Artifact Bag Minilesson

Mount Saint Mary College

Mini Lesson Plan

Social Studies Methods

Dr. Smirnova

Candidate Name: Amanda Almodovar
Course: ED 3120 Grade Level: 5th grade                                                   Date: 11.13.2017 Content Area: Social Studies

Lesson Plan Title: Findings of New Spain

Instructional Approach: Inquiry Lesson Plan

Overview: This lesson is designed to have students inquisitively work to come to a conclusion on the artifact bag items that they are presented with. The students to use both their textbook and the internet to research and discover what the artifact bag items are, why they are in the bag, and how they are related to one another as well as the content area of social studies.

Standards:

SS.5.3: EUROPEAN EXPLORATION AND ITS EFFECTS: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound impact on Native Americans and led to the transatlantic slave trade.

-5.3a: Europeans traveled to the Americas in search of new trade routes, a northwest passage, and resources. They hoped to gain wealth, power, and glory.

-5.3b: Europeans encountered and interacted with Native Americans in a variety of ways.

-5.3d: Africans were captured, brought to the Americas, and sold as slaves. Their transport across the Atlantic was known as the Middle Passage.

Central Focus: The students will be able to make inferences and come to a conclusion based on the artifacts in the bag and based off of their knowledge on life in New Spain and Spanish explorers and their research conducted on the artifacts given.

Academic Vocabulary:

New Spain, Hispaniola, Hernando de Soto, Esteban, Alvar Nunez Cabeza de Vaca, Francisco Vasquez de Coronado, Juan Ponce de Leon, Bartolome de Las Casas, Society, Plantation, Encomienda, Missionary, Mission.

Performance Objectives:

Academic Skills: Given a task and artifact bag, the students will identify and describe each item in the artifact bag that fulfills at least an accuracy of description and purpose and a 3 out of 4 on the artifact bag rubric given.

Materials and Resources:

• Artifact 1: Piece of Spanish Explorer gold
• Artifact 2: Map of the Journeys that the Spanish Explorers took to find gold in New Spain
• Artifact 3: Scroll of the drawing/outline of a missionary
• Self Assessment Rubrics
• iPad (to research information)
• Magnifying glass
• Note graphic organizer (5 W's) 

Use of Technology:

• iPads
• Google Search Engine

Introduction:

I will introduce the lesson by asking the students, “what is an artifact?” Students should respond along the lines of: an object made by a human being, typically an item of cultural or historical interest.” After the students answer my question and display their previous knowledge about life in New Spain and the Spanish Conquistadors, I will present the artifact bag along with the powerpoint presentation.

Development:

During this part of the lesson I will open up the artifact bag powerpoint presentation and show the larger picture of the artifact that they pulled out from the bag. As it is on the board and in their hands, the students will work to come to a conclusion on what the artifact is. Once the students have an idea of where these artifacts came from or what they might be, I will prompt understanding questions such as "How does this relate to what we are learning in our social studies unit?” “Why would someone need a map of New Spain?” “What is a church and how is that related to one of the pictures that you found?” Once the students have understood and made connections to the lessons prior, I will reveal that the artifact bag is in fact a representation of three different important aspects of life in New Spain; religion, explorers, and the gold expedition.

Closure:

In order to end the lesson I will discuss the importance of the aspects of religion, the routes of the explorers, and the gold expedition on the importance of the wealth and prosperity balance in New Spain. To tie the lesson altogether, I will read a portion of the book A Conquest of New Spain by Bernil Diaz del Castillo. This book will be a perfect opportunity for the students to tie in all of their findings and their previous knowledge together. After reading the book and asking follow up questions, I will have the students visit the website link to learn and discover more about the different explorers throughout Spain and the world!

Evaluation

Diagnostic: We will pre-assess the students by asking them questions about the previous lesson.

Formative: We will assess the students through the hands up/hands down technique in order to view their agreement or disagreement with the choices and content given.

