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LESSON OBJECTIVE:
1. Given a student handout, computer, and three web addresses, the student will describe the culture of
the Cherokee, Creek, and Chickasaw tribe with a three out of four on the rubric. (Blooms taxonomy:
comprehension)
2. Given a computer and PowerPoint software, the student will identify each Indian culture by creating
a PowerPoint presentation that includes facts and images, and write a five paragraph essay
describing each tribes culture, comparing the tribes and answering the essay question given with a
three out of four on the rubric. (Blooms taxonomy: comprehension, analysis, synthesis)
Student Participation
The goal of this lesson is for students to identify and describe the Cherokee, Creek, and Chickasaw cultures by
researching the tribes and creating a PowerPoint Presentation that demonstrates the information gathered and
writing a brief summary comparing each tribes culture.
STANDARDS ADDRESSED:
State/District
TN Social Studies- 4.2 Analyze religious beliefs, customs, and various folklore traditions of the
Cherokee, Creek, and Chickasaw, including: (C, TN)
Principal Chief
Summer and winter homes
Beloved Woman
Recreation
Clans
Maternal designations
ISTE Standards
Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
MATERIALS:
1.
2.
3.
4.
Student handout
Computer
PowerPoint software
Internet access to
a. Cherokee Facts http://www.bigorrin.org/cherokee_kids.htm
b. Creek Facts http://www.bigorrin.org/creek_kids.htm
c. Chickasaw Facts http://www.bigorrin.org/chickasaw_kids.htm
d. Google Images Search Engine https://www.google.com/imghp
5. Pencil
6. Paper
Technology Integration
Students will use the computer to access the sites listed in the Materials section to research the three Indian tribe cultures
and retrieve images to support the descriptions. The PowerPoint software will be used to complete a presentation
displaying their research. After completing this activity, students will save their work to a shared Dropbox folder for their
class. A sample of this product is attached to this document.
Students will demonstrate a clear understanding of each Indian tribe listed (Cherokee, Creek, and Chickasaw)
by providing a visual presentation with a short essay describing and comparing each culture.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN social studies standard 4.1.
This lesson will prepare the class for the next lesson in our unit which is the TN social studies standard 4.3 (to
create a visual display using multiple forms of media to identify with pictures geographic terms including
bluffs, swamps, isthmus, gulf, sea, bay, and cape. (G)), which will conclude that units chapter.
The lesson or technology will be modified to meet the needs of diverse learners.
PROCEDURES AND TIMELINE:
Introduction:
1. Begin by placing a small insert from the Disney movie Peter Pan What Makes the Red Man Red? on the
whiteboard. (Here is the link https://www.youtube.com/watch?v=Y_at9dOElQk )
2. Ask the students if they think this depiction of Native Americans are realistic (essay question), and explain to
them that they will get a chance to explore their answers.
Procedures:
Prior to the Computer (10 minutes)
Teacher Procedures
Student Procedures
At the Computer (1 hour per group each day for 3 days) {each group member will have 20 minutes per day}
Teacher Procedures
1. Have students open both PowerPoint and an
Internet browser
2. Direct students to create a presentation and
insert 5 slides
3. Direct students to the websites listed on the
student handout
4. Direct students to the Google images
website
5. Monitor and assist as needed
Student Procedures
1.
2.
3.
4.
Student Procedures:
Supporting Activity
Students will begin writing down factual information for each tribe to help assist with the summary essay.
Closure:
Before class ends, the teacher will collect the essays and allow each group to take turns presenting their
PowerPoint. After the presentations, the teacher will allow time for discussions and questions.
ASSESSMENT EVIDENCE:
Student handout, PowerPoint Presentations, and Summary Essay
Criteria
Student handout is
filled out in its
entirety
Handout has no
information about any
tribe
Graphic images
represent each Native
American Tribe in the
PowerPoint
Each tribe is
identified with
descriptions in
PowerPoint
The summary
somewhat identifies,
describes, and
compares each Native
American Tribe. The
essay question was
answered and a brief
explanation for the
answer chosen was
provided
The summary
identifies, describes,
and compares most
Native American
Tribes. The essay
question was
answered.
MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.
Students: Use the following links to access the information required listed in the RESEARCH
section below. Make sure that you type the links correctly in the search engine (example shown
below).
RESEARCH: You will be placed in a group of three students for this project.
Each group member will take turns at the computer to research the different
Native American tribes.
When you get to each site, look for the key elements placed next to each bullet point (
). Write
a description next to each topic when you find it in your search. You will repeat this step for all
three sections (each team member will share their information with the group so that everyone
in the group can fill out all sections). Please use the back of this sheet and/or add a sheet of
paper if needed.
1. Cherokee
Principal Chief
Summer and winter homes
Beloved Woman
Recreation
Clans
Maternal designations
Principal Chief
Summer and winter homes
Beloved Woman
Recreation
Clans
Maternal designations