Name of Project: Native American Museum Curation / Duration: 4 Weeks
Subject/Course: Social Studies/ELA / Teacher(s):n Katrina Ercole, Joanne Loudermilk / Grade Level: 4
Significant Content
(CCSS and/or others) / SS 4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking groups, inhabited the region that became New York. Native American Indians interacted with the environment and developed unique cultures. (Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)
4.2a Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing, and shelter.
➢ Students will examine the locations of early Native American groups in relation to geographic features, noting how certain physical features are more likely to support settlement and larger populations.
➢ Students will investigate how Native Americans such as the Iroquois (Haudenosaunee) and the Algonquian speaking peoples adapted to and modified their environment to meet their needs and wants.
4.2b Native American groups developed specific patterns of organization and governance to manage their societies.
➢ Students will compare and contrast the patterns of organization and governance of Native American groups such as the Iroquois (Haudenosaunee) and Lenape, including matrilineal clan structure, decision-making processes, and record keeping with a focus on local Native American groups.
4.2c Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.
➢ Students will examine Native American traditions; job specialization the roles of men, women, and children in their society; transportation systems; and technology.
➢ Students will examine contributions of Native Americans evident today.
Grade 4: Social Studies Practices: A. Gathering, Using, and Interpreting Evidence; B. Chronological Reasoning and Causation; C. Comparison and Contextualization; D. Geographic Reasoning; E. Economic Systems; F. Civic Participation
Common Core Learning Standards for ELA:
READING FOR INFORMATIONAL TEXT
RI 4. 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
WRITING:
W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W4.8 Recall relevant information from experiences or gather relevant information from print and digital sources: take notes and categorize information, and provide a list of sources.
SPEAKING AND LISTENING:
SL4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL 4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL 4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
21st Century Competencies
(to be taught and assessed) / Collaboration: Rubric: / X / Creativity and Innovation
Communication / Other:
Critical Thinking
Project Summary
(include student role, issue, problem or challenge, action taken, and purpose/beneficiary) / Through in-depth inquiry, students will act as historical museum curators to design an exhibit to demonstrate their knowledge of different NYS Native Americans. The Iroquois and the Algonquian tribes will be the main focus of the research. Within collaborative groups of 4-5, individuals will have voice and choice to research different aspects of both tribes such as: (Housing/Geography, Tribal structure, Clothing, Food, Customs, Beliefs and Values). Individuals will work in a "jigsaw" fashion and become "experts" within the area of choice, but may work with other "experts" from other groups who are researching the same aspects. Two Museum exhibits will be created and students will serve as docents as means to present their learning.
Driving Question / How can we as museum curators create an exhibit that shows the history of Native American life in NYS?
Entry Event / Clip from the Night at the Museum from DVD and a simulated Entry Document
Product(s) and/or Performance(s) / Individual:
Museum artifact with written explanation (Visual narrative for artifact & Speaking Docent narrative for public audience) / Specific content and competencies to be assessed:
SS 4.2 Native Americans
RI 4.3, 4.7, 4.9
W 4.2, 4.4, 4.5, 4.6, 4.7, 4.8
SL 4.1, 4.4, 4.5 (Group Oral Presentation Rubric)
Team:
Group Museum and Docent Presentations / Specific content and competencies to be assessed:
SS 4.2 Native Americans
W4.8
SL 4.1, 4.4. 4.5
21st Century: Collaboration
PROJECT DESIGN: OVERVIEW
Public Audience
(Experts, audiences, or product users students will engage with during/at end of project) / Local Native Americans, Parents, and School. Other 4th Grade classes
Resources Needed / On-site people, facilities: Possible visit by a local native american
Equipment: Chrombooks, iPads
Materials: 4th Grade curriculum, additional texts, websites
Community Resources:
Local Native Americans
Reflection Methods
(Individual, Team, and/or Whole Class) / Journal/Learning Log: Daily or Weekly Team work logs / X / Focus Group
Whole-Class Discussion / X / Fishbowl Discussion: Docent practice and feedback / X
Survey / Other: Collaboration Rubric, Group Oral Presentation Rubric, Module Protocol for Peer Conferencing / X
Notes:
Peer editing will further allow students to provide feedback and revision on each other’s writing using the past ELA Module lessons on peer conferencing. (See module protocols)
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PROJECT DESIGN: STUDENT LEARNING GUIDEProject: Native American Museum Curation
Driving Question: How can we as museum curators create an exhibit that shows the history of Native American life in NYS?
Final Product(s)
Presentations, Performances, Products and/or Services / Learning Outcomes/Targets
content & 21st century competencies
needed by students to successfully
complete products / Checkpoints/Formative Assessments
to check for learning and ensure
students are on track / Instructional Strategies for All Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning outcomes and formative assessments
INDIVIDUAL Product:
Museum artifact with written explanation (Visual narrative for artifact & Speaking Docent narrative for public audience)
SS 4.2 Native Americans
RI 4.3, 4.7, 4.9
W 4.2, 4.4, 4.5, 4.6, 4.7, 4.8
SL 4.1, 4.4, 4.5 / SS4.2: I can explain how NYS Native American tribes interacted with their environment and developed unique cultures. / ●oral presentation to class
●paragraph for docent presentation
●visual narrative for artifact
●quizzes throughout unit / ●teacher model
●presentation rubric
●rubric for evidence based writing
RI4.3: I can explain events, ideas and historical concepts from an informational text and use the text to support my explanation.