Summative: The students will report on the facts they pull from the book and the website to explain how their findings relate to what we have learned in class.

Higher Leverage Practices

Students with readings needs: We will print out the slideshows and provide the worksheets in a bigger font. Teacher will also read aloud the important directions and problems.  

Students with writing needs: There will be a note taker for that particular student so they do not have to worry about writing and processing the information at the same time.

Students with behavior problems: We will eliminate all distractions as much as possible and give extra assignments.

ESL Learners: I will give bilingual printouts of the text to aid in the learning process.

Ask the Expert! Final Questions of the Semester

• Do ed TPA first
• Finish Unit Plans with group members-(overview, rationale, what the unit plan is about, topic, concepts you are going to introduce, misconceptions the students might have, and the standards you are going to address in the unit plan) replace what she has on her eFolio with the content with your own unit plan (central focus, goals, and objectives)- provide the lesson plans in one single document (lessons 1-5 in same paper)-3 full lessons, 2 mini lessons
• Blog- reflect on what you learned about cooperative learning as a method of teaching social studies (describe how the aspects were played out in the project in class) Explain the stages and what happened. Provide the link to Jigsaw.org. How did you create a positive environment in your classroom? How did you apply the approach of the social interaction model to teaching geography?
• Subject matter outline (or graphic organizer) webspiration, bubbleus graphic organizer to create topics on the topic, then key concepts under, then skills to develop, and generalizations- Outline of what you will teach (Main topic and Subtopics)- Life in New Spain (Subtopics- social classes, Spanish explorers, missions (religion), slavery). Concepts taught, what do you expect students to know, generalizations & big deals.

P1: Introduction to what cooperative learning is

P2: 1st Jigsaw Presentation to small groups and how you brought that into fieldwork

P3: 2nd Jigsaw Presentation to full class, what were you responsible for

P4: Reflection on how that helped you to learn from one another and what you learned from working together

P5: Conclusion & provide resource links at the bottom

*Rubric on eClass

• Assessment, Section 5- Provide 3 types of assessment( Diagnostic-word cloud, provide screenshot and how you pre-assessed students prior knowledge)- all screenshots of things that you used for evaluating 
• edTPA Task c - materials , handouts, whatever we designed as materials for them and D-assessment materials)
• Formative- Explorer Page Organizer
• Summative- students wrote a paragraph or letter

How to Teach Native American Tribes!

Muscogee by Cierra, Aimee, and Angelina

• The great seal is a trademark of their tribe (plow and they aer diffing their crops)
• They were known as the Creek Indians
• Believed to have been created to guard against other larger Indian tribes of the region
• One of the 5 Civilized Tribes
• Located in the South and had a warm climate
• Canyons, high plains, and mountains
• Nomadic tribe because they moved a lot
• Religion: Protestant
• Creek men hunted deer, wild turkeys
• The homes of the Muskogee- Mound Grass Houses, Wattle and daub houses, and Creeks building American-style log cabins
• Famous people: Lt. Col. Ernest Childers, Acee Blue Eagle, William McIntosh and John Harjo

3 Pluses

1. I loved the images that you used on your slides, it made the presentation aesthetic!
2. You definitely had all of the information about the tribe to pull together the topic all together
3. I loved that you included the Creek Stomp Dance and the native tribe Song

1 Wish

1. I wish that for the interactive activity you would have made us get up and out of our chairs and do the Creek Stomp Dance around a fake fire. I feel like that would have been a perfect way to pull the lesson together!

