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DOCUMENT RESUME
ED 359 083 SO 022 242
TITLE Thematic Instruction: Native Americans Middle SchoolEmphasis.
INSTITUTION Indiana State Dept. of Education, Indianapolis.PUB DATE 90NOTE 89p.PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052)
EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *American Indians; Art Education; Instructional
Materials; Intermediate Grades; Junior High Schools;Learning Activities; *Middle Schools; Social Studies;Teaching Methods
IDENTIFIERS *Indiana; *Native Americans
ABSTRACT
Activities and resources developed for Indiana middleschool teachers to use for instruction about Native Americans areincluded in thiF thematic instruction kit. The resource includes afilm review, ideas for field trips, vocabulary words, andgeographical information. Each activity lists materials, anddirections, and identifies an arts proficiency indicator. (DB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
TH
EM
AT
IC I
NST
RU
CT
ION
NA
TIV
E A
ME
RIC
AN
S
ME
DD
LE
SC
HO
OL
EM
PHA
SIS
2Office of School Assistance
Indiana Dept. of Education
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
ftC
EN
TE
R (
ER
IC)
his
docu
men
t has
bee
n re
prod
uced
as
ecei
ved
from
the
pers
on o
r or
gani
zatio
nor
igin
atin
g it
ri M
inor
cha
nges
hav
e be
en m
ade
to im
prov
ere
prod
uctio
n qu
ality
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cu.
men
! do
not n
eces
saril
y re
pres
ent o
ffici
alO
E R
I pos
ition
or
polic
y
"PE
RM
ISS
ION
TO
RE
PR
OD
UC
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
..Sok
t-O
co(N
I
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC."
I
INT
RO
DU
CT
OR
Y M
OT
IVA
TO
RS
Out
door
"Tec
umse
h" in
Chi
licot
he, O
hio.
(W
ould
nee
d to
che
ck f
or c
losi
ngT
heat
erda
tes.
) St
udy
guid
es n
eed
to p
roce
ed p
erfo
rman
ce a
nd d
iscu
ssio
n w
ould
Prod
uctio
n:ne
ed to
fol
low
. Thi
s ac
tivity
wou
ld b
e be
tter
for
smal
l gro
ups,
of
cour
se.
"Tra
il of
Tea
rs"
- E
by's
in E
lkha
rt, I
ndia
na.
"Fea
st o
f th
e H
unte
r's M
oon"
- L
afay
ette
, Ind
iana
.
Bat
tle G
roun
d, I
ndia
na.
Ope
ning
(To
crea
w im
med
iate
inte
rest
)C
onvo
catio
n:Su
gges
tions
:
Chi
ef o
f C
hero
kees
- f
rom
And
erso
n ca
reta
ker
of B
oy S
cout
Cam
p
Ray
Whi
te -
Chi
ef o
f M
iam
is
Dan
Coc
hran
- D
epar
tmen
t of
Ant
hrop
olog
y, B
all S
tate
Uni
vers
ity
Wap
Sin
g (J
ohn
Mor
riso
n) -
Med
icin
e M
an o
f M
iam
is
Dr.
Pau
l Kis
sing
er -
DeP
auw
Uni
vers
ity -
lege
nds
of th
e co
nste
llatio
ns
3
Dis
play
s:St
uden
ts/s
taff
bri
ng in
any
Ind
ian
artif
acts
they
may
hav
epot
tery
,ru
gs, a
rrow
head
s, b
aske
ts, d
olls
, jew
elry
, etc
. All
artif
acts
will
be ta
gged
and
kept
in a
saf
e pl
ace,
per
haps
a s
how
case
.
Bul
letin
Post
ers,
por
trai
ts o
r pa
intin
gs, a
rt w
ork,
des
igns
don
e by
stu
dent
s in
art
Boa
rds:
clas
s, e
tc.
Cel
ebra
tion:
Fiel
d tr
ip*
to:
Eite
ljorg
Mus
eum
of
Anv
zica
n In
dian
and
Wes
tern
Art
- I
ndia
napo
lis
Min
nest
rita
Cul
tura
l Cen
ter
- M
unci
e
Mou
nds
Stat
e Pa
rk -
And
erso
n
Ang
el M
ound
s St
ate
His
tori
cal S
ite -
Eva
nsvi
lle
Sono
taba
c Pr
ehis
tori
c In
dian
Mou
nd a
nd M
useu
m -
Vin
cenn
es
Cah
okie
Mus
eum
- S
t. L
ouis
, Mis
sour
i
Dix
on M
ound
s -
Chi
cago
, Illi
nois
Mus
eum
of
Nat
ural
His
tory
- C
hica
go, I
llino
is
Req
uest
doc
ent f
or f
ield
trip
s.
4
_
Act
ivity
:Sh
ow f
ilmC
atlin
and
the
Indi
ans.
Ord
er f
roth
: Nat
iona
l Gal
lery
of
Art
.s
Exa
min
e th
e hi
stor
ical
con
text
in th
e fi
lm.
Iden
tify
the
vari
ous
func
tions
of
the
wor
ks o
f ar
t see
n in
the
film
.
Iden
tify
way
s vi
sual
imag
es m
anip
ulat
e or
infl
uenc
e pu
blic
beh
avio
r or
thou
ght.
Rec
ogni
ze th
at k
now
ledg
e of
hist
oric
al b
ackg
roun
d of
a w
ork
of a
rt c
anin
crea
se u
nder
stan
ding
of
and
appr
ecia
tion
fort
he w
ork.
Mat
eria
ls:
Mov
ie,C
atlin
and
the
Indi
ans,
a fi
lm p
roje
ctor
, a s
cree
n,an
d di
scus
sion
shee
ts.
Dir
ectio
ns:
Dis
trib
ute
disc
ussi
on s
heet
s to
stu
dent
s.
Dis
cuss
que
stio
ns o
n sh
eet.
Wat
ch th
e fi
lm.
3
Dis
cuss
the
film
and
ans
wer
que
stio
ns o
n th
e sh
eet.
*Film
ava
ilabl
e fr
ee o
f ch
arge
fro
m:
1.N
atio
nal G
alle
ry o
f A
rtD
epar
tmen
t of
Ext
ensi
on P
rogr
ams
6th
and
Con
stitu
tion
Ave
nue,
N.W
.W
ashi
ngto
n, D
.C. 2
0565
2.U
nive
rsity
of
Illin
ois
Film
Cen
ter
1325
Sou
th O
ak S
tree
tC
ham
paig
n, I
llino
is 6
1820
e.4
7-
64
J
RE
VIE
W O
F FI
LM
CA
TL
IN A
ND
TH
E I
ND
IAN
SN
atio
nal G
alle
ry o
f th
e A
rts
His
ear
ly li
fe w
as in
Pen
nsyl
vani
a.
His
mot
her
was
cap
ture
d by
Ind
ians
whe
n G
eorg
e C
atlin
was
ver
y yo
ung.
He
stud
ied
law
; pas
sed
the
bar
exam
.
He
drew
ske
tche
s of
his
clie
nts
whi
le h
e w
as a
judg
e.
He
dood
led
on th
e ta
ble
tops
.
He
didn
't lik
e w
orki
ng a
s an
atto
rney
and
judg
e.
He
wen
t to
Phila
delp
hia
and
star
ted
pain
ting.
He
was
an
artis
t and
his
tori
an; v
isiti
ng m
ore
Indi
ans
than
any
oth
er.
In 1
832
he tr
avel
ed u
p th
e M
isso
uri R
iver
by
stea
mbo
at to
Nor
th D
akot
a; it
took
six
wee
ks .
.. t
oth
e Y
ello
wst
one
Riv
er.
He
foun
d Si
oux
Indi
ans
(or
Dak
otas
) th
ere.
The
y w
ere
war
rior
s (m
ost w
ar li
ke)
600
tee
pees
- 4
0-50
,000
- s
ome
with
gun
s an
d so
me
with
bow
san
d ar
row
s.
5
7
He
trav
eled
with
hun
ting
part
ies
- bu
ffal
o.
He
pred
icte
d th
e bu
ffal
o w
ould
bec
ome
extin
ct.
Whi
le a
t the
mou
th o
f th
e Y
ello
wst
one
Riv
er h
e fo
und
the
Cro
w, B
lack
foot
,Pl
ains
; he
was
ther
e ab
out f
our
wee
ks.
Ret
urne
d to
St.
Lou
is, M
o.
Som
etim
es h
e pa
inte
d si
x pa
intin
gs in
a d
ay.
Man
dans
(to
rtur
e pr
actic
e) w
ere
kille
d by
sm
allp
oxep
idem
ic w
hile
Cat
lin w
asre
turn
ing
to S
t. L
ouis
.
In 1
834
at F
ort G
ibso
n (N
orth
east
Okl
ahom
a) a
thir
d of
them
bec
ame
ill a
nd d
ied.
Cat
lin a
lso
beca
me
ill; w
ent o
n to
Com
anch
e -
cam
eba
ck to
Illi
nois
with
his
wif
eto
rec
uper
ate.
He
fina
nced
his
trip
s by
exh
ibiti
ng h
is p
aint
ings
here
and
in E
urop
e.
He
was
for
ced
to s
ell h
is p
aint
ings
.
He
was
invi
ted
to c
ome
to W
ashi
ngto
n, D
.C.,
and
exhi
bit h
is p
aint
ings
and
to li
vein
the
tow
er o
f th
e Sm
ithso
nian
.
6
V.
VA
.
Nam
ePe
riod
DIS
CU
SSIO
N S
HE
ET
Film
- C
atlin
and
the
Indi
ans
Nat
iona
l Gal
lery
of
the
Art
s
1.W
hat w
as C
atlin
doi
ng w
ith h
is li
fe b
efor
e he
bec
ame
a pa
inte
r?
2.W
here
was
he
livin
g w
hen
he b
egan
to p
aint
?
3.W
ho d
id h
e m
ake
sket
ches
of
whi
le h
e w
as a
judg
e?
4.W
hat d
o ta
ble
toys
hav
e to
do
with
Cat
lin?
5.W
hat h
appe
ned
to h
is m
othe
r in
his
ear
ly li
fe?
6.H
ow m
any
pain
tings
a d
ay d
id h
e so
met
imes
pai
nt?
