Native American Culture

3rd Grade Unit Plan

Aleigha Armbruster, Hillary Zielinski, Ashley Day, Danielle

Rogers, and Kendra BuddenbergSally Bender

EDUC 250- Educational Psychology

5/1/13

• Chapter 2- Learning, Cognition, and Memory

• Chapter 3- Learning In Context• Chapter 4- Complex Cognitive Processes• Chapter 5- Cognitive Development• Chapter 6- Motivation and Affect• Chapter 7- Personal, Social, and Moral

Development• Chapter 8- Instructional Strategies• Chapter 9- Strategies for Creating an

Effective Classroom Environment• Chapter 10- Assessment Strategies

Chapter 2 Key Points• Long-Term Memory Storage Processes

• Much of the human learning involves a process of actively constructing- not passively absorbing- knowledge.

• Effective teachers help students mentally process new information and skills in ways that facilitate long-term memory storage and retrieval.

Chapter 2History

• It kind of goes with the saying, “if you don’t use it, you lose it.” So when teaching history, recall often on things they have learned in previous classes.  Like when teaching about Native Americans for example, begin the lesson by reviewing what students should ALREADY know and go from there.

• One way to do this while teaching about Native Americans, is to show video in class of different groups of Native Americans to help students better connect with the material, and make their own interpretations of what life was like for Native Americans.

•  Rather than assessing students’ knowledge of Native Americans  through tests of names, places, and dates, teachers might ask why they think certain events occurred and how those events altered the course of history.

Art• The same goes with art. When

working on art projects, build upon skills they learned at the beginning of the year, as well as new skills.

• The same can be done with art. You could have students pretend they are a Native American and create a piece of art that the Native Americans might have made.

• Teachers can have students analyze various pieces of artwork of Native Americans or made by Native Americans. Teachers can ask questions like, “What do you think the artist was thinking while making this piece?” or “Does this artwork portray negative or positive feelings?”

Chapter 3 Key Points• The general social context in which

learners grow up- families and communities and, more broadly, cultures and societies- also influence learners behaviors and cognitive processes

• Effective teachers adapt instruction to the particular social and cultural contexts in which students live.

• Effective teachers create a classroom environment that encourage and support productive behaviors and ways of thinking.

Chapter 3History

• Talk about different culture’s history, such as Native Americans, and the positive things they’ve brought to the community, to help students have respect for other people’s culture

• During history lesson be sure to talk about all cultures, not put them down and try to break students stereotypes of particular groups in the community

• Talk about positive Native American role models, to encourage good behaviors and positive ways of thinking

Art

• Talk about different culture’s art work/and does different art project’s involving different cultures to help bring the class together.

• Have students of Native American cultures bring in artwork from home, such as necklaces or clothing. If you do not have any students with Native American relatives try contacting a local museum or send a letter throughout the school asking for supplies.

• Having student’s artwork of Native American paintings up around the classroom to encourage learning/ thinking

Chapter 4 Key Points• Provide numerous and varied opportunities

to apply classroom subject matter to new situations and problems (Project-based learning)

• Encourage critical thinking

• Problem Solving and Creativity

Chapter 4History

• After having the children read about the Native American people, I will have them discuss as a class what they have read.

• This will help them think outside the box, and to become better critical thinkers.

• Before our test over Native Americans I will create a multiple-choice game that has the students work on becoming good problem solvers. The students will work together to cancel out the answers that don’t pertain to the question, until they find the correct answer. This will help the students become good problem solvers.

Art• Have the students create a group

project of the types of Native American houses (Wigwam Homes, Longhouses, and Tepees.) Then they will have to present their projects to the class, and tell how they created it.

• This will help them understand project-based learning and how they can take information they already know to create something

• I would have the students picture themselves as a Native American Indian; I would have them dress up a paper doll however they picture themselves. I would have feathers, pieces of cloth, etc. for them to use.

• I will have them look at different types of Native American art work. Then, I will have them create their own!

