Name:__Rhonda Rinehart_____________________________ Title: _Women’s Influence on Native American Life_______________________________ Grade Level: ___6_____________ SUMMARY OF THE UNIT This unit is designed to teach students about the influence Native American women had in their culture and to dispel the stereotypes about the role women played in their communities. Students will delve deeper into the lives of four influential Native American women using both primary and secondary sources in order to understand the ways in which each woman influenced her community. Those women are Pocahontas, Sacagawea, Nancy Ward, and Francis Slocum. SUGGESTED RESOURCES 1 Photos and videos of museum exhibits American Legends: Life of Pocahontas by Charles Rivers Editors Sifters: Native American Women’s Lives (Viewpoints on American Culture) Theda Perdue – Editor (excerpts on Sacagawea and Pocahontas) Sacagawea: A Biography by April R. Summitt Pocahontas and the Powhatan Dilemma: The American Portraits Series excerpts Pocahontas and Sacagawea: America’s Most Famous Native American Women Charles Rivers Editors Francis Slocum: Child of Two Americas DVD 2007 Maconaquah’s Story: The Saga of Francis Slocum by Kitty Dye The Red Heart by James Alexander Thom Beloved Mother: The Story of Nancy Ward by Charlotte Jane Ellington Wild Rose: Nancy Ward and the Cherokee Nation by Mary R. Furbee Nancy Ward, Cherokee Cheiftainess, Dragging Canoe, Cherokee-Chickamauga War Chief by Pat Alderman MATERIALS NEEDED 2 Smart board for use of primary sources Chart paper / markers Composition notebooks, 1 per student Computers for student research STAGE 1 – Identify desired results Competencies/Standards SS 6.1.15 Describe the impact of industrialization and urbanization on the lives of the individual and on trade and cultural exchange… SS 6.1.16 Trace the individuals, beliefs and events that represent political ideologies… SS 6.1.23 Form research questions and use a variety of information resources to obtain, evaluate, and present data on people…. SS 6.4.2 Analyze how countries in Europe and the Americas have been influenced by trade in different historical periods. Enduring Understandings (“Students will understand THAT…”) Overarching Enduring Understandings Students will understand that Native American women held positions of power and influence within her community. Topical Enduring Understandings Students will understand specific roles women played other than child care and food prep in Native American culture. Essential Questions (“How…” “Why…” “To what extent…”) Overarching Essential Questions In what ways did women influence their Native American communities? Topical Essential Questions How do stereotypes affect the way we view historical societies? How are Native American women’s roles in history the same or different from those of today? Enabling Knowledge and Skills (“What skills and conceptual knowledge must students possess in order to demonstrate understanding – especially on performance tasks?”) 3 Students will know the stereotypes they have about Native American women how to change those views through research Students will be able to compare and contrast information 4 STAGE 2 – Determine acceptable evidence Overview of assessment evidence Briefly describe the types of assessment activities you will use throughout this unit to ensure students are gaining the enabling conceptual knowledge and skills they need so that ultimately they can demonstrate understanding through the major performance task. TYPE OF EVIDENCE Primary performance task Written prompts/ journals Small projects/skill demonstrations/ supporting performances Student selfassessments Observing /conferencing DESCRIPTION OF THE ASSESSMENT ACTIVITY WHICH FACET OF UNDERSTANDING IS EMPHASIZED? Application Students will design a museum exhibit depicting one of the four women studied Attached rubric Reflective journals will be kept throughout the Interpretation unit with occasional prompts Application Students will compare and contrast women’s roles in the past to those of the present Interpretation Students will use reflective journals to assess personal progress Self-knowledge Explanation Throughout unit teacher will be observing and Evaluation conferring with each student Explanation Quizzes/ tests Other 5 Reflective essay over entire unit using 6-traits Application writing rubric GRASPS details for the primary performance task Use the GRASP format to provide more detailed information about the primary performance task through which you will assess students’ growing understanding. GRASPS Use of GRASPS in this Unit Students will design a museum style exhibit about one of the women Goal Provide a statement of we have studied based on what they have learned. the task. Establish the goal, problem, challenge, or obstacle in the task. Working groups the students will become the curator of a museum Role Define the role of the exhibit to tell the true story of a particular Native American woman. students in the task. State the job of the students for the task. Anyone who would come to a museum to learn more about these Audience women Identify the target audience within the context of the scenario. Example audiences might include a client or a committee. They will be teaching the general public about the true lives of these Situation Set the context of the women and not what we believe to be true. scenario. Explain the situation. Product Clarify what the students will create and why they will create it. Students may design any type of museum style exhibit including but not limited to a 3D display or animatronic script. Standards and Criteria Students will be given a rubric for this project. Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students. 6 STAGE 3 – Design learning activities Use the WHERETO model to identify the type – but not the sequence – of instructional activities required to promote the desired results. Following the WHERETO model is an optional calendar for actually scheduling the sequence of learning activities. Note that assessment activities (the second “E” and to some extent the “R” in WHERETO) are embedded throughout the unit. WHERETO How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? “W” Ideas How will you hook students at the beginning of the unit? “H” Ideas “E1” Ideas E What events will help students experience and explore the big ideas and questions in the unit? How will you equip them with needed skills and knowledge? “R” Ideas R How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? “E2” Ideas E How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? “T” Ideas T How will you tailor instruction to meet student need in readiness, learning style, and interest while remaining true to the desired result? O How will you organize learning experiences to maximize engagement and W H 7 Students will