Indigenous Dwellings Inquiry Kit - Community

Indigenous Dwellings Inquiry Kit Rebecca Thompson Fall 2010

Created and Written by Rebecca Thompson

ARNOLDRM39@brandonu.ca

Fall 2010

This resource is freely shared by the author whose only request is that she receive acknowledgement during all quotations from and/or use of the resource

Indigenous Dwellings Inquiry Kit Rebecca Thompson

Table of Contents

Fall 2010

Rationale

Outcome Map

Annotated Bibliography

Book Reviews



The Tipi: Traditional Native American Shelter by A. Hungrywolf



Houses of snow, skin and bones: Native dwellings: The far north by B.

Shemie



Houses of bark:Tipi, wigwam and longhouse:Native dwellings: Woodland indians by B. Shemie



Houses of hide and earth: Native dwellings: Plains indians by B. Shemie



Houses of wood: Native dwellings: The northwest coast by B. Shemie



Mounds of earth and shell:Native sites:the southeast by B. Shemie



Houses of adobe:Native dwellings:the southwest by B. Shemie



Storm Maker’s Tipi by P. Goble

Lesson Plans



Plan 1: Indigenous Dwellings Project Using Bonnie Shemie book series



Plan 2: Focus on Tipis: Dwellings of the Plains



Plan 3: Focus on Tipis: Tipi Art



Plan 4: Sharing Learning: Indigenous Dwellings in Math

Tipi Book Lesson and Instructions

Indigenous Dwellings Inquiry Kit

Rationale

Rebecca Thompson Fall 2010

The following Indigenous Inquiry Kit is on Indigenous Dwellings. The kit can be used in a grade 5 classroom, with one lesson that is designed with a shared learning component with the grade 8 class.

The kit is designed to be taught as a mini unit but could easily be expanded to make a full unit or be integrated throughout the year.

The kit is composed of four lessons and incorporates ELA, Social Studies, Art, and Math. The first lesson is an overview of all the different regions of dwellings and gives the students a chance to focus on one area that interests them. The students then have to create a way to present the knowledge they have gained about their region. The second lesson focuses in on the Plains region, where we currently reside. Students in this lesson will look at tipi construction and tipi life. They will also use math skills to measure and construct a scale model. The third lesson focuses on the art found on tipis and students will have the opportunity to recreate a tipi design on canvas. The final lesson involves the grade 5 students teaching the grade 8 students about indigenous dwellings. The grade 8s, using their math knowledge of Pythagorean Theorem, nets and volume, would create a net for a tipi and then use that to create a tipi.

The resources I chose for my kit includes a variety of books on tipis and other indigenous dwellings. I found a book series by Bonnie Shemie that are excellent for a grade 5 level social studies class and other curricula areas. Throughout this mini-unit students will be able to use them. The other books are more so focused on tipi design and life.

The reason I choose this particular topic for my IIK was because for my student teaching placement I was aware that I would be required to teach grade 5 social studies, in particular the section dealing with early indigenous dwellings and way of life. So from there, even though I was not sure if I

Indigenous Dwellings Inquiry Kit Rebecca Thompson Fall 2010 could use my kit in other subjects, I expanded the kit to fit in other curricula areas. By doing this I had a mini unit I could use in the future as a cross-curricula unit or integrated lessons throughout the school year. When out student teaching I had the opportunity to have the students do research on the indigenous dwellings using the Bonnie Shemie book series and then in groups create a model for their region.

In the future I would like to expand my kit to focus more on Indigenous life, especially art. I really enjoy Indigenous artwork and I would like to incorporate it into the curriculum where possible!


Outcome Map: Indigenous Dwellings Inquiry Kit

• 3.1.4 Create and Follow a Plan: Gather and record information and ideas using a plan.

• 4.2.1 Appraise own and others’ work- participate in developing criteria to respond to own ideas and others’ oral, written, and visual creations and use the criteria to suggest revisions

• 4.4.1 Share ideas and information: prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience

• 4.4.3 Attentive listening and viewing- show respect for presenter(s) through active listening and viewing and other audience behaviours

(such as giving polite feedback, responding to the speaker’s gestures, showing attentive body language…)

• 5.2.4 Evaluate group process: assess group process using checklists, and determine ideas for development; set group and individual goals.

• KI-006 Compare daily life in diverse First Peoples communities Examples: food, clothing, shelter; roles of men, women, children, Elders…

• KL-016 Locate on a map of North America the traditional territories of

First Peoples.

• KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment.

• 5-8 A-C1.1 Students generate multiple ideas and images for artmaking from personally meaningful and relevant sources

(e.g., cultural traditions)

• 5-8 A-U1.2 Students identify, describe, and compare works of art and design from various times, places, social groups, and cultures(include: art and design from past and present, global,

Canadian, and

Manitoban cultures, including First Nations,

Inuit, and Metis)

• 5-8 A-U2.2 Students demonstrate awareness of general characteristic of art within groups

(e.g., cultural, social, historical, art movements)

• 5-8 A-U3.4 Students demonstrate appreciation of art as a means of experiencing and exploring own and others’ lives (e.g., feelings, values, stories, events, cultures)

• 5.SS.2 Demonstrate and understanding of measuring length (mm) by selecting and justifying referents for the unit mm and modelling and describing the relationship between mm and cm units and between mm and m units

• Grade 8

• 8.SS.1 Develop and apply the Pythagorean theorem to solve problems.

• 8.SS.2 Draw and construct nets for 3-D objects.

• 8.SS.4 Develop and apply formulas for determining the volume of right prisms and right cylinders.

• 8.SS.5 Draw and interpret top, front, and side views of 3-D objects composed of right rectangular prisms.

• Students will demonstrate awareness of innovations developed by traditional

Aboriginal societies for various purposes. Ex.

Shelter, food gathering.

• Students will demonstrate awareness of traditional Aboriginal approaches to the management of natural resources. Ex. Hunting, planting, harvesting

• Students will demonstrate awareness of innovations developed by traditional

Aboriginal societies for various purposes.

Examples: shelter, food gathering

• Students will identify on a map the traditional lands of the Aboriginal people of Manitoba

• Students will describe different types of traditional dwellings used by Aboriginal people of Manitoba

• Students will demonstrate awareness of the history of

Aboriginal art

• Students will demonstrate an understanding of various

Aboriginal art forms


Annotated Bibliography

Fall 2010

Literary Resources

Cavendish, M. (1991). The north american indians: Homes, food and clothing. Bellmore: Marshall Cavendish Corporation.

This is an easy to read research book that could be used anywhere from Grade 4-8. It looks at different types of indigenous dwellings including tepees, wigwams, long houses, buildings of the canyons, and earth lodges. It also has information on furniture, clothing, and other everyday items. The book includes a section at the back that has a table of tribes, maps of tribal areas, and a map of major linguistic areas.

Goble, P. (2007). Tipi: Home of the nomadic buffalo hunters. Bloomington: World Wisdom, Inc.

This book is full of wonderful information and drawings of tipis. It also has stories of the origins of certain tipi designs. It also includes photocopy pages of tipi activities and has detailed instruction on how to construct a tipi. Good teacher and student resource.

Goble, P. (2001). Storm maker's tipi . New York: Atheneum Books for Young Readers.

See Review

Hungrywolf, A. (2006). The tipi: Traditional native american shelter. Summertown: Native Voices.

See Review

Shemie, B. (1989). Houses of snow, skin and bones: Native dwellings: The far north. Toronto : Tundra

Books.

See Review

Shemie, B. (1990). Houses of bark:Tipi, wigwam and longhouse:Native dwellings:Woodland indians.

Toronto: Tundra Books.

See Review

Shemie, B. (1991). Houses of hide and earth: Native dwellings: Plains indians. Toronto: Tundra Books.

See Review

Shemie, B. (1992). Houses of wood: Native dwellings: The northwest coast. Montreal: Tundra Books.

See Review

Shemie, B. (1993). Mounds of earth and shell:Native sites:the southeast. Montreal: Tundra Books.

See Review

Shemie, B. (1995). Houses of adobe:Native dwellings:the southwest. Montreal: Tundra Books.

See Review

Yue, D., & Yue, C. (1984). The tipi: A center of native american life. New York: Alfred A. Knopf, Inc.

This is a short non-fiction book that reads like a story. It has lots of good information pertaining to tipi life. The book is full of excellent pencil drawn diagrams.

Non-Literary Resources

Acrylic Paint (Blue, yellow, red, green, black, brown)

These are the most common colors found on tipis. Students can use the paint to complete a tipi art project

(lesson 3) and also use them in an indigenous dwelling project (lesson 1).


Coloured Gravel


The gravel can be used in the indigenous dwellings project also (lesson 1) and also in tipi construction. Stones were used to hold down tipi sometimes and also to make things like campfires.

Modelling Clay (variety of colors)

The modelling clay could be used in creating their indigenous dwellings to create support for the structure or to be modelled in to objects or inhabitants (lesson 1).

Sticks

Sticks can be used to make indigenous dwellings such as tipi, wigwam, and longhouses. They can also be used for the math lesson (lesson 2) demonstrating different lengths and how to measure in mm and convert to cm and m.

Wooden Shapes (squares)

The wooden squares could be used to make furniture and boxes for the indigenous dwellings project. They could also be used in the tipi design art project and templates for shapes for tipi covers or stuck on cover depending on the artist design.

Internet Resources

http://www.native-languages.org/houses.htm

This website gives brief explanations of different indigenous dwellings as well as providing photographs and picture of each. Some of the photographs are of reconstructed dwellings or dwellings that still exist today.

