American Indian Technologies - Grade Four Interdisciplinary Lesson Ohio Standards Connection Technology Nature of Technology Benchmark A Compare and discuss the characteristics of technology in our community. Indicator 3 Describe ways creative thinking, economics, and culture influence technological development (e.g., Wright Brothers, powered flight, air commerce). Indicator 4 Recognize that creative thinking, economics and culture influence technological development (e.g., a city may need to design a mass transit system for transportation while a small town may use personal vehicles). Benchmark B Identify, describe, and discuss the core concepts of technology. Indicator 3 Cite examples of how tools and machines extend human capabilities (e.g., automobiles are more efficient than walking great distances). Lesson Summary: This lesson explores the technologies used by various Ohio American Indian nations. Students learn how technology: extended the tribe’s capabilities; demonstrated the tribe’s creativity; effected their development; impacted the tribe’s cultural development. Groups of five students research particular Ohio American Indian tribes. Each student within each group takes on the role of cultural storyteller or historian, and is responsible for researching and communicating the skills, knowledge and artifacts of one of five facets of technology used by that tribe - communication, construction, manufacturing, clothing or agriculture and food production. Each of the five people studying a particular culture produces a written and oral report discussing the following four aspects of the technology researched: How the technology extended the tribe’s capabilities; How the tribe creatively used the technology; What effect the tribe’s economy had on the technology it used and developed; What effect the tribe’s cultural beliefs and customs had on the development of that technology. In addition, each student creates a physical model of the technology to illustrate its use by that tribe. This lesson brings together technology and social studies and is designed for the elementary school classroom. It can be taught individually by the classroom teacher or in collaboration with the social studies specialist. Estimated Duration: Four hours over five days Commentary: Most studies of American Indian culture in the elementary grades look at the technology used by that culture, including methods of communication, construction, clothing, manufacturing, agriculture and food technology. Studying a culture’s technology though interesting is rarely seen as a way to understand a particular culture’s way of life. 1 American Indian Technologies - Grade Four Interdisciplinary Lesson Technology and Society Interaction Benchmark C Explain and demonstrate the influence of technology throughout history. Indicator 1 Describe the advantages that resulted from people making and using tools (e.g., importance of the gristmill, sawmill, carding mill to early Ohio settlements). Social Studies People in Societies Benchmark A Compare practices and products of North American cultural groups. Indicator 1 Describe the cultural practices and products of various groups who have settled in Ohio over time. a. The Paleo Indians, Archaic Indians, Woodland Indians (Adena and Hopewell) and Late Prehistoric Indians (Fort Ancient); b. Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware); c. European immigrants; d. Amish and Appalachian populations; e. African-Americans; f. Recent immigrants from Africa, Asia and Latin America. By studying a particular Ohio American Indian culture from a technological perspective, students gain new insight as to how that culture used technology creatively, how its economy influenced the use of technology and how its cultural customs and beliefs affected the technological development. By studying technology’s impact on an early culture, students find it easier to understand how creative thinking, economics, and culture influence technology today. Pre-Assessment: Show pictures of various artifacts of a North American culture not found in Ohio. Be sure to include a picture of an artifact from each of the technology types. Students write the name of the artifact, the technology type it belongs under and a brief description of its purpose on Attachment A, American Indian Technologies Worksheet. Students with writing difficulty could orally describe the artifact and its technology type, or paste the picture of the artifact under the correct heading and have someone write the information for them. After students complete the worksheet, have them check their sheets with partners for differences in their answers and discuss them. Allow time for the class to discuss the differences and how they resolved them. Make sure students understand the type of technology they are to research. Scoring Guidelines: Examine student answers on Attachment A, American Indian Technologies Worksheet. Identify any students who were not competent in defining types and help students improve in this area. Give students more examples of American Indian artifacts. Reinforce the purpose of the example and identify under which type the example should be placed. Communication (wampum belts, totem pole, drum, war paint, smoke signals, rock carvings, tent decorations, weaving patterns, trail markers, storytellers) Construction (tipis, wigwams, igloos, longhouse, cliff houses) Clothing (headdress, beads, jewelry, moccasins, leggings) 2 American Indian Technologies - Grade Four Interdisciplinary Lesson Manufacturing (blankets, bowls, baskets, weapons, canoes, trading goods) Agriculture and Food Production (corn and other crops, hunting, fishing, smoked meats and fish, wild fruits and berries, medicinal plants) Post-Assessment: Students present the results of their research to the class. Students are assessed on how well they understand these four topics: 1. How this technology extended the tribe’s capabilities; 2. The creative ways the culture used this technology; 3. The role their technology type played in the culture’s economic needs; 4. The impact of the tribe’s culture on the development of this technology. Scoring Guidelines: See Attachment B, Post-Assessment Rubric. Instructional Procedures: Day One 1. Conduct pre-assessment activities: Have students complete pre-assessment worksheet (Attachment A, American Indian Technologies Worksheet). Discuss student answers. Review technology types. Day Two 2. Consider asking the School Library Media Specialist (SLMS) to discuss the role of a storyteller (to explain the physical world as interpreted by the tribe, to keep track of the tribe’s history and to help members of the tribe learn cultural beliefs and ways of doing things) with students. Ask the SLMS to provide examples so that students get a feel for the narrative-storytelling style of writing. 3. Ask students why it is important to record or remember a tribe’s history and customs, and why others need to know it. Explain that history and customs define each tribe and make it distinct from other tribes. Knowledge of history and customs help people make sense of their world, instructs them on how to function socially within the culture and perform important cultural functions and ceremonies. 4. Assign students the role of the storytellers for various Ohio American Indian tribes, notably the Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware. Choose teams of five students. Each team member studies a type of technology. Students research and present information on how the culture developed and used one of the five types of technology. Ask the library media specialist for available resources, print and nonprint. The five types of technology are: Communication – ways of gathering and sharing information through drawings, designs, clothing worn for ceremonies, war, or to signify people of importance in the tribe, pictographs, dance and storytellers; 3 American Indian Technologies - Grade Four Interdisciplinary Lesson Construction – building shelters and other structures; Manufacturing – making things to use or trade; Clothing – creating things to wear to protect them from nature, for decoration, to signify an individual’s position of power or importance in the tribe, like a chief or medicine man; Agriculture and food production – gathering, growing, preparing, distributing and storing food. Instructional Tip: Group students in one of these ways: Assign them randomly to a tribe; Allow each student to choose a technology, then assign him or her to a tribe; Allow each student to choose a tribe, and then distribute the technologies within the group. 5. Ask students to describe each topic using the discussion list. 6. Have students in each group list tools or materials used by Ohio American Indians that would fit under their technology types. 7. With the class, discuss the examples listed under each topic. Have the class verify that the tools or materials listed fit under those topics. Have them determine when the tools or materials might have been used by an American Indian in Ohio (in the 18th or early 19th centuries). See if they can offer more examples. Days Three and Four Instructional Tip: See Attachment D, Apache Technology, which shows how the Apache used technology creatively, how technology impacted their economy and how the Apache culture created and modified technology to suit its needs. This chart can be used to help students better understand how to cover discussion points in their narratives. 8. Remind students to research and answer the following four points concerning their technology types for their tribes’ culture: How did this technology extend the tribe’s capabilities? What were some of the creative ways the culture used this technology? What role did your technology type play in meeting the culture’s economic needs? What impact did the tribe’s culture have on the development of this technology? 9. Have students begin research on the technology types. Require that they use print and electronic resources to find information on their tribes’ technology types. See the Materials and Resources section for keywords for Web searches. Ask the SLMS to help. 10. Ask students to use the Attachment C, Information Organizer, to organize the information found on the four points of their technologies. 4 American Indian Technologies - Grade Four Interdisciplinary Lesson 11. Once the research phase is complete, help students organize the information into written narratives, using storyteller’s style, describing how their tribes used the technology. The narrative must address the four points. Instructional Tip: Give the students a feel for a narrative-storyteller style of writing by providing a model, such as Circle of Stories, by the Public Broadcasting System. See the Materials and Resources section for the Web site. For homework, students make models of examples of the technology researched. They create a three-dimensional model out of either natural materials (sticks, clay, plant material, stones), resources at school or home (paper, cloth, cardboard) or a combination of both (a longhouse made of sticks and bark held together with glue or clay). The model is to be a scale model of a historically accurate artifact or process used by that tribe. It is to look as realistic as possible, but does not need to be a working model. In the presentation, the student will need to explain what the model represents and describe how that technology was developed and used by the tribe. NOTE: Students may be interested in creating a weapon replica. The classroom teacher should be prepared to address this issue according to school policy. Day Five 12. Students present their narratives as written and oral reports to the class. Instructional Tip: Have materials available for students to make their models. (See the Materials section for suggestions on things to have on hand.) Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Allow students having difficulty researching or writing their narratives to work with a teacher or students to help them find the information or do the writing. Students could record their narratives onto a tape recorder to present them as a spoken narrative in the tradition of many American Indian storytellers. Students who remember information better by making things to represent that information could create more detailed physical models such as dioramas and use them as visual “notes” when they give their oral narratives. Visual learners could use pictures they create to illustrate their oral descriptions of the tribe's use and development of the technology type. Physical or kinesthetic learners could act as storytellers when giving their narratives. 5 American Indian Technologies - Grade Four Interdisciplinary Lesson Extensions: Investigate the impact of European settlements on American Indians in Ohio. Compare the technology of the tribe in Ohio to the technology of the same tribe after it moved out of the state; Compare the Ohio tribe’s technology to another tribe that lived outside Ohio such as the Sioux, Seminole, Inuit or other tribes; Visit the Ohio Historical Society or other American Indian resources in Ohio. See Materials and Resources for other suggestions including real-life and online points of interest. Home Connections: Have students find places or things in their community or in the state that use American Indian names and create lists to share with their classmates. Have students investigate how modern culture uses and modifies technology related to their topic to suit its needs or how that technology impacts the economy. How does modern culture use the technology differently than the Ohio American Indian tribe? How has the technology changed since the Ohio tribe used it? Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site's main page; therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time; therefore, the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. Note: Some Web sites contain material that is protected by copyright. Teachers should ensure that any use of material from the Web does not infringe upon the content owner's copyright. For the teacher: blackboard or chart paper, chalk or marker, pictures of artifacts of nonOhio American Indians (communication, construction, clothing, manufacturing, and food technology), books and Web sites on American Indian cultures, materials for physical models (clay, paper, scissors, tape, craft sticks, recycled material, glue, twigs, grass, cloth and pipe cleaners) For the student: materials for physical models, one computer per student for Internet searches and word processing, library resources on American Indians (print and nonprint) 6 American Indian Technologies - Grade Four Interdisciplinary Lesson Web sites: American Indian Culture www.native-languages.org/home.htm American Indian Art from the Smithsonian Institute www.nmai.si.edu/exhibitions/first_american_art/firstamericanart.html Circle of Stories (American Indian storytellers) www.pbs.org/circleofstories/index.html Native Basket making www.nmai.si.edu/exhibitions/baskets/ Ohio American Indians (click the tribe name, or the choices on left of the page) www.ohiohistorycentral.org/ohc/history/h_indian/tribes/index.shtml Ohio Historical Society www.ohiohistory.org click on Ohio Pix for pictures click on Ohio History Teachers for education resources o click on Teacher Resources o click on top bar, Case Histories, for artifacts o click on top bar, Ohio Information, for research Key words for Internet searches: native languages of the Americas: Facts for kids (many tribes listed) American Indians of Ohio native technology Delaware Indians Web sites Delaware American Indians Lenni Lenape Lenape Indians Miami tribe Miami Indians Miami American Indians Miami Indian culture Ottawa culture Algonquian culture Ojibwa culture Ottawa nation Wyandot nation of Kansas 7 American Indian Technologies - Grade Four Interdisciplinary Lesson Vocabulary: agriculture – the practice of cultivating the soil, producing crops, and raising livestock clothing – garments that are worn communication – exchanging information between individuals construction – the act of building structures Delaware – a member of an American Indian people originally of the Delaware River valley economy – the production, distribution, and consumption of goods and services manufacturing – the making of raw materials into a finished product Miami – a member of an American Indian people originally of Wisconsin and Indiana Mingo – a small group of natives related to the Iroquois Indians. Ottawa – a member of an American Indian people of Michigan and southern Ontario Shawnee – an Algonquian-speaking North American Indian tribe whose first known home was the central Ohio River Valley. storyteller – a member of a American Indian tribe who told the history and legends concerning the tribe Wyandot – a member of an American Indian group formed in the 17th century Library Connections: In 2003, the State Board of Education and the Ohio Department of Education established library guidelines that represent a standards-based education approach to school library programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library guidelines provide a variety of content-specific, grade-level