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Rachelle
Francis
Colleen Kelly
4th and 5th Grade
History Club
Orchard Park Central School
Time Travel
Trunk:
Social
Studies Discovery Kits
1.
General Overview
of the Proposed Project:
The overview of this
project will be to create a travel trunk containing everything a
teacher would need to teach about the Haudenosaunee.
2. Clear Purpose and
Objective:
The purpose of the
project is to design a kit that will contain resources a teacher
will need to teach a unit about the Haudenosaunee. The kit will
contain learning standards, essential questions, books, photographs,
pictures, music and craft materials needed.
3. Stakeholders:
grade level, who will benefit, who will participate in this project.
Fourth graders at two
elementary schools (approximately 200 students) will benefit. Social
studies instructional leaders, 4th grade teachers and the
school librarian will participate in this project.
4. U.S. History
Content Area
The U.S. history content
area is fourth grade Native Americans Indians of NYS.
5. Outline Describing
Content
Native American Indians
were the first inhabitants of our local region and state.
The Haudenosaunee were
the first inhabitants of our state.
The Haudenosaunee met
their basic needs of food, clothing and shelter in NYS.
The Haudenosaunee lived
in Orchard Park and achieved significant accomplishments and made
important contributions.
Geographic factors and
environment shaped Native American settlement patterns.
6. Software to be
used, internet materials, contacts, etc.
Kit contents:
Teacher Resources
Books: Focus on New York State, Shell
Publishing, $13.95
More Than Moccasins,
Amazon, $11.21
Life in a LonghouseVillage,
Amazon, $8.95
Keepers of the Earth,
Amazon, $16.46
Feeding Body and Soul:
Farmer’s Museum DBQ, $4
They Who Lived Here First:
The Iroquois In
Orchard Park,
written by Colleen
Kelly and Rachelle Francis
NAMA 2006
calendar with sculptures of Joseph Jacobs, to be cut apart and
laminated for visuals
Seneca cultural
materials, Bill Crouse, 3503 Center Road, Salamanca, 14779
Recipes- “Three Sisters Stew”
Music CDs:
“Matriarch”
“We Will All Sing,” Amazon,
$16.98
Maps
Clan images
Reproducibles from Native American
Customs, Costumes, Legends, Lore
Children’s Books:
Thirteen Moons on Turtle’s Back
How the Chipmunk Got Its Stripes,
Bruchac
Rough Faced Girl, Martin
Leveled readers—The Iroquois League,
Rosen Publishing, $31.95 for 6
Iroquois, by Richard Gaines, Amazon,
$22.95
Craft Materials , $20
Ink rollers, ink, corn husks, natural
colored twist paper
Samples of art projects
Essential questions:
How was the culture of the Haudenosaunee similar to our culture
today?
How was the culture of the Haudenosaunee different than our culture
today?
How did the Haudenosaunee use nature to meet their basic needs of
food, clothing and
shelter?
How did the Haudenosaunee culture contribute to our community and
state?
Lesson Plans
Lesson 1
Background
information: Read Focus on NYS: People of the Longhouse (p.
15-20). Introduce nations and clans. Complete graphic organizer.
Lesson 2
Art project:
Read Focus on NYS The Legend of the Corn husk Doll (p.
21-25).
Lesson 3
Local
connections: Read They Who Lived Here First (p. 1-8).
Complete CRQ about archeological finds.
Lesson 4
Local
connections: Read They Who Lived Here First (p. 9-14).
Examine artifacts in kit. Complete CRQ about artifacts.
Lesson 5
Art project:
Read Focus on NYS: Living in Harmony with Nature (p. 10-14).
Create nature prints.
Lesson 6
Learn about
legends: Read How the Chipmunk Got Its Stripes. Read They
Who Lived Here First (p. 15-17). Brainstorm list of possible
natural phenomenons (for example: How the Horse Got its Tail
How the Bear
Lost its Tail
Why a Possum’s
Tail is Bare
Coyote Brings
Fire
Crow Brings
Daylight
(See
worksheet)
Lesson 7
Write legends.
Play Iroquois music Cds to set atmosphere!
Lesson 8
Assessment:
Model DBQ completion using NYSED 2001 DBQ on Native Americans.
http://www.emsc.nysed.gov/osa/scostei/socstudeiarch/ss5bk2no01.pdf
Teacher
supplied materials:
Ink,
corn husks or natural colored twist paper
Pacing
Guide, CRQs, DBQs, vocabulary list (to be developed)
7. Level of Student
Involvement
Students will be reading
books, listening to music, researching websites, creating projects,
listening to speakers and completing CRQs about the Haudenosaunee.
8. Evaluation process
(include students when possible)
A survey will be
developed so that teachers can tell how the kits changed their
instructional process. Various CRQs and essays will be developed to
go along with kit resources.
9. Timeline: how you
envision the project being carried out between start up and
conclusion
The timeline for this
project is two weeks.
10. Budget:
Contains
everything a classroom teacher would need to teach
Pilot Program:
South Davis Elementary & Eggert Elementary
Total number of
kits: 2
Total cost: @
$280 each
Teacher time to
develop materials: 2 people @ 10 hours each = $800
Total cost:
$1360
Time Travel Trunk
Social Studies Discovery Kit
Native American
Rachelle Francis & Colleen Kelly
Orchard Park—Eggert & South Davis
Evaluation:
The fourth grade students of Eggert
Elementary and South Davis benefit a great deal from these Native
American kits, funded generously by TAH. The variety of books allows
teachers to differentiate the reading levels of instruction. The
hands on activities are very engaging and keep students actively
participating throughout the study.
Said Ms. Sullivan, “It is so nice to
have readily available activities and extensions to enhance everyday
lessons.”
“The kit is great; the kids loved the
books and CDs. Thanks for putting this together for us.” Mrs. Ryan
Reports Mrs. Clothier, “The teachers
appreciated the kit very much. It had great resources that the
classroom teacher didn’t have the time or energy to locate
independently. It was nice that everything you need is in one
place.”
An improvement will be in place next
year in that the resources will be available earlier in the school
year, to better match curriculum mapping schedules.
The only problems perceived were that
there were some difficulties in sharing the kit with five teachers,
all desiring it at the same time.
We felt the project was successful in
that all the materials were well-organized, easy to find and use and
housed in a culturally appropriate basket. This project will be
easier for others to replicate because the listed materials are
pre-chosen and teacher-approved.
Costs: $436 total ($218 per kit, $52
less than predicted)
Rachelle: $347 + $550 = $897
Colleen: $89 + $550 = $639
Total cost = $1536
Trunk
Contents:
Teacher Resources
Books: Focus on
New York State, Shell Publishing
More Than Moccasins
Life in a
LonghouseVillage
Keepers of the
Earth
Feeding Body and
Soul: Farmer’s Museum DBQ
They Who Lived Here
First: The Iroquois In
Orchard Park, written by Colleen
Kelly
and Rachelle Francis
NAMA 2006 calendar with sculptures of
Joseph Jacobs, cut apart and laminated for visuals
Music CDs:
“We Will All
Sing,”
Clan images
Reproducibles from Native
American Customs, Costumes, Legends, Lore
Children’s Books:
Thirteen Moons on Turtle’s
Back
How the Chipmunk
Got Its Stripes, Bruchac
Rough Faced Girl,
Martin
Leveled readers—The
Iroquois League, Rosen Publishing,
Iroquois, by
Richard Gaines,
Craft Materials—ink,
corn husks, natural colored twist paper
Samples of art
projects & 10 lesson plans
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