This website also has lots of links to other websites with more information and pictures. REALLY GOOD

RESOURCE for students and teacher. http://www.kstrom.net/isk/maps/houses/housingmap.html#buttons

This website is a little denser with information and would make an excellent teacher resource but may be a little too much for younger students depending on reading level. This site is good because it includes maps of indigenous tribe settlement and types of dwellings. http://www.wonderville.ca/v1/activities/tipi/tipi.html

This website has an interactive video where students can help build a tipi. It is geared to about a grade 4-5 level but it is a lot of fun and gives lots of information in a different way than just reading a book. http://www.youtube.com/watch?v=983JxTJMXV8

This short video show a family putting up a three pole style tipi. The video has been sped up but is slow enough to see the process.


Review/Critique: The Tipi: Traditional Native American Shelter by Adolf Hungrywolf

1.

Book details

Hungrywolf, A. (2006).

The tipi: Traditional Native American shelter.

Summertown : Native Voices.

2.

Why book was chosen

I chose this book because I liked the layout. The book is split into different sections but the information is presented through primary sources and photographs. A source like this is great for a classroom because it is good to have examples of primary sources and hear the words from those that were part of the history.

3.

Summary/Overview of book

Hungrywolf’s book talks about Tipi life, from the construction of the tipi to the dwellers living in the tipis. He has decided to split his book in to sections including an introduction, different cultural areas that had tipis and how to build a tipi. The book is set up using primary information from Indigenous people that lived in tipis, to explorers who interacted with the Indigenous people, and accounts from Hungrywolf himself. Some of the information is given in story-like form while some is more diary-like. The book is also filled with photographs of tipis and their inhabitants. It illustrates all the different types of tipis. Finally to conclude, in the book, Hungrywolf has included a section on the specific instructions to set up a tipi the traditional way.

4.

Specific quotes from text

“The buffalo skin tent used by our family during this hunt was of my own construction. The hide obtained during a summer hunt were used for tent skins, for parfleches, bags, and rawhide ropes, but never for robes; while those obtained on the winter hunt were tanned for use as robes, bed coverlets, bedding, and winter moccasins. This was our old-time custom. I never knew of any who used winter hides for a tent cover.”(p.34)

“‘Tipi creeping’ was probably known by the young plainsman in the foreground, though unmarried girls in most tribes were carefully guarded. Sneaking into someone else’s tipi at night was a common, though dangerous, venture back when lodge owners kept weapons hardy to defend against marauding enemies. These small lodges with their short poles look like part of a hunting camp, rather than a powwow or ceremonial gathering. Although the man has on a coat and hat, the weather much have been warm since all the lodges have their covers raised at the bottom.”(p.45)

5.

Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be knit into the various curricular areas to achieve stated curricular outcomes

Grade 5: ELA GLO 2 SLO 2.2.1 Experience various texts: experience texts from a variety of forms and genres

(such as historical fiction, myths, biographies…) and cultural traditions; explain preferences for particular types of oral, literary, and media texts. This is a different style of book because it is presenting information but it is purely done using first-hand accounts. This book would be a good example of primary information in the form of written and visual contexts. Some examples of how it could be used are for a research project maybe on tipis or used for a comprehension task.

Grade 5: Social Studies: Cluster 2

This book could be used for inquiry on Plains Aboriginals way of life or on tipi life. Sections of it or pictures from the book could be used to activate learning. I am going to use this book as a resource for students to use on an inquiry project on an aspect of tipi life.

Grade 8: Math: Shape and Space cluster

The section of this book that talks about how to construct a tipi and could be used to aid students in constructing to scale models that they could use in math class to study angles, volumes, and areas. Tipis are a really good example of the geometric shape of a cone (3D) and a triangle (2D).


6.

My questions, inferences, visual images, thoughts, reactions, feelings, opinions

A lot of the accounts in the book were from a woman named Buffalo-Bird-Woman. I would now like to look into her history a little more and see if there is more information on her. It could be a good project for a classroom too!

I really liked this book because of the way it was set up. It was a really delightful way to read a non-fiction book and because it was first-hand accounts it was more personal and you could really connect to the individuals in the accounts.

7.

My transformed thoughts: What is not written in the story but now I am thinking about…

I am now wondering if there any tribes or communities now that will still use tipis or are they just made for ceremonial purposes. It is interesting how so many modern Indigenous buildings have some architectural design that mimics the tipi. It would be interesting to do a study on modern Indigenous architecture and how it relates to traditional dwellings.

8.

Would you use/recommend this book for your school and/or classroom? (Underline one)

Highly recommend Recommend Maybe for additional reading Do not recommend

9.

Any additional comments?

I think that students need to experience more books like this one that is so primary source based. So often students look at reproduced information, which is okay, but I think books like this are treasures. Book like this one have so much more emotion and information in them.

Outline Adapted from: Gear, A. (2006). Reading power . Markham, ON: Pembroke Publishers.


Review/Critique: Houses of snow, skin and bones by Bonnie Shemie

1.

Book details

Shemie, B. (1989).

Houses of snow, skin and bones: Native dwellings: The far north.

Toronto : Tundra

Books.

2.

Why book was chosen

I chose this book because I am reading the series of books by Bonnie Shemie called Native dwellings. I plan on using the books in an Aboriginal dwellings project. Like her other books, I like the layout and the content she provide, as well as the beautiful illustrations.

3.


Bonnie Shemie book is split into the following headings, “The severest climate on earth”, “How the snow house is built”, “Living in snow houses”, “Shelter of stone, skin and whalebone”, “The Alaska sod-house”, “Summer dwellings-tents of many kinds”, “Other tents”. Here is a brief description of each section:

“The severest climate on earth”-

This section introduces the Inuit people who lived in Northern Canada and

U.S, and their dwellings. Here the weather is so cold a person could die in a matter of hours. Inuit people discovered away to make dwellings that protected them from the elements using the very limited resources they had. In the winter they used igluvigak (igloos), which were dome shaped structures made out of snow. These snow structures were very strong and were warm enough to survive the winter months.

“How the snow house is built” This section gives instructions on how the Inuit people created igloos. Using a single layer of hard tundra snow, Inuit would carve out blocks that sloped in to the middle. As the blocks were piled up a dome was created. An entrance tunnel was then added on the front of the igloo. The igloo could be small for a short stay or multiple igloos could be connected together to create a family dwelling for the winter months.

“Living in snow houses” This section talks about what it was like inside the igloo. Inuit people have a great knowledge of cold and warm air. They added platforms in their snow houses in order to be closer to the warm air and tunnels to stop cold air from entering. The igloo could be quite strong and some Inuit people would use lamps to melt the ceiling of the igloo and then a allow it to refreeze into ice. Snow houses that were connected together in order for a whole family to live together had different purposes for each room. The only area where Inuit people lived in igloos all winter was Northern Central Canada.

“Shelters of stone, skin and whalebone” This section talks about other forms of shelter used during the winter in other areas of the Far North. Quarmang or quarmak were used in “Greenland, the Eastern Arctic, Baffin and other islands of the High Arctic.”(p.14) Whales were a main source of food and shelter in this region. Whaling was very dangerous but worth the rewards. The food that one whale provided was enough for a village for a season and the bones made great support for dwellings. These dwellings were built by making a tunnel which was then lined with stones, then creating a wall around the dwelling what was then covered with a frame made of whale bones or poles. This was then covered with a thick layer of brush and animal skins that was held down by rocks on the corners. Snow on top of this added more insulation.

“The Alaska sod-house” - This section talks about one other dwelling that was primarily built in Alaska. These dwellings were built partly underground using drift wood from the coast and rivers. A tunnel was built underground and then a big open area was built using the driftwood for support. The roof was made into a doom shape by covering the driftwood with brush and then layering sod on top. From the ground it looked like a small hill. A sky light was used in the doom to let out smoke and let in fresh air but was then could be covered at night.

These homes were only used in the winter because come spring, with the rain, they became too damp to live in.

“Summer dwellings-tents of many kinds”

- This section talks about how all Inuit lived in tents in the summer.

They would become nomadic looking for new hunting and fishing grounds. Tents would be made primarily from bones, such as whale bones, or wood if there was any to be found, with usually seal skin stretched over top. Tupiq is a design of tent that was similar looking to the igloo.

“Other tents”

- This section talks of other tents that were made by the people of the North. Tents could also be made by just using three poles or bones with seal skin and rocks as anchors. Some used their summer tents for winter too by covering the bottom with snow blocks and a tunnel and by adding another skin. This section also

Indigenous Dwellings Inquiry Kit Rebecca Thompson Fall 2010 talks of how well indigenous people of the North worked with the environment and how that has changed today with industrialization and environmental effects.

4.


“Winter in the Far North means months of darkness over deserts of ice in the coldest and driest weather known.

Yet for thousands of years families have managed to live here, a miracle of survival. It would have been impossible if they had not been able to build shelters with whatever was at hand: snow, earth, stones, animal skins and bones and such bits of driftwood as the sea might wash up.”(p.3)

“Snow houses were the typical dwelling of the central Inuit in northern Canada. We call them “igloos” but the

Inuit call all houses “igloos” and call the snow house “igluvigak.”(p.6)

5.


I plan on using this resource for an Aboriginal Dwelling unit project which will address outcomes from Cluster 2 of the grade 5 social studies curriculum. This project will combined outcomes from ELA, Social Studies, and some of the outcomes from the Aboriginal perspectives document.

Physical Education (Grades 5-8) - Students in the winter could try and create their own igloo. They could also try snow shoeing. This book could be used as an activator to a lesson on igloo building.

Science- Grade 5- Cluster 3: Forces and Simple Machines and Grade 7: Forces and Structures. Students could look at the forces that are acting on an igloo and how the igloo shape works and can stand up to extreme weather. They could also either make a model of an igloo or make one outside depending on the season.