indicators describing information literacy, literacy linked to library-based technologies, and media literacy experiences for students. Featured on pages 204-219 are sample activities for making library connections across academic content standards and disciplines. Also included are gradeband models for student research and specific information concerning copyright and fair use of materials laws. K-12 teachers are encouraged to utilize the library guidelines and collaborate with the SLMS whenever possible. Ohio’s library guidelines can be found under the heading of Library at www.ode.state.oh.us, keyword search Library. Library Literacy and Reading Support Benchmark C Tell stories and facilitate multidisciplinary reading experiences. Benchmark H Share multicultural children's books in culturally conscious ways. Information Literacy Benchmark C Explore and use various forms of literature for schoolwork and personal enjoyment. Indicator 1 Listen to stories read by library media center staff. 8 American Indian Technologies - Grade Four Interdisciplinary Lesson Media Literacy Benchmark A Explain the intended effect of media communications and messages when delivered and received by various audiences and for various purposes. Indicator 2 List and label the various ways in which people are presented and represented through costume and setting in a variety of media communications delivered and received. Indicator 3 Recognize what topic of information is delivered through a specific media message and chosen format (e.g., informational, recreational, personal greeting). SLMS will introduce the role of storyteller using examples and library resources. Print materials such as Magic Moccasins by Jane Barks Ross are specific to Ohio tribes. SLMS may serve as an intervention specialist for struggling or gifted students. Research Connections: Marzano, R. et al. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. 1. Identifying similarities and differences enhances students’ understanding of and ability to use knowledge. This process includes comparing, classifying, creating metaphors and creating analogies and may involve the following: Presenting students with explicit guidance in identifying similarities and differences Asking students to independently identify similarities and differences Representing similarities and differences in graphic or symbolic form 2. Summarizing and note taking are two of the most powerful skills to help students identify and understand the most important aspects of what they are learning. 3. Nonlinguistic representations help students think about and recall knowledge. This includes the following: Creating graphic representations (organizers), Making physical models, Generating mental pictures Drawing pictures and pictographs, and Engaging in kinesthetic activity Technology for All Americans Project, Measuring Progress: A Guide to Assessing Students for Technological Literacy, Reston, VA: International Technology Education Association, 2004. Standards-based student assessment supports the systematic, multi-step process of collecting evidence on student learning, understanding and abilities and using that information to inform instruction and provide feedback to the learner, thereby enhancing 9 American Indian Technologies - Grade Four Interdisciplinary Lesson learning. Students should be assessed often using a variety of tools and methods. The design of student assessments should follow set principles, such as utilizing authentic assessment that provides students the opportunity to demonstrate their knowledge and abilities in real-world situations. (Note: the complete publication and other resource materials are available online at the Ohio page of the ITEA Center to Advance the Teaching of Technology and Science [CATTS] web link: http://www.iteaconnect.org/EbD/CATTSresources/CATTSresourcesOH01.htm Attachments: Attachment A, American Indian Technologies Worksheet Attachment B, Post-Assessment Rubric Attachment C, Information Organizer Attachment D, Apache Technology 10 American Indian Technologies - Grade Four Interdisciplinary Lesson Attachment A American Indian Technologies Worksheet Write the name of the artifact or action being shown in each picture. Circle the correct technology type the artifact or action represents. In the space provided, write a one-sentence description telling what the artifact or action was used for by an American Indian culture. Picture One: Name of Artifact or Action: __________________________________ Circle the correct technology type: communication, construction, clothing, manufacturing, agriculture and food production Use: Picture Two: Name of Artifact or Action: _________________________________ Circle the correct technology type: communication, construction, manufacturing, clothing, agriculture and food production Use: Picture Three: Name of Artifact or Action: ________________________________ Circle the correct technology type: communication, construction, manufacturing, clothing, agriculture and food production Use: Picture Four: Name of Artifact or Action: _________________________________ Circle the correct technology type: communication, construction, manufacturing, clothing, agriculture and food production Use: Picture Five: Name of Artifact or Action: _________________________________ Circle the correct technology type: communication, construction, manufacturing, clothing, agriculture and food production Use: 11 American Indian Technologies - Grade Four Interdisciplinary Lesson Attachment B Post-Assessment Rubric Skills, Understandings, and Performances 4 3 2 1 Correctly identifies many artifacts and procedures related to the technology and successfully explains for all how they extend the culture’s