Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson
Ohio Standard
Connection
Fine Arts: Music
Historical, Cultural and
Social Contexts
Benchmark B
Identify and respond to
music of historical and
cultural origins
Indicator 5
Recognize and describe
ways that music serves as
an expression in regional
cultures.
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;
Lesson Summary:
This series of lessons is designed to guide students to
describe ways that music serves as an expression in
regional cultures. In addition, students should gain a more
thorough understanding of the cultures of groups of people
who have settled in Ohio over time. The students will
engage in the research and presentation of a group project
that depicts one of the Ohio cultural groups including
information on:
 time and place (when and where the people lived);
 customs (ceremonies, celebrations, traditions, food);
 practices (music, art, dance);
 social behaviors (family unit, clothing).
The final project must include four components:
 music;
 time and place;
 two other components chosen from customs, practices
or social behaviors.
Estimated Duration: This instruction will take
approximately 440-560 minutes and may be broken into 11
– 14 sessions approximately 40 minutes each. It will be
necessary for each teacher to adjust this instruction to fit
their particular schedule as music specialists’ schedules
vary greatly across the state.
Commentary:
This lesson assumes that students know what expression is
and can discuss music including the use of elements of
music in a particular music work using appropriate music
vocabulary. The lesson assumes students have a basic
understanding of what a culture is and what makes a culture
(e.g., food, clothing, housing, religion, ceremony, music).
A brief review is included in the first lesson.
Instructional Tip:
This lesson is conceived to be taught by the music
specialist, fourth grade classroom teacher, and media
specialist. It would be most valuable educationally to have
the lessons integrated. It is certainly more beneficial for the
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Interdisciplinary Lesson
d.
e.
f.
Amish and
Appalachian
populations;
African-Americans;
Recent immigrants
from Africa, Asia and
Latin America.
Social Studies
Social Studies Skills and
Methods
Benchmark A
Obtain information from a
variety of primary and
secondary sources using
the component parts of the
source.
Indicator 1
Obtain information about
state issues from a variety
of print and electronic
sources, and determine the
relevance of information to
a research topic:
a. Atlases;
b. Encyclopedias;
c. Dictionaries;
d. Newspapers;
e. Multimedia/Electronic
sources.
Indicator 2
Use a glossary and index to
locate information.
Benchmark B
Use a variety of sources to
organize information and
draw inferences.
Indicator 5
Identify main ideas and
supporting details from
factual information.
Commentary (Continued):
child’s understanding to have connections interwoven into a
seamless whole with connections among the standards made
apparent through the very structure of the instruction.
Realizing that this is not always possible, alternative
avenues for sharing the instruction should be considered.
One variation would be to have each content area specialist
teach his or her own component towards his or her content
area standards, benchmarks and indicators during a set time
frame. This can be effective if each of the teachers makes a
conscious effort to share the interplay of the content and
skills needed to research, organize and explore the culture
of a group of people. The lessons and Pre-Assessments have
been labeled for each content area, if this division of duties
is selected.
Pre-Assessment:
Instructional Tip:
In this lesson, students will explore the music of various
cultures. In order to research and compare music from
various cultures, it is important for the students to discuss a
music selection and be able to compare and contrast it with
other music selections by using various elements in the work.
The Pre-Assessment does not directly address the indicator of
this lesson (culture), but rather the students’ readiness for
exploring Ohio regional music.
Music:
Through classroom use of listening examples and discussion,
teacher will assess students’ knowledge of elements of music
and the students’ ability to apply that knowledge when
discussing a listening example. The goal of this PreAssessment is to make sure that students can describe the use
of the elements of music in various music examples (e.g.,
dynamics, timbre, rhythm, melody). Refer to Day One for
instructions.
Social Studies:
Through classroom discussion, the teacher will assess the
students’ knowledge of some of the components of culture
including:
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Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson




time and place (when and where the people lived);
customs (traditions, ceremonies/celebrations, food, clothing);
practices (music, art, dance);
social behaviors (family unit, religion).
Refer to Day One for instructions.
Scoring Guidelines:
Music
Gauge the students’ knowledge and application of music knowledge by observing the student
discussion. Are students able to distinguish among the elements of music in a particular piece of
music? Student responses may include:
 I hear drums.