Grade 5 Cluster 4: Weather- Student could look at how people of the region managed to survive such extreme weather that could kill in a matter of minutes. Student could use this book as a resource or the teacher could read sections to the students.

6.


Like the other books I have read by Bonnie Shemie I really like the way she presents the information. It is easy to understand but yet has lots of really solid information. I found I really learned a lot by reading this book about a region that a lot of people wouldn’t even think about inhabiting. I never knew that igloos were joined together to make a bigger home with multiple different rooms. I found it amazing how the people of this region managed to make a warm and safe home with such little natural resources.

7.


I am now thinking about geographically how far north the people of this region lived. I think it would be interesting to research and find out with maybe a class or by myself. Also it would be interesting to look at the migration patterns of some of the animals the people of this region hunted and the areas in which they travelled for food.

8.



9.


As I am starting to put this project together I think that students will really enjoy reading these books and will have lots of options on where they will want to proceed with the project. This book talks about multiple different styles of homes from a very vast region so it has lots of good information and starting points for multiple projects.


Review/Critique: Houses of bark: tipi, wigwam and longhouse by Bonnie Shemie

1.

Book details

Shemie, B. (1990).

Houses of bark:Tipi, wigwam and longhouse:Native dwellings:Woodland indians.

Toronto: Tundra Books.

2.

Why book was chosen

I already reviewed a book by Bonnie Shemie and it was so well displayed and well written that I looked for more books by this author. They are easy to read but have lots of really good information. I have decided to do a project based around Bonnie Shemie’s book series in my unit plan.

3.


This book is split into sections under the following headings, “The northern woodlands”, “The bark tipi”, “The wigwam”, “The people of the longhouse”, “The longhouse”, “Other bark structures”, and “Other uses of bark”.

Here is a brief description of each section:

“The northern woodlands”-

This section introduces the people of the woodlands and how their homes were made of bark. These homes could be as small as a tipi or as big as a longhouse. It talks of how these people grew corn and did not have to be nomadic like those on the plains. It introduces the longhouse structure and how some were big enough to contain one hundred people and that they could be permanent enough to be there for fifteen years. The structures were made from bark from “birch, cedar, spruce, elm, basswood, ash, and oak” (p. 3) trees.

“The bark tipi” This section talks about the bark tipis made by the people of the woodlands. These were shelters used by people that were following the woodland animal life in order to have food. Bark would be collected year round to be used to make dwellings. In order to make the tipi waterproof a mixture of tree gum and fish oil was usually used. Tipis could be quite complex like the elongated bark tipi or just a simple bark and brush lean-to style shelter.

“How the tipi was built” This section talks about the construction of the woodland tipi. Like tipis from the plains, the tipis were started by making a tripod and then adding more support poles of cut wood. The poles were then lashed together and then covered with a bark covering. Due to bark being so brittle in the winter it was necessary to warm the bark before it could be unrolled and rolled. A smoke hole was left at the top where the pole meet in order for the smoke from the fire to escape.

“The wigwam” This section talks about the wigwam, which was a structure bigger than a tipi and in the shape of a doom. Poles were set up in a circle with each pole having a mate. Each pole was then bent using heat to its mate and tied together. Once all the pole were connected bark, rush mats, and animal hides were placed over the frame.

A smoke hole was left at the top and a pole with a flap that could be moved in different directions was used to keep out the rain and wind allowing the smoke to exit the wigwam.

“The people of the longhouse” This section talks about the Iroquois people who were the makers of the longhouses. Longhouses were built due to advancement in government, the creation of the Iroquoian

Confederation, and the advancements in farming that meant that they could set up more permanent villages. Each longhouse had a matron, who often would be in charge of twenty families. People had two families there immediate fireside family in the longhouse and their entire longhouse family. Longhouses had multiple shelves built in to the walls where items could be stored and people could sleep.

“The longhouse”-

This section talks about the longhouses and how they varied in size and how they were set up.

Some were big enough for the whole community, while others were for a few families. Two lines of poles were made parallel to one another. The roof was then created in a point shape with lighter poles. Each family had its own area where belongs and the family fireplace could be found.

“Other bark structures” and “Other uses of bark”-

This section is about bark and how it could also be used to create temporary structure like sweat lodges, or to make item such as containers, canoes, and baby carriers.

4.


“The tipi they are building may shelter the two families for as little as one night, or for as long as several weeks if the men continue to find moose. Tonight, for extra warmth, they will all grease their bodies with bear fat and tie in the sleeves of their beaver capes before going to sleep, huddled together safe from wind and snow in their little bark shelter.”(p.3)


“Longhouses were sometimes longer than a football field. Even when they were much smaller, building them was an architectural feat that involved many family groups, sometimes the whole community.” (p.18)

5.


Grade 5- I plan on using this resource for an Aboriginal Dwelling unit project for Cluster 2 of the Social Studies

Curriculum. This project will combined outcomes from ELA, Social Studies, and some of the outcomes from the

Aboriginal perspectives document.

Grades 5-8 This book, like all of Bonnie Shemie books on Aboriginal dwellings, has beautiful pictures that could be used for discussion for an ELA writing topic or as inspiration for an art project.

6.


It was very interesting for me to learn what a wigwam was. Growing up in England we were obviously not exposed to Canadian Aboriginal culture other than just playing the game cowboys and Indians. Although we had not heard of wigwams we used to love to build out of wood poles. We would make a ring of wood in a tipi form and we thought that was a wigwam. After reading this book I know have a clear picture of what a tipi is and what a wigwam is. I just found it intriguing to see how terms are mixed up when you are so distant from a culture.

7.


I am now thinking about where all the longhouses were specifically located. As well I am starting to think what it would have been like to live in a house with some many other families. I am just amazed by the overall sense of community the Aboriginal people have and how they worked like one big family.

8.



9.


Bonnie Shemie books are worth reading just of the fantastic illustrations. As a hobby artist, I just love her use of pencil crayon to make the beautiful illustrations. It is awesome how she has taken a medium, pencil crayon, which is not usually used for books and made it detailed and stunning.



Review/Critique: Houses of hide and earth by Bonnie Shemie

1.

Book details

Shemie, B. (1991). Houses of hide and earth : Native Dwellings: Plains Indians . Toronto: Tundra Books.

2.

Why book was chosen

This book was chosen because it is a short easy-to-read information book on indigenous dwellings on the plains. It could be used for a middle year’s student to gain information or for a teacher to read out loud to the classes, either in sections or entirely. The illustrations are also excellent and would be good to maybe use as an activator.

3.


The book is split into the following headings, “Life on the Western Plains”, “The Tipi”, “Painted Tipis”, “The

Earthlodge”, “Inside the Earthlodge” and “Other Buildings of the Plains Indians”. Under each section there is a brief description about each.

“Life on the Western Plains”- Talks about some of the misconceptions when we think of indigenous life and corrects them. It also looks at how they used to hunted on foot and used dogs to transport their small tipis. As horses were introduced it made it easier to hunt buffalo so they began to live a life following and hunting buffalo for all their life needs.

“The Tipi” –

This section expresses how it was the women who set up and were in charge of the tipi. This section also explains how tipis were made with “wood poles, stakes and pins, a hide cover and ropes.” (p. 6) It also explains how they would dry and attach the hide together. It also explains, as well as illustrating with diagrams, how to put up the tipi.

“Painted Tipis”

- This section explains how painted tipis were very special and mainly owned by medicine men and chiefs. The designs were often created after the person had a religious experience or vision. It also explains where all the different paint colours came from and how Plains people created the brushes. It finally talks about the meanings of the most common symbols painted on tipis.

“The Earthlodge”

– Earthlodges were made when a more permanent village was being set up. They would then just use tipis when venturing out on hunting trips. They were often built on hills so that if an enemy was approaching they could see them well in advanced. Earthlodges were bigger than tipis. They were still created in a circle but used a wood frame and sod as a cover. Earthlodges could be partitioned into different rooms.

“Inside the Earthlodge” –

This section has examples of what may have been found in an earthlodge and how the inside may have been set up. There was everything from clothes and food to a corral for horses and even maybe a sweatbath or sauna. The women, like with tipis, were the owners and they were involved in everything to do with the earthlodge from construction to how it was divided.

“Other Buildings of the Plains Indians” – This section talks and illustrates about the following other buildings: sweatlodge, old women’s society lodge, drying platform, tipi with cover rolled up (cooking tipi), burial platform, and ceremonial structure.

4.


“The homes of the Plains Indians – the tipi and the earthlodge – show a love and respect for the earth. The circle that forms the main shape of both shelters is a symbol of the earth. The four sides of the tipi stood for the sun, moon, earth and sky. The earthlodge’s domed roof was a symbol of the way the sky covers the world. Inside, every family member had a special place, just as each person had a special role on earth.” (p.3)

“Women owned the earthlodges. They directed their building, and inherited them from their mothers. The Indians believed that a woman’s ability to have strong, healthy children was connected with the fertility of the soil, and the earthlodge.” (p.19)


5.


Grades 5-8 Reading level- Grade 4

Subject areas:

Math: Grade 6,7,8: Shape and Space Cluster

Outcomes: Gr 6- 6.SS.1 Demonstrate an understanding of angles

6.SS.2 Demonstate that the sum of interior angles is 180 in a triangle and 360 in a quadrilateral

By looking tipis and how they were constructed students can also look at angles that are formed.

Gr 7- 7.SS.1 Demonstrate an understanding of circles

7.SS.2 Develop and apply a formula for determining the area of triangles,

parallelograms, and circles.

Tipis give lots of great opportunities to understand circles. They also have lots of opportunities to calculate area.

