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Copy of The Combination of Native American's and European's-Standard 4

by Hannah McComie

Overview
Title
Who found America first?

Basic Information
Teacher: Hannah Smith Topic: Social Studies and Language Arts Grade: 5th Length: 30 days The unit is broken into 3 parts The highlighted words correlate that most with the standard. As well as all of Stage 2.

Rationale
I want my students to identify how and why the Native American's and the Europeans clashed due to their cultural differences. I want the students to understand why people have different cultures, and that we need to be acceptant of other people's culture. I want my students to live history and understand why it can not be viewed from one perspective.

Background Information
Reading a map Foundamentals of how to research.

Stage 1
Big Ideas
The students will understand how specific Native American tribes created, learned, shared, and adapted to their culture. The students will explore the cultural aspects of the European Groups before they traveled to America. The students will identify the motives of the European Groups for traveling to America. The students will understand how specific Native American Tribes and European Groups

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interacted with each other. The students will examine and explore the results of the interaction between the Native American Tribes and the European Groups.

Social Studies Standards

HI-HCPS-III.SS.5.2 STANDARD: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Analyze how beliefs and education and/or the society in which a person resides shape his/her "point of view" STANDARD: History: EARLY AMERICAN HISTORY-Understand important historical events through the Revolution Examine the interactions between Europeans and Native Americans in North America Describe conflicts between Europeans and Native Americans (i.e., King Philips War), among colonists, (i.e., Bacon's Rebellion), and between European powers (i.e., the French and Indian War) STANDARD: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Compare the views of Native Americans and Europeans regarding the relationship between humans and the land

HI-HCPS-III.SS.5.2.1 HI-HCPS-III.SS.5.3 HI-HCPS-III.SS.5.3.2 HI-HCPS-III.SS.5.3.8

HI-HCPS-III.SS.5.6

HI-HCPS-III.SS.5.6.1

English CCS
Draw on information from multiple print or Integrate information digital sources, from several texts on demonstrating the ability the same topic in order 5.RI.7 5.RI.9 to locate an answer to a to write or speak about question quickly or to the subject solve a problem knowledgeably. efficiently.

Integration Reading of Informational Knowledge and Ideas

Writing

Text Types and Purposes

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. 5.W.1 b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the

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opinion presented. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, 5.W.2 quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. With some guidance and support from adults, use technology, including the Internet, to produce and publish 5.W.6 writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Text Types Writing and Purposes

Production and Writing Distribution of Writing

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, Research to Build or events in a story or a drama. drawing on specific details Writing and Present 5.W.9 in the text [e.g., how characters interact]). Knowledge b. Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]). Range of Writing Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting 5.W.10 or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

GLO's
HI-GLO.1 HI-GLO.1.I.2 HI-GLO.1.I.3 HI-GLO.2 HI-GLO.2.I.2 GLO #1: Self-Directed Learner (The ability to be responsible for one's own learning) Plans and manages time and resources to achieve goals Monitors progress and evaluates learning experiences GLO #2: Community Contributor (The understanding that it is essential for human beings to work together) Cooperates with and helps and encourages others in group situations

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HI-GLO.2.I.5 HI-GLO.6 HI-GLO.6.I.5-6.1

Demonstrates responsible and ethical behavior in decision making GLO #6 Effective and Ethical Users of Technology (The ability to use a variety of technologies effectively and ethically.) Uses appropriate technologies for communication, collaboration, research, creativity and problem solving

Essential Questions
What is culture? Who were the Native Americans? Are Europeans bad people? How do the beliefs, values, and behaviors of a group of people help the group meet its needs and solve problems? How did cultural differences divid the Native American Tribes and the European Groups? How do you accept, respect, and appreciate a culture that is different from your own?

Understanding
Students can explain... why every culture is not the same. the differences between the Native American Tribes. the differences between Native American Tribes and European Groups. how cultural differences can be the cause of war. why people encountered diseases when introduced to a foriegn culture. how Native American Tribes changed after their interactions with the Europeans. how the European cultures changed after their intereaction with the Native Americans. Students can interpret.. the contact between the Native Americans and Europeans from different points of view. Students will have self-knowledge of... the fact that history should not be viewed from one perspective. how cultures develope and change over time. the fact that each Native American tribe is unique in its culture and interaction with the Europeans Europeans arrival has shaped the foundation of what America is today.

Knowledge
Vocabulary Words Similarities Differences Beliefs

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Values Cohesion Diversity Acceptance Pilgrim Puritans Respect Treaty Tribe Communication Conflict *Students are to encorperate the meaning of these words into their life. Where do these words come from? What is the meaning behind them?