 The boys are singing.
 The melody (or tune) jumps around.
 The song is slow.
 I think this is a sad song because it is slow, it is in a minor key, etc. (The important part is
that the student give a musical reason for the mood.)
 I hear strings, but I don’t know what kind.
If the students are unable to discuss music using the elements of music, they may need more
practice with this type of listening activity before continuing with the unit.
Social Studies:
Gauge the students’ knowledge of the components of culture by observing the student
discussion. Do the students have an idea about what culture is? Are they able to give examples
of parts of culture such as:
 time and place (when and where the people lived);
 customs (traditions, ceremonies/celebrations, food, clothing);
 practices (music, art, dance);
 social behaviors (family unit, religion).
Are the students able to describe another culture?
Based on this informal assessment, determine if it will be necessary to modify the instruction to
include more information about culture prior to starting this unit.
Instructional Tip:
If the students seem to lack understanding in music as expression or of culture in general,
teachers should plan additional activities to help students develop the necessary understandings
prior to moving into the lesson. For example, the music teacher may want to go back to familiar
pieces of music and discuss with the students how the music serves as an expression of the
culture of the people. The text of the song Simple Gifts indicates a great deal about the cultural
traditions of the Shaker People. The students may also bring a music selection from home and
ask other students to assume the role of a detective by listening to the piece and determining
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Interdisciplinary Lesson
what they believe the musicians are trying to express. (If the students bring in their own music,
the teacher should preview the music for appropriateness for school activities.)
Post-Assessment:
The Post-Assessment will be in the form of a group project. Students will demonstrate their
understanding of a particular Ohio regional culture through the preparation and presentation of a
project that includes components of culture. The project must include a music selection that
reflects the culture. The music work may be a listening selection, a song with a dance or game
or an instrumental piece to play (perhaps on recorders or barred instruments). Students will work
in groups of four or five to create a presentation (e.g., collage, diorama, artwork, video,
multimedia presentation, drama, song) that depicts the culture of an Ohio-regional people.
Final assessment will include:
 Attachment A, Student Project Worksheet
 Presentation of the final project to a group of peers with a verbal summary of the cultural
components (Attachment B, Final Project Rubric).
 An assessment by peers of the project that will allow students to share their individual
contributions to the project (Attachment C, Peer Assessment Part I and II).
Scoring Guidelines:
The final project will be scored using Attachment A, Student Project Worksheet; Attachment B,
Final Project Rubric and Attachment C, Peer Assessment Part I and II.
Instructional Procedures:
Day One
The Pre-Assessment is meant to assess the students’ readiness to have the discussions about
culture and musical expression. The students need to be able to discuss music works using the
elements of music and to compare and contrast music of various cultures.
Music:
1. List the following groups of Ohio people on the board
a. Ohio Native Americans
b. European immigrants
c. Amish populations
d. Appalachian populations
e. African-Americans
f. Latin American
f. Asian American
2. Ask students to predict through brainstorming what kind of music they would expect to hear
from each group. You may need to suggest characteristics to consider (e.g., rhythm, melody,
form, content of lyrics, instrumentation, vocal quality). Have a volunteer write the possible
characteristics on the board as column headings.
3. Check to see if the predictions were close. Teacher should lead the students in listening and
discussing of four pieces of music (Choose four cultures from the above list, then select one
music selection from each). Ask, based on the suggestions we wrote on the board, which
group do you think this music belongs to?
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4. Gauge the students’ knowledge and application of music knowledge by observing student
discussion. Are students able to discuss the piece of music demonstrating their knowledge of
the elements of music? Are they able to distinguish among the elements of music used in a
particular piece of music?
Student responses may include items such as:
 I hear drums.
 The boys are singing.
 The melody (or tune) jumps around.
 The song is slow.
 I think this is a sad song because it is slow, it is in a minor key, etc. (The important part is
that the student give a musical reason for the mood.)
 I hear strings, but I don’t know what kind.
5. If the students are unable to discuss music using the elements of music, they may need more
practice with this type of listening activity and identifying and defining the elements of music
before continuing with the unit.
