Technology Training with Steve Gibbs

Technology Integration Unit Outline

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Name: Kensho Nishimura
Project Title: CA Native American Background
Project Subject: Native American History in California
Grade Level(s): 3
Email address: kensho.kuma@gmail.com

Essential Question: How Native American tribes adapted and survived in their
surrounding habitat; their religious beliefs, customs, and
traditions, and how the landscape has changed since the 1800’s.
Scaffolding What Native American tribes existed in California since the
Questions: 1800’s?
What were their religious beliefs, customs, and traditions?
How did these Native American tribes live? What did they do
for food, shelter, and clothing?
What has happened to the Native American population in
California since the 1800’s?
How has the landscape changed since the 1800’s?
Approximate Length of Unit (days, weeks)
3 weeks
Goals:

Objectives: Students will be able to comprehend the religious background, customs, and
traditions of Native American tribes in California; they will also learn how the tribes
adapted to their surrounding environment.

Unit Summary and Sequence of Events – give details:

Student groups will create a multimedia research presentation about the religious beliefs,
customs, and traditions of a specific Native American tribe from California; the group is
also responsible for presenting the population of this respective tribe since the 1800’s and
the landscape change which has occurred throughout the years in what was once their
territory.
Week 1: Student groups will thoroughly research the religious backgrounds, customs, and
traditions of their respective tribe, and collect online images and sound bites. The images
will be uploaded to an online photo sharing site, and turned into a slide show. The
students are responsible for presenting their slide show with a minimum of fifty relevant
images and accompanying soundtrack.
Week 2: Student groups will research the habitat, in which their tribe lived in, and how
they acquired food, shelter, and clothing; groups will prepare a Power Point presentation
which presents the habitat and the means in which they survived there.
Week 3: Student groups will search for modern day images of their tribe’s territory and
create a Power Point presentation which presents the contrast. The whole class will be
given a test covering the religious beliefs, customs, traditions, and habitat adaptation, of
all tribes presented.
Software and Hardware needed:
Internet access, Power Point, Projector.
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Accommodations for Differentiated Instruction

Resource Student: Additional computer support will be provided during lunch hours
and afterschool when computer lab is available; the instructor will
also provide tutorial demonstration on search engines, of
simplified ways to search for images and sound bites.
Gifted Student: Gifted students will be asked to research additional images of the
tribes and modern day pictures of their territories; they may be
also asked to lead an editorial session, when it comes time to
select the fifty required images.

IDENTIFY STANDARDS – Select two or three standards from each category

and copy/paste them into this document
Specific Teacher Performance Expectations (TPEs):

Specific CA Content Standards:

3.1 Students describe the physical and human geography and use maps, tables,
graphs, photographs, and charts to organize information about people,
places, and environments in a spatial context.

1. Identify geographical features in their local region (e.g., deserts, mountains, valleys,
hills, coastal areas, oceans, lakes).

3.2 Students describe the American Indian nations in their local region long ago and
in the recent past.

1. Describe national identities, religious beliefs, customs, and various folklore traditions.

2. Discuss the ways in which physical geography, including climate, influenced how the
local Indian nations adapted to their natural environment (e.g., how they obtained food,
clothing, tools).

Specific ISTE Tech Standards for Teachers:

Specific ISTE Tech Standards for Students:

REFERENCES – List websites, books, magazines, and other resources

used to collect content information for this unit
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