Skills
Students will be able to: Explore and describe similarities and differences in the way various cultural groups meet similar needs and concerns Give examples of how information and experieces may be interpreted differently by people from different cultural groups Describe vaule of both cultural unity and diversity within and across groups Demonstrate how holding different values and beliefs can contribute or pose obstacles to understanding between people and groups. How to read and use a map. How to use note cards for research.

Stage 2
Getting to Know You!!!

Presentations
Performance Task: A long awaited conference has been set up for the Native Americans and the Europeans to get to know each other a little better. For a long time Europeans/Americans have classified the Native Americans as one group of people. For a long period of time, the Native American have held negative feelings towards the Europeans/Americans. This conference is an opportunity for people to express who they are and why things in the 16-18th century happened the way they did. This is an opportunity for these cultures to come together and learn from each other once again. Goal: Your task is to share your culture and educate the people in the conference about who you are, and how you live/lived you everyday life. You will use your notes to develop your presentation. Your website will be given to the audience as a source that they can refer to for more information. Role: You are Educating the listeners about your culture. This can be done via power point,

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video, poster boards, virtual posters, etc. You can create hand outs for your listeners if you choose. It is your job to help us get vibes of what your culture is. Feel free, to wear cultural attire, bring traditional foods, models, etc. Audience: Native American tribes and European Groups. Situation: The challenge involves. Creating an informative but entertaining presentation. Providing Examples so individuals can obtain a better perspective of the point you are trying to make. Relay your cultures point-of-view of the situation that arise when the Europeans arrived. Performance and Product: Presentation: As well as any handouts, food, displays, attire, etc.

Me vs. You
Debate Performance Task: This is towards the end of the confrence. You have learned about other cultures, formulated some new ideas, and maybe you changed your ideologies. You are going to pick a topic that you find the most apealing and defend your argument. You are going to enter into a debate. Role: You are going to help your team obtain a deep understanding of the topic so that you can win the debate. Audiences: Judges: Teachers, parents, councilors-individuals from the communitty. -There

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will be 3-5 judges. Situation-"Debate Topics": You will be for or against one of the following topics Should Native Americans be treated differently? The Europeans would not have survived without the assistence of the Native Americans. Should Thanksgiving be a day of mourning or rejoyce? All Europeans brought distruction upon the Native Americans. The actions of the European colonies were justified by their quest for God, Gold, and Glory? Desires of wordly goods help cultivate and advance ones culture. Many Native Americans would not have died from war with the Europeans, if the Europeans contained Native American views about land? Performance; You will be judge based on how well you defend your argument. You are presenting a seires of persuasive speeches.

Me vs. You Rubric

Target (8-9 points) Persuasive
(2, 50%) HI-GLO.1 HI-GLO.1.I.2 HI-HCPSIII.SS.5.3 HI-HCPSIII.SS.5.3.2 HI-HCPSIII.SS.5.6 HI-HCPSIII.SS.5.6.1

Acceptable (5-7 points) 2 points: The student delivers an argument that is not fully backed up by facts and reason. The student mentions some of the same facts over and over again. The student does not use a variety of researched events to support his/her argument. 2 points. The student's voice fades in and out of range. (Not due to technical problems) 2 points: The student slouches, the students does not use many hand gestures, and the student scans the room every once in a while. The student is fixed on the audience and/or the judges.

Unacceptable (1-4) (1 pt) 1 point: The student delivers an argument based on reason.

3 points: The student delivers a tangible argument backed up with facts and reason. The students is able to identify specific events and use them as an example for his/her argument.

Tone (1, 25%)

3 points. The students speaks loud and clear. The student is understood by the audience.

1 point: The student speaks very soft. Too low to understand what the speaker is saying. 1 point: The student does not maintain eye contact with the audience or the judges. The student slouches or hunches over. The student does not use any hand gestures. If hands gestures are used, there are not too many of them which conveys his/her argument.

Stance (1, 25%) 3 points. The student uses hand gestures to help convey his/her point. The student stands up straight and does not slouch over. The student makes eye contact with the crowd, the judges, and his/her competitors.

Formative Assessments

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Simulated Journal: You will pretend that you are an individual from the Group or Tribe that you are researching. You will reflect on their day-to-day life, how they felt when they came into contact with the other culture, and other interesting triats of their lives. This journal will be classified as historical fiction. You will have the choice of how you would like to orgainze your journal. You can create your journal however you please. Example,you can do a video journal, write a dairy, create a log, and so on. Facebook page: Each Tribe and Group is going to create a facebook page. Note: one page per Tribe or Group. This is to refelct the interaction of the Tribe and Group. What types of things would be said to one another? How would they speak? This will also be used to for the interactions between the Navtive Americans and the Europeans. What are the different cultures saying to one another? Do they fully understand one another? What are the individuals within a culture saying about the alien cultures. Website: Each group will create a website that represents their culture. The website will describe who they are, how they live, roles and responsibilities, interactions with outside cultures. The websites will be colorful containing some media. This website will reflect a one-stop-shop. People will need to look no where else for information about the culture. This website will answer questions related to the 15th and 16th century (maybe the 17th century as well). The website will also have contact information. The website will be due before presentations. The website will also contain the Simulated Journals and a link to the Facebook page. Reflection: If you could change the events of the Europe colonizations, what would you change and why? Pick a Side-Persuasive Paper: One of the culminating projects is a debate. Each student will participate in one debate. Each student will also have the opportunity to watch their peer debate. The persuasive paper is based off of the debate the student watches. The student will choose a side and state why they agree with that individual. In the process of writing a stronger paper the student might do their own research.

