Aleigha Armbruster, Hillary Zielinski, Ashley Day, Danielle R gers, and !

endra "uddenberg #ally "ender $DUC %&'( $ducati nal Psych l gy &)*)*3

Native American Culture 3rd Grade Unit Plan

Cha+ter %( ,earning, C gniti n, and -em ry Cha+ter 3( ,earning .n C nte/t Cha+ter 0( C m+le/ C gnitive Pr cesses Cha+ter &( C gnitive Devel +ment Cha+ter 1( - tivati n and A22ect Cha+ter 3( Pers nal, # cial, and - ral Devel +ment Cha+ter 4( .nstructi nal #trategies Cha+ter 5( #trategies 2 r Creating an $22ective Classr m $nvir nment Cha+ter *'( Assessment #trategies

Cha+ter % !ey P ints

, ng(6erm -em ry #t rage Pr cesses

-uch 2 the human learning inv lves a +r cess 2 actively c nstructing( n t +assively abs rbing( kn 7ledge8

$22ective teachers hel+ students mentally +r cess ne7 in2 rmati n and skills in 7ays that 2acilitate l ng(term mem ry st rage and retrieval8

Hist ry

Cha+ter %

Art

.t kind 2 g es 7ith the saying, 9i2 y u d n:t use it, y u l se it8; # 7hen teaching hist ry, recall 2ten n things they have learned in +revi us classes8<<,ike 7hen teaching ab ut Native Americans 2 r e/am+le, begin the less n by revie7ing 7hat students sh uld A,R$AD= kn 7 and g 2r m there8 >ne 7ay t d this 7hile teaching ab ut Native Americans, is t sh 7 vide in class 2 di22erent gr u+s 2 Native Americans t hel+ students better c nnect 7ith the material, and make their 7n inter+retati ns 2 7hat li2e 7as like 2 r Native Americans8

6he same g es 7ith art8 ?hen 7 rking n art +r @ects, build u+ n skills they learned at the beginning 2 the year, as 7ell as ne7 skills8 6he same can be d ne 7ith art8 = u c uld have students +retend they are a Native American and create a +iece 2 art that the Native Americans might have made8

<Rather than assessing students: kn 7ledge 2 Native Americans<<thr ugh tests 2 names, +laces, and dates, teachers might ask 7hy they think certain events ccurred and h 7 th se events altered the c urse 2 hist ry8

6eachers can have students analyAe vari us +ieces 2 art7 rk 2 Native Americans r made by Native Americans8 6eachers can ask Buesti ns like, 9?hat d y u think the artist 7as thinking 7hile making this +ieceC; r 9D es this art7 rk + rtray negative r + sitive 2eelingsC;

Cha+ter 3 !ey P ints

6he general s cial c nte/t in 7hich learners gr 7 u+( 2amilies and c mmunities and, m re br adly, cultures and s cieties( als in2luence learners behavi rs and c gnitive +r cesses

$22ective teachers ada+t instructi n t the +articular s cial and cultural c nte/ts in 7hich students live8

$22ective teachers create a classr m envir nment that enc urage and su++ rt +r ductive behavi rs and 7ays 2 thinking8

Cha+ter 3

Hist ry

Art

6alk ab ut di22erent culture:s hist ry, such as Native Americans, and the + sitive things they:ve br ught t the c mmunity, t hel+ students have res+ect 2 r ther +e +le:s culture

6alk ab ut di22erent culture:s art 7 rk)and d es di22erent art +r @ect:s inv lving di22erent cultures t hel+ bring the class t gether8 Have students 2 Native American cultures bring in art7 rk 2r m h me, such as necklaces r cl thing8 .2 y u d n t have any students 7ith Native American relatives try c ntacting a l cal museum r send a letter thr ugh ut the sch l asking 2 r su++lies8

During hist ry less n be sure t talk ab ut all cultures, n t +ut them d 7n and try t break students stere ty+es 2 +articular gr u+s in the c mmunity

6alk ab ut + sitive Native American r le m dels, t enc urage g d behavi rs and + sitive 7ays 2 thinking

Having student:s art7 rk 2 Native American +aintings u+ ar und the classr m t enc urage learning) thinking