Gr 8- 8.SS.1 Develop and apply the Pythagorean theorem to solve problems

8.SS.2 Draw and construct nets for 3-D objects.

This is where constructing a Tipi would be really hands on way to use the math they are learning while learning about indigenous way of life. They can be the architect of their own tipi where they can use Pythagorean theorem to determine angles and determine area.

Social Studies: Grade 5: People and Stories to 1867

A study on dwellings could be conducted anywhere in this curriculum and would aid itself to projects such as constructing models, maybe even creating a real life size tipi, stories about life on the plains, and lots more.

ELA: Grade 5-8

Dwellings would make a good writing or inquiry topic in ELA also. It is also good for comparing culture. How does how they lived compare to our lives? Do you think you would have liked to live in a tipi? How would you have set up a tipi? Lots of good writing and discussion topics could come out of this book and others on indigenous dwellings.

6.


As I read I got a lot of good images of tipi and earthlodges. I could see myself sitting there looking around the tipi, cooking over the fire and even then curling up for a sleep. I would like to experience a real tipi and maybe even try creating my own with a group of students.

7.


I am now thinking about how these women managed to set up these huge tipis, did they do it by themselves? Did they work as a group? Also where were most of the earthlodges located? And when did a clan decide to set up a village instead of continuing to be nomadic? I am also thinking about what it would have been like to live in a tipi and whether I would have enjoyed it.

8.



9.


This book is good for an easy read research book, maybe for those at a lower reading level but students would probably need to do more inquiry. It could be used as a good activator.

Outline adapted from: Gear, A. (2006). Reading power . Markham, ON: Pembroke Publishers.


Review/Critique: Houses of wood by Bonnie Shemie

Fall 2010

1.

Book details

Shemie, B. (1992).

Houses of wood: Native dwellings: The northwest coast.

Montreal: Tundra Books.

2.

Why book was chosen

I have chosen this book because I am reading the Bonnie Shemie series of books on Aboriginal dwellings. I was particularly interested in this book because I really like the art of the Northwest coast region. I found it interesting to see the different styles of house in the different regions.

3.


The book by Bonnie Shemie is divided into sections under the following headings, “The Northwest Coast”,

“Felling the trees”, “Building a house”, “Styles of houses”, “Totem poles”, “Inside the house”, “Houses in summer and winter”, “Other uses of wood”. Here is a brief description of each section:

“The Northwest Coast”- This section introduces the people of the Northwest coast. The people of this area primarily built using cedar trees. Shemie says, “The first European explorers to see them were astonished that anything so large could be built by men using small handmade tools: they were particularly awed by the beautiful, and sometimes frightening, carvings and paintings—art that continues to fascinate us today.”(p.3)

“Felling the trees”-

This section talks about how the people of the Northwest Coast made their houses out of cedar. Cedar was considered very special and was always thanked for giving itself to the people. The search for the right tree was time consuming. Once good trees were were found some were used whole for poles and some were used for planks.

“Building a house”-

This section talks about the construction of these enormous dwellings. Houses were built along the coast, mainly in bays. The entire house was built of wood. Giant poles were used for the corners and then planks of wood were used for the walls. Houses were often connected at the front by decks. The fronts and poles were usually decorated with clan carvings.

“Styles of houses”- This section talks about the different styles of houses found in this region. Houses on the coast changed in style depending on the tribe. Houses on the southern part of this area were usually just plain cedar walls and were usually very big. Homes in the northern region had giant totem poles on the front of their homes in which visitor would enter through. As well the homes in this region were usually smaller in size so that they were warmer in cold weather. Homes in the central region were usually completely painted on the front wall with a clan animal or family crest. Houses of this region were treated like they were alive and often had names.

“Totem poles” This section tells about who made and the meaning of totem poles. Totem poles are very impressive and the Europeans were astounded by the work of the indigenous people. Some of the most impressive were those of the Haida. Totem poles were used for the entrance to the home. The book says “Each tribe had its own crest and particular animal symbols.” and “The design combined the crests of the two families: the husband’s and the wife’s”. (p.18)

“Inside the house” This section talks about life inside the houses. Once a chief’s house was complete and also during the winter, there was a big feast and show. Tunnels and trap doors and a stage were set up to put on a magnificent show for the village. Slaves were often kept by the people of this region, and were captured people from enemy tribes. Slaves were made to work hard but got to eat the same food as the members of the household and slept in the same house as their masters.

“Houses in summer and winter”- This section talks about how the village was moved in the summer. In the summer all of the cedar panels were removed from the village houses leaving only the pole structure. The villagers then placed the planks over two canoes and set of too a summer locations close to where the salmon spawn and where berries could be found. Summer homes would be created out of the planks from the permanent winter houses. In the winter the planks were returned to the village and the houses were full again.


“Other uses of wood” This section talks of other ways wood was used by the people of the Northwest Coast.

Wood was also used for items such as canoes, eating trays, storage boxes, hunting equipment, and mats, etc.

4.


“Not having as hard a struggle against hunger and cold as tribes further inland, they developed a culture rich in art and ritual, and built the most spectacular wood shelters on the continent. The first European explorers to see them were astonished that anything so large could be built by men using small handmade tools; they were particularly awed by the beautiful, and sometimes frightening, carvings and paintings—art that continues to fascinate us today.” (p.3)

“The house of a chief was transformed during the long winter. Elaborate theatrical and religious performances were given with beautiful costumes, masks and music.”(p.19)

5.


I plan on using this resource for an Aboriginal Dwelling unit project to help meet out comes in Cluster 2 of the social studies curriculum. This project will combined outcomes from ELA, Social Studies, and some of the outcomes from the Aboriginal perspectives document.

Art (Grade 5-8) – This book could be used to start multiple art projects forcing on the art of the Northwest coast.

Student could create boxes, totem poles, learn the meanings of different piece of the art, and create their own

Northwest coast design for example a favorite animal.

Science (Grade 7) Cluster 1: Interactions with Ecosystems- Student could look at how the indigenous people of this region interacted with the ecosystem. What were their methods of sustainable development? How did they use the resources around them while still showing respect? Etc.

6.


As I was reading through the section about the chief’s house in the winter and the feasts and gatherings they would hold, I could just imagine the atmosphere that the house would have had. With the shows with all the masks and costumes it would have been quite the event. I really got a vivid picture of sitting there enjoying the party with everyone in the tribe!

7.


I am now thinking about how many of these houses are still around today and where they are located. I would really like to go visit when I am next in B.C.

8.



9.


I really like the way this book in the series is written because it is nearly completely written from the point of view of a teenage boy in the Kwakiutl village. It really was a nice way to present the information and made it easy to read.



Review/Critique: Mounds of earth and shell by Bonnie Shemie

1.

Book details

Shemie, B. (1993).

Mounds of earth and shell:Native sites:The southeast.


2.

Why book was chosen

This book was chosen because I am reading the series of Bonnie Shemie books on Native dwellings.

3.


This book is split into several sections under the following headings, “Mounds of earth and shell”, “The first mounds of earth”, “Burial Mounds and the Adena”, “Sacred spaces and the Hopewells”, “Temple building and the

Mississippians”, “Let us visit a town of the Mississippians”, “Cahokia—a huge town”. The following is a brief description of each section:

“Mounds of earth and shell”- This section introduces the idea of mound building that was done by people of the

Southeast for thousands of years. Mounds were created out of shells on the coast and out of earth further inland.

Upon these mounds or around them, cities grew up and the mound would be the center of all activity.

“The first mounds of earth” This section talks about how mounds have been found all the way along the east coast of North America stretching inland as far as Manitoba in Canada and the Mississippi river in the U.S. Each mound was different; some were in the shape of a pyramid others in the shape of an effigy. Mounds were created all by hand because there were no donkeys or horses and carts to move earth with. Inhabitants are believed to have lived in thatched huts.

“Burial Mounds and the Adena” This section talks about the Adena people. This group of people lived around

1000 BC and they were mound builders. The burial mounds give lots of clues to the history of these people. The

Adena did not live a top the mound but instead lived in small groups surrounding. Their homes were circular in shape and made from clay plaster over a wooded pole frame. A fire would be set up in the middle of the house and storage pits were dug into the ground.

“Sacred spaces and the Hopewells”-

This section talks about the burial mounds of the Hopewells, who emerged around 100 BC. They created massive mounds with large structures going out from all sides of the mound.

Around these mounds great circles were formed making a sacred space. These mounds unlike ones before seem to only be made for the high-born or most powerful members of the clan.

“Temple building and the Mississippians”-

This section talks about the Mississippians who were the next to build mounds in about AD 800. Mississippians still built mounds for the dead but most impressive was the towns what surrounded them. There was a huge central plaza, log stairs, or causeways that lead to a four-sided pyramid.

Large towns had about a dozen flat topped mounds.

“Let us visit a town of the Mississippians”-

This section tells of life in the towns of the Mississippians. Around the gigantic pyramids were houses with thatched roofs. In the center of the town was the plaza where inhabitants would come to play games and gamble. They also would have rituals and ceremonies in this area. The

Mississippians are the ancestors of the Creeks, Cherokees, Choctaws, and Chickasaws.

“Cahokia—a huge town”-

This section talks about the town of Cahokia the largest Mississippian town, and the largest built north of Mexico. It was home to about 10,000 people at its peak in about AD 1100. The main plaza was more that forty acres and there was more than 120 mounds. The biggest pyramid was ten stories high and sat on 16 acres of land.

4.


“The mounds are proof that advanced cultures existed in ancient America that deserve our attention and respect.”(p. 3)

“You are in the center of a huge plaza, more than twice the size of a football field. Ahead is a pyramid with four sides and a flat top. A wide ramp leads up to a magnificently decorated temple.”(p. 18)

5.