Pick a Side-Persuasive Paper

Common Core Standards Information
(1, 25%)

Target (7-9 points) Acceptable (4-8 points) 3 points: The student states the topic and the side he/she is supporting. The student also states why they agree with that team. 2 points: The student states the topic and the side he/she is supporting.

Unacceptable (1-3 points) 1 point: The students only state the topic.

Persuasive
(2, 50%) HI-HCPSIII.SS.5.3 HI-HCPS-

Writing Text Types and Purposes 5.W.1 Write opinion pieces on topics or

3 points: The student does their own research and cite their sources.

2 points: The student refers to what team stated during the debate.

1 point: The student provides opinions about the topic and not facts or

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III.SS.5.3.2 HI-HCPSIII.SS.5.3.8 HI-HCPSIII.SS.5.6 HI-HCPSIII.SS.5.6.1

texts, supporting a The student refers point of view with to what team stated reasons and during the debate. information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

supporting evidence.

Work Cited Page (1, 25%)

3 points: Work Cited is provided.

Stage 3
WHERETO
I will read the last chapter of the book "Morning Girl" by Micheal Dorris. (H) Class discussion: Creating Hypothesis- What nationality is the speaker (Nationality meaning, what country is the speaker from)? How does the speaker feel about these new arrivals? What does the speaker do to try and communicate to these strangers? How you think the arrivals feel about her? What nationality do you think the arrivals are? Do you think the arrivals are lost? (H) I will read the Epilogue; this is a diary entry by Christopher Columbus.

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Class discussion: Creating Hypothesis-What does Christopher Columbus think about the Native Americans? How is his view of life different from the Native Americans? Does this group of Native Americans reflect all Native Americans? Reveal the information: Share the big Ideas and Essential Questions. (W) -We are discussing the unit-the goals and expectations. Vocaubluary Words: Go over the vocabulary list. What words do they know and don't know? Have the students talk about what they think the words means. Explain to the students that you expect them to use the words in their writings throughout this unit. (W, H) Presentations: First divide the class up into groups. It can be based on interest or assigned. Each group will be responsible for their culture-talk about the website, journals, and presentation. (W, T,R) Webquest: Part 1: The students will be doing a webquest. There will be two different resource centers are apart of the webquest. They will be set up in the classroom, so the students will have acess to. The library (there will be a special display for this unit) and a media center. The media center will contain the video's (set up will be based on resources) (T,W,E1) Facebook: The students are to post comments on facebook at lease five days out of the week. (E1,R) Websites: The students will have the opportuntity to work on their websites during class (E1,R) Journals: (E2) Presentations: Each presentation will be a minimum of 20 minutes. (E2) Debate: (E2) Reflections and Persuasive papers (E2)

Schedule
This unit will be divided into three parts.

Introduction Day 1: I will read the last chapter of the book "Morning Girl" by Michael Dorris. Class discussion: Creating Hypothesis- What nationality is the speaker (Nationality meaning, what country is the speaker from)? How does the speaker feel about these new arrivals? What does the speaker do to try and communicate to these strangers? How do you think the arrivals feel about her? What nationality do you think the arrivals are? Do you think the arrivals are lost? I will read the Epilogue; this is a diary entry by Christopher Columbus. Class discussion: Creating Hypothesis-What does Christopher Columbus think about the Native Americans? How is his view of life different from the Native Americans? Does this group of Native Americans reflect all Native Americans? Reveal the information: Share the Big Ideas, Essential Questions, and Vocabulary words Class discussion: Creating Hypothesis-Who were the Native Americans? What are Native Americans? Which Europeans came to American? Why did they come to America? How did their arrival make the Native Americans feel?