Cha+ter 0 !ey P ints

Pr vide numer us and varied ++ rtunities t a++ly classr m sub@ect matter t ne7 situati ns and +r blems DPr @ect(based learningE

$nc urage critical thinking Pr blem # lving and Creativity

Cha+ter 0

Hist ry

Art

A2ter having the children read ab ut the Native American +e +le, . 7ill have them discuss as a class 7hat they have read8 6his 7ill hel+ them think utside the b /, and t bec me better critical thinkers8

Have the students create a gr u+ +r @ect 2 the ty+es 2 Native American h uses D?ig7am H mes, , ngh uses, and 6e+ees8E 6hen they 7ill have t +resent their +r @ects t the class, and tell h 7 they created it8 6his 7ill hel+ them understand +r @ect( based learning and h 7 they can take in2 rmati n they already kn 7 t create s mething

"e2 re ur test ver Native Americans . 7ill create a multi+le( ch ice game that has the students 7 rk n bec ming g d +r blem s lvers8 6he students 7ill 7 rk t gether t cancel ut the ans7ers that d n:t +ertain t the Buesti n, until they 2ind the c rrect ans7er8 6his 7ill hel+ the students bec me g d +r blem s lvers8

. 7 uld have the students +icture themselves as a Native American .ndianF . 7 uld have them dress u+ a +a+er d ll h 7ever they +icture themselves8 . 7 uld have 2eathers, +ieces 2 cl th, etc8 2 r them t use8

. 7ill have them l k at di22erent ty+es 2 Native American art 7 rk8 6hen, . 7ill have them create their 7nG

Cha+ter & !ey P ints

$nc urage +lay activities

.nitially intr duce s +histicated reas ning +r cesses 7ithin the c nte/t 2 2amiliar situati ns and gr u+ 7 rk

$/+l re students: reas ning 7ith +r blem( s lving tasks and +r bing Buesti ns

Cha+ter &

Hist ry

Art

?rite a +lay n an im+ rtant event in Native American culture and have students +er2 rm it8

Have students +lay 7ith 2eathers, and beads t make their 7n head+iece8 .ntr duce Native American art by having students dra7 7hat they think Native American art7 rk may l k like8 Have students create art7 rk 7ith things the Native Americans might have used, like 2l 7ers r berries8

#tudents are +r bably 2amiliar 7ith 6hanksgiving, s intr duce y ur less n n Native Americans by talking ab ut the crucial r le they +layed n the very 2irst 6hanksgiving8

Have students +retend they are a Native American, have them 2igure ut h 7 they 7ill get 2 d, heat, and shelter 7ith ut the use 2 m dern techn l gy8

Cha+ter 1 !ey P ints

" th intrinsic and e/trinsic 2 rms 2 m tivati n a22ect learners: behavi rs and c gnitive +r cesses, but s metimes in di22erent 7ays8 $22ective teachers create c nditi ns that address students: basic +sych l gical needs, hel+ students think in 7ays that b st intrinsic and internaliAed m tivati n, and engender +r ductive 2eelings ab ut classr m t +ics8 Address the seven 96ARG$6#; n Princi+les 2 - tivati n and inc r+ rate them int the classr m8

Cha+ter 1

Hist ry

Art

D s mething that 7ill grab the students attenti n such as c nstructing the land bridge that nce e/isted bet7een Asia and N rth America ut 2 clay8 6hey 7ill n t nly gain kn 7ledge 2 the hist ry 2 the land and h 7 it has changed but als it 7ill all 7 them t 7 rk t gether and build relati nshi+s8 6he students 7ill en@ y d ing anything that inv lves venturing 2r m the te/tb k t real(li2e +r @ects8

6hese three key + ints can be inc r+ rated int Native American Art teachings by all 7ing the students t e/+ress themselves thr ugh +r @ects inv lving Native American symb ls8 6hey can all create their 7n uniBue +ainting)mural and have 2un d ing s 8 6his gives them the ++ rtunity t dis+lay their 2eelings and be m tivated t create amaAing art7 rk8