I plan on using this resource for an Aboriginal Dwelling unit project from Cluster 2 in the Social Studies curriculum. This project will combined outcomes from ELA, Social Studies, and some of the outcomes from the

Aboriginal perspectives document.


Science- Grade 7: Cluster 4: Earth’s Crust. This book could be used in science when looking at different soils.

Students may want to see what soil the people of the Southeast used and was it the best for making mounds and pyramids. Students could try making their own soil mounds or pyramid.

Physical Education- The book mentions traditional games from this area, including lacrosse. Students or teacher could read this section of the book before starting a lacrosse theme unit in gym. Students may want to also research other traditional Aboriginal games and try playing them.

6.


While reading this book and learning about the people of the Southeast I was blown away by the amazing mounds they managed to build with just simple technology. The determination these people must have had to create these huge pyramids is truly spectacular. I was also thinking how neat it is that so many cultures built pyramids and they were all so far away from each other.

7.


I am now thinking about what these mounds look like today. How eroded are they and is there any of the original shape left to them. I would especially like to look at the effigy ones and see if you can still see them from aerial photos.

8.



9.


I really like the layout of Bonnie Shemie’s books. I like how she gives information and then alternates the next pages with illustrations. I also like how she tells little stories with in the information talking in first person from the perspective of one of the inhabitants of the area.

Outline Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publisher


Review/Critique: Houses of adobe by Bonnie Shemie

1.

Book details

Shemie, B. (1995).

Houses of adobe:Native dwellings:the southwest.


2.

Why book was chosen

I choose this book because I am reading the Native Dwelling series by Bonnie Shemie. This book in particular looked interesting because I did not have much prior knowledge of the people from the Southwest region and I wanted to know more about how they constructed these amazing dwellings.

3.


This book is broken down into the following sections, “The Southwest”, “The first Americans”, “Moving above ground”, “The great houses of Chaco Canyon”, “Charting the sun and seasons”, “The cliff dwellings of Mesa

Verde”, “Storing water in a dry land”, “The pueblo”, “Building a house of adobe”, “Inside the pueblo”, “Kivas”.

The following is a brief description of the content of each section:

“The Southwest”-

This section talks about the people of the Southwest. These tribes were located around the corner of Arizona, New Mexico, Colorado and Utah called the Four Corner Region. These tribes made use of the canyons for shelter. Shemie says, these tribes “built the longest enduring—and some of the most fascinating—

Native architecture in North America.”(p.3)

“The first Americans”-

This section talks about how the people of the Four Corner Region started by being nomadic and once large game left they started to settle and make more permanent dwellings. The first dwellings they used where called pit houses. Pit houses were contracted by digging a hole into the ground then using timbers to support the roof. The roof was then covered with brush and dirt. A smoke hole was left in the top and a small passage way was left to enter the house through.

“Moving above ground”-

this section talks about how the tribes of this region around AD 700 moved to dwellings above ground. These dwelling were known as pueblos. Dwellers continued to use these underground houses known as kiva as meeting places for clans and for sleeping in cold winter nights.

“The great house of Chaco Canyon”-

This section talks of the great house of Chaco Canyon that begun being built in AD 900. The great house housed a thousand people and had 800 rooms and 32 kivas. It is believed that Chaco Canyon was a trade hub and was linked to many other villages through roads that were made in the rock.

“Charting the sun and seasons”-

This section talks about the discovery of two petroglyphs on Fajada

Butte. These petroglyphs were used to mark the sun’s yearly cycle. It also talks about how in the 1100s, the people of Chaco Canyon started to move due to population increase, over-farming of land, and complete depletion of the soil.

“The cliff dwellings of Mesa Verde”-

This section talks about the dwellings the people of mesa in

Colorado made inside cliffs. They were dangerous to get to but they were also hard for their enemies to attack. They were also protected from the weather. They grew their crops on the ground above the cliff.

The dwellings were pueblo style and were all connected together. Some were two story and some were just single story. They also had kivas.

“Storing water in a dry land”-

This section talks about how the cliff dwellers got water. In this climate it did not rain that often but when it did it was heavy. Water was diverted with the use of dams on the surface of the mesa. Then when it rained water would seep into the ground into the porous sandstone until it hit the shale what was solid and protected the village from the rain. Once the water hit this shale it would travel until it found an opening, this would form a spring. Some villages were lucky to have a spring close to them, others would have to search and travel far along the steep cliffs to find one.

“The pueblo”-

This section tells of by the time the Spanish arrived in this area the people had already left the previously described dwellings and had moved to pueblos around the Rio Grande in New

Mexico. Pueblos were stacked on top of each other making the first apartment blocks. Some of these blocks were as high as five stories and the pueblos were built around a plaza. Pueblos were divided into rooms for living, sleeping, and storage.


“Building a house of adobe”-

This section talks about how pueblos were made. Like with a lot of the other tribes the women were in charge of the house construction and maintenance. Adobe was used to make the walls. This building material was made out of clay mixed with the ashes of sagebrush and sedge grass that was baked in the sun. Men were in charge of finding and placing the large timbers for the roof. Abode needed constant repair what women would do on a regular basis.

“Inside the pueblo”-

This section tells of the inside of the pueblo, which could only be entered from the roof. Ladders were set up on the side of the dwelling so that the inhabitants could climb up on to the roof where there was a sky light that they entered through. If enemies were coming the ladders were pulled up on to the roof. Pueblos were very well organized with everything having its own spot in each room.

“Kivas”-

This section talks of the kivas what were the ceremonial centers of the community. They were used for rituals and place for the community to gather. Men were usually the sole members allowed in the kivas but on some occasions women were allowed to join.

4.


“The heartland of this culture is in the Four Corners region, where Arizona, New Mexico, Colorado, and Utah join.

Dusty plains, scarred with dried riverbeds, roar to life when a flash flood occurs. The plains abruptly give way to snow-capped mountains or rise into tabletop land cut through with deep canyons. In this harsh and beautiful land these people used the materials around them to create shelters that awe us with their ingenuity.”(p.3)

5.


Grade 5- I plan on using this resource for an Aboriginal Dwelling unit project. This project will combined outcomes from ELA, Social Studies, and some of the outcomes from the Aboriginal perspectives document.

Science- Grade 7: Cluster 3: Forces and Structures. This book could be used in looking at the pueblos in a structures and forces unit or in weather in science. Questions for inquiry: How does the structure of pueblos stand up again extreme weather? How was the structure strong enough to make an apartment style housing unit?

Art- This book could be used to trigger a pottery unit in art class. The people of this region used clay for everything so this could be used in an art unit or class.

6.


I never realized how complex the dwellings of this region where. The ingenuity these people used was phenomenal. I would really like to visit the remains of the Chaco Canyon and those of the cliff villages in

Colorado. The people of the cliff dwellings must have been really brave to live in such a dangerous spot but what a view they must have had!

7.


I’m now thinking about how these people managed to construct these magnificent homes and villages. What technology did they use? Would the whole village help build one house?

8.





Review/Critique: Storm Maker’s Tipi by Paul Goble

1.

Book details

Goble, P. (2001).

Storm maker's tipi .

New York: Atheneum Books for Young Readers.

2.

Why book was chosen

This book was chosen because it is a short well illustrated story that could be used in the classroom. It would serve well as an activator for an art class or a social studies lesson.

3.


This book starts by telling the story of the tipi and how it was created and given to man and woman by Napi. It then has very detailed instructions on how Napi taught Man and Woman to create a tipi. The book then goes into telling the story of Sacred Otter and his son Morning Plume. It tells of how Sacred Otter and his son were out hunting when Storm Maker approaches without them realizing. They had skinned the buffalo Morning Plume had killed so they got inside the skin where they were protected from the storm. While inside Sacred Otter has a dream in which he meets Storm Maker at his tipi. Storm Maker tells him to make a tipi like his and that if he does this they will be safe from storms and will be blessed with lots of horses. When Sacred Otter awakes the storm has passed and they go back to the camp where they create Storm Maker’s Tipi and they are protected and blessed with many horses from the enemy.

4.


“That wind! That wind! Shakes my tipi! Shakes my tipi! And sings a song for me.” (Last page)

“In the beginning, when the Great Spirit had made the first man and woman, he told Napi who was his helper:

“Stay close to Man and Woman and look after all their needs.” Man and Woman had no shelter at that time, but when Storm Maker blew the first winds of winter, they shivered, huddling close their cooking fire. Napi knew they would need a shelter. While he was thinking about it, a yellow leaf from a cottonwood tree blew onto his head.

“Yes!” he thought. “This leaf had the shape of a good shelter!” Look at a cottonwood leaf; you will see it is shaped like Napi’s tipi.” (p. 1)

5.


Grade 5-8

Subject areas:

Math: Grade 6,7,8: Shape and Space Cluster

Outcomes: Gr 6- 6.SS.1 Demonstrate an understanding of angles

6.SS.2 Demonstate that the sum of interior angles is 180 in a triangle and 360 in a quadrilateral

By looking at tipis and how they were constructed students can also look at angles that are formed.

Gr 7- 7.SS.1 Demonstrate an understanding of circles

7.SS.2 Develop and apply a formula for determining the area of triangles,

parallelograms, and circles.

Tipis give lots of great opportunities to understand circles. They also have lots of opportunities to calculate area.

Gr 8- 8.SS.1 Develop and apply the Pythagorean theorem to solve problems


This is where constructing a Tipi would be really a hands-on way to use the math they are learning while learning about indigenous way of life. They can be the architect of their own tipi where they can use Pythagorean theorem to determine angles and determine area.