Chapter 5 Key Points• Encourage play activities

• Initially introduce sophisticated reasoning processes within the context of familiar situations and group work

• Explore students’ reasoning with problem- solving tasks and probing questions

Chapter 5History Art

Chapter 6 Key Points• Both intrinsic and extrinsic forms of

motivation affect learners’ behaviors and cognitive processes, but sometimes in different ways.

• Effective teachers create conditions that address students’ basic psychological needs, help students think in ways that boost intrinsic and internalized motivation, and engender productive feelings about classroom topics.

• Address the seven “TARGETS” on Principles of Motivation and incorporate them into the classroom.

Chapter 6History

• Do something that will grab the students attention such as constructing the land bridge that once existed between Asia and North America out of clay. They will not only gain knowledge of the history of the land and how it has changed but also it will allow them to work together and build relationships. The students will enjoy doing anything that involves venturing from the textbook to real-life projects.

Art• These three key points can

be incorporated into Native American Art teachings by allowing the students to express themselves through projects involving Native American symbols. They can all create their own unique painting/mural and have fun doing so. This gives them the opportunity to display their feelings and be motivated to create amazing artwork.

Chapter 7 Key Points• Developmental Trends- Encourage pride in

individual and group achievements

• Perspective taking- Ability to look at a situation from someone else’s viewpoint.

• Ethnic Identity- Awareness of one’s membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristics of the group.

Chapter 7History

• Create a group project, allow students to pick a tribe and come up with a way to get the rest of the class to understand and learn about their chosen tribes.

• Role Play- try putting yourself in a Native Americans shoes. Write a journal piece about living that life and what it would be like.

Art

• Create an art project that is something representational of the tribe and write a report. Present the project along with the report.

• Draw a picture for each journal entry that goes along with what you write.

• Create a collage of pictures that represent the tribe of your choosing.

Chapter 8 Key Points• Task Analysis- Process of identifying the

special behaviors, knowledge, or cognitive processes necessary to master a particular topic or skill.

• Direct Instruction- Approach to instruction that uses a variety of techniques (questions and independent practice)

• Cooperative Learning- Work in small groups

Chapter 8History

• Talk about the different aspects of Native American history such as everyday living, warfare, etc.

• After teaching a lesson on a Native American tribe have a set of questions to ask the students and encourage a class discussion.

Art

• Talk about the different types of art the tribes created and what their purposes were.

• Same with an art lesson, ask students how they feel about a piece of art.

• Create a group project that incorporates art and history.

Chapter 9 Key Points• Work hard to improve relationships that

have gotten off to a bad start.

• Create a sense of community and belongingness.

• Establish reasonable rules and procedures.

Chapter 9History

• Find something within the unit that the student really likes and make that a common ground to work on your relationship.

• Have all of your students work together and have equal parts in a project, where each one has a specific job they have to do.

• Give them specific guidelines to work on their projects so they complete it correctly and without getting off task.

Art

• Find out what tribe the student really likes and give them a special project to make a mural of that type of artwork.

• For the students that aren’t that great at art, have them work with a partner so that they don’t feel left out.

• Make sure the students know the rules about using the art supplies so that they don’t make messes or cause harm to anyone.

Chapter 10 Key Points• Use performance assessments when

necessary to ensure validity.

• Define tasks clearly, and give students some structure to guide responses.

• Give detailed and constructive feedback.

Chapter 10History

• Have the students get involved in a debate about the different tribes and what makes them different. This will show that they really understand the material and know about the Native Americans.

• Ask the students open ended questions so that they can give an answer that includes their opinion but also has structure.

• Give the students a rubric for the debate, after give them the feedback of what they did well and what they can improve on as well.

Art

• Have the students create a piece of art (clay model, painting, head dress, model home, etc).

• Give them the opportunity to research what they want to create but guide them on how to get there.

• Give the students a rubric of what you want so that they have the guidelines to follow and can see where they get points taken off for mistakes.