79
7.W
ho d
id h
e tr
avel
with
?
8.W
hat w
as th
e su
bjec
t of
mos
t of
his
pain
tings
?
9.H
ow d
id h
e fi
nanc
e hi
s tr
ips?
10.
In d
espe
ratio
n, w
hat d
id h
e do
with
his
pai
ntin
gs?
11.
Whe
re d
id h
e I;
:e h
is la
st y
ears
?
12. W
hat b
ecam
e of
his
pai
ntin
gs?
13. W
hy d
o yo
u th
ink
he w
as a
suc
cess
ful p
aint
er?
14.
Giv
e tw
o re
ason
s w
hy y
ou li
ke o
r di
slik
e hi
s pa
intin
gs?
15.
Com
pare
his
pai
ntin
gs to
ano
ther
art
ist y
ou a
re f
amili
ar w
ith.
is 8
Act
ivity
:In
dian
nam
es.
His
tory
Iden
tify
and
exam
ine
the
cont
ribu
tions
of
Nat
ive
Am
eric
an s
ocie
ties
and
Prof
icie
ncy
cultu
res
thro
ugho
ut th
e de
velo
pmen
t of
the
Uni
ted
Stat
es.
Indi
cato
r:
Mat
eria
ls:
Stud
ents
, par
ents
, and
info
rmat
ion
on h
ow I
ndia
ns a
re n
amed
.
Film
stri
p B
efor
e th
e W
hite
Man
Cam
e, M
cGra
w H
ill B
ook
Com
pany
.
Dir
ectio
ns:
Exp
lain
to s
tude
nts
that
Ind
ians
are
oft
en n
amed
acco
rdin
g to
an
even
t tha
t occ
ured
at o
r ne
ar th
e tim
e of
thei
r bi
rth.
(N
ames
can
be
chan
ged
late
r if
the
indi
vidu
alen
gage
s in
an
act o
f ex
cept
iona
l bra
very
,et
c.)
Wat
ch f
ilmst
rip.
iliI.
iij
Hav
e st
uden
ts d
iscu
ss w
ith p
aren
ts th
eci
rcum
stan
ces
of th
eir
birt
h an
d th
e tim
eim
med
iate
ly p
rece
ding
and
fol
low
ing
it to
det
erm
ine
If.
if s
ome
even
t mig
ht m
ake
a m
eani
ngfu
l nam
e. N
ames
mig
htal
so h
eba
sed
on s
tude
nt ti
ehav
ior
at th
e tim
e of
bir
th o
r ea
rly
infa
ncy.
Hav
e st
uden
t cre
ate
an I
ndia
n-lik
e na
me.
For
exa
mpl
e, a
chi
ldbo
rndu
ring
a b
lizza
rd m
ight
be
nam
ed "
Mar
ch B
lizza
rd."
Stud
ents
can
mak
e so
me
kind
of
desi
gn to
be
used
on
a na
me
tag.
Stud
ents
ass
ume
Indi
an id
entit
y fo
r du
ratio
n of
uni
t stu
dy.
12
12
f
Act
ivity
:A
fter
the
Cat
lin m
ovie
is s
how
n, u
se f
acts
fro
m th
e m
ovie
, suc
h as
:C
atlin
pai
nted
six
pai
ntin
gs a
day
or
dist
ance
s an
d tim
es o
f th
e ro
ute
up th
e M
isso
uri
Riv
er to
Nor
th D
akot
a ..
. to
Yel
low
ston
e R
iver
tow
rite
sto
ry p
robl
ems.
Mat
hem
atic
sC
omm
unic
ate
mat
hem
atic
al id
eas
in o
ral a
nd w
ritte
n fo
rm.
Prof
icie
ncy
Indi
cato
r:
Mat
eria
ls:
Mov
ieC
atlin
and
the
Indi
ans,
pape
r, a
nd p
enci
ls.
Dir
ectio
ns:
Use
fac
ts f
rom
film
to w
rite
sto
ry p
robl
ems.
3
Act
ivity
:In
dian
pla
ce n
ames
in th
e st
ate
of I
ndia
na.
His
tory
Inte
rpre
t and
app
ly in
form
atio
n fr
om m
aps
and
glob
es.
Prof
icie
ncy
Indi
cato
r:
Mat
eria
ls:
Plac
es in
Ind
iana
with
Ind
ian
nam
es, s
uch
as th
e bo
okIn
dian
a Pl
ace
Nam
es.
Ditt
o of
Ind
iana
rea
ps b
lank
with
the
exce
ptio
n of
cou
nty
outli
nes.
Indi
ana
road
map
s av
aila
ble
at th
e In
dian
a D
epar
tmen
tof
Com
mer
ce,
Tou
rism
Dev
elop
men
t Div
isio
n, O
ne N
orth
Cap
itol,
Suite
700
,In
dian
apol
is, I
ndia
na 4
6204
, (31
7) 2
32-8
870
or 1
-800
-289
-ON
IN.
Dir
ectio
ns:
Supp
ly s
tude
nts
with
a li
st o
f pl
aces
in I
ndia
na w
ithIn
dian
nam
es,
blan
k m
aps
with
cou
nty
outli
nes,
and
an
Indi
ana
road
map
.
Usi
ng th
e In
dian
a ro
ad m
ap, h
ave
stud
ents
ent
er n
ames
on
the
blan
kIn
dian
a m
aps
prov
ided
, and
hav
e st
uden
ts la
bel t
hem
legi
bly.
PLA
CE
NA
ME
S
Indi
ana Fi
rst u
sed
for
a tr
act o
f la
nd in
Penn
sylv
ania
ced
ed b
y In
dian
s in
176
8
Cou
ntie
s Mia
mif
or M
iam
i Ind
ians
Del
awar
efor
Del
awar
e In
dian
s
Settl
emen
ts
And
erso
nfor
Will
iam
And
erso
n, a
Del
awar
e ch
ief
Ano
ka--
Siou
x ad
verb
mea
ning
"on
bot
h si
des"
Cay
ugac
orru
ptio
n of
Iro
quoi
s G
wa-
u-ge
h
Coe
seco
rrup
tion
of P
otaw
atom
ie n
ickn
ame
for
Mia
mi c
hief
Ku-
wa-
zi
Dee
r C
reek
for
Mia
mi m
eani
ng "
the
plac
e on
the
faw
n"
- "O
ld M
an"
Gre
ento
wnf
or M
iam
i Chi
ef G
reen
Kew
arm
afor
Pot
awat
omie
Chi
ef K
i-w
a-na
mea
ning
"Pr
airi
e C
hick
en"
Log
ansp
ortf
or C
apta
in L
ogai
n, a
Sha
wne
e al
so k
now
n as
"H
igh
Hor
n"w
hofo
ught
and
die
d in
the
Uni
ted
Stat
es A
rmy
in 1
812
Mod
ocfo
r M
odoc
Ind
ians
; Sha
stee
ca w
ord
mea
ning
"en
emy"
Mon
gofr
om P
otaw
atom
ie m
eani
ng "
Big
Squ
aw"
Mun
cief
or th
e D
elaw
are
Indi
ans
of th
e M
unci
e/M
insi
cla
n
Osc
eola
for
the
Sem
inol
e ch
ief
Tot
o--a
n In
dian
wor
d fo
r bu
llfro
g
Wya
ndot
tena
med
for
an
Indi
an tr
ibe
and
mea
ns "
peop
le o
f on
esp
eech
"
Lak
es
Lak
e L
enap
efor
the
Len
ni I
.E.
pe I
ndia
ns a
nd m
eans
"tr
ue m
en"
Mus
kelo
nge
Lak
eOjib
wa
for
"the
gre
at p
ike"
Ship
shew
ana
Lak
efro
m P
otaw
atom
ie m
eani
ng "
Vis
ion
of a
Lio
n"
15
6
Waw
asee
Lak
enam
ed f
or P
otaw
atom
ie c
hief
mea
ning
"ful
l one
" or
the
"rou
ndon
e"
Win
ona
Lak
eSio
ux n
ame
for
the
firs
t bor
nfe
mal
e ch
ild
Lak
e M
ichi
ganf
rom
Ojib
wa
mi-
shi (
mea
ning
gre
at)
and
Sa-g
ie-g
an (
mea
ning
lake
)
Riv
ers
Kan
kake
e R
iver
corr
uptio
n of
Pot
awat
omie
mea
ning
"low
land
" or
"sw
ampy
coun
try"
Tip
peca
noe
Riv
erfr
om P
otaw
atom
iean
d M
iam
i
Wab
ash
Riv
erfr
om M
iam
i
Iroq
ouis
Riv
eraf
ter
the
Iroq
ouis
Indi
ans
Pato
ka R
iver
Mia
mi f
or C
oman
che
who
wer
ehe
ld p
riso
ners
ther
e
Gra
nd C
alum
et R
iver
corr
uptio
n of
Alg
onqu
info
r "a
long
bod
y of
dee
p, s
till
wat
er"
Tak
en f
rom
:
Indi
ana
Plac
e N
ames
by
Ron
ald
L. B
aker
and
Mar
vin
Car
mon
y, B
loom
ingt
on, I
ndia
na, U
nive
rsity
Pres
s, 1
975.
17s
.