capabilities Identifies several artifacts and procedures related to the technology and explains for many how they extended the culture’s capabilities Identifies a few artifacts and procedures related to the technology and explains for a few how they extended the culture’s capabilities Identifies two or fewer artifacts and procedures related to the technology but fails to explain how they extended the culture’s capabilities Understands creative thinking, economics, and culture that impact technological development Shows incisive understanding of an American Indian tribe's creative thinking, economics and culture impacting its technological development Shows solid understanding of an American Indian tribe's creative thinking, economics and culture impacting its technological development Shows basic understanding of an American Indian tribe's creative thinking, economics and culture impacting its technological development Shows little understanding of an American Indian tribe's creative thinking, economics and culture impacting its technological development Models a tribe’s technological artifact Historically and accurately recreates a technological artifact created or used by selected tribe Recreates an artifact probably created or used by selected tribe Creates an artifact model representing one possibly created or used by selected tribe Creates an artifact model which fails to represent one created or used by selected tribe Presents welldesigned written report, oral presentation and physical model, demonstrating an indepth understanding of how the group used and developed technology, communicating well to peers and teachers Presents effective written report, oral presentation and physical model, demonstrating a competent understanding of how the group used and developed technology, communicating well to peers and teachers Presents written report, oral presentation and physical model with some evidence of preplanning, demonstrating satisfactory understanding of how the group used and developed technology, communicating with some effectiveness to peers and teachers Presents unplanned written report, oral presentation and physical model, demonstrating a poor understanding of how the group used and developed technology without clearly communicating to peers and teachers Recognizes tools and procedures of technology that extend human capabilities Demonstrates presentation and communication skills 12 American Indian Technologies - Grade Four Interdisciplinary Lesson 13 American Indian Technologies - Grade Four Interdisciplinary Lesson Attachment C Information Organizer Your Name __________________________ Your Tribe ________________ Your Technology Type (Circle one): Communication Construction Clothing Manufacturing Food List tools, materials, objects and activities that your tribe used or created that would belong under your topic: 1. 2. 3. 4. 5. How did these things help make your tribe's work easier or improve their lives? In what ways did your tribe use these things that were different than the way they were used by other people? How were these things used or traded by your tribe to obtain other things the tribe needed? How did your tribe create these things or improve them? 14 American Indian Technologies - Grade Three Interdisciplinary Lesson Attachment D Apache Technology Technology Type Communication Construction Clothing Manufacturing Agriculture or Food Preparation Creative use of technology Art work on pottery, baskets, blankets, deerskins told story, expressed ideas Danced for religious ceremonies Clothing and makeup were symbols of war or social position in tribe Technology's effect on economy Cultural influence on technology Apache baskets were large and fit on the back to enable a person to carry almost all of his possessions at once Many designs are unique or are trademarked art works of the Apache Wickiup for shelter (dome shape from wood poles covered in bush, grass, reeds) Some used Pueblo adobe huts Some made grass huts Some Plains Apache used buffalo tipis Used deerskin for clothing, blankets, robes Fancy dress for ceremonies included kilts, masks, wooden or feather headdresses, body paint Ability and willingness to travel to find food enabled Apache to meet and trade with other tribes, or, in some cases, to raid another village and leave quickly Used simple structures that were quick to erect and made of local materials. Shelter fit the nomadic hunting style of most of the Apache tribes Apache raided other settlements* for goods when they needed them Apache clothing items made from deerskin have unique designs decorated with symbols and patterns meaningful to their culture Made baskets and pottery for storage and rapid movement of possessions Made knives, axes, arrows, spears, clubs and slingshots for hunting, food preparation, and war Traded buffalo hides, tallow, meat, bones (for needles and punches), salt from desert for Pueblo cotton, blankets, turquoise, corn Apache baskets and clothing were popular items that were sold or traded with other tribes and tourists Traded buffalo, deer, desert salt with Pueblo or Navajo for corn, blankets Raided other settlements* for food or goods if needed Apache used many ideas from other tribes with whom they traded or conquered Most Apache hunted buffalo or deer for food, or traded with Pueblo for food (corn) Hunted with arrows, spears, slingshots, clubs Some lived off land (berries, roots, small game) Some Apache farmed beans, corn, squash Used stone lined fire pits to steam wild yucca and mescal plants After the Spanish invasion, Apaches used horses for hunting Collected and prepared pine nuts for carbohydrates and fats Roasted agave fruit Gathered chia seeds (*Includes American Indian and EuroAmerican settlements) 15