Historic Tribes of Ohio Lesson Plan By: Laura Mevis 4th Grade Social Studies Common Core Standards:

Grade 4: Ohio in the United States-Social Studies The fourth-grade year focuses on the early development of Ohio and the United States. In this lesson, student will focus on learning about the historic tribes, which occupied Ohio during the 1700s. Standard GEO.35.8b Identify different groups that have historically lived in or settled in the Ohio region (e.g., Native Americans) Standard People in Societies Benchmark A Compare practices and products of North American cultural groups. Indicator 1 Compare the cultural practices and products of diverse groups in North America including: Customs, Language, Food, Clothing, Shelter, Government Social Studies Skills and Methods Benchmark B Use a variety of sources to organize information and draw inferences. Indicator 6 Draw inferences from relevant information. Content: History Strand Topic-Heritage Content Statement 3: Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Content: Writing Strand Production and Distribution of Writing 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Content: Writing Strand Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Lesson Summary: In my lesson plan, students will learn about historic tribes that settled in Ohio during the 1700s. The six main Indian tribes the students will research consist of the Delaware, Miami, Mingo, Ottawa, Shawnee, and Wyandot, as well as the Iroquois Nation. The students will take an on-line individual pre-assessment quiz. The teacher will use this data to divide students into tribes. The students will then conduct in depth research on their individual tribes using laptop computers. The student groups will use an online web app called Glogster, to design an informational page highlighting key points about their individual tribe. Students will share the final Glogster products with each other. A post assessment group game created online will be conducted to assess what the children learned about the tribes. Estimated Duration: This lesson will take approximately 220 minutes. This lesson will be taught over the period of a week, which will include a minimum of 5- 45 minute class periods. Commentary: Students will learn historic tribes in Ohio, the Iroquois, Mingo, Wyandot and the Algonquian tribes of Delaware, Ottawa, Shawnee and Miami. The student s will be able to document where the tribes came from, who the leaders of the tribe were, types of homes they build and culture of each tribe. The challenges of this project will be having the children keep the information organized in a fashion that they will be able to compare and contrast the data. In order to get the students interested in the lesson and make it more manageable, we will divide the students into tribes. These small cooperative learning groups will be tasked to research, create a Glogster and share the information they find out about their assigned historic tribe. With the mix of groups scaffolding will be provided by high ability students to the low ability students, so learning takes place for all students. Instructional Procedures: Day 1 1. Prior to this class students will be required to read the assigned reading from their Social Studies textbook on the seven tribes. 2. Each student will then be given a pre-assessment quiz based on their social studies reading assignment. The students will be given 20 minutes to complete task. 3. The pre-assessments will be analyzed by the teacher. This information will serve as an indicator for breaking the children into tribes. 4. The teacher will conduct an interactive technology based lesson presenting information from the preassessment to clear up any misconceptions the children might have or reinforce information. This will take place the remainder of the class. Day 2 1. The first 10 minutes of class will devoted to the students dividing up into their assigned student tribe groups. This may require a room rearrangement and shifting of students. The students will be divided into groups of three or four students. 2. Each student group will be given a laptop with Internet access. 3. Students will be given a blank grid form to record data they collect on their specific tribe. The teacher will state each student should take turns researching and writing down information. Each student must initial their contribution to the grid to track group participation. 4. Approximately 10 minutes will be used for a refresher on how to log on to the laptops. Individual

assistance will be given to those tribe groups that encounter questions or problems problems. 5. The remaining 25 minutes will be spent by the students researching and collecting detailed information on their assigned tribe. Provided websites will be as follows: www.bigorrin.org/lenape_kids.htm www.oplin.org/famousohions/indians/links.htm Tribe specific sites: Delaware: www.delawareindians.com Iroquois: www.bigorrin.org/iroquois_kids.htm Miami: www.bigorrin.org/miami_kids.htm Mingo: http://westernreservepublicmedia.org/onestate/mingo.htm Ottowa: www.bigorrin.org/ottowa_kids.htm Shawnee: http://westernreservepublicmedia.org/onestate/shawnee.htm Wyandot: www.bigorrin.org/wyandot_kids.htm Form for students to collect data: Historic Iroquois Mingo Tribes
Where did they come from? Who leads the tribe? Type of home? Language? Culture, customs, beliefs Famous people? Fun Facts?