.Jr
'
LE
NN
I-L
AN
APE
, TH
E R
EA
L O
RO
RIG
INA
L P
EO
PLE
(als
o kn
own
as th
e D
elaw
are
Indi
ans)
Loc
atio
n Inha
bite
d D
elaw
are
Riv
er v
alle
y (N
ew J
erse
y, N
ew Y
ork)
fir
st c
onta
ctw
ith w
hite
sin
this
reg
ion
Mun
si/M
unse
e/M
insi
nort
hern
Len
ni-L
enap
e (l
ower
New
Yor
k)m
ade
annu
alsu
mm
er tr
ips
to th
e se
a to
gat
her
shel
lfis
h
Una
mic
entr
al L
enni
-Len
ape
(New
Jer
sey)
als
o m
ade
trip
s to
the
ocea
n
Una
lach
tigos
outh
ern
New
Jer
sey
Eco
nom
y Farm
ingm
en c
lear
ed f
ield
s, w
omen
culti
vate
d w
ith s
tone
hoe
s: m
aize
, squ
ash,
pum
pkin
s, b
eans
Hun
tingb
ear,
dee
r, f
ox, o
poss
um, s
kunk
, rac
coon
, squ
irre
l, ge
ese,
turk
ey, p
igeo
ns,
part
ridg
es
Gat
heri
ngbe
rrie
s, f
ruits
, her
bs, n
uts,
roo
ts
Fish
ing
"18
A i
Rel
igio
n Pant
heon
of
gods
Man
itosu
prem
e go
d
Indi
vidu
al g
uidi
ng s
piri
ts f
or p
raye
r, d
epic
ted
in h
uman
form
at p
uber
ty o
r as
anim
als
or b
irds
(e.
g., A
chto
the
deer
and
Plo
euth
e tu
rkey
)
Eur
opea
n C
onta
ct
1618
Dut
ch e
xcha
nged
met
al, t
ools
, kni
ves,
bea
ds, l
iquo
r,an
d cl
oth
for
fur
1660
sper
man
ent E
nglis
h se
ttlem
ents
crus
h L
enni
-Len
ape
and
Indi
ans
mov
e w
est
begi
nnin
g ap
prox
imat
ely
in 1
690
1700
Len
ni-L
enap
e co
ntin
ue m
ovin
gfr
om o
ne r
iver
val
ley
to th
e ne
xt; s
uccu
mbe
dto
liqu
or a
nd w
hite
dis
ease
s
1758
Len
ni-L
enap
e es
tabl
ish
firs
tInd
ian
rese
rvat
ion
in th
e U
nite
d st
ates
; 3,0
00ac
res
of B
urlin
gton
Cou
nty,
New
Jer
sey;
last
ed u
ntil
1802
whe
n al
l lef
t for
Stoc
kbri
dge,
New
Yor
k
Wes
twar
d M
ovem
ent
Mov
ed th
roug
h Pe
nnsy
lvan
ia, O
hio,
and
Ind
iana
189
Bec
ame
grea
t war
rior
s du
e to
con
tact
with
num
erou
sen
emie
s
1789
settl
ed in
Mis
sour
i, th
en m
oved
to A
rkan
sas
1820
settl
ed in
Tex
as
1867
rem
oved
to I
ndia
na T
erri
tory
in O
klah
oma
whi
ch th
eysh
ared
with
the
Che
roke
e
1980
'sst
ill f
ound
in O
klah
oma
and
nort
h of
Lak
e E
rie
in C
anad
a
Val
ue C
onfl
icts
Nat
uret
o In
dian
s na
ture
cou
ld n
ot b
e pr
ivat
e pr
oper
ty;
natu
re a
nd I
ndia
ns w
ere
one;
land
bel
onge
dto
the
one
who
used
it. .
.if
not
usi
ng it
, oth
ers
coul
d. W
hite
vie
w o
f pr
ivat
epr
oper
ty w
as in
com
preh
ensi
ble
to I
ndia
ns.
Shar
ingt
o In
dian
s sh
arin
g w
asba
sic.
Cro
ps a
nd p
roce
eds
ofth
e hu
nt w
ere
shar
ed w
ith o
ther
s in
exp
ecta
tion
of r
ecip
roci
ty.
Gif
t giv
ing
was
com
mon
and
impo
rtan
t. E
urop
eans
did
not
shar
e in
the
sam
e w
ays.
Just
icet
ook
the
form
of
retr
ibut
ion
by v
ictim
san
d th
eir
fam
ilies
Cus
tom
det
erm
ined
the
puni
shm
ent.
Puni
shm
ent m
ust
o
be s
oon
afte
r th
e cr
ime.
Whi
te s
ettle
rs' c
ourt
s w
ere
too
slow
and
allo
wed
dif
fere
ntpu
nish
men
ts f
or w
hite
s an
d In
dian
s. (
Indi
ans
wer
e pu
tin
pris
on f
or d
ebt b
utco
uld
not c
olle
ct d
ebts
fro
m w
hite
s.)
Pers
onal
Hon
ora
pers
on's
wor
d w
as s
acre
d to
Ind
ians
,bu
t whi
tes
mad
epr
omis
es /t
reat
ies
that
wer
e br
oken
con
tinua
lly.
Sour
ces:
Gre
at I
ndia
n T
ribe
s by
Jac
obso
n
Am
eric
an I
ndia
n T
ribe
s by
Mar
ion
E. G
ridl
ey
Indi
ans
of th
e E
aste
rn W
oodl
ands
by
Salle
y Sh
eppa
rd
21
20
Act
ivity
:Id
entif
y an
d le
arn
mea
ning
s of
Ind
ian
mot
ifs
and
visu
alsy
mbo
ls a
ndch
arac
teri
stic
s of
them
.
Fine
Art
sIn
terp
ret i
deas
and
con
tent
com
mun
icat
ed in
the
wor
k.D
escr
ibe
and
Prof
icie
ncy
iden
tify
art e
lem
ents
in th
e w
ork
(col
or, l
ine,
text
ure,
sha
pe,
and
form
).
Indi
cato
r:
Des
crib
e an
d id
entif
y th
e pr
inci
ples
of
art i
n th
e w
orks
; bal
ance
, spa
ce,
rhyt
hm, m
ovem
ent,
etc.
Iden
tify
the
med
ia a
nd te
chni
que
used
in th
e va
riou
s w
orks
.
Iden
tify
mot
ifs
in r
elat
ion
to c
ultu
res.
Mat
eria
ls:
Vis
ual e
xam
ples
of
mot
ifs
and
sym
bols
:
Slid
es
Illu
stra
tions
pos
ters
, boo
ks, e
tc.
Art
ifac
tsw
eavi
ngs,
cla
y po
ts, j
ewel
ry, b
eadi
ng, e
tc.
Ask
fac
ulty
for
mat
eria
ls 2122
,
./....-.7'
--v
Dir
ectio
ns:
Obs
erve
clo
sely
the
natu
re o
f th
e m
otif
or
sym
bol;
iden
tify
thei
rch
arac
teri
stic
s (c
olor
, sha
pes,
etc
.).
Des
crib
e ho
w th
e pr
inci
ples
of
art h
ave
been
use
d in
the
artif
acts
;ve
rbal
ly o
r sr
itten
.
Des
crib
e ho
w th
e ar
t ele
men
ts h
ave
been
use
d in
the
artif
acts
.
Des
crib
e w
hat m
edia
was
use
d in
the
artif
acts
.
Des
ign
a pi
ece
of w
eari
ng a
ppar
el f
or c
urre
nttim
es u
sing
an
Indi
anm
otif
.
Cre
ate
a de
cora
tive
item
usi
ng a
n In
dian
mot
if, i
.e.,
wal
l han
ging
, vas
e,or
scu
lptu
re.
Res
ourc
es:
Aut
hent
ic In
dian
Des
ign
by M
aria
Nay
lor,
Dov
er P
ublic
atio
ns, I
ncor
pora
tion,
New
Yor
k: 1
975.
Ber
nie
You
ng,*
Pha
rmac
ist
Rite
Aid
Dru
gsY
orkt
own,
Ind
iana
473
96
Ber
nie
You
ng d
oes
Indi
an b
eadw
ork,
nee
dlew
ork,
and
san
d-pa
intin
g de
sign
s.
232.
4-
4
UN
IT V
OC
AB
UL
AR
Y
Lis
t of
spel
ling
wor
ds f
rom
rea
ding
sto
ries
:
moc
casi
nsap
pear
ance
plou
gh/p
low
enem
ies
orig
inal
brav
ery
cere
mon
y(ie
s)la
ngua
geco
urag
eous
potte
rybr
aid
spir
itco
unci
lno
mad
icbu
ffal
ope
rman
ent
atta
cksa
crif
ice
soci
ety
jew
elry
wou
nds
relig
ion
light
ning
trai
lm
ytho
logy
med
icin
esu
pern
atur
aldw
ellin
gab
ando
ncu
stom
ste
mpo
rary
ambu
shes
peci
ally
ritu
alpr
ison
ersu
rviv
alar
row
scl
oths
rese
rvat
ions
part
icip
ate
clot
hes
sold
iers
war
rior
tong
ueco
nque
rsk
ewer
svi
ctim
surr
ound
circ
ular
plou
ghtr
aditi
onre
stau
rant
hosp
italit
ycr
evas
sesa
ndal
shu
mili
atin
gco
nsci
ous
sava
geca
ptur
edsc
alpe
dfr
ontie
rgu
ard
bulle
tes
cape
hatc
het
squa
wm
utila
teco
upgr
imac
ere
luct
ant
mas
sacr
eri
fle
cava
lry
2525
a
%
*
Lis
t of
voca
bula
ry w
ords
take
n fr
om s
tori
es a
nd n
ovel
:
coup
prov
ocat
ive
rim
ace
susc
eptib
le
yucc
aan
tago
nize
liche
nag
grav
ate
hoga
nso
litud
ew
icki
uppu
ngen
t
tepe
e, ti
piom
inou
sId
vaba
rbar
ous
wig
wam
loat
hing
pueb
loab
hor
relu
ctan
tlysi
nist
erpr
esum
ptuo
usod
ious
pest
ilenc
ede
base
dre
vuls
ion
encu
mbr
ance
gibb
eris
hav
ersi
onve
rmin
trav
ois
tain
ted
ques
tpl
ague
succ
ulen
t
stea
lthy
turq
uois
eco
oper
age
butte
28 26
*IF
Act
ivity
:
Lan
guag
eA
rts
Prof
icie
ncy
Indi
cato
r:
Mat
eria
ls:
Dir
ectio
ns:
Play
ing
the
Gam
e:
4
Voc
abul
ary
Gam
e: K
a-B
oom
.
Solv
e pu
zzle
s an
d pl
ay w
ord
gam
es.
One
pri
ngle
can
. red
con
stru
ctio
n pa
per,
whi
te p
ipe
clea
ner,
and
inde
xca
rds
or ta
gboa
rd w
ith v
ocab
ular
y w
ords
list
ed o
n ei
ther
.
Tak
e th
e pr
ingl
e ca
n an
d w
rap
the
red
cons
truc
tion
pape
rar
ound
it, s
eal w
ith r
ubbe
rce
men
t. A
fter
cut
ting
a sl
it in
the
plas
tic li
d, p
ush
a w
hite
pipe
cle
aner
thro
ugh
the
slit,
so it
look
s lik
e a
fuse
.