Navajo Tribe by Marie, Ganny, Alexis, and Mikaeyla

• One of the largest tribes in the United States
• Second largest Native American Tribe
• Known as the Dine tribe- comes from the word "the people"
• "The children of the holy people"
• Earth mother= Important and sacred God
• Navajos believed in gods that they called Holy People, they believed it was curcial to praise they would use heir powers against them
• They worshipped the sun, winds, and watercourses
• They are cautious about death-they try not to talk bout it because they feel like it will happen to them
• Located throughout Northeast Arizona, New Mexico and Utah
• Region- Southwest Region of the US
• Movement- The Indians are known to have inhabited the US since before Columbus
• Culture: Geared towards family life and events

3 Pluses

1. I loved that you incorporated the parts of geography! It tied this entire lesson together so great job!
2. I loved the images and videos that you used. I feel like this was a very well thought out presentation and it was visually captivating!
3. All of the teachers used their teacher voices and were very knowledgeable about the topics! This was a great presentation.

1 Wish

1. I wish that you had us (the students) pick out the food from the Food bag and guess what the Dines used to eat based off of the images.

NAT Project Jigsaw Tlingit Info & Reflection

Jigsaw Project 
NAT Project

5 Themes of Geography

Movement
Region
Human
Environment
Location

Place

    Tlingit Tribe 

How do you pronounce the word "Tlingit"? What does it mean?Tlingit is pronounced "TLIN-git" or "KLIN-kit." This is an English pronunciation of their native word Lingit, which means "people." In their own language, the first sound is a 'breathy l' that does not exist in English. 

Where do the Tlingits live?The Tlingit Indians are original people of the Pacific Northwest Coast. They live in southeastern Alaska and in British Columbia and the Yukon in Canada. Here is a map showing the location of traditional Tlingit lands. 

How is the Tlingit Indian nation organized?In Canada, each Tlingit community has its own reserve, or reservation. Reserves are land that belongs to a Native American tribe and is legally under their control. Each Tlingit tribe--known as a band or First Nation in Canada--is politically independent and has its own leadership. The two Tlingit First Nations each have their own government, laws, police, and services, just like small countries. However, the Tlingits are also Canadian citizens and must obey Canadian law. 

Tlingits in the United States do not have reservations. Like most Alaska Natives, they live in Native villages instead. Alaska Native villages do not have the same sovereignty rights that Indian nations in other US states do, but the Tlingits belong to a coalition called the Central Council of the Tlingit and Haida Indian Tribes of Alaska which handles tribal government on behalf of several Native villages. Individual Tlingit villages also have local councils that have economic control over their village resources. 

What language do the Tlingit Indians speak?Almost all Tlingit people speak English today, but some Tlingits, especially elders, also speak their native Tlingit language. Tlingit is a complicated language with many sounds that don't exist in English. If you'd like to know an easy Tlingit word, "gunalchéesh" (sounds like gu-nall-chaish) means "thank you" in Tlingit. You can also read a Tlingit picture dictionary here. 

Today Tlingit is an endangered language because most children aren't learning it anymore. However, some Tlingit people are working to keep their language alive. 

What was Tlingit culture like in the past? What is it like now?Here's a link to the homepage of the Taku River Tlingit First Nation in Canada.
There you can find information about the Tlingit tribe in the past and today. 


How do Tlingit Indian children live, and what did they do in the past?They do the same things any children do--play with each other, go to school and help around the house. Many Tlingit children like to go hunting and fishing with their fathers. In the past, Indian kids had more chores and less time to play, just like early colonial children. But they did have dolls, toys and games to play. Like many Native Americans, Tlingit mothers traditionally carried their babies in cradleboards on their backs--a custom which many American parents have adopted now. 

What were men and women's roles in the Tlingit tribe?Tlingit women gathered plants and herbs and did most of the child care and cooking. Men were fishermen and hunters and sometimes went to war to protect their families. Both genders took part in storytelling, artwork and music, and traditional medicine. The Tlingit chief was always a man, but the clan leaders could be either men or women. 

What were Tlingit homes like in the past?The Tlingits lived in rectangular cedar-plank houses with bark roofs. Usually these houses were large (up to 100 feet long) and each one housed several familes from the same clan (as many as 50 people.) Here are some pictures of Native American homes like the ones Tlingit Indians used. Today, old-fashioned buildings like these are still made from cedar wood, but they are only used for ceremonial purposes. Tlingit people live in modern houses and apartment buildings, just like you. 

