place in order to elaborate imaginatively upon the evidence, fill in the gaps deductively, and construct a sound historical interpretation.
F. Students should be able to support interpretations with historical evidence in order to construct closely reasoned arguments rather than facile opinions. - Standard 5: Historical Issues—Analysis and
Decision-Making
A. Students should be able to identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.
B. Students should be able to marshal evidence of antecedent circumstances and current factors contributing to contemporary problems and alternative courses of action.
E. Students should be able to formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options.
United States
History Standards:
- Era 4: Expansion and Reform (1801–1861)
Standard 1 (5–12): The student understands United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.
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