Social Studies:
The teacher will lead students in a discussion of what culture is. Students should be made aware
that these categories overlap.
6. Do the students have an idea about what culture is? Are they able to give examples of parts
of culture such as:
a. time and place (when and where the people lived);
b. customs (traditions, ceremonies/celebrations, food, clothing);
c. practices (music, art, dance);
d. social behaviors (family unit, religion).
7. Are the students able to describe another culture? The teacher may prompt by choosing a
culture and asking specific questions such as:
a. What kind of clothes do they wear?
b. What does their music sound like?
c. Do they dance?
d. Do they celebrate the same holidays as you do – or do they celebrate other holidays?
e. Where do the people live?
f. When did the people live?
8. Based on this informal assessment, determine if it will be necessary to modify the instruction
to include more information about culture prior to starting this unit.
Instructional Tip:
If there is a particular cultural group that is prevalent in your area (e.g., people of Hungarian
descent), it may be helpful to use their culture to share examples of the various components
(foods, religion, music, etc.).
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Ohio Regional Cultures – Grade Four
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Days Two and Three
Social Studies
9. Teachers will present the instructions for the final project, Attachment D, Final Project
Instruction Sheet, and a model of the final project.
Instructional Tips:
 To develop the model, teachers will choose one of the cultural groups from the standards
(Attachment E, Ohio Regional Cultures). This model should include all of the components
that the students will be expected to include in their final group project (see Attachment A,
Student Project Worksheet).

On the wall or board the teacher should have a large piece of paper divided into categories
and cultures (see Attachment F, Music Comparison Chart). Each student presentation will
include four components. Each group will write a brief summary of each of the components
for their culture on index cards (one component per card). As the students finish presenting a
component, they will place the card on the appropriate square on the comparison chart.

The teacher should present the model in the same manner that the students will for their
presentations.
 Teachers must include a song, game or other hands-on activity.
 Teachers may choose to invite a guest culture bearer who may share information or a
performance with the class.
Instructional Tip:
A culture bearer is someone who belongs to the cultural group and could present first-hand
information about their beliefs, customs and practices. For example, the teacher may have a
Native American dance group perform a traditional dance, present information on the Native
American culture, and answer questions. A parent or grandparent of one of the students may be
of a particular ethnic heritage that is being studied. Invite that person to come and share his/her
culture with the class.
10. After presenting the model, the teachers will share with the students the process of
researching the culture, gathering materials and developing a presentation. The teachers
should also emphasize that this is only one form of the final project (e.g., collage, singing
game). As students research their culture, the teachers will help them decide which form may
be best for the culture chosen.
11. Teachers will arrange or assign student project groups and have students consider their
culture choices for the final project. The students will choose a culture from the list provided
(attachment E, Ohio Regional Cultures). The students may not choose the group presented
by the teachers as a model.
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Instructional Tip:
The teachers may want to have each group submit a piece of paper listing their top three choices.
From these, the teacher can assign a cultural group. The students should know their group no
later than the beginning of the instruction Day Four.
Days Four and Five
Instructional Tips:
 Because the materials may not be readily available at your school library, it is important that
the teachers preview what is available at your library and gather additional materials for the
students to use. These materials may include a list of appropriate Web resources, listening
selections, books and articles on the various cultures. A limited list of resources may be
found under Research Connections later in this lesson.

Because Internet searches can take up a great deal of time and not all sources are reliable, it
will be necessary for the teachers to preview sites and develop a short list of appropriate sites
to use for each culture.
Media Specialist:
12. During Days Four and Five, students will be working in their groups to gather and record the
information that will form the basis of their final projects. These work days should take
place in the library or media center. Ideally, the students should have access to computers,
the Internet and a CD or tape player to listen to recordings. If ethnic instruments are
available in the music room, students may work there as well. At the end of the two days, the
students should have completed the first step in their final project, Attachment A, Student
Project Worksheet.
a. The teachers will supply each group with a copy of Attachment A, Student Project
Worksheet. This worksheet will be used to guide the gathering and recording of pertinent
information for the project.
b. Teachers may present information as necessary regarding types of materials and
resources available, proper citation of materials used, note taking or other methods and
skills for researching.