Div
ide
the
stud
ents
into
two
grou
ps. W
rite
term
s on
card
syo
u w
ant s
tude
nts
tokn
ow.
Eac
h te
am ta
kes
turn
sre
achi
ng in
to th
e ca
n pu
lling
out a
car
d an
d sa
ying
the
wor
don
the
card
. One
poi
nt is
giv
en
277
2
a
to th
e te
am if
the
stud
ent c
an g
ive
the
mea
ning
of
the
wor
d. I
f th
eK
a-B
oom
car
d is
pul
led,
then
all
poin
ts a
re e
rase
d fo
r th
at te
am. P
lay
cont
inue
s un
til e
ach
stud
ent o
n bo
th te
ams
has
play
ed.
28
2(3
Act
ivity
:R
ead
nove
l with
his
tori
cal s
ettin
g, T
he L
ight
in th
e Fo
rest
.
Lan
guag
eIn
tera
ct w
ith a
var
iety
of
prin
ted
mat
eria
ls, e
.g.,
stor
ies,
pla
ys, e
ssay
s,A
rts
new
spap
ers,
and
text
book
s.Pr
ofic
ienc
yIn
dica
tors
:
Part
icip
ate
activ
ely
in d
iscu
ssio
n ab
outl
itera
ture
.
Mat
eria
ls:
Nov
el, T
he L
ight
in th
e Fo
rest
.
Map
s of
Ohi
o, P
enns
ylva
nia,
New
Jer
sey
(enc
yclo
pedi
a m
aps
are
a fi
ne
sour
ce).
Bla
nk m
aps
of n
ovel
site
.
Dir
ectio
ns:
Dis
cuss
in c
lass
the
hist
oric
al c
onte
xt o
f th
e st
ory.
For
The
Lig
ht in
the
Fore
st.,
disc
uss
the
hist
ory
)f th
eL
enni
Len
ape
(Del
awar
e) I
ndia
ns, a
s w
ell a
s be
ginn
ings
of E
nglis
h co
loni
zatio
n in
the
Len
ni L
enap
e ho
mel
and.
See
Gre
at I
ndia
n T
ribe
s by
Jaco
bson
and
Am
eric
an I
ndia
n T
ribe
s by
Mar
ion
E. G
ridl
ey.
229
29
r
Inv
4.
As
stud
ents
rea
d th
e no
vel,
keep
trac
k of
pla
ces
nam
ed. T
hen
usin
gre
fere
nce
map
s (e
ncyc
lope
dias
), in
dica
te lo
catio
ns o
nbl
ank
map
s, a
ndla
bel a
ccor
ding
ly. S
ome
site
s ar
e lis
ted
belo
w.
Plac
e N
ames
for
TH
E L
IGH
T IN
TH
E F
OR
ES
T
Fort
Pitt
Alle
ghen
y R
iver
Fork
s of
the
Mus
king
um R
iver
Wal
dhon
ing
Riv
erY
ello
w C
reek
Car
lisle
Blu
e M
ount
ain
Susq
ueha
nna
Riv
erPa
xton
(Pe
shta
nk)
Tow
nshi
pL
anca
ster
Cou
nty
Tus
caro
ra R
iver
Kitt
atin
y M
ount
ain
Ohi
o R
iver 30
301
Mik
jor
Con
cept
s to
Pre
sent
LIG
HT
IN T
HE
FO
RE
ST
1.St
rugg
les
with
in a
cha
ract
er a
re c
alle
d in
tern
al c
onfl
icts
. Ext
erna
lcon
flic
ts a
reth
ose
mor
e ob
viou
s to
the
read
er, c
onfl
icts
with
oth
er p
eopl
e, a
nim
als,
or
with
outs
ide
forc
es.
a. W
hat i
s T
rue
Son'
s in
tern
alco
nflic
t? G
ive
exam
ples
fro
m th
e st
ory
and
how
doe
she
dea
l or
reso
lve
this
inne
r co
nflic
tif y
ou b
elie
ve h
e do
es.
b. T
here
are
ext
erna
l con
flic
ts in
this
sto
ry a
lso.
Wha
t do
you
cons
ider
to b
e a
maj
orco
nflic
t? D
iscu
ss h
ow it
is d
ealt
with
in th
e st
ory.
Exa
mpl
es m
ayhe
lp.
2. W
hat w
ould
you
con
side
r to
be
the
mos
tsi
gnif
ican
t eve
nts
or in
cide
nts
that
for
mth
e pl
ot o
f th
is s
tory
? Pl
ease
list
in c
hron
olog
ical
ord
er a
nd in
com
plet
e se
nten
ces
at le
ast 1
0 ev
ents
take
n fr
om th
e st
ory.
3.E
xpla
in o
r di
scus
s th
e m
ost i
nten
se, s
uspe
nsef
ul, o
r ex
citin
gac
tions
in th
is s
tory
.T
ell w
hy y
ou h
ave
told
abo
ut it
.
4.D
iscu
ss th
e to
ne o
r m
ood
of th
e st
ory.
How
is th
e au
thor
succ
essf
ul in
esta
blis
hing
a to
ne?
How
do
you
belie
ve th
e au
thor
sw
ays
the
read
er a
nd p
erha
psre
veal
s hi
s ow
n fe
elin
gs?
Wha
t do
you
perc
eive
thes
e fe
elin
gs to
be?
5. W
e se
e m
ost o
f th
is s
tory
, it s
eem
s,th
roug
h th
e ey
es o
f T
rue
Son.
Giv
e a
poin
t-of
-vie
w f
rom
the
stan
dpoi
nt o
f th
ew
hite
par
ents
.
6.B
y w
hat t
he a
utho
r te
lls y
ou a
nd b
yw
hat y
ou c
an a
ssum
e by
the
thou
ghts
and
actio
ns, g
ive
a th
orou
gh c
hara
cter
ske
tch
of T
rue
Son.
Em
phas
ize
in d
etai
l why
at
the
end
of th
e st
ory
he w
as li
ke &
"m
anw
ithou
t a c
ount
ry."
or
I;:4
;.' .
odc
..
er''
;,-.
P;
%it *I
V o
tgr
a f;
rye
,.
-Xs
4,10
"
32.
.
32PE
ST C
OrY
AV
AIL
AB
LE
e
Nam
e
Sam
ple
Que
stio
ns f
or C
heck
ing
of C
ompr
ehen
sion
The
Lig
ht in
the
For
est
Page
s 1-
22, C
hapt
ers
1-4
Dat
e
1. W
hy w
as T
rue
Son
bein
gse
nt to
the
whi
tes?
2. W
hy d
id T
rue
Son
plan
to e
atth
e fr
uit o
f th
e M
ay a
pple
?
3.Su
mm
ariz
e th
e m
essa
ges
Hal
f M
oon
deliv
ered
to T
rue
Son
from
fat
her.
3 3
33
The
Lig
ht In
the
For
est
Page
s 23
-46,
Cha
pter
s 5-
7
1. H
ow d
id T
rue
Son
com
pare
his
whi
te f
athe
r an
d hi
s In
dian
fat
her?
2. W
hy d
id D
el H
ardy
acc
ompa
ny T
rue
Son
to th
e ho
me
of h
is w
hite
fam
ily'?
3. W
hy w
as T
rue
Son
hr;a
ifie
d to
lear
n th
at th
e "P
esht
ank
(Pax
ton)
Boy
s" w
ere
his
rela
tives
?
34
34
Nam
eD
ate
The
Lig
ht in
the
For
est
Page
s 47
-64,
Cha
pter
s 8-
9
1. W
hy d
id T
rue
Son'
s vi
sit t
o th
e sl
ave
bask
et m
aker
giv
e hi
m h
ope?
2. W
hen
Tru
e So
n se
t off
for
Sto
ny M
ount
ain,
who
did
he
take
with
him
?
3. W
hy is
Myr
a B
utle
r no
t wel
l?
4 3
5'
ip
Nam
eD
ate
The
Lig
ht I
n th
e Fo
rest
Page
s 65
-82,
Cha
pter
s 10
-11
1.W
hat n
ews
did
Pars
on E
lder
's s
on b
ring
to H
arry
But
ler?
2. W
hat e
vent
rou
sed
Tru
e So
n fr
om h
isbe
d?
3. H
ow d
id T
rue
Son
and
Hal
f M
oon
by to
ave
nge
the
scal
ping
of
Litt
le C
rane
?
3G 36
Nam
eD
ate
The
Lig
ht in
the
For
est
Page
s 83
-98,
Cha
pter
s 12
-13
1.D
id T
rue
Son
have
any
reg
rets
on
leav
ing
his
whi
te f
amily
?
2. H
ow d
id T
rue
Son
and
Hal
f M
oon
get t
heca
noe
they
use
d to
trav
elba
ck to
thei
r vi
llage
?
3737
Nam
eD
ate
The
Lig
ht In
the
For
est
Pag
es 9
9-11
7, C
hapt
ers
14-1
5
1. H
ow d
id T
rue
Son
know
that
the
whi
te m
en tr
avel
ing
with
Thi
tpan
had
com
e in
toco
ntac
t with
whi
tes?
2. W
hy d
id T
rue
Son
tell
the
whi
tes
abou
tthe
am
bush
?
3. W
hat d
id C
uylo
ga s
ay to
the
men
to s
ave
Tru
e So
n fr
om b
urni
ng?
33 38
Act
ivity
:M
ap lo
catio
n of
Ind
ian
nove
l,T
he L
ight
in th
e Fo
rest
.
Soci
alId
entif
y, d
escr
ibe,
and
eva
luat
eth
e in
flue
nce
of g
eogr
aphi
c fa
ctor
s on
Stud
ies
natio
nal d
evel
opm
ent.
Prof
icie
ncy
Indi
cato
r:
Mat
eria
ls:
Nov
el, T
he L
ight
in th
e Fo
rest
- o
ne c
opy
per
stud
ent.
Bla
nk m
aps
of lo
catio
n (N
ew J
erse
y, P
enns
ylva
nia,
New
Yor
k, a
nd O
hio
area
) -
one
map
per
stu
dent
.
Pape
r, p
enci
ls, a
nd m
aps.