Cha+ter 3 !ey P ints

Devel +mental 6rends( $nc urage +ride in individual and gr u+ achievements

Pers+ective taking( Ability t l k at a situati n 2r m s me ne else:s vie7+ int8

$thnic .dentity( A7areness 2 ne:s membershi+ in a +articular ethnic r cultural gr u+, and 7illingness t ad +t behavi rs characteristics 2 the gr u+8

Cha+ter 3

Hist ry

Art

Create a gr u+ +r @ect, all 7 students t +ick a tribe and c me u+ 7ith a 7ay t get the rest 2 the class t understand and learn ab ut their ch sen tribes8 R le Play( try +utting y ursel2 in a Native Americans sh es8 ?rite a @ urnal +iece ab ut living that li2e and 7hat it 7 uld be like8

Create an art +r @ect that is s mething re+resentati nal 2 the tribe and 7rite a re+ rt8 Present the +r @ect al ng 7ith the re+ rt8 Dra7 a +icture 2 r each @ urnal entry that g es al ng 7ith 7hat y u 7rite8 Create a c llage 2 +ictures that re+resent the tribe 2 y ur ch sing8

Cha+ter 4 !ey P ints

6ask Analysis( Pr cess 2 identi2ying the s+ecial behavi rs, kn 7ledge, r c gnitive +r cesses necessary t master a +articular t +ic r skill8

Direct .nstructi n( A++r ach t instructi n that uses a variety 2 techniBues DBuesti ns and inde+endent +racticeE

+erative ,earning( ? rk in small gr u+s

Cha+ter 4

Hist ry

Art

6alk ab ut the di22erent as+ects 2 Native American hist ry such as everyday living, 7ar2are, etc8

6alk ab ut the di22erent ty+es 2 art the tribes created and 7hat their +ur+ ses 7ere8 #ame 7ith an art less n, ask students h 7 they 2eel ab ut a +iece 2 art8

A2ter teaching a less n n a Native American tribe have a set 2 Buesti ns t ask the students and enc urage a class discussi n8

Create a gr u+ +r @ect that

inc r+ rates art and hist ry8

Cha+ter 5 !ey P ints

? rk hard t im+r ve relati nshi+s that have g tten 22 t a bad start8

Create a sense 2 c mmunity and bel ngingness8

$stablish reas nable rules and +r cedures8

Cha+ter 5

Hist ry

Art

Hind s mething 7ithin the unit that the student really likes and make that a c mm n gr und t 7 rk n y ur relati nshi+8 Have all 2 y ur students 7 rk t gether and have eBual +arts in a +r @ect, 7here each ne has a s+eci2ic @ b they have t d 8 Give them s+eci2ic guidelines t 7 rk n their +r @ects s they c m+lete it c rrectly and 7ith ut getting 22 task8

Hind ut 7hat tribe the student really likes and give them a s+ecial +r @ect t make a mural 2 that ty+e 2 art7 rk8 H r the students that aren:t that great at art, have them 7 rk 7ith a +artner s that they d n:t 2eel le2t ut8 -ake sure the students kn 7 the rules ab ut using the art su++lies s that they d n:t make messes r cause harm t any ne8

Cha+ter *' !ey P ints

Use +er2 rmance assessments 7hen necessary t ensure validity8

De2ine tasks clearly, and give students s me structure t guide res+ nses8

Give detailed and c nstructive 2eedback8

Cha+ter *'

Hist ry

Art

Have the students get inv lved in a debate ab ut the di22erent tribes and 7hat makes them di22erent8 6his 7ill sh 7 that they really understand the material and kn 7 ab ut the Native Americans8

Ask the students +en ended Buesti ns s that they can give an ans7er that includes their +ini n but als has structure8

Give the students a rubric 2 r the debate, a2ter give them the 2eedback 2 7hat they did 7ell and 7hat they can im+r ve n as 7ell8

Have the students create a +iece 2 art Dclay m del, +ainting, head dress, m del h me, etcE8 Give them the ++ rtunity t research 7hat they 7ant t create but guide them n h 7 t get there8 Give the students a rubric 2 7hat y u 7ant s that they have the guidelines t 2 ll 7 and can see 7here they get + ints taken 22 2 r mistakes8