Social Studies: Grade 5: People and Stories to 1867


A study on dwellings could be conducted anywhere in this curriculum and would lend itself to projects such as constructing models, maybe even creating a real life size tipi, tipi designs, stories about life on the plains, and lots more. The book also looks at storytelling and the importance of dreams.

ELA: Grade 5-8

This would be a good book to use as an activator to get students to write their own story about tipis or about dreams. It would be also good if you were looking into storytelling because this book is a good example of an indigenous story that would have been passed down generations. It may be used to activate learning for students to look to see if there is any family stories in their families. All are good starting points for an ELA writing project or inquiry project.

ART: Grade 5-8

This book could be used to start a project on tipi designs. With its beautiful illustrations it would make a great activator and source of ideas.

6.


I really enjoyed this story and I think that students would too. As I was reading was getting really great images in my head especially when they crawled inside the buffalo skin I could almost smell it and feel the warmth. This is a very well written story that told in the right way in the classroom would be a lot of fun.

7.


I am now thinking is there any other stories with Sacred Otter? Or is there any other stories talking about spirits giving the tipis? I have now an understanding of where the idea of tipis came from.

8.



9.


This book has very strong and beautiful illustrations and also has a great photocopy page that you can use to get student to create their own tipi. Also the detailed step by step to make a tipi is very interesting and an excellent resource.

Outline adapted from: Gear, A. (2006). Reading power . Markham, ON: Pembroke Publishers.


Lesson Plan 1: Indigenous Dwellings Project Using Bonnie Shemie book series

Learning Outcomes – Grade 5

Social Studies

KL-016 Locate on a map of North America the traditional territories of First Peoples.

KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment.

KI-006 Compare daily life in diverse First

Peoples communities Examples: food, clothing, shelter; roles of men, women, children,

Elders…

English Language Arts

3.1.4 Create and Follow a Plan: Gather and record information and ideas using a plan.

4.4.1 Share ideas and information: prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience

5.2.4 Evaluate group process: assess group process using checklists, and determine ideas for development; set group and individual goals.

Art

Depending on what the group of students decides to do for a presentation, art outcomes may be used.

Aboriginal

Students will demonstrate awareness of innovations developed by traditional

Aboriginal societies for various purposes.

Ex. Shelter, food gathering.

Students will demonstrate awareness of traditional Aboriginal approaches to the management of natural resources. Ex.

Hunting, planting, harvesting

Instructional Strategies

Activating:

Using Wordle ( http://www.wordle.net/ ) the class will create a word cloud on the following questions:

1.

What is a dwelling? What are some synonyms for dwellings?

2.

What types of dwellings did First People live in? What materials did they use?

Once they have completed the wordle it will be printed and added to the bulletin board for this Aboriginal dwelling unit. The wordle can be referred to as the students work through the unit.

Acquiring:

Student will first be given a map showing where the different tribes were located in North America. There will be then a brief discussion. Does anyone know anything about the tribes and their dwellings? If anything comes up they will record it on a copy of the map on the smart board. Next the teacher will show the Bonnie Shemie series of books on

Native dwellings. The teacher will show the cover of the books, read some of the each book and show some of the pictures. Next students will decide how to divide the class into groups.

NOTE: If students cannot think of a way, the teacher may suggest writing down their top three picks of dwellings and trying to put each person in a group where they are doing one of the three, or they could put names in a hat, etc.

Groups will now have to research using primarily the book they are given about the dwellings of the region they have received. Groups will be responsible to report back to the class the information in a way that works for the group.

Once groups are decided the criteria of the project will be decided upon by the students and the teacher. (criteria must include assessment of the outcomes see assessment)

Groups will then read the book and reflect on what they have learned in discussion (using question sheet for hints) and then reflect individually on what they have learned

Applying:

Using the knowledge they have learned from the book and other resources (optional) students will present the information about their region’s dwellings to the class.

They will need to make sure they include:



Types of dwellings



What resources they used to create their dwellings/ villages.



The connections the first people of the region had to the resource/land (hint: how did they give back or thank the land)



What life was like in these villages and the roles of different people (eg. Role of women, what types of food did they eat)


Flexible Groupings

Students have the opportunity to work individually, as a group and as a class throughout this lesson/project. Those students that work better cooperatively may wish to work on an aspect of the project with a partner in their group while someone who likes to work alone may work on a piece alone. The students’ involvement is necessary in all aspects of this lesson from planning the project to the assessment of the final product.

Multiple Intelligences

Rebecca Thompson

Possible presentation ideas:















Model of a village

Powerpoint

Fall 2010

Story about the life in the dwelling/village

Play

Illustrated diagram showing components of dwelling and other information

Short Paper talking about dwelling

Write a song (maybe using drums for a beat)

Groups must also show on their maps where the area is and some of the tribes that used these dwellings.

Assessment

Activating:-

The activating activity will be visual and verbal when creating and discussing the wordle.

Acquiring:-

The acquiring activity of looking at the map will appeal to the logical intelligence.

The acquiring of information from the book will be both visual and verbal, if the students wish to read out loud. It will suit the interpersonal intelligence because we are working in groups. The students also have a chance to reflect on the likes of intrapersonal students.

Applying:-

Depending on what the group chooses to do their project could be any one of the intelligences or a combination of multiple ones. The goal is that students in their groups will find something that works for the entire group and picks up on everyone’s individual strengths.

Formative Assessment (Activating and Acquiring):

While students are taking part in the activating strategy I will be looking at who is taking part and the amount of knowledge the students already have on Aboriginal dwellings. If the students seem to be coming up with a lot of ideas that are relevant I will move more quickly into the acquiring stage. If there is not a lot of input I will then maybe spend more time going over some of the basic terms and ideas that they may come across in the books.

I will also assess their reflections on the book and the ideas they have for the project. I will look to see the degree of understanding and see if there is anything we need to have a discussion on as a whole class.

I will also be meeting with the groups while they work through the project to conference and see what they are doing, the roles each group member is doing, and what resources and supplies they need. This will be an opportunity for me as the teacher to do some formative assessment. I can see if everyone is doing an equal amount of work and see if the groups understand the project and that they are gaining knowledge.

Summative Assessment (Applying):

Criteria- Students will be able to…

1.

Locate on a map of North America the traditional territories of First Peoples.

2.

Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment.

3.

Compare daily life in diverse First Peoples communities

4.

Create and Follow a Plan

5.

Share ideas and information

6.

Evaluate group process

7.

Demonstrate awareness of innovations developed by traditional Aboriginal societies for various purposes.

8.

Demonstrate awareness of traditional Aboriginal approaches to the management of natural resources.


Material Resources

 Paper

 Glue

 Scissor

 Wood, sticks, bark

 Material, fur

 Poster paper

 Markers

 Boxes

 Modeling clay

 Styrofoam


Summative assessment will be a combination of teacher and student assessment. Because this project is student centered a rubric for assessment will be constructed as a class. Groups will also take part in group self-assessment on how well they worked together. Also students will have the opportunity at the end to self-reflect on their learning and how the project went and will have the opportunity to share with the class if they choose too.

Literary Resources

Shemie, B. (1989). Houses of snow, skin and bones: Native dwellings: The far north. Toronto : Tundra Books.

Shemie, B. (1990). Houses of bark:Tipi, wigwam and longhouse:Native dwellings:Woodland indians. Toronto: Tundra

Books.

Shemie, B. (1992). Houses of wood: Native dwellings: The northwest coast. Montreal: Tundra Books.

Shemie, B. (1993). Mounds of earth and shell:Native sites:the southeast. Montreal: Tundra Books.

Shemie, B. (1995). Houses of adobe:Native dwellings:the southwest. Montreal: Tundra Books.


Lesson Plan 2: Focus on Tipis: Dwellings of the Plains


Social Studies

KL-016 Locate on a map of North America the traditional territories of First Peoples.

KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment.

KI-006 Compare daily life in diverse First

Peoples communities Examples: food, clothing, shelter; roles of men, women, children, Elders…

English Language Arts

4.4.1 Share ideas and information- prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience

Math

5.SS.2 Demonstrate and understanding of measuring length (mm) by



Selecting and justifying referents for the unit mm



Modelling and describing the relationship between mm and cm units and between mm and m units

Aboriginal

Students will…



Demonstrate awareness of innovations developed by traditional Aboriginal societies for various purposes. Examples: shelter,

food gathering



Identify on a map the traditional lands of the Aboriginal people of

Manitoba



Describe different types of


Activating: I will start the lesson with a Think, Sort, and Group. I will show the students the cover of the book

Houses of hide and earth by Bonnie Shemie and then flip through the pictures. Students will record on a piece of paper words and terms that come to mind when they see the pictures. When I am done flipping through the book students will get into groups of 4 or 5 and combine and sort their list. They will then have to sort their words into groups and come up with a name for each group. Each group will share their words and they will be displayed on the bulletin board.

I will then read a portion of the book and students can see how many of the words they listed were in the book.

Students will then record their ideas in their journals and reflect on their first impressions of life in tipis.

Acquiring:

Students will first look at where the different tribes were located in Manitoba. I will display a map on the smart board and students can fill in a blank map and colour it.

Student will then research about:-

1.

Tipi construction: students will have to record the basic materials need to make a tipi and the steps that were used to set one up.

2.

Tipi life: What was the role of different members of the tribe? What was their source of food? How was the tipi arranged? Student will read and record information they find and will look for one area of tipi life that they are interested in and would like to research further.

Math Lesson: Students will explore measuring lengths. I will bring in different pieces of wood and material that could be used to create a tipi. They will measure in mm and learn how to convert to cm and m and the relations between the measurements. They will also select an object that they can use as a referent for mm that they can use to estimate the length of the objects.

