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| School:
West Iron County Elementary School-77 Students |
| Teachers:
Veronica Junak, Patti Saigh, Joan Kelly |
| Theme
for the Lesson Week: "Michigan's First People" |
| Big
Culture Lesson Description: Students expand their knowledge
about Early Settler life as 4th graders. In Chapter 2 of the Social
Studies text, the material relates the story of Michigan's First
People- the Native Americans in the Upper Peninsula about 1640.
The children learn about what life was like in an Indian village
in Lesson 4: French fur traders, number of tribes and their names,
seasonal migration, style of housing, food gathering and hunting,
division of jobs between men and women, and the gradual change from
a self sufficient life style to one of a trade dependent style.
The classroom portion of the curriculum takes place in the fall
of the year. Then in early May a brief review in class is followed
by a visit to the Iron County Museum. |
Essential
Questions:
|
Who were Michigan's first people? |
| What
was life like for the tribes? |
| How
did life change for Michigan tribes once they met the Europeans? |
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Initiating
Activities: As an introduction to Early Settler life, the
children spend a half-day in the Pioneer School at the Iron County
Museum. After the time spent in the pioneer school, students share
how the old and new schools are very different yet have some similarities.
(A copy of a Learning Plan for a visit to a pioneer school is
available upon request.)
The
teacher then reminds them that they are studying about Native
Americans in Michigan and that nothing has been said about Indian
schools. The Ojibway, Ottawa, and Potawatomi being studied lived
in Michigan in the 1600's and did not attend schools. The French
(Europeans) they met were male traders who did not take their
families with them on their travels. It wasn't until the late
1800's that European families settled in Iron County, built schools,
and required children to attend.
|
| Student
Activities: After reading Lesson 4, the students make 2 lists-Women's
Jobs and Men's Jobs. The children first share the jobs on their
lists with the class. Next, they each choose one job they would
like to do and one job that they would NOT like to do. Finally,
they share their decisions with the group and give a reason why
or why not they would like to do the job. A discussion is held with
the teacher asking leading questions: 1. Do you think that the Indian
children had to help with the work? 2. Which jobs do you think an
8-9 year old could do? 3. Why were the Indians considered self-sufficiant
before white traders came to Michigan? What was the benefit of trading
with the French? What was the cost (or loss)? During the week they
read, wrote, and imagined what life was like in an early Indian
village. Prior to visiting the Museum in May, Chapter 2 is reviewed
and the children make birch bark canoes which become part of the
West Iron County Student Art Show. |
|
Culminating
Activities: After completing Chapter 2 lessons and activities,
the students created dioramas with wigwams, long houses, tepees,
and other items out of material from nature: twigs, moss, bark,
stones, and leaves. The dioramas were exhibited in Heritage Hall
of the Museum during November. In May their visit to the Museum
included four sectional presentations: Native American Culture,
including games; Trappers/Traders; Railroads (tour the Stager
Railroad Depot); and Folk Dancing (schottische, broom dances,
and the Chicken Dance).
|
| Assessment:
Students demonstrated their knowledge through the lists they prepared
and their responses to leading questions. A quiz was given and graded
and a matching exercise of vocabulary terms and a question:"Are
most people today as self-sufficient as the tribes from long ago?"
The students answered Yes or No, and were asked to write a reason
for their opinion. |
| Criteria
for evaluating student projects/performances: A rubic was used
for the dioramas to determine student knowledge about how Michigan's
First people lived. Each diorama had to include at least an Indian
house, trees, and an item such as fire pit, furs, bow/arrow, or
a tool. More items reflect more knowledge. |
Community
Resource Contact Information: Contact Person:
Audrey
Ridolphi, Project Director
1001 Seldon Road Apartment #E
Iron River, MI 49935
906-265-2707 audreyr@up.net |
|
Recommended
Resources :
"Our
Michigan Adventure" by David B. McConnell c. 2000
Hillsdale Educational Publishers, Inc. |
|
Connection
to Social Studies Content Strands:
Strand
1, Content standard 2, benchmark 1
Strand 3, Content standard 5, benchmark 1
Strand 4, Content standard 1, benchmark 2
Strand 4, Content standard 1, benchmark 3
Strand 4, Content standard 2, benchmark 1
Strand 4, Content standard 2, benchmark 2
Strand 4, Content standard 4, benchmark 1
Strand 4, Content standard 4, benchmark 2
Strand 4, Content standard 5, benchmark 2 |
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