13. The teacher should help the students determine the relevance of information to research topic
through the use of atlases, encyclopedias, dictionaries, newspapers and multimedia or
electronic sources. Students should use a glossary and index to locate information.
14. Student groups will work independently to identify main ideas and supporting details from
factual information and to fill out Attachment A, Student Project Worksheet.
Days Six (Several class sessions will be required to complete the instruction in Day Six.)
All content areas:
15. Teachers will facilitate the students’ organization of the materials found on the research days
(Days Four and Five). Teachers help students determine which presentation form they will
use (e.g., collage, diorama, artwork, video, multimedia presentation, drama). Students will
prepare and practice for the final class presentation. Teachers will be available for
questioning, troubleshooting and facilitation throughout this process.
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Instructional Tips:
 Determine the amount of time each group will be allotted for their class presentation and
inform students (10-15 minutes).
 The students may wish to bring in supplies from home or alternatively, to work on portions
of the project at home. Because this is a significant project, it is advisable to send home a
project packet so that the parents are informed and can assist their children as needed. The
project packet includes: Attachment A, Student Project Worksheet; Attachment B, Final
Project Rubric; Attachment C, Peer Assessment; and Attachment D, Final Project
Instruction Sheet. Some teachers may choose to only have the students work on the project
at school. In either case, the teachers may expand or decrease the number of days spent on
research and/or project preparation accordingly.
Day Seven (Several class sessions will be required to complete the instruction in Day Six.)
Teachers should have sufficient copies of the Attachment B, Final Project Rubric and
Assessment C, Peer Assessment.
16. At the beginning of class, have all students fill out Part I of Attachment C, Peer Assessment,
and hand in.
17. Hand out Part II of Attachment C, Peer Assessment Part II. Have students complete their
assessment after each group completes their presentation. If the presentations take more than
one day, collect the forms after each day and redistribute the next day.
18. Proceed with student presentations. Each group will present four components. As the
students finish presenting a component, they will place the card on the appropriate square on
Attachment F, Music Comparison Chart.
Instructional Tip:
Assign one student who is not presenting on this particular day to be the timekeeper. The
timekeeper will need a watch with a second hand or stop watch and three large cards. The first
card should be a reminder that the group has used half of their time (e.g., Five minutes left or 5);
the second card should be a one or two minute warning and the final card should be a time’s up
card. The teachers may choose to have a different timekeeper for each presentation.
Instructional Tips:
 If the teachers are able to observe the final projects as a team, they may each fill out an entire
set of rubrics for each project (three complete rubric sets form the assessment) or they may
choose to assess only indicators in their own content area (one complete rubric set forms the
total assessment). If it is not possible for all of the teachers to be present for the final
presentation, the presentations could be videotaped for later assessment. It may be possible
for the teachers to meet after school or during common planning time to assess the projects or
they may choose to divide the components according to content area and assess separately.
This will have to be determined at each school.

A videotape of the final projects may be helpful for student portfolios, parent
communication, and assessment purposes.
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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).
 Due to the flexible nature of this project, the students may choose the method of presentation
that best fits their learning style.
 The teachers may choose to assign work groups according to the strengths or needs of
individual students.
 Attachment A, Student Project Worksheet, used for gathering research for the presentation, is
created in such a way that students may provide minimal information or expand on any of the
components included.
Extensions:
 Students could bring in music that represents their cultural heritage. Students could listen
and play detective to figure out the cultural influence.
 Students could try to create a piece of music using stylistic traits of a particular culture.
 To further extend understanding of the various peoples who have settled in Ohio, students
may develop a questionnaire to help them glean information about the families who have
settled in Ohio and each student’s cultural heritage.
 Culture bearers could be invited to come into class and present information about their
cultures.
 Students could take fieldtrips to museums or historical sites to learn more about the people
who have settled in Ohio.
Homework and/or Home Connections:
 The teacher may have students ask their parents or grandparents to describe their cultural
heritage and how music is a part of that culture.
 The teacher may provide students with additional website research regarding a culture
specific to their region of Ohio.