Applying:

Using the math knowledge of measurement students will create a blueprint for the construction of scale tipi.

Students may want to work in groups, or individually. Alternatively, the class may decide to work as a whole and construct a larger model.

Student will also research about one aspect of tipi life and will present the information in the form of a paper, a comic strip, song, or another discussed way to present the information. Student will be grouped based on interest in one particular area and may choose to work as a whole group, in pairs, or individually.

Students will be required to present to the grade 8 students their work and what they have learned about tipi life.

Indigenous Dwellings Inquiry Kit traditional dwellings used by

Aboriginal people of Manitoba

Flexible Groupings


Activating:- The activating strategy uses visual, auditory, and logical in order to sort words from visual pictures.

Acquiring:- The math section is very hands on and kinaesthetic. The researching information is personal so students can do it in a way that uses their intelligence.

Applying:- Again depending how students choice to present their information they will use their intelligence. As for the construction on the tipi that is suited to those that are kinaesthetic and mathematical/logical.

Material Resources

Rebecca Thompson

Students have the opportunity to work in groups for both the activating and acquiring.

Students may also want to work in groups for the applying strategies but they are not forced to if they would prefer to work alone they may. Student will work by themselves on their formal reflection.

Assessment

Fall 2010

(Lesson 4 will explain more) Students will practice presenting in their own classroom with their peers first in preparation for their presentation to the Grade 8’s.


I will use observation while the student are doing the think, sort and group to gage how much prior knowledge students have. While students are acquiring I will do casual conferencing with students to see what area of interest they have and facilitate grouping students together who have common interests. I will also assess and keep track if time is being used wisely and make anecdotal notes that can be shared with students in a conference at the conclusion of the lesson.


Criteria: Students will be able to…



Locate on a map of North America the traditional territories of First Peoples.



Identify on a map the traditional lands of the Aboriginal people of Manitoba



Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment



Compare daily life in diverse First Peoples communities Examples: food, clothing, shelter; roles of men, women, children, Elders…



Demonstrate awareness of innovations developed by traditional Aboriginal societies for various purposes.

Examples: shelter, food gathering



Describe different types of traditional dwellings used by Aboriginal people of Manitoba



Demonstrate and understanding of measuring length (mm)



Share ideas and information

Students will self-assess their learning about their research in the form of a formal reflection writing. Student will also create a quiz by each group creating a couple of questions about their research. The questions will be grouped together and form a short quiz in which students will write to show their understanding of the areas talked about by each group.

Literary Resources

 Sticks

 Material

 Rulers

 Glue

 Scissors

 Poster paper

 Chart paper

 Construction paper

 Small objects that could be used as a referent for math measurements

Cavendish, M. (1991). The North American indians: Homes, food and clothing. Bellmore: Marshall Cavendish

Corporation.




Yue, D., & Yue, C. (1984). The tipi: A center of native american life. New York: Alfred A. Knopf, Inc.


Lesson Plan 3: Focus on Tipis: Tipi Art


Art

5-8 A-C1.1 Students generate multiple ideas and images for artmaking from personally meaningful and relevant sources (e.g., cultural traditions)

5-8 A-U1.2 Students identify, describe, and compare works of art and design from various times, places, social groups, and cultures(include: art and design from past and present, global, Canadian, and

Manitoban cultures, including First Nations, Inuit, and

Metis)

5-8 A-U2.2 Students demonstrate awareness of general characteristic of art within groups (e.g., cultural, social, historical, art movements)

5-8 A-U3.4 Students demonstrate appreciation of art as a means of experiencing and exploring own and others’ lives (e.g., feelings, values, stories, events, cultures)

ELA

4.2.1 Appraise own and others’ work- participate in developing criteria to respond to own ideas and others’ oral, written, and visual creations and use the criteria to suggest revisions

4.4.3 Attentive listening and viewing- show respect for presenter(s) through active listening and viewing and other audience behaviours (such as giving polite feedback, responding to the speaker’s gestures, showing attentive body language…)

Aboriginal

Students will…

 demonstrate awareness of the history of

Aboriginal art

 demonstrate an understanding of various

Aboriginal art forms


Activating:

I will start by reading Storm Maker’s Tipi by Paul Goble. Before I read however, I will preview the book with the student showing them pictures and asking simple questions about what they think the story may be about to spark their interest. I will trigger a discussion around the means of tipi paintings.

Why did First peoples paint tipis? Do you think every tipi is painted? What are some elements of tipi painting you notice from looking at the illustrations?

Note: I will be looking to see if students have understood that not all tipis were painted and that tipi paintings involved a dream and in the dream one of the spirits gives his/her tipi to the dreamer.

Acquiring:

Students will research some other stories of tipi paintings. They will try to find one that they wish to recreate on a canvas. Students will be responsible for recording the story and finding as much information out as they can. If they can find other photos of drawings they may wish to print them or save them on a presentation like power point.

Students will be assigned a team in which students can confer with their colleagues and get ideas. The team may decide to do a series of tipi on the same subject, for example stars or they wish to each do individual tipis. Students will use their team as a source of feedback and help during the inquiry and applying stage.

Student may want to use Tipi: Home of the Nomadic Buffalo Hunters by Paul Goble as a starting point. Paul

Goble’s book has lots of different Tipi designs with their names and dates if available.

Applying:

Students will recreate a tipi design on a canvas cut in the shape of a tipi cover. Student will be responsible for then telling the rest of the class the story behind the tipi and who it belonged to. This could be done in the form of a gallery walk or as individual presentations.


Flexible Groupings

Rebecca Thompson

Students will be primarily working by themselves on this project. Students will although have the chance to confer with their team and interact with their colleges in order to gain feedback.

Multiple Intelligences Assessment

Activating:- Both visual and auditory learners will like the activating strategy because the book has lots of visual illustration and it will being read out loud.

Acquiring:- Students with visual skills will like this section because a lot of the information will be gained visually. Also those that are interpersonal will like conversing with their team

Applying:- This section will benefit the kinaesthetic learner because it will be hands on and creating using the knowledge they have gained. Those that are logical/mathematical will also like it because a lot of the shapes used in the tipi art are geometric.

Material Resources

 paint

 canvas

 poster paper

 markers

 cardboard

Literary Resources

Cavendish, M. (1991). The North American indians:

Homes, food and clothing. Bellmore: Marshall

Cavendish Corporation.

Goble, P. (2007). Tipi: Home of the nomadic buffalo

hunters. Bloomington: World Wisdom, Inc.

Hungrywolf, A. (2006). The tipi: Traditional native

american shelter. Summertown: Native

Voices.

Shemie, B. (1991). Houses of hide and earth: Native

dwellings: Plains indians. Toronto: Tundra

Books.

Fall 2010


As students participate in the discussion if I feel students have not really understood I may continue with more examples and may read from one of the other books. While students are acquiring I will be monitoring the work being done and if students have questions or need ideas I will be there to support their learning.


Criteria:

Students will....

 generate multiple ideas and images for artmaking from personally meaningful and relevant sources (e.g., cultural traditions)

 identify, describe, and compare works of art and design from various times, places, social groups, and cultures(include: art and design from past and present, global, Canadian, and Manitoban cultures, including First Nations, Inuit, and Metis)

 demonstrate awareness of general characteristic of art within groups (e.g., cultural, social, historical, art movements)

 demonstrate appreciation of art as a means of experiencing and exploring own and others’ lives

(e.g., feelings, values, stories, events, cultures)



Appraise own and others’ work- participate in developing criteria to respond to own ideas and others’ oral, written, and visual creations and use the criteria to suggest revisions



Attentive listening and viewing- show respect for presenter(s) through active listening and viewing and other audience behaviours (such as giving polite feedback, responding to the speaker’s gestures, showing attentive body language…)

 demonstrate awareness of the history of Aboriginal art

 demonstrate an understanding of various Aboriginal art forms

Students, with the teacher’s help, will create a rubric to assess the final products. The rubric has to follow the above criteria but can be in different wording depending on what the students come up with. Students will also be required to peer assess the collagues work. Students will give each other a mark using the


Yue, D., & Yue, C. (1984). The tipi: A center of Native

American life. New York: Alfred A. Knopf, Inc.

Fall 2010 rubric and will give some constructive feedback. Each student will also self-reflect on their learning and talk about what they feel is most important and how it is important to study indigenous art.


Lesson Plan 4: Sharing Learning: Indigenous Dwellings in Math


ELA

4.4.3 Attentive listening and viewing- demonstrate critical thinking and viewing skills and strategies (such as activating prior knowledge, integrating new information, evaluating the effectiveness of the introduction and conclusion…) and show respect for presenter(s)

Math

8.SS.1 Develop and apply the Pythagorean theorem to solve problems.


8.SS.4 Develop and apply formulas for determining the volume of right prisms and right cylinders.

Aboriginal

Students will describe the use of geometry in traditional Aboriginal structures.

Flexible Groupings

Students will work as will work as a whole group for the activating and an acquiring strategy. When working through the applying strategy they will be given the opportunity to either work by themselves or with a partner. Students may wish to work by themselves but will be encouraged to collaborate with others.


Activating:- This strategy uses both interpersonal, auditory, and visual


Activating:

Student will brainstorm ideas and example of where they see math in architecture and dwellings and record them in their scribbler. The teacher will then introduce the idea of indigenous dwellings and talk about the tipi. The teacher may wish to show some picture and ask where do you see examples of math being used in tipi construction.

Students will take part in a class discussion. Students will also brainstorm ideas for active listening and being respectful.

Acquiring:

The grade 5/6 class who have been studying Indigenous dwellings, in particular tipis, will come and present the information and the models they have made. The grade 8 students will be required to show active listening and will be asked to give feedback in the form of a 3 stars and a wish (3 constructive points they liked about the presentation and one thing that may need a little improvement).