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Group Activity: I will break the students up into groups and ask them to create a KWL chart. The students will then present their charts. The charts can contains pictures and symbols to help express their words. Day 2: Read a Chapter of "Morning Girl" by Michael Dorris Class Discussion: What is going on in the Story? Who is the speaker? How are they describing their life? Vocabulary: The students will do an activity to enhance their background knowledge of the vocabulary words. The students will do Splash, where they work with the words to gain a deeper understanding. The vocabulary words will be posted on the board. Each group will get a portion of the vocabulary words. The students will work in groups. Each group will organize the words based on how they think the words interact with each other. (First they will do this independently, then as a group). Each group will be given a passage. The students will read the passage independently. The students will then revise how they organized their words. The students will present their findings to the class towards the end of the lesson. Day 3: Introduce the 1st segment of the unit. Cultures. Divide of the class and organize the students in groups-each group is a different culture. Assigning roles and responsibilities-one person will be in charge of monitoring the progression of the Website, one person will be in charge of monitoring the Facebook account, and one person will be in charge of keeping everyone up to date with their journals. Making plans: The students will plan out mile-stones for when they are going to complete certain things for their presentation, journals, Website, and Facebook page. The plan will act as their exit slip. Mini-lesson: Demonstrate how to use note cards for research by comparing it to a Graphic Organizer. The students will have three weeks to prepare for their presentations. Part 1 Day 4-18: The students will be working on their Native American and European Culture-Webquest. (Seperate Section-you can click on the link to view the webquest) Readings: During the first week and part of the second week two books will be read to the class (in the morning before they start their webquest) and discussed as a class. "Morning Girl" by Michael Dorris and "We Asked For Nothing: The Remarkable Journey of Cabeza de Vaca" by Stuart Waldman. Teacher: The journals will be collected at the end of the second week. During the second week the teacher will check the students face book pages and post comments. Group: The groups will evaluate their progress at the end of each week. Pitch: a few days before the presentations the students will deliver a 30 second pitch telling us why we should be interested in learning about their culture. This can take the form of a poem, journal, a song, etc.

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Day 19-22 PRESENTATIONS =) Day 23: Reflect on the presentations. How did it make the students feel? Do they think they did a good job? How do they feel about their knowledge of the content? Have they formed any view or opinions through their research? Day 23-26: Part 2 Introduce the Debate and the Persuasive Paper Each team can have a minimum of 3 and a maximum of 6 Students will then view segments of debates. Questions and answers about how a debate is run, and so forth. The students will have three days to prepare for the debate (may vary) Day 27: DEBATES Day 28: Persuasive paper is due Day 28-29: Part 3 Talk about the reflection paper. Class discussion: Cause and Effect. If we change what we did this morning how would that effect us right now? Activity: The students will work in groups. Each group will create a scenario with a beginning, middle, and an end. They will change something about the scenario and discuss how it will effect the end. The groups will present their findings to the class. The class can state if they agree or disagree, and share their perspective of what might happen. Day 30: Reflection paper is due

Reflection
Reflection
It is very difficult to find information about the European culture during the 15th and 16th century. Just that alone tells you how different the Europeans were. I really enjoy working on the unit, although it brought many frustrating moments. I have learned a lot by orgainizing this unit, and I feel that my students will learn a lot as

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well. I really like the fact that I am not lecturing everyday. They students are the one's exploring and discovering for them selves. They are also using everyday technology as learning tools. One of my goals was to encorperate meaningful uses of technology. I do not think technology should be removed from the classroom. Students should engage in these things and learn how to apply them in a productive way. Social networks are about building communitties and networks. Developing the day to day plan was the most difficult. Assessment: Is the unit plan clear in establishing its goals without the rubrics for the assessment? I hope that I cleary stated my goals and expectations of the unit.

Resources
Video
Native American Life Video Quiz http://learn360.livetext.com/misk5/learn360 /132723
Identifies by region the various Native American tribes, compares the cultural aspects of these people, as well as includes video quizzes for students.

Native American Life http://learn360.livetext.com/misk5/learn360/132724

Investigates the daily lives of Native American peoples from different regions, distinguishes the differences between Woodland Native Americans and Desert Native Americans, as well as shows many artifacts and cultural elements of such tribes.

After the Mayflower-We Shall Remain American Through Navtive Eyes http://digital.films.com/PortalViewVideo.aspx?xtid=44689&loid=129091& psid=0&sid=0&State=& title=After%20the%20Mayflower:%20We%20Shall%20Remain%E2%80 %94America%20Through%20Native%20Eyes&IsSearch=Y&parentSeriesID=#
This is a very in-dept and emotional documentary about the different Native American tribes, and the events that occurred when the Europeans arrived.

Debate Information
Debatabase-International Debate Associations http://www.idebate.org /debatabase/topic_index.php
This is where I received some of my ideas for my debate questions

The Basic Skills of Debating http://www.actdu.org.au/archives/actein_site /basicskills.html

This website provides insight about what a debate is, and how it's organized.

Debates in the middle school classroom http://www.learnnc.org/lp/pages/636

This website is about setting up a debate in the classroom. The do's and don't's

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