Wyandot

Delaware Ottawa

Shawnee

Miami

Day 3 1. Class will begin with the teacher giving a demonstration of Glogster and how it works. The first half of the class will be spent assisting the students getting logged on and familiarized with the application. 2. The students may spend the remaining time starting to put together their Glogster products. 3. If students were absent in groups or groups need time for additional research they may do that before starting Glogster.

Homework: The teacher will send home story cubes generated by online free software. The study information on the cube will be obtained from the pre-assessment quiz. The student will be asked to cut and put together the story cube at home. This information will serve as review activity at home for what the children read in their social studies book. This information will help them when they play Jeopardy. On the last day of class. Day 4 1. Students will spend the first 15 minutes of class wrapping up the Glogster projects in their groups. 2. Using a Smartboard the teacher will project each groups Glogster projects. Each tribe group will show and speak about their Glogs. 3. Students are encouraged to take notes for post-assessment game activity. 4. 25 minutes of class time will be devoted to presentation of Glogs. Since the Glogs are only one page with graphics and data, student should only spend 10 minutes showing their Glog.

Day 5 & Day 6 1. Day 5 will be utilized for Glog presentations. This will account for student absences. 2. Students will be encouraged to review Glogs again at home and prepare for the post-assessment on Day 6. 3. If student Glogs were reviewed completely on Day 4. Then Day 5 will be utilized for the postassessment. 4. The teacher will create an online Jeopardy game to be projected for the class using a SmartBoard. The students will break out into their tribe teams. The buzz in game Eggspert will be used. The students will play Jeopardy and answer questions based on the tribes studied. The teacher will use the students success in answering questions to assess learning. 5. The teacher will also provide group grades based on the rubric to the student groups.

Pre-Assessment: Students will be pre-assigned reading in their social studies book to review these historic tribes. When they come into the classroom for the first days lesson, they will complete an online pre-assessment quiz on what they have already learned.

Scoring Guidelines: The students quiz scores will be analyzed by the teacher to get a sense of the students knowledge level. The scores will be ranked according to the number of correct responses to incorrect responses. Students with the highest number of correct responses will be matched with those students with lowest responses. This matching will take place based on pre-assessment scores until groups are formed of mixed abilities. The data from the online quiz will also be used to inform the teacher of any additional instruction needed to clear up any misconceptions about the material. 2-Post-Assessments: Teacher will use numerical scores obtained from group Jeopardy game to assess what students learn. This is an informal assessment. No grades will be given, because this game usually leads to a competitive environment. The teacher will review the questions students were unable to answer and then create a follow-up lesson for the students.

Students will also receive a group grade on posted tribe graphic information they create using Glogster. Scoring Guidelines: Ruberic for Glogster Grading generated using online free web app called Rubistar.

Making A Glog: Historic Indian Tribe

CATEGORY Content Accuracy 4-Excellent
Students have accurate facts displayed on the Glog. Glog has a fact from each of the following categories: -Where did they come from? -Who leads the tribe? Type of home? Language? -Culture, customs, beliefs Famous people? Fun Facts? Students use three or more graphics that are related to the topic. Pictures give real feel for what the culture of the historic tribe was like. Student group used time well during each class period. Focused on getting the project done. Never distracted others. Capitalization and punctuation are correct throughout the poster.

3-Good
At least 5 accurate facts are displayed on the Glog from the following categories: Where did they come from? Who leads the tribe? Type of home? Language? Culture, customs, beliefs Famous people? Fun Facts?

2-Needs Improvement
3-4 accurate facts are displayed on the Glog from the following categories: Where did they come from? Who leads the tribe? Type of home? Language? Culture, customs, beliefs Famous people? Fun Facts?

1-Unsatisfactory
Less than 3 accurate facts are displayed on the Glog from the following categories: Where did they come from? Who leads the tribe? Type of home? Language? Culture, customs, beliefs Famous people? Fun Facts?