Math Lesson: Students will review Pythagorean theorem, nets and volume. This way need to be done in the lessons prior to this one so that students have an understanding of the math and then this lesson would act as the assessment for the unit or section of the unit.

Applying:

Student will first create a net for a tipi, and at least two objects that they will include in their tipi camp (one a prism and one a right cylinder). They will create their nets to scale and the will use them as a blue print to construct a model. Students will then construct a tipi model showing their understanding of the Pythagorean theorem. They will also have to construct objects that would be found in a tipi camp to illustrate their understanding of volume for example a storage box or log of wood. Student will have to provide the model and the math that goes with their model. Student may wish to use some of the literary resources listed below as a source of information and diagrams. Student will also prepare a short summary of how geometry is used in traditional tipi construction.

Assessment


I will observe the brainstorming and discussion to see what prior knowledge the students have about tipis. I will, if needed add further instruction to the presentations. For the acquiring I will record using a checklist who is listening and giving positive feedback to the 5/6 class.


Criteria:

Student will…



Develop and apply the Pythagorean theorem to solve problems

Indigenous Dwellings Inquiry Kit intelligences.

Acquiring:- This strategy uses visual, auditory and interpersonal skills.

Applying:- This strategy uses visual and kinetic skills.

Material Resources

 Graph paper

 Scissors

 Construction paper

 Material

 Sticks

 Paint

 Cardboard

 Ruler

Rebecca Thompson



Draw and construct nets for 3-D objects



Develop and apply formulae for determining the volume of right prisms and right cylinders



Describe the use of geometry in traditional Aboriginal structures

Using a rubric of the following criteria I will mark the student models and make sure they have meet the outcomes of the assignment.

Literary Resources

Fall 2010

Cavendish, M. (1991). The North American indians: Homes, food and clothing. Bellmore: Marshall Cavendish

Corporation.




Yue, D., & Yue, C. (1984). The tipi: A center of Native American life. New York: Alfred A. Knopf, Inc.



A

RT

L

ESSON

T

IPI

B

OOK

G

RADE

L

EVEL

:

Middle years- Grade 5

L

ESSON

T

OPIC

:

To create a tipi book to understand the importance of the tipis in Aboriginal culture and the history of tipi designs.

L

EARNING

O

UTCOMES

:

Art- To create a book using the basic principles of book making.

5-8 A-U1.2 Students identify, describe, and compare works of art and design from various times, places, social groups, and cultures(include: art and design from past and present, global, Canadian, and Manitoban cultures, including First Nations, Inuit, and

Metis)

5-8 A-U2.2 Students demonstrate awareness of general characteristic of art within groups (e.g., cultural, social, historical, art movements)

5-8 A-U3.4 Students demonstrate appreciation of art as a means of experiencing and exploring own and others’ lives (e.g., feelings, values, stories, events, cultures)

Aboriginal studies- Students will…

 demonstrate awareness of the history of Aboriginal art

 demonstrate an understanding of various Aboriginal art forms

Math- Various fraction and measurement outcomes may be able to be used with this lesson.

A

SSESSMENT

:

Students will show evidence that they have followed the instructions to create a tipi book:



They have folded the paper correctly and with accuracy



They have created covers using mat board and covered them with precision



They have an understanding of what the tipi design means and the story behind it.

Students’ art work will demonstrate that they have explored the idea of book making and created a piece of artwork they are proud of.

R

ESOURCES

:



SAMPLE A: Instructions to make a tipi book with pictures of each step



SAMPLE B: Examples of tipi books



Goble, P. (2007). Tipi: Home of the nomadic buffalo hunters. Bloomington: World Wisdom, Inc.



Goble, P. (2001). Storm maker's tipi. New York: Atheneum Books for Young Readers.

L

EARNING

M

ATERIALS

:

 Mat board



Glue sticks



Hot glue gun


 Wallpaper

Rebecca Thompson

 Paste paper



Tea stained paper



Other materials that could be used to make covers



Cream coloured paper



Scissors



Tape measure with pencil attached

 Skewers

 Acrylic paint



Paint brushes



String

Fall 2010

A

CTIVATING

S

TRATEGY

:

Tell students that we are going to be creating tipi books while we are learning about tipis. To start the lesson read Paul Goble’s

Storm Maker’s Tipi and discuss with the students the importance of tipi cover designs and who had tipi designs. Let student look on the internet and at books (like Paul Goble’s Tipi) to try and find a tipi design that they would like to recreate and learn about.

A

CQUIRING

S

TRATEGY

:

Students will decide on the tipi they want to create and they should also know what the parts of the design means and/or the story behind the tipi design. They will gather the materials they need or depending on the age the teacher may want to have some of the materials pre-cut and ready to go.

A

PPLYING

S

TRATEGY

:

Following the instructions attached (SAMPLE A) students will create their tipi. One they are done they will have a piece of art they can be truly proud of.

R

EFLECTING AND

/

OR

R

E

-

FOCUSING

:

This project would be great as part of a math unit or even a cross-curricular unit. It is also a good example of the easy in which the curriculum can be indigenized in order to make are Aboriginal students feel more connected to the curriculum.


Instructions to create a Tipi Book

Fall 2010

Lay out a large piece of cream colour paper.

Mark the center of the circle. Make sure that you leave enough room to draw the circle.

Using the tape measure with a pencil attached, hold the end on the center mark and then swing the tape measure around 360 degrees to make a circle.

Cut out the circle.


Once you have the circle cut out lay it on a hard surface.

Fold the circle in half and then unfold it back into the full circle.

Fold the circle the other way to create to folds perpendicular for one another

Fold the half circle again along the crease already created to make a quarter of a circle.

Fold again in half to make one eighth.


Once you have your folded paper lay it flat onto a piece of mat board and trace around the tipi shape paper. Repeat to create a second cover.

Using a straight edge and an exactor knife to cut out the tipi shape from the mat board. Repeat to cut out the second cover.

Cut the tops of the two covers and the cream colour paper. Then lay the covers on too whatever material the student wants to cover the covers with and glue it down.

Cut around the cover and cut the corners of and glue the flaps on to the back side of the cover. For the bottom flaps cut slits up to the mat board and then fold up the smaller sections and glue them down.

Repeat and cover the second cover.


Paint the inside pages with the design desired.

Allow paint to completely dry before folding it back up.

Paint the covers with a similar design.

Open up the circle and hot glue on skewers on each crease of the painted side of the tipi cover.

You should attach 5 skewer sticks (pointed side up).

Once all the skewers are glued on fold the tipi cover in half again.


Fold the tipi cover up again and attach one cover to the back and one to the front.

Make sure that the cover will fold out how you wish it too.

On the reverse side of the tipi cover put the information about the tipi. It either be typed and glued on or written on with a pen.

Unfold the book and attach strings if need to keep the tipi together when opened up.

Indigenous Dwellings Inquiry Kit - Community

Fall 2010

Table of Contents

Rationale

Outcome Map

Annotated Bibliography

Book Reviews

The Tipi: Traditional Native American Shelter by A. Hungrywolf

Houses of snow, skin and bones: Native dwellings: The far north by B.

Shemie

Houses of bark:Tipi, wigwam and longhouse:Native dwellings: Woodland indians by B. Shemie

Houses of hide and earth: Native dwellings: Plains indians by B. Shemie

Houses of wood: Native dwellings: The northwest coast by B. Shemie

Mounds of earth and shell:Native sites:the southeast by B. Shemie

Houses of adobe:Native dwellings:the southwest by B. Shemie

Storm Maker’s Tipi by P. Goble

Lesson Plans

Plan 1: Indigenous Dwellings Project Using Bonnie Shemie book series

Plan 2: Focus on Tipis: Dwellings of the Plains

Plan 3: Focus on Tipis: Tipi Art

Plan 4: Sharing Learning: Indigenous Dwellings in Math

Tipi Book Lesson and Instructions

Rationale

Outcome Map: Indigenous Dwellings Inquiry Kit

Annotated Bibliography

Literary Resources

Non-Literary Resources

Internet Resources

Review/Critique: The Tipi: Traditional Native American Shelter by Adolf Hungrywolf

The tipi: Traditional Native American shelter.

Review/Critique: Houses of snow, skin and bones by Bonnie Shemie

Houses of snow, skin and bones: Native dwellings: The far north.

Review/Critique: Houses of bark: tipi, wigwam and longhouse by Bonnie Shemie

Houses of bark:Tipi, wigwam and longhouse:Native dwellings:Woodland indians.

Review/Critique: Houses of hide and earth by Bonnie Shemie

Review/Critique: Houses of wood by Bonnie Shemie

Houses of wood: Native dwellings: The northwest coast.

Review/Critique: Mounds of earth and shell by Bonnie Shemie

Mounds of earth and shell:Native sites:The southeast.

Review/Critique: Houses of adobe by Bonnie Shemie

Houses of adobe:Native dwellings:the southwest.

“The great house of Chaco Canyon”-

“Charting the sun and seasons”-

“The cliff dwellings of Mesa Verde”-

“Storing water in a dry land”-

“The pueblo”-

“Building a house of adobe”-

“Inside the pueblo”-

“Kivas”-

Review/Critique: Storm Maker’s Tipi by Paul Goble

Storm maker's tipi .

RT

ESSON

IPI

OOK

RADE

EVEL

ESSON

OPIC

EARNING

UTCOMES

SSESSMENT

ESOURCES

EARNING

ATERIALS

CTIVATING

TRATEGY

CQUIRING

TRATEGY

PPLYING

TRATEGY

EFLECTING AND

OR

E

FOCUSING

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