Dir
ectio
ns:
Rea
d no
vel.
Con
stru
ct a
map
of
geog
raph
ic p
lace
nam
esth
at o
ccur
in th
e pl
ot.
Loc
ate
plac
es (
stat
es, r
iver
s, m
ount
ains
, cou
ntri
es, c
ities
,fo
rts,
etc
.) o
nm
ap.
lc,
39
464
Act
ivity
:A
rche
olog
ical
Dig
.
Stud
ents
pre
tend
they
hav
e la
nded
on
Ear
th a
s al
iens
in th
e ye
ar 3
012
A.D
. The
re a
re n
o lo
nger
hum
ans
livin
ghe
re. F
rom
thei
r di
g th
ey w
illdr
aw c
oncl
usio
ns a
bout
ear
thlin
gs.
Lan
guag
eW
rite
sum
mar
ies
and
repo
rts
ofA
rts
situ
atio
n.Pr
ofic
ienc
yIn
dica
tor:
-..r V
Mat
eria
ls:
Five
or
six
bou,
.. -.
1',:d
with
dir
t18
and
four
obj
ects
pla
ced
in e
ach.
,
Dir
ectio
ns:
Div
ide
clas
s in
to 5
-6 te
ams.
Usi
ng s
poon
s ea
ch te
am d
igs
atth
eir
site
unt
il th
ey lo
cate
the
four
obje
cts.
(Pl
ace
dirt
on
new
spap
er).
Bur
y ob
ject
s in
Ind
ian
Vill
age
oron
sch
ool s
ite.
40 41
......
....a
t.....
....a
.
0
Nor
Aft
er lo
catin
g th
e ob
ject
s, th
e st
uden
ts p
rete
nd th
ese
obje
cts
have
neve
r be
en s
een
by th
em b
efor
e. T
hey
wri
te a
list o
f co
nclu
sion
s th
eym
ight
mak
e ab
out t
he p
eopl
e (c
ultu
re)
from
the
artif
acts
. (Se
e ex
ampl
e.)
Shar
e w
ith la
rger
gro
up.
Stud
ents
wri
te s
tori
es u
sing
thei
r co
nclu
sion
s ab
out h
uman
s.
BO
X O
BJE
CT
S
A. n
icke
lD
.to
rn p
age
from
the
Bib
lebi
c pe
nlit
tle b
all
B. l
ock
of h
air
chic
ken
bone
plas
tic f
ork
plas
tic b
ag
C. p
enci
lbe
er c
an (
empt
y)pa
mpe
rs (
one)
seed
s w
rapp
ed u
p in
pla
stic
Chi
nese
pro
verb
fro
m in
side
a f
ortu
ne c
ooki
eto
othp
ick
scre
ww
atch
E. t
orn
page
fro
m n
ewsp
aper
pape
r cl
iplig
ht b
ulb
empt
y m
edic
al v
ial
F. e
arri
ngba
lloon
plas
tic s
traw
a ph
otog
raph
4142
EX
AM
PLE
The
se a
re c
oncl
usio
ns d
raw
n fr
om g
roup
C.
1. T
hey
had
a w
ritte
n la
ngua
ge f
rom
prin
t on
can.
2. T
hey
coul
d m
ake
plas
tic-m
etal
from
raw
pro
duct
skne
w c
hem
istr
y.
3. D
rank
fro
m c
ans.
4. C
arri
ed s
eeds
aro
und
with
them
.
5. U
sed
lead
for
wri
ting.
6. P
lant
ed p
urpo
sely
for
har
vest
ing.
7. P
lant
eat
ers.
8. M
ade
mis
take
send
of
penc
ilfo
r co
rrec
ting.
9. W
hat w
ere
fanc
y w
ater
proo
fclo
th c
onta
iner
s us
ed f
or?
ig 4
le.
Act
ivity
:
Lan
guag
eA
rts
Prof
icie
ncy
Indi
cato
r:
Mat
eria
ls:
Dir
ectio
ns:
Art
ifac
ts a
re c
lues
to th
e lif
esty
les
of a
cultu
re.
Prob
lem
Sol
ving
/Pre
dict
ing.
Seve
ral a
ntiq
ue it
ems
stud
ents
are
not
fam
iliar
with
, i.e
., ch
erry
sto
nes.
Show
item
s to
the
clas
s. D
ivid
e cl
ass
into
gro
ups.
The
gro
ups
deci
deho
w th
e ite
ms
wer
e us
ed b
y gu
essi
ng o
rm
akin
g up
theo
ries
, the
n th
een
tire
clas
s di
scus
s th
e th
eori
es.
Lis
t of
1.A
rrow
head
Poss
ible
2.D
rum
sA
rtif
acts
:3.
Nec
klac
es4.
Bea
ds5.
Feat
hers
6.Pi
pes
7.D
eer
Ant
lers
8.St
one
Ham
mer
s
4345
V..
Act
ivity
:
Lan
guag
eA
rts
Prof
icie
ncy
Indi
cato
r:
Mat
eria
ls:
Dir
ectio
ns:
`Cha
nge'
Spe
eche
s/C
ultu
res
are
cons
tant
lyin
cha
nge
or f
lux.
Use
acc
epte
d co
nven
tions
of
stan
dard
Eng
lish
usag
e in
spe
akin
gsi
tuat
ions
.
Lis
ted
belo
w.
Stud
ents
sel
ect a
'cha
nge'
topi
c fr
om li
st.
Prep
are
a tw
o m
inut
e sp
eech
on
that
topi
c.
Stud
ents
giv
e a
brie
f sp
eech
.
Not
e un
acce
ptab
le u
sage
. Dis
cuss
at e
ndof
all
spee
ches
gro
ss e
rror
s.
1
CH
AN
GE
LIS
T
chan
ge d
iape
rsch
ange
tire
sch
ange
dir
ectio
n
chan
ge jo
bsch
ange
fri
ends
chan
ge c
loth
es
time
chan
gech
ange
atti
tude
sch
ange
def
ense
s/of
fens
es
chan
ge d
iets
chan
ge th
e be
dch
ange
of
seas
ons
chan
ge lo
catio
nch
ange
nam
esot
hers
acc
epta
ble
chan
ge c
ultu
resW
hat m
ight
cha
nge
if o
ne le
ft th
e In
dian
res
erva
tion
and
join
edth
e la
rger
Am
eric
an c
ultu
re?
Oth
er w
ay a
roun
d?
45 48
Act
ivity
:R
esea
rch
Proj
ect.
Lan
guag
eW
rite
sum
mar
ies
and
repo
rts.
Use
lang
uage
to e
xplo
re n
ew id
eas
and
Art
sre
latio
nshi
ps.
Prof
icie
ncy
Indi
cato
r:
Mat
eria
ls:
Res
ourc
e B
ooks
.
Dir
ectio
ns:
Cho
ose
an I
ndia
n to
pic
or a
trib
e to
rese
arch
. Bra
inst
orm
Ind
ian
idea
sto
res
earc
h.
Mak
e a
list o
f bo
oks,
pap
ers,
etc
.th
at w
ere
to b
e us
ed f
or r
esea
rch.
Cho
ose
two
topi
cs th
at s
eem
to b
eof
inte
rest
. Che
ck th
e lib
rary
and
res
ourc
ebo
oks
avai
labl
e to
see
if y
our
inte
rest
hold
s an
d if
ther
e ar
e re
sour
ces
avai
labl
e fo
r re
sear
ch.
Cho
ose
one
topi
c to
do
an in
dept
hst
udyr
ead
and
take
not
es o
n to
pic
and
mak
e a
list o
f yo
ur r
esou
rces
.
44 4
6
Min
d m
ap a
ll th
e fa
cts
you
find
abo
ut y
our
topi
c th
at w
ould
bein
tere
stin
g fo
r th
e cl
ass
to k
now
.
Plan
a th
ree
dim
ensi
onal
pre
sent
atio
n te
achi
ng th
e fa
cts
abou
t top
ics.
Stud
ent P
rese
ntat
ions
Pres
enta
tion:
Tim
e se
t and
pra
ctic
e.
Eye
con
tact
.
Be
prep
ared
for
que
stio
ns.
Incl
ude
core
kno
wle
dge
abou
t top
ic in
pre
sent
atio
n.
47 so
Act
ivity
:Id
entif
ying
Ind
ian
Clo
thin
g.
His
tory
Iden
tify,
eva
luat
e, a
nd u
tiliz
e ap
prop
riat
ere
fere
nce
Prof
icie
ncy
mat
eria
ls a
nd d
ata
sour
ces.
Rea
d an
dob
serv
e to
pro
d; t,
Indi
cato
r:to
see
k an
swer
s, a
nd to
ana
lyze
poin
ts o
f vi
ew.
Rec
ord
sour
ces
of in
form
atio
n an
dde
velo
p no
te ta
king
and
outli
ning
sys
tem
s.
Rol
e pl
ay in
divi
dual
s in
his
tori
cal
situ
atio
ns.
Exa
min
e, in
terp
ret,
and
appl
y in
form
atio
nfr
om p
olls
,ta
bles
, gra
phs,
and
cha
rts.
Prep
are
orig
inal
wri
tten
and
oral
rep
orts
and
pres
enta
tions
.
Wor
k co
oper
ativ
ely
to p
repa
re r
epor
tsan
d pr
esen
tatio
ns.
Mat
eria
ls:
Nov
el, T
he L
ight
in th
e Fo
rest
, pos
ter
boar
d, m
arke
rs, a
nd a
nen
cycl
oped
ia.
Dir
ectio
ns:
Rea
d no
vel,
The
Lig
ht in
the
Fore
st.
Lis
t ite
ms'
of c
loth
ing
desc
ribe
din
the
plot
. Bra
inst
orm
in g
roup
s.
5148
Use
enc
yclo
pedi
a or
oth
er r
efer
ence
boo
ks to
iden
tify
thes
eite
ms
ofcl
othi
ng.
Mak
e a
post
er w
ith a
pic
ture
of
each
item
and
a la
bel/d
escr
iptio
n to
iden
tify
thes
e ite
ms.
Des
ign
or c
olle
ct s
ampl
es o
f th
is c
loth
ing
and
wea
rit.