 Teachers may choose to send home an information packet so that parents are aware of the
project and how they can help their child at home.
Materials and Resources:
The inclusion of specific resources and references to particular artists or works of art in any
lesson developed by the Ohio Department of Education should not be interpreted as an
endorsement of the particular resource, artist or artwork. The Ohio Department of Education
does not endorse any particular resource, artist or artwork.
The Web addresses listed are for a given site’s main page, therefore, it may be necessary to
search within the site to find the specific information required for the lesson. Please note that
information published on the Internet changes over time and the links provided may no longer
contain the information related to a given lesson. Teachers are advised to preview all sites
before using them with students.
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For the teacher:
chalkboard or whiteboard, chalk or markers, CD or tape player; individual
cultural resources including books, songs, games and listening selections
For the student:
computers with Internet access (if possible), library, resource materials,
ethnic instruments (if available), paper, pencils, markers, materials for the
various project formats selected
Vocabulary:
*Term found in the Fine Arts Academic Content Standards Music Glossary.


culture bearer: A person belonging to a cultural group who can present authentic information
about the beliefs, customs and practices of the culture.
elements of music*
Instructional Tip:
Many vocabulary terms specific to the culture selected will emerge as students are working on
projects. It may be helpful to have a vocabulary chart in the classroom where students can add
vocabulary words and definitions as they find them
Technology Connections:
Students will be using various media including tape players, CD players, computers and the
Internet to listen to music selections, research materials for their group projects and present final
group projects.
Research Connections:
Anderson, W.I. and Campbell, P.S., eds. Multicultural Perspectives in Music Education. Reston,
VA: Music Educators National Conference,1996.
Anderson, W.I. and Moore, M.C., eds. Making Connections: Multicultural Music and the
National Standards. Reston, VA: Music Educators National Conference, 1998.
Brophy, T.S. Assessing the Developing Child Musician: A Guide for General Music Teachers.
Chicago: GIA Publications, Inc., 2000.
Websites:
Ohio people and cultures:
www.ohiohistory.org/
Many resources on Ohio history and culture including teacher and student resources and an Ohio
encyclopedia.
Native Americans:
http://dactyl.som.ohio-state.edu/Densmore/
The Densmore Project: Music of the Native Peoples of North America. The goal of the
Densmore Project is to encourage awareness and understanding of traditional Native American
music by providing documentary materials and research tools via the world-wide web.
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Ohio Regional Cultures – Grade Four
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www.500nations.com/
This incredible Native American super site lists nations by state, places to visit and events of
tribes. It also includes information on pow wows.
www.ohiou.edu/esl/elective/NativeAmerican.html
Students at the Ohio Program of Intensive English, Ohio University, study Native Americans,
their religion, art, culture, history and current social issues, particularly tribes of the Ohio area.
This page collects interesting links to resources on these topics.
www.shakerwssg.org/fort_ancient_hopewell_native_ame.htm
Fort Ancient.
www.lkwdpl.org/schools/elempath/nativamer/
This Native Americans of Ohio site was developed by students at an elementary school in Ohio –
very student friendly! A lot of the information is from the Ohio's Historic Indian Heritage site.
www.clevelandart.org/educatn/index.html
Cleveland Museum of Art education pages.
www.ch4549.org/onestate/
Northeastern educational television of Ohio has developed a program entitled “One state many
nations.” This program includes videos, teacher guides, lesson plans, teacher information and
music information.
www.placesohio.com/ohio-native-sites/
Native American sites to visit in Ohio.
Amish:
http://ist-socrates.berkeley.edu/~caforum/volume2/vol2_article2.html
This is a comprehensive article including cultural information and musical examples from
Cultural Analysis, Volume 2, 2001 "Es Sind Zween Weg": Singing Amish Children into the
Faith Community. D. R. Elder, The Ohio State University, USA.
www.amish.net/
Amish.Net is a website devoted to Amish Country information, Amish-made products, tourism
services and information about the Amish people, history and culture.
Appalachian:
www.ed.wright.edu/diversity/AppalachianCulture.htm
This Appalachian culture site from Wright State University includes many links to terrific
informational sites about Appalachian culture.