be told that we are going to study four influential Native American women. We will earn about their daily lives, spiritual beliefs, influence in community finances, and their appearance. Culminating with the development of their museum exhibit. Students will draw a picture depicting what they believe was the daily life of a Native American woman including chores, dress, housing, etc. Books, websites, primary sources, journals Journal reflections, class discussions, conferring Daily questioning, conferring, journal reflections Students will have choices on how to design final display. “O” Ideas This unit will be organized so that we study each of the chosen women throughout their lives. understanding and minimize misconceptions? Sequence of unit learning and assessment activities Calendar Monday Lesson #1 Tuesday Lesson #2 which will continue throughout unit Wednesday Thursday Friday Lesson #3 Sacagawea Lesson #4 Francis Slocum Lesson #5 Pocahontas Lesson #6 Nancy Ward Lesson #7 museum display work Final project due 8 9 Lesson # 1 Title: What do I believe? Duration: 1 day Learning Goals Based on Standards: SS6.1.16 Essential Questions: What roles did Native American women play in their communities? Students will Know: Students will Understand: Students will Do: They have stereotypical beliefs about the role Native American women played in their communities. What stereotypes are and how they affect society A drawing depicting what they believe to be a day in the life of a Native American woman Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Drawings and discussion will be assessed based on details in drawing and participation in discussion. Instructional Activities/Sequence: Students will be given a piece of construction paper and asked to draw a scene depicting what they think would be a day in the life of a Native American woman including chores, appearance, housing, etc. Discussion will be part of the next lesson. 10 Resources: Construction paper Pencils Crayons Markers Rulers Lesson # 2 Title: Fact or Crap Duration: 1 day Learning Goals Based on Standards: SS 6.1.23 Essential Questions: How do stereotypes change or stay the same throughout history? 11 Students will Know: Students will Understand: Students will Do: What a stereotype is and how they have changed or stayed the same throughout history Native American women’s roles in their communities. A chart that states which women’s roles are “Fact or Crap” in Native American society Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Chart will be updated throughout unit. Each student will keep his or her own copy of the chart in the journal for use in a writing essay at the end of the unit which will be graded using the 6-traits rubric. Instructional Activities/Sequence: A two column chart will be displayed on the board. Students will make a copy of this chart in their journals. Through discussion we will try to decide if the pictures they drew the day before depict “Fact or Crap” in reference to the things the women are doing, how they are dressed, or the type of housing they lived in. 12 Resources: Chart paper Markers Journals Pictures drawn by students the day before Lesson # 3-6 Title: Biography Duration: 4 days Learning Goals Based on Standards: SS 6.1.23 Essential Questions: What did women offer to their communities in leadership, finance, spiritually, and family? 13 Students will know: Students will Understand: Students will Do: How to do biographic research to answer specific questions about the subject The ways each woman contributed to her tribe and to the building of America Biographic research on four Native American women Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Using the given graphic organizer, students will write a short biography about each woman in his or her journal. Instructional Activities/Sequence: Students will be put in to 4 groups, 5 to 6 students per group. Each group will research the four chosen women; Pocahontas, Sacagawea, Francis Slocum, and Nancy Ward using the given graphic organizer. They will be given 3 days for research and the 4th to write a short biography in their own journals. Each group will then rotate to the next woman for 3 days and the 4th day of writing biography and so on until each group has researched each woman. 14 Resources: Books as listed in resources Graphic organizer attached to this unit Journals Computers for research Lesson # 7 Title: Museum Exhibit Duration: 5 to 7 days Learning Goals Based on Standards: SS 6.1.16 SS 6.1.23 Essential Questions: How did these women help to shape her community as well as the forming of our own country? 15 Students will know: Students will Understand: Students will Do: How to put together a quality museum exhibit How women can and do influence the world we live in Put together some type of museum quality exhibit on their chosen Native American woman Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students will be assessed based on the attached rubric. Instructional Activities/Sequence: Students will remain in the groups they have been working in to do their research. Each group will be assigned one of the studied women on which they will develop a museum style exhibit. They can chose to do a 3D display, or they could write a script for an animatronic display, or any other way they chose to show what they have learned about the influence these women had in the past. 16 Resources: Whatever the students might need to complete their group projects. Biography Report Graphic Organizer Name ___________________________________________ Subject Name ________________________________________________________ Use this graphic organizer to help you organize your thoughts as you do your research. Complete this form using fragmented sentences and notes. What did this woman do in her everyday life? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________ 17 In what ways did she interact with the white Europeans? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________ What were her important contributions to her tribe? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________ What kinds of things did she do that women still do today? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________ What made her special? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________ Where did you get your information? 18 Book title/author ______________________________________________________________ _____ Book title/author ______________________________________________________________ _____ Book title/author ______________________________________________________________ _____ Website ______________________________________________________________ _____ Website ______________________________________________________________ _____ Website ______________________________________________________________ _____ 19