49
52
Mat
eria
ls:
Bio
grap
hies
on
fam
ous
Indi
ans,
enc
yclo
pedi
a en
trie
s, o
r ot
her
biog
raph
ies.
Dir
ectio
ns:
Hav
e ea
ch s
tude
nt r
ead
one
Indi
an b
iogr
aphy
and
wri
te a
com
preh
ensi
ve s
umm
ary
of th
e im
port
ant a
nd in
tere
stin
g in
form
atio
n.
Aft
er s
umm
arie
s ha
ve b
een
eval
uate
d fo
r co
nten
t, ha
ve e
ach
stud
ent
wri
te f
ive
ques
tions
ba-
md
on h
is/h
er s
umm
ary.
Dup
licat
e tw
o co
pies
of
each
sum
mar
y.
Hav
e st
uden
ts v
olun
teer
to r
ead
sum
mar
ies
on tw
o In
dian
s in
add
ition
to th
eir
own.
Dis
trib
ute
sum
mar
ies
to s
tude
nts
for
read
ing.
Onc
e st
uden
ts h
ave
had
ampl
e tim
e to
rea
d an
d st
udy
the
sum
mar
ies,
cond
uct a
`T
rivi
al P
ursu
it" g
ame
in c
lass
usi
ng th
e qu
estio
ns p
revi
ousl
ysu
bmitt
ed.
Prep
are
a FA
CT
SH
EE
T w
hich
list
s 10
0-20
0 im
port
ant f
acts
abo
utIn
dian
s. H
ave
stud
ents
bre
ak in
to s
tudy
gro
ups
(thr
ee to
fiv
e pe
r gr
oup)
to s
tudy
fac
t she
et.
64
Act
ivity
:T
riba
l Stu
dy.
His
tory
Iden
tify
and
exam
ine
the
cont
ribu
tions
ofN
ativ
e A
mer
ican
soc
ietie
s an
d
Prof
icie
ncy
cultu
re th
roug
hout
the
deve
lopm
ent o
fth
e U
nite
d St
ates
.
Indi
cato
r:
Mat
eria
ls:
Res
ourc
e B
ooks
.
Dir
ectio
ns:
Div
ide
the
room
into
trib
es o
f ch
ildre
nfo
ur to
fiv
e in
a tr
ibe.
Ass
ign
an I
ndia
n tr
ibe
for
each
gro
up to
rese
arch
, or
child
ren
can
choo
se th
eir
own.
Tri
be c
ondu
cts
rese
arch
abo
ut tr
ibe
and
arri
ves
at a
list
of
ten
fact
s to
teac
h ab
out t
heir
Ind
ian
trib
e.
Tw
o da
ysB
uild
an
Indi
an r
eser
vatio
nin
clud
ing
all t
he f
acts
the
trib
ew
ants
to te
ach.
Hav
e a
clas
s tr
avel
fro
m r
eser
vatio
n to
rese
rvat
ion
to s
tud
/ the
fac
ts.
Ext
ensi
on:
Oth
er r
oom
s co
uld
com
e in
for
inst
ruct
ion.
Des
ign
an I
ndia
n vi
llage
on
the
scho
ol s
ite (
0. J
. Nei
ghbo
urs
Ele
men
tary
, Wab
ash,
IN
, has
one
). 52SS
r
fr
'Akkt
I
oD11111G 1111110111ff
"AWAAAAZA0,,
%re
!I -.7../ere I
VIVAINIP
411.411"
aY
Act
ivity
:Fo
r th
ree
to f
our
days
cre
ate
anor
igin
al I
ndia
n m
otif
and
sym
bol.
(Whi
ttle/
carv
e a
tote
m p
ole.
)
Art
sPr
ofic
ienc
yIn
dica
tor:
Mat
eria
ls:
Dir
ectio
ns:
App
ly th
e ar
t ele
men
ts;
line,
col
or, t
extu
re, s
hape
,an
d
form
. App
ly th
e pr
inci
ples
of a
rt; b
alan
ce, r
hyth
m,
mov
emen
t, et
c.
App
ly s
elec
ted
med
ia f
or th
e m
otif
or
sym
bol.
Dra
win
g pa
per,
pen
cil,
eras
er,t
empr
a pa
int,
a pa
intb
rush
, woo
d, a
nd
kniv
es.
Cre
ate
seve
ral p
ract
ice
draw
ings
of m
otif
s or
sym
bols
;di
ffer
ent o
nes.
Sele
ct th
e be
st p
ract
ice
draw
ings
.
Red
raw
the
mot
if o
r sy
mbo
l on
pape
rto
be
pain
ted.
4
Sele
ct c
olor
s to
be
used
.
Pain
t the
mot
if o
r sy
mbo
l.
Lab
el th
e m
otif
whi
ch I
ndia
ncu
lture
it c
ame
from
.
Plac
e on
dis
play
with
oth
erIn
dian
art
ifac
ts in
sch
ool o
rIn
dian
vill
age.
55
Act
ivity
:R
esea
rch
Proj
ects
.
Lan
guag
eW
rite
rep
orts
, e.g
., bo
ok r
epor
ts,t
echn
ical
rep
orts
for
sci
ence
,res
earc
h
Art
s/re
port
s fo
r st
udie
s.H
isto
ryPr
ofic
ienc
yIn
dica
tor:
Use
lang
uage
to d
isco
ver
and/
or c
onve
ym
eani
ng
Use
wri
ting
and
spea
king
to e
xpre
ssid
eas
and
clar
ify
mea
ning
.
Use
lang
uage
to s
olve
pro
blem
s.
See
rela
tions
hips
bet
wee
n w
hat t
hey
read
and
wha
t the
y pr
evio
usly
have
rea
d, le
arne
d, o
r ex
peiie
nced
.
Com
pare
dif
fere
nt p
rese
ntat
ions
of th
e sa
me
subj
ect o
r th
eme.
Rec
ogni
ze a
nd d
iscu
ss w
ays
in w
hich
lite
ratu
re m
irro
rslif
e an
d
refl
ects
hum
an v
alue
s, m
otiv
es,a
nd c
onfl
icts
.
. ....
.....
_...
..
FaSb
Mat
eria
ls:
Lis
t of
poss
ible
topi
cs:
Sequ
oyah
Sitti
ng B
ull
Litt
le T
urtle
Blu
e Ja
cket
Saca
jaw
eaG
eron
imo
Siou
xC
heye
nne
Plai
nsSo
shon
iC
hero
kee
Shaw
nee
Pres
ent d
ay r
eser
vatio
nsIn
dian
/whi
te m
an r
elat
ions
hips
, bat
tles
Nav
ajo
Hop
iZ
uni
Dig
ger
Cre
ekC
hoct
awSe
min
ole
Moh
awk
Sene
caD
elaw
are
Mia
mi
Indi
an d
wel
lings
Indi
an f
ood/
agri
cultu
reM
edic
ine
men
Res
earc
h R
esou
rces
:L
ibra
ry (
book
s, m
agaz
ines
, pam
phle
ts, f
ilmst
rips
)Pa
rent
sM
inne
tris
ta C
ultu
ral C
ente
rB
all S
tate
Uni
vers
ity L
ibra
ryPu
blic
Lib
rary
Bur
eau
of I
ndia
n A
ffai
rs, D
epar
tmen
t of
Inte
rior
, Was
hing
ton,
D.C
. 262
40
WO
. NA
..
lr
;so
Act
ivity
:In
dian
Art
(Sa
nd P
aint
ing)
.
Art
sPr
ofic
ienc
yIn
dica
tor:
App
ly th
e ar
t ele
men
ts; l
ine,
col
or,
text
ure,
sha
pe, a
nd f
orm
.
Mat
eria
ls:
Saw
dust
you
may
get
this
at y
our
loca
llu
mbe
r ce
nter
and
woo
d bl
ocks
(fr
omsc
raps
).
Dir
ectio
ns:
Mix
pow
dere
d te
mpr
aw
ith s
awdu
st in
cof
fee
cans
to d
esir
edco
lor.
Woo
d bl
ocks
for
eac
hst
uden
t.
Stud
ents
put
glu
e on
woo
d bl
ock
and
spri
nkle
col
ored
saw
dust
on
glue
. Thi
sm
akes
a b
eaut
iful
Indi
an s
and
pain
ting.
R4-
58
Act
ivity
:W
ritin
g.
Lan
guag
eW
rite
fro
m d
iffe
rent
poi
nts
of v
iew
.A
rts
Prof
icie
ncy
Indi
cato
r:
Dir
ectio
ns:
Com
pare
the
ener
gy a
nd c
onse
rvat
ion
used
by
nativ
e A
mer
ican
s(c
onse
rvat
ion,
pre
serv
atio
n, r
ecyc
ling)
with
pre
sent
Am
eric
an p
ract
ices
.
Wri
te a
bout
enc
ount
ers
with
the
whi
tepe
ople
thro
ugh
the
eyes
of
aN
ativ
e A
mer
ican
.
Des
crib
e th
e en
ergy
sou
rces
use
d du
ring
this
per
iod
in h
isto
ry.
Com
pare
and
con
tras
t thi
s w
ith to
day'
s en
ergy
sou
rces
.
Clo
thin
g: C
reat
e a
new
fas
hion
look
by c
ombi
ning
the
Indi
an s
tyle
sde
scri
bed
with
mod
ern
utili
ty a
ndm
ater
ial.
Exp
lain
why
it w
ould
1-.
.1 d
iffi
cult
for
mod
ern
Am
eric
ans
to li
ve th
e sa
me
way
nat
ive
Am
eric
ans
lived
. RI
0
iallIk .1(' '.........---- .......=\ '14'
11,I
4111111
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,4..._, ,,,,........iiii,' J# _..ammiliel I,
/*rd
0 1,,._' ,',..n
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...
s T-44"02 vs. .
0 . 1 i 4
e e ti.
1tr, ' III
11
% 4111PA --f-111li 6;4AY;7 /Til_.".-
V"-fr'----- ..:- :IA '...el
,-,*\.1,,11i'lr II gil"'
It \
k. tx
&III
_
..
ioMwIrlk((
. ra
- ' 'Em. . . L _ ' : ; ' , . . I I ,°'..
Act
ivity
:W
ritin
g.