RI4.7: I can interpret information that is presented orally and visually.
RI4.9: I can combine information from two texts on the same topic to write or speak about the subject. / ●notes from research
●exit ticket
●final paragraph about artifact
●visual narrative for artifact / ●small group instruction
●mini lesson on note taking
W4.2: I can write an informative piece* which examines a topic where I:
a " introduce a topic and group related information and include formatting and illustrations when helpful
b " use facts, definitions, details, and quotations to develop the topic
c " use linking words to connect ideas within categories and
d " provide a concluding statement or section / ●note taking sheets
●rough draft
●teacher conference
●peer review
●visual narrative for artifact / ●paragraph writing review from previous ELA lessons
●rubric for evidence based writing
W4.4: I can produce piece of writing that is appropriate for fourth grade tasks, purposes, and audience.
W4.5: I can use guidance from my peers and adults to plan, revise, and edit my writing.
W4.6: I can use digital tools to produce and publish my work. I can use the internet and collaborate with my peers in my writing.
W4.7: I can conduct a short research project to build knowledge about a topic.
W4.8: I can use provided sources to find information, take notes on sources, and categorize my notes.
- I can provide a list of sources used for a research project. / ●note taking sheets
●rough draft
●paragraph for docent presentation
●summary of resources / ●paragraph writing review from previous ELA lessons
●rubric for evidence based writing
●Librarian lesson on Internet research
SL 4.1: I can prepare for a class discussion and participate by responding to things others say.
-I can follow agreed upon rules for class discussions and carryout my assigned roles.
-I can ask questions to clear up my confusion about a presentation.
-I can make comments that contribute to a discussion.
-I can explain my own ideas and understanding as they connect to the discussion. / ●fish bowl protocol
●class discussion
●teacher observation / ●review of discussion norms from previous ELA lessons
SL 4.4: I can speak clearly and audibly while reporting on a topic or telling a story or experience in an organized manner.
SL 4.5: I can add audio recordings or visual displays to enhance a presentation. / ●museum docent presentation / ●teacher model
●presentation rubric
PROJECT DESIGN: STUDENT LEARNING GUIDE
Final Product(s)
Presentations, Performances, Products and/or Services / Learning Outcomes/Targets
content & 21st century competencies
needed by students to successfully
complete products / Checkpoints/Formative Assessments
to check for learning and ensure
students are on track / Instructional Strategies for All Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning outcomes and formative assessments
TEAM Product:
Group Museum and Docent Presentations
SS 4.2 Native Americans
W4.8
SL 4.1, 4.4. 4.5 / SS4.2: We can explain how NYS Native American tribes interacted with their environment and developed unique cultures. / ●section of museum exhibit
●written reports
●topic presentation to class / ●Presentation by museum docent
●rubric for group oral presentation
SL 4.1: We can prepare for a class discussion and participate by responding to things others say.
-We can follow agreed upon rules for class discussions and carryout my assigned roles.
-We can ask questions to clear up my confusion about a presentation.
-We can make comments that contribute to a discussion.
-We can explain my own ideas and understanding as they connect to the discussion. / ●topic presentation to class / ●rubric for group oral presentation
●teacher model
SL 4.4: We can speak clearly and audibly while reporting on a topic or telling a story or experience in an organized manner.
SL 4.5: We can add audio recordings or visual displays to enhance a presentation. / ●topic presentation to class / ●rubric for group oral presentation
●teacher model
21st Century: Collaboration / We Can Collaborate and work together effectively to get the work done for the project.
(See 21st Century Rubric for Collaboration) / ●group chart for “Looks Like” / ●mini lesson/class discussion
●collaboration rubric
Day(s) / Lesson / Activity / Materials
1 / Entry event - clip from “Night at the Museum”
Letter to introduce project
“Need to Know” for curator/museum / DVD
Letter
chart paper
2 / Finish “Need to Know” for curator/museum
Create “Need to Know” for N.A. in NYS / chart paper
3 / Sharon Dec - guest speaker
4 / Form project teams
Expectations & contract
Guided Rdg groups - pgs 6-10 If You Lived with the Iroquois (introduction) / 1 contract / group
Collaboration rubric
5 / Mini lesson - note taking pgs 84-85 SS textbook
Guided Rdg groups - pgs 6-10 If You Lived with the Iroquois (introduction) / note taking sheets
6 -9 / Research
Guided Rdg groups - If You Lived with the Iroquois pgs. specific to topic / Shared doc w/ websites
Chromebooks
iPads
Worksheets w/ additional information
9 / Research assessment (self and teacher) / Rubric
10 / Mini lesson - Creating an outline from notes
Select artifact for museum - done at home / whiteboard or chart paper
11 / Complete outline
Begin presentation
ELA - paragraph writing / Google slides or Powerpoint
Anchor chart from ELA - paragraph writing
12 / Paragraph writing
Finish presentations / Google slides or Powerpoint
13-14 / Present topic information to class / Google slides or Powerpoint
Outline for class
15 / Setup museum
17 / Setup museum / Tables
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