Attachments:
Attachment A, Student Project Worksheet
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Attachment B, Final Project Rubric - Music
Attachment C, Peer Assessment Part I and Part II
Attachment D, Final Project Instruction Sheet
Attachment E, Ohio Regional Cultures
Attachment F, Music Comparison Chart
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Attachment A
Student Project Worksheet
Description/Notes
Source:
Title
Author
Date
Pages
Publisher
Component:
Name of cultural group
Music selection
Select a music selection
that reflects the culture.
The music work may be a
listening selection, a song
with a dance or game or
an instrumental piece to
play (perhaps on recorders
or barred instruments).
Use of Elements of Music
Describe the music
selection as instrumental
or vocal or both using
elements of music as a
guide (e.g., timbre,
melody, rhythm, harmony,
texture).
Ways music serves as an
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expression of the culture
Tell how you think this
music selection serves as
an expression of the
culture.
Description/Notes
Source:
Title
Author
Date
Pages
Publisher
Component:
Time and place (when
and where the people
lived)
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Choose any TWO below.
Customs (ceremonies,
celebrations, traditions,
food)
Practices (music, art,
dance)
Social behaviors (family
unit, clothing)
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Attachment B
Final Project Rubric – Music
12 points total
Music selection
Includes a music
selection that
reflects the culture
(listening selection,
a song with a dance
or game or an
instrumental piece
to play).
Use of Elements of
Music
Describe the music
selection using
music elements as a
guide using at least
three elements.
Ways music serves
as an Expression
Tell how you think
this music selection
serves as an
expression of the
culture listing at
least three ways.
4
Includes appropriate
music selection and
leads appropriate
music activity
(song, games,
dance, listening).
3
Includes appropriate
music selection and
attempts an
appropriate activity.
2
Includes appropriate
music selection, but
no activity.
1
No music selection,
but includes
accurate
information about
music.
0
No music
information present.
Students accurately
describe the use of
three elements of
music in the music
selection.
Students accurately
describe the use of
at least two
elements of music
in the music
selection.
Students accurately
describe the use of
at least one element
of music in the
music selection.
Students describe
No description.
the use of elements
of music in the
music selection, but
the information may
not be accurate.
Students describe
three ways music
expresses culture.
Students describe
two ways music
expresses culture.
Students describe
one way music
expresses culture.
Students attempt to
describe ways that
music expresses
culture.
No ways given.
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Attachment B
Final Project Rubric
Social Studies
(16 points total)
3
Includes accurate
information about
time and place.
2
Includes accurate
information about
time or place.
1
Includes minimal
information about
time or place.
Choose TWO from customs, practices or social behaviors
Includes thorough,
Includes accurate
Customs
(ceremonies,
accurate
information about
celebrations,
information about
customs.
traditions, food)
customs.
Includes some
information about
customs.
Includes minimal
No information
information about at given.
least one custom.
Includes some
information about
practices.
Includes minimal
No information
information about at given.
least one practice.
Time and place
(when and where
the people lived)
Practices (music,
art, dance)
4
Includes complete,
accurate
information about
time and place.
Includes thorough,
accurate
information about
practices.
Includes accurate
information about
practices.
0
No information
given.
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Social behaviors
(family unit,
clothing)
Includes complete,
accurate
information about
social behaviors.
Includes accurate
information about
social behaviors.
Includes some
information about
social behaviors.
Includes minimal
information about
social behaviors.
No information
given.
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Attachment B
Final Project Rubric
Skills and Methods
16 points total
Obtain information
about state issues
from a variety of
print and electronic
sources and
determine the
relevance of
information to a
research topic.
Use a glossary and
index to locate
information
(4, 2 or 0 points).
Identify main ideas
and supporting
details from factual
information.
4
Includes relevant
information
gathered from at
least three types of
sources
(encyclopedia, atlas,
Internet, etc.).
Students were able
to use resources
appropriately to find
relevant information
using a glossary or
index.
Resources include a
variety of
appropriate primary
and secondary
sources.
3
Includes relevant
information
gathered from at
least two types of
sources
(encyclopedia, atlas,
Internet, etc.).
Resources include
appropriate primary
and secondary
sources.