Lan
guag
eW
rite
fro
m d
iffe
rent
poi
nts
of v
iew
.A
rts
Prof
icie
ncy
Indi
cato
r:
Dir
ectio
ns:
Wri
te a
n In
dian
myt
h ex
plai
ning
som
ethi
ngin
cre
atio
n.
Mak
e su
re y
ou h
ave:
a.cr
eate
d th
e go
d or
god
dess
b.ex
plai
ned
a sc
ient
ific
pri
ncip
le
c.us
ed a
sim
ple
act o
f m
an
62
.r
1,
Act
ivity
:W
ritin
g.
Lan
guag
eW
rite
fro
m d
iffe
rent
poi
nts
of v
iew
.A
rts
Prof
icie
ncy
Indi
cato
r:
Dir
ectio
ns:
Wri
te o
r co
mpo
se a
sto
ry d
escr
ibin
g an
exp
erie
nce
or s
omet
hing
imag
ined
.
a.T
ell a
sto
ry a
bout
a g
reat
hun
t.
b.C
ompo
se a
son
g ab
out a
n ex
peri
ence
fro
m n
atur
e.
c.Im
agin
e an
adv
entu
re th
at o
nly
a br
ave
war
rior
cou
ld a
ccom
plis
h.
d.R
ole
play
this
adv
entu
re in
an
Indi
an v
illag
e.
e.Pr
eten
d yo
u ar
e an
eag
le a
nd d
escr
ibe
in w
ritin
g, m
usic
, or
art w
hat
you
see
in f
light
. Sha
re th
is e
xper
ienc
e in
the
Indi
anvi
llage
.
f.W
rite
an
Indi
an p
lay
abou
t an
enco
unte
r w
ith th
e fi
rst w
hite
s to
vis
itth
eir
land
.
g.W
rite
a p
oem
abo
ut a
n In
dian
chi
ld, c
hief
, squ
aw, b
rave
, etc
.
A?
63
.,
Act
ivity
:W
ritin
g.
Lan
guag
eW
rite
fro
m d
iffe
rent
poi
nts
of v
iew
.A
rts
Prof
icie
ncy
Indi
cato
r:
Dir
ectio
ns:
In g
roup
s, w
rite
an
Indi
an a
dven
ture
sto
ry,
or a
n In
dian
adv
entu
repl
ay. D
escr
ibe
a ty
pica
lda
y of
an
Indi
an s
quaw
,ch
ief,
med
icin
e m
an, o
rw
arri
or.
Ext
ensi
ons:
Rea
d st
orie
s or
act
out
play
s in
Ind
ian
villa
geor
on
scho
ol s
ite.
4!;, .t.t
%,:»
1-:'i
';'.
6
Act
ivity
:W
ritin
g.
Lan
guag
eW
rite
fro
m d
iffe
rent
poi
nts
of v
iew
.A
rts
Prof
icie
ncy
Indi
cato
r:
Dir
ectio
ns:
Mak
e up
a p
oem
abo
ut a
n In
dian
baby
, chi
ld, w
arri
or, c
hief
, squ
aw, e
tc.
Stud
ents
can
wor
k in
gro
ups
and
wri
tea
stor
y us
ing
pict
ure
sym
bols
.C
reat
eth
e pi
ctur
e gr
aphs
on
brow
n pa
per
rese
mbl
ing
deer
ski
n.
66 71
Act
ivity
:
Phys
ical
Edu
catio
nPr
ofic
ienc
yIn
dica
tor:
Mat
eria
ls:
Dir
ectio
ns:
Not
e:
Rac
e w
ith s
tone
s in
apr
on.
Perf
orm
with
a g
roup
in f
ront
of
othe
rs.
Ston
es a
nd a
pron
s.
Div
ide
clas
s in
to 2
team
s.
Stud
ents
rac
e w
ith r
ocks
in a
n ap
ron
to a
dest
inat
ionr
etur
n to
the
team
.
Tak
e of
f ap
ron.
New
rel
ay m
embe
r pu
ts o
n ap
ron
and
rock
s.
Rep
eats
the
sam
e as
oth
er te
am m
ate.
The
team
to f
inis
h fi
rst w
ins.
Eac
h da
y, y
oung
boy
s ra
n to
the
top
of a
hill
with
thei
r m
outh
s fi
lled
with
wat
er, s
pitti
ng th
e N
ette
r ne
ar th
e fe
et o
f an
old
man
who
mon
itore
d th
is e
arly
mor
ning
ritu
al. I
f th
e bo
y sw
allo
wed
the
wat
er, h
e
73ri
was
req
uire
d to
rep
eat t
he e
xerc
ise.
Eld
ers
felt
that
you
ng b
oys
shou
ldle
arn
disc
iplin
e by
acc
ompl
ishi
ng a
rduo
us ta
sks
with
out w
ater
. Gir
ls r
anto
the
top
of a
hill
with
sto
nes
in th
eir
pubi
c ap
rons
, dro
ppin
g st
ones
near
an
old
wom
en w
ho s
uper
vise
dth
is d
aily
act
ivity
. Dro
ppin
g th
est
ones
in a
pre
scri
bed
man
ner
was
sym
bolic
of
the
earl
yan
d su
cces
sful
deliv
ery
of a
chi
ld a
fter
mar
riag
e.
Col
ville
Fie
ld N
otes
, J.A
. Ros
s, (
1966
).
674
3
Act
ivity
:Ph
ysic
al A
ctiv
ity.
Rea
d pa
ragr
aph
belo
w/d
iscu
ss a
ndde
sign
pos
ters
.
Dev
elop
an
appr
ecia
tion
of o
ther
cul
ture
sth
roug
h sp
orts
/gam
es.
Phys
ical
Edu
catio
nPr
ofic
ienc
yIn
dica
tor:
Mat
eria
ls:
Dir
ectio
ns:
Not
e:
Cop
y of
par
agra
ph f
or e
ach
stud
ent.
Rea
d pa
ragr
aph.
Dis
cuss
the
role
of
phys
ical
act
ivity
inpr
epar
ing
the
Indi
an c
hild
for
incu
ltura
tion.
Dis
cuss
anc
ient
cul
ture
s an
d lis
t gam
esas
soci
ated
with
them
.
Div
ide
into
gro
ups
and
desi
gn p
oste
rs.
Unf
ortu
nate
ly, t
he n
atur
e of
leis
ure
activ
ities
, gam
es,a
nd a
thle
ticco
ntes
ts h
ave
chan
ged
dram
atic
ally
sinc
e th
e ab
orig
inal
per
iod
beca
use
of d
ecul
tura
tion
and
the
effe
cts
that
whi
te c
ultu
re h
as w
roug
ht u
pon
Indi
an c
ultu
res.
Per
haps
the
mos
tdev
asta
ting
aspe
ct o
f th
is c
ultu
rech
ange
, one
that
dra
stic
ally
alte
red
attit
udes
tow
ards
leis
ure,
was
the
745.
69
AP.
intr
oduc
tion
and
enfo
rcem
ent o
f th
e W
este
rn p
hilo
soph
y of
the
wor
ket
hic
and
conc
ept o
f re
gula
ted
time.
The
se n
otio
ns w
ere
the
antit
hesi
sof
the
Indi
ans
Wel
tans
chau
ung,
for
as
hunt
ers
and
gath
erer
s th
eypo
sses
sed
a lif
esty
le th
at p
rovi
ded
cons
ider
able
leis
ure
time,
part
icul
arly
for
the
exte
nded
fam
ily. I
ncre
men
ts o
f ho
urs,
day
s, a
ndw
eeks
did
not
exi
st. M
issi
onar
ies
and
cert
ain
gove
rnm
ent a
genc
ies
belie
ved
that
the
Indi
ans'
enl
ight
enm
ent a
nd u
ltim
ate
conv
ersi
on to
the
wor
ld o
f ag
ricu
lture
and
indu
stry
, req
uire
d a
stri
ct a
dher
ence
to a
regu
late
d tim
e an
d w
ork
sche
dule
. The
gam
es th
at a
llow
ed f
orin
tera
ctio
n, a
ffir
mat
ion,
and
coh
esio
n am
ong
thes
e pe
ople
gav
e w
ay to
aw
hite
man
's a
ctiv
ities
.
76
( \ \Act
ivity
:Sk
inni
ng th
e ca
t.
/Phy
sica
lU
se th
e fu
ndam
enta
l mot
ion
skill
s.R
ecog
nize
bas
ic p
rinc
iple
s of
----
- E
duca
tion
exer
cise
phy
siol
ogy
and
cond
ition
ing
and
thei
r re
latio
nshi
p to
per
sona
l
Prof
ibie
ncy
phys
ical
fitn
ess.
Indi
cato
r:
Mat
eria
ls:
Stic
k.
Dir
ectio
ns:
Stud
ents
jum
p fo
rwar
d an
d ba
ckw
ard
over
ast
out s
tick
held
on
each
end
by th
e ju
mpe
r's h
ands
.
Not
e:C
hild
ren
and
adul
ts te
sted
thei
r ab
ilitie
sw
ith a
gam
e si
mila
r to
"ski
nnin
g th
e ca
t" b
y ju
mpi
ng f
orw
ard
and
back
war
d ov
er a
sto
ut s
tick
held
on
each
end
by
jum
per's
han
ds.
Ray
, V. (
1933
), T
he S
anpo
il an
dN
espe
lem
, Sea
ttle,
The
Uni
vers
ity o
fW
ashi
ngto
n Pr
ess.
TH
E I
ND
IAN
JE
WE
LR
Y S
TA
ND
Tw
o In
dian
chi
ldre
n, L
ittle
Haw
k an
d N
ight
Wee
dne
eded
$20
0 fo
r su
mm
er c
amp
atth
e G
rand
Can
yon.
The
ir p
aren
ts a
gree
d to
let t
hem
go,
but t
hey
wer
e un
able
togi
ve th
em a
ny m
oney
. The
y di
d su
gges
t, ho
wev
er,
that
the
child
ren
coul
d po
ssib
lyea
rn e
noug
h m
oney
if th
eyus
ed w
hat t
alen
t the
y ha
d in
mak
ing
jew
elry
. The
child
ren
wer
e ex
cite
d to
lear
n th
at n
ot a
ll ho
pe w
aslo
st. T
hey
quic
kly
bega
nth
inki
ng o
f a
stra
tegy
to e
arn
the
$200
.