Graphics Relevance

Students use at least Students use at less than two three graphics that graphics. Graphics are are related to their somewhat related to topic. tribe and pictures give us a real feel for what the culture was like in this historic tribe. Student group used time well during each class period. Usually focused on getting the project done and never distracted others. There is 1 error in capitalization or punctuation. Student group used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Students use one or no Graphics. The graphics may or may not support what the tribes culture was like.

Use of Class Time

Student group did not use class time to focus on the project OR often distracted others.

Mechanics

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

Knowledge Gained

Students can accurately answer all questions related to facts in the poster and processes used to create the poster.

Students can accurately answer most questions related to facts in the poster and processes used to create the poster.

Students can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Students appear to have insufficient knowledge about the facts or processes used in the poster.

Made by LMevis using Rubistar

Differentiated Instructional Support Students will be divided by the instructor into groups according to tribe to be researched. The instructor will make sure to mix abilities. The gifted learners will serve as peer models to help those students who are struggling with the organizational, content or technology issues. Instructor will make sure ELL have a strong command of vocabulary content.

Extension Ohio Native American Historic Sites This link provides students an opportunity to tour on-line the historic Native American sites in Ohio. Another extension activity would be a field trip to one of these historic sites. Ohio Indian Mounds This link provides additional information on Ohio Native American Tribes beyond what the students were tasked to research. Information on the Hopewell Culture This website provides information on the Hopewell Tribe, which we did not cover in this lesson.

Homework Options and Home Connections Students will be tasked with reading social studies text on Ohio Historic Tribes prior to the first day of the lesson. Students will cut out and assemble story cubes and review the information learned about the tribes from the initial reading and pre-assessment data. The children are also encouraged to log on and look over other students tribe information on Glogster at home prior to jeopardy game.

Interdisciplinary Connections Language Arts we will read the historical fiction novel called: Danger Along the Ohio. This novel by Patricia Willis is perfect complement to the study of how early settlers and Native Americans experienced both conflict and cooperation. The major theme of the book is the struggle over land between the both parties.

Art students will be given the option to create one of three Native American artifacts: Native American canoe, Longhouse or Wampum belt.

Materials and Resources: For teachers Internet Access Laptop Smartboard Google Presentation Account Pre-Assessment Quiz- made using a quiz maker software Glogster teacher account/student accounts Story Cube account Jeopardy account Access to Rubistar to create Ruberic Eggspert wireless game Laptop computers List of websites to get information about tribes Glogster Access Pencil Tribe Organizer chart Story cube

For students

Key Vocabulary Paleo-Indian Period-(13,000 BC to 7,000 BC) Algonquian- language spoken by Delaware, Ottawa, Shawnee, Miami tribes Iroquois-Laid claim to Ohio country and tried to keep other tribes out Mingo-eastern and central ohio tribe Wyandot-Northern Ohio Tribe Delaware-eastern Ohio tribe Ottwa-tribe located in northern Ohio Shawnee-oldest tribe with roots to southern Ohio

Miami-western Ohio tribe Prehistoric Tribes vs Historic Time before written history and time after written history War of 1812-US and Great Britain War. Great Britain supports the Indian raids on Ohio settlers Beaver Wars-fights between the Ohio Indians and Iroquois Indians over control of Ohio hunting grounds Tecumseh-Famous Shawnee leader who wanted to unit tribes to fight against European settlers Hiawatha-famous Iroquois leader who united the five nations and promoted peace Longhouse-long rectangular shaped house, lived in by many families Wigwam-type of house Indians lived in made from long bark and forming dome like structure Wampum belt-belt made of sea shells, used for trading or to record stories of culture Culture-skills, arts and way of life of people Custom- an activity or something a group does over a long period of time

Additional Notes Prior to this lesson it is suggested that each student create a small project utilizing Glogster. This will make the group lesson utilizing Glogster go more smoothly. Introducing a new technology tool for students to create for such a large project might be overwhelming. Be prepared to spend additional days or in-class periods on this project based on the students tech saavyness.