2
Includes relevant
information
gathered from at
least one type of
sources
(encyclopedia, atlas,
Internet, etc.).
1
0
Includes some
No relevant
information
information present.
gathered from at
least one type of
sources
(encyclopedia, atlas,
Internet, etc.).
With much
guidance, students
were able to find
relevant information
using a glossary or
index.
Some appropriate
Minimal resources
resources were
were included.
included.
Students were
unable to use a
glossary or index to
find information.
No resources cited.
19
Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson
Final Presentation/
Creativity
Group presentation
shows evidence of a
high level of
organization,
preparation and
creativity.
Group presentation
shows evidence of
organization and
preparation and
includes two areas
that are very well
done or show
creativity.
Group presentation
shows some
evidence of
organization and
preparation and
includes one area
that is very well
done.
Group presentation
shows minimal
effort in
organization and
preparation.
No final class
presentation of
project.
20
Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson
Attachment C
Peer Assessment
Name: _____________________________
Date: ________________________
Part I: Group peer assessment:
1. Rate your own level of performance on this project:
Superior
I contributed my very
best in all areas of the
project (research and
presentation).
Great
I contributed to most
areas of the project
(research and
presentation).
Average
I contributed to the
project (research or
presentation).
Poor
I did not contribute
very much to the
project (research or
presentation).
2. Rate your group members’ level of performance on this project:
Group
Member’s
names
Superior
He/she
contributed
his/her very best
in all areas of the
project (research
and presentation).
Great
He/she
contributed to
most areas of the
project (research
and presentation).
Average
He/she
contributed to the
project (research
or presentation).
Poor
He/she did not
contribute very
much to the
project (research
or presentation).
21
Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson
Attachment C (Continued)
Peer Assessment
Name: _______________________________
Date: ________________________
Part II: Presentations of all groups (please fill in after each presentation is completed).
Rate the presentation of each group.
4
3
2
1
Superior
Great
Average
Poor
This was
This was
This had
This group
amazing!
really good
some parts
needs to
but a few
that were
work on
things could very good
quite a few
be better.
and three or things.
more parts
that could be
better.
Group
Number
Culture
22
Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson
Attachment D
Final Project Instruction Sheet
The fourth grade students are beginning a study about cultures of people who have lived in Ohio
over time. Through the research and presentation of a group project, each student will develop a
greater understanding of the music and culture of the people of Ohio.
Students will work in groups of four or five to create a presentation (e.g., collage, diorama,
artwork, video, multi-media presentation, drama) that depicts the culture of an Ohio regional
people. The project will include information on:
 Time and place (when and where the people lived);
 Customs (ceremonies, celebrations, traditions, food);
 Practices (music, art, dance);
 Social behaviors (family unit, clothing).
The final project must include four components:
 Music
 Time and place
Two other components chosen from customs, practices or social behaviors.
The final assessment will include:
 Attachment A, Student Project Worksheet
 Presentation of the final project to a group of peers with a verbal summary of the four
cultural components using Attachment B, Final Project Rubric-Music.
 An assessment of the project by peers that allows students to share their individual
contributions to the project using Attachment C, Peer Assessment Part I and Part II.
23
Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson
Attachment E
Ohio Regional Cultures
Native Americans: The Paleo Indians
Native Americans: Archaic Indians
Native Americans: Woodland Indians (Adena and Hopewell)
Native Americans: Late Prehistoric Indians (Fort Ancient)
Historic Indians of Ohio Ottawa
Historic Indians of Ohio Wyandot
Historic Indians of Ohio Mingo
Historic Indians of Ohio Miami
Historic Indians of Ohio Shawnee
Historic Indians of Ohio Delaware
European immigrants (this group may be subdivided)
Amish populations
Appalachian populations
African-Americans
Recent immigrants from Africa
Recent immigrants from Asia
Recent immigrants from Latin America
24
Ohio Regional Cultures – Grade Four
Interdisciplinary Lesson
Attachment F
Music Comparison Chart
MELODY HARMONY TONE
RHYTHM DYNAMICS TEXTURE
COLOR
CULTURE
1
CULTURE
2
CULTURE
3
CULTURE
4
CULTURE
5
25