Firs
t, th
ey w
rote
dow
n th
e di
ffer
ent j
ewel
ry it
ems
they
kne
w h
ow to
mak
e: n
eckl
ace,
brac
elet
, and
rin
g. T
hen,
they
cal
cula
ted
the
cost
tom
ake
each
dif
fere
nt it
em. O
nce
they
kne
w h
ow m
uch
the
mat
heri
als
wer
e go
ing
to c
ost,
they
then
had
to d
ecid
e a
selli
ng p
rice
. The
y kn
ew if
they
cha
rged
too
muc
h,th
e ite
ms
wou
ld s
ell s
low
ly o
rw
orse
yet
, not
at a
ll, a
nd th
eyw
ould
not
hav
e th
e m
oney
for
cam
p in
tim
e. T
hey
also
kne
w th
at if
they
did
not
cha
rge
enou
gh,t
hey
wou
ld n
ot m
ake
the
$200
or
poss
ibly
, not
be
able
to p
ay th
eir
pare
nts
back
for
the
initi
al $
45 th
ey h
ad le
nt th
em.
Usi
ng th
e da
ta b
elow
, hel
p L
ittle
Haw
k an
d N
ight
Wee
d de
term
ine
the
amou
nt to
char
ge f
or e
ach
piec
e of
jew
elry
.
DA
TA
:10
day
s un
til c
amp
Nec
klac
es c
ost $
1.00
to m
ake.
Bra
cele
ts c
ost $
.75
to m
ake.
Rin
gs c
ost $
.50
to m
ake.
7972
The
y ha
ve e
noug
h su
pplie
s to
mak
e 20
of
each
item
.
It w
ill ta
ke 3
day
s to
mak
e al
l 60
item
s; th
eref
ore,
they
will
not
be
able
to o
pen
the
stan
d un
til th
e fo
urth
day
.
The
num
ber
of e
ach
item
sol
d pe
r da
y w
ill b
e ba
sed
on th
e se
lling
cos
t.T
he f
ollo
win
g ch
art w
ill s
how
est
imat
es o
f pr
edic
ted
sale
s.
selli
ng p
rice
num
ber
sold
per
day
Nec
klac
es
Bra
cele
ts
Rin
gs
$ 4.
50$
6.00
$ 8.
50
$ 3.
00$
4.00
$ 5.
00
$ 1.
50$
2.00
$ 2.
50
4 3 2 5 3 1 10 8 4
so7
a
SOL
UT
ION
FO
R T
HE
IN
DIA
N J
EW
EL
RY
ST
AN
D
Nec
klac
es
Num
ber
of it
ems
sold
selli
ngda
y 1
day
2da
y 3
day
4da
y 5
day
6da
y 7
pric
e
$6.0
03
33
33
32
Tot
al S
ale:
6 (3
x 6
.00)
+ (
2 x
6.00
) =
$12
0.00
Bra
cele
ts
Num
ber
of it
ems
sold
selli
ngda
y 1
day
2da
y 3
day
4da
y 5
day
6da
y 7
pric
e
$6.0
03
33
33
32
Tot
al S
ale:
6 (3
x 4
.00)
+ (
2 x
4.00
) =
$80
.00
Rin
gs
selli
ngpr
ice
Num
ber
of it
ems
sold
day
1da
y 2
day
3da
y 4
day
5da
y 6
day
7
$6.0
03
33
33
32
Tot
al S
ale:
5 (4
x 2
.50)
= $
50.0
0
Fina
l Tot
al:
$120
.00
+ $
80.0
0 +
$50
.00
= $
250.
00
$250
.00
- $2
00.0
0 -
$45.
00 =
$5.
00sa
les
cam
plo
anex
tra
Oth
er s
olut
ions
may
be
poss
ible
.
75
w2
IND
IAN
AT
TR
IBU
TE
CH
AL
LE
NG
E
The
fol
low
ing
activ
ities
dea
l with
the
diff
eren
t attr
ibut
es o
f In
dian
pie
ces.
The
Indi
ans
diff
er w
ith r
espe
ct to
:
age:
chi
ld o
r ad
ult
sex:
mal
e or
fem
ale
girt
h: th
in o
r fa
tco
lor
of c
loth
ing:
red
or
yello
w
The
act
iviti
es a
re in
tend
ed to
be
used
in g
roup
s of
thre
e or
fou
r st
uden
ts.E
ach
grou
p w
ill n
eed
one
set o
f In
dian
piec
es, o
ne s
et o
f de
scri
ptio
n ca
rds,
and
two
loop
sof
yar
n th
at a
re 1
8 in
ches
in d
iam
eter
. It i
s ad
visa
ble,
that
the
stud
ents
be
give
nso
me
free
tim
e to
pla
y w
ith th
em
ater
ials
bef
ore
the
activ
ities
beg
in..
Act
ivity
:G
uess
Whi
ch O
ne is
Mis
sing
.
Mat
hem
atic
sU
se m
athe
mat
ical
con
cept
s in
rea
l lif
e si
tuat
ions
.Pr
ofic
ienc
yIn
dica
tor:
Dir
ectio
ns:
Hav
e on
e st
uden
t pla
ce a
ll 16
Ind
ian
piec
es f
ace
up o
n th
e ta
ble.
Aft
ersu
ffic
ient
tim
e to
stu
dy th
e se
t, ha
ve a
ll bu
t one
stu
dent
clo
se h
is/h
erey
es. T
he r
emai
ning
stu
dent
s m
ust t
ake
one
of th
e pi
eces
aw
ay.
Scra
mbl
e th
e ar
rang
emen
t and
hav
e th
e ot
her
stud
ents
ope
n th
eir
eyes
and
gues
s w
hich
pie
ce is
mis
sing
.
IND
IAN
PIE
CE
S
Dup
licat
e on
eon
e se
t for
eac
h gr
oup
of s
tude
nts.
Cut
out
eac
h pi
ece.
It =
red
Y =
yel
low
1..
p'IM
I=21
111M
lirill
Eam
4k
,.,
)101
4114
,cl
Ic!
...e
8,77
Act
ivity
:N
ame
the
Set.
Mat
hem
atic
sD
eter
min
e th
e nu
mbe
r of
con
cret
e ob
ject
s in
a g
iven
colle
ctio
n.
Prof
icie
ncy
Indi
dato
r:
Dir
ectio
ns:
Plac
e al
l the
Ind
ian
piec
es in
side
the
loop
whi
chha
ve a
com
mon
attr
ibut
e. A
sk th
e st
uden
ts to
fin
d th
e de
scri
ptio
nca
rd th
at w
ould
iden
tify
the
set.
Hav
e ea
ch s
tude
nt ta
ke a
turn
atm
akin
g th
e se
t and
find
ing
the
corr
ect d
escr
iptio
n ca
rd.
tr.
Act
ivity
:C
ount
ing
Dif
fere
nces
.
Mat
hem
atic
sD
eter
min
e w
hen
figu
res
are
cong
ruen
t.Pr
ofic
ienc
yIn
dica
tor:
Dir
ectio
ns:
For
this
act
ivity
, you
will
nee
d a
sort
ing
shee
t for
each
gro
up o
fst
uden
ts a
nd th
e In
dian
pie
ces.
Hav
e a
stud
ent p
lace
one
of
the
Indi
an p
iece
s in
the
top
rect
angl
e of
the
sort
ing
shee
t. A
s a
grou
p, th
e st
uden
ts a
re to
loca
te a
ny I
ndia
npi
eces
that
dif
fer
from
the
orig
inal
pie
cein
onl
y on
e w
ay a
nd p
lace
them
in th
e se
cond
rec
tang
leth
e so
rtin
g sh
eet.
Con
tinue
this
proc
edur
e un
til a
ll th
e pi
eces
hav
ebe
en p
lace
d. C
hoos
e a
diff
eren
tst
artin
g til
e an
d re
peat
this
pro
cedu
re.
Aft
er r
epea
ting
this
pro
cedu
re a
few
tim
es,a
sk th
e st
uden
ts if
ther
eap
pear
s to
be a
pat
tern
dev
elop
ing.
87
S4
SOR
TIN
G S
HE
ET
Plac
e an
Ind
ian
Piec
e he
re.
Indi
an p
iece
s th
at a
re d
iffe
rent
in o
ne w
ay.
Indi
an p
iece
s th
at a
re d
iffe
rent
in tw
o w
ays.
Indi
an p
iece
s th
at a
re d
iffe
rent
in th
ree
way
s.
Indi
an p
iece
s th
at a
re d
iffe
rent
in f
our
way
s.
de
Act
ivity
:U
nion
s an
d In
ters
ectio
ns.
Mat
hem
atic
sD
eter
min
e lin
es o
f sy
mm
etry
.Pr
ofic
ienc
yIn
dica
tor:
Dir
ectio
ns:
For
this
act
ivity
, you
will
nee
d tw
o lo
ops
of y
arn,
the
Indi
an p
iece
s, a
ndth
e de
scri
ptio
n ca
rds.
Plac
e th
e tw
o lo
ops
so th
at th
ey o
verl
ap in
the
mid
dle.
Cho
ose
two
desc
ript
ion
card
s an
d pl
ace
one
onea
ch lo
op. H
ave
the
grou
ps o
fst
uden
ts p
lace
the
Indi
an p
iece
s in
the
appr
opri
ate
sect
ions
of th
e lo
ops.
Dis
cuss
whe
re th
e in
ters
ectio
n an
d th
e un
ion
of th
e se
ts o
ccur
,if
it is
appr
opri
ate
for
your
gra
de le
vel.
Aft
er c
ontin
ued
succ
ess
with
two
loop
s, a
thir
d lo
op c
anbe
intr
oduc
edw
ith a
thir
d de
scri
ptio
n ca
rd.
82es
-
UN
ION
S A
ND
IN
TE
RSE
CT
ION
S
IND
IAN
GE
OM
ET
RY
The
fol
low
ing
activ
ities
req
uire
pri
or k
now
ledg
e or
a d
iscu
ssio
n of
con
cept
s pe
rtai
ning
tosy
mm
etry
, pol
ygon
s, a
nd o
ther
geo
met
ric
shap
es, a
nd g
eom
etri
c pa
ttern
s. T
