Online
Lesson Plans Pre-K-12 |
Online
Projects: PreK-8
SASinSchool: Social
Studies ,
American
Literature
September 25th, 2009
New for 2009
- California Native American Day
was established as an official state holiday in 1998. Today,
all California schools recognize the fourth Friday in
September as the official Native American holiday.
-
Events held at USCD during the months of September
and October.
-
The
Kumeyaay Info Website
is an excellent website that provides research
and links for all the local Native American
Bands/Tribes of the San Diego area.
Online
Lesson Plans (PreK-12)
Click here for
the
official
California Native American Day web site.
It includes links, resources, news, lesson plans and announcements.
Online
Projects Grades PreK-8
Students can conduct research and then
interview an anthropologist, learning more about three Native
American tribes who are working to protect the wild salmon in the Skagit
River.
The Earthwatch Institute and
Scholastic have teamed up to create a website of information and research projects
about Native American Cultures of New Mexico, Utah, and Washington.
Students can participate in a
research project on the Anasazi
and Pueblo Indians at a web site created by Scholastic and
Grolier.
Visit the Kids Guide to the
Kumeyaay for research projects and information for students on the
Kumeyaay Band of Native Americans
SASinSchool
Software Grades 9-12
Web Version
For information on how access this outstanding software purchased by PUSD,
check your email for updated information. Using the Social Studies
and Literature link guides below, navigate to the lessons that
would be best for your students.
Social
Studies> US History > Native American History
This
section has the following components:
Nations
within the Nation:
In this web lesson, students compare tribal governments of
several Native American tribes to the government of the
United
States
.
The
Great
Plains
Indian
Wars:
In this classroom
activity, students research five military encounters between the
United
States
government
and Native American tribes on the
Great
Plains
in the
late 1800s. Students discuss the legacy of each conflict.
The
Collision of Cultures:
A Tribal Historian Speaks: In
this project, students assume the role of a contemporary Native
American tribal historian and research the tribe's encounter with
a European colonial power. In a written essay, students describe
tribal life before, during, and after the encounter, putting
emphasis on how the tribe was changed.
Indian
Removal Act of 1830: In
this Web Inquiry, students research the government's attempt to
assimilate Native Americans through education programs at the
turn of the 20th century. Students then write an essay analyzing
the impact of this movement on Native American children and
culture.
Charles
Eastman, Native American: In
this web lesson, students explore the writings of Charles
Eastman (1858-1939), a Santee Sioux educated at
Dartmouth
College
and the
Boston
Medical
School
. Students read selections
from Indian Boyhood to identify details of 19th-century
Indian life and the changes brought to Indian culture as the West
was settled by European Americans.
Language
and Voice in Power
: In this classroom
activity, students examine the way language is used to develop
the theme of survival in Power by Linda Hogan. They do an
analytical reading of one short passage, focusing on how the
novel's narrative voice is defined by the use of tone, dramatic
scene, syntax, imagery, and narrative method. Applying these
skills in close reading, they discuss the way language reveals the
network of social and blood relationships, history, and memories
that make up Chickasaw culture. Students write an analytical essay
on the relationship of the narrator and the panther, and they
compose an original narrative sketch about a totem animal that
represents the spirit of their own class and school community.
Native
American Responses to Loss: In
this project, students examine The Way to Rainy Mountain
by N. Scott Momaday along with excerpts from other
Native American literary responses to the loss of lands and
identity. Together these selections illustrate both traditional
and nontraditional Native American literary and rhetorical
patterns. Students analyze the way each author uses rhetorical
forms to construct a positive and powerful Native American
identity for a non-Native American audience. Working
collaboratively, students plan and present a conference on these
works, organized around a theme of their choice.
Native
American Memory Overview:
In this InterActivity, students complete learning steps
that prepare for an assessment activity, either a written literary
analysis or notes for a group discussion. Native American Memory
introduces students to the culture, themes, and stylistic devices
associated with Native American literature. In the opening Focus
section, students examine images and respond to questions that
prepare for reading. In the Explore section, students read and may
listen to short quotations by Sarah Winnemucca Hopkins, Charles A.
Eastman Ohiyesa, N. Scott Momaday, Leslie Marmon Silko, Joy Harjo,
and Linda Hogan. Interpretive aids help students analyze themes
and stylistic devices in these passages. In Respond, students
apply their learning in an independent analysis of an excerpt from
N. Scott Momaday's "The Man Made of Words."
|