What was Tlingit clothing like? Did they wear feather headdresses and face paint?Tlingit men usually wore only breech cloths and the women only short skirts made of shredded bark. Further inland, where the weather was colder, women wore longer deerskin dresses and men wore Athabaskan-style pants withmoccasins attached. Even in the snow, most Tlingit women preferred to go barefoot, but men on winter hunting trips would often wear snowshoes. For formal occasions, Tlingit people wore more elaborate outfits, with tunics, leggings and cloaks painted with tribal designs. One special clothing item of the Tlingits was the spectacular Chilkat blankets, which were woven from cedar bark and mountain goat hair. Here is a website on Tlingit Chilkat blankets, and some photos and links about Indian costume in general. 

The Tlingits didn't wear long headdresses like the Sioux. Instead, both men and women sometimes wore basketry hats made of finely woven spruce root. The designs and patterns of these hats often displayed a person's status and family connections. The Tlingits painted their faces with different colors and designs for different occasions, and often wore tribal tattoos. Tlingit women often wore their hair in two long braids, while men usually left theirs long and loose. Like other Northwestern Indians, Tlingit men often wore mustaches and beards. 

Today, some Tlingit people still have a traditional cloak or basket hat, but they wear modern clothes like jeans instead of breechcloths. 

What was Tlingit transportation like in the days before cars? Did they paddle canoes?Yes--the Tlingit Indian tribe was made dugout canoes by hollowing out spruce and cedar logs. The Tlingit tribe used these canoes to travel up and down the sea coast for trading, fishing and hunting, and warfare. Their most impressive war canoes, which could be more than sixty feet long and withstand ocean storms, were bought from the Haida tribe, who had access to the best cedar trees and were considered the best canoe-makers by the other Northwest Coast tribes. Here is a website with pictures of Northwest Indian canoes. Today, of course, Tlingit people also use cars... and non-native people also use canoes. 

What was Tlingit food like in the days before supermarkets?The Tlingit Indians were fishing people. Tlingit men caught fish and sea mammals from their canoes. They also hunted deer, mountain goats, and birds. Some Tlingit bands, who lived further inland, relied more on big game like caribou and moose. Tlingit women gathered shellfish, seaweed, berries, and roots. Here is a website with more information about Native American fishing. 

What were Tlingit weapons and tools like in the past?Tlingit fishermen used harpoons, bone fishhooks, and wooden fish traps. Hunters used bows and arrows or spears, and trappers used snares and nets. In war, Tlingit men fired their bows or fought with spears and war clubs. Some Tlingit warriors wore bulky armor made of wooden rods lashed together to protect themselves from enemy archers. Here is a website of pictures and information about Northwest Indian weapons. 

What are Tlingit arts and crafts like?Tlingit artists are known for their fine basket and carving arts, including totem poles, and for their exceptional Chilkat robes and other weavings. Here is a website about Tlingit artwork in general. 

What other Native Americans did the Tlingit tribe interact with?
The Tlingits traded regularly with all the other tribes of the Northwest Coast and the far north, particularly the Haida and Tsimshian tribes. Chiefs from other tribes especially desired Tlingit Chilkat blankets, which were famous for their great beauty, and the Tlingits liked to buy shells for jewelry and the masterful canoes of the Haidas. The Northwest Coast tribes also fought each other frequently, raiding each other's villages to steal wealth and capture slaves. 

What kinds of stories do the Tlingit Indians tell?There are lots of traditional Tlingit legends and fairy tales. Storytelling is very important to the Tlingit Indian culture. Here is one Tlingit legend about the origin of mosquitoes. Here's a website where you can read more about Tlingit mythology. 

What about Tlingit religion?Religions are too complicated and culturally sensitive to describe appropriately in only a few simple sentences, and we strongly want to avoid misleading anybody. You can visit this site to learn more about the Tlingit religion or this site about Native American religion in general. 

Can you recommend a good book for me to read?You may enjoy Children of the Midnight Sun, an excellent book about the lives of contemporary Alaska Native children. One of the eight children profiled is Tlingit. You may enjoy Heroes and Heroines, an interesting collection of Haida and Tlingit legends. Younger children may like The Frog Princess, a picture book of a traditional Tlingit legend. Meet Lydia is an illustrated biography of a modern Tlingit girl which makes a great introduction to Tlingit life today. If you want to know more about Tlingit culture and history, two good books are Tlingit People and The Tlingit Indians. You can also browse through our reading list of recommended American Indian books in general. 

How do I cite your website in my bibliography?You will need to ask your teacher for the format he or she wants you to use. The authors' names are Laura Redish and Orrin Lewis and the title of our site is Native Languages of the Americas. We are a nonprofit educational organization working to preserve and protect Native American languages and culture. You can learn more about our organization here. Our website was first created in 1998 and last updated in 2015. 

Reflection: I absolutely loved this project! I felt that my group did an excellent comprehensive job of bringing together information from every last corner in order to be as informative as possible about the Tlingit Tribe! We even added an interactive activity afterwards to have a coloring page that is representative of Tlingit art and their meaningful colors! I loved this presentation! :)

Class Artifact Bag Links

Artifact Bag Presentations

New Spain Artifact Bag Presentations:

Mine

Ganny's Presentation

Cierra's Presentation

Latitude & Longitude Artifact Bag Presentations:

Marie's Presentation

Aimee's Presentation

Christopher Columbus Artifact Bag Presentations:

Alexis' Presentation

Mikayla's Presentation

Rachel's Presentation

Kim's Presentation

Spanish Explorers Artifact Bag Presentations:

Kristen's Presentation

Cassandra's Presentation

New Spain Artifact Bag Reflection

New Spain Artifact Bag Objects

• Piece of Gold found in the New Land by Spanish Explorers

• Map of the journeys that the Spanish Explorers were going to take to New Spain to find gold

• Scroll of the drawing/outline of a missionary

Artifact Bag Presentation Link

Reflection on Artifact Bag Project:

I personally loved this project! I felt that this project was such a creative and hands on way to learn to teach history by actually creating history through the artifacts. By creating the artifacts, I was able to draw connections between the unit of Life in New Spain and I made it possible to recreate the past through my mini lesson and presentation! It was so interesting and lovely to see my classmates enjoying the artifacts that I worked so hard to create as well as their inquisitive thought process to search for the answers to all of my questions! I was very happy to see how the presentation and lesson plan worked out and I am extremely excited to someday use this project in my future classroom to teach social studies!

Back into the classroom to learn more!

1st Inquiry Lesson Back in Class!

Opening message: Norman Rockwell created images and paintings to address the nation to protect the country. He created these images in the light to display the four freedoms: freedom of speech, freedom of religion, freedom of the pursuit of happiness/desire, and freedom of fear.

What does it mean to be a historian? What do historians do? Why is it important to have an experience of being a historian? :

The historian interprets the evidence, deciding on the degree of its importance and accuracy. This is done by applying logic and "best guesses      " to knowledge about the people and their times.

Historians

• Examine written records to understand the past
• Students should be able to: Think chronologically, understand historical events, analyze historical documents, conduct historical research

Task of Artifact Bag:

Think and make predictions-who is/are in the pictures; what country the artifacts are from;when, where the events might happen; who the person is etc. What else can you say about the person?

Observe:

• What do you notice first?
• Find something small but interesting,.
• What do you notice that you didn't expect?
• What do you notice that you can't explain?
• What do you notice now that you didn't earlier?

Our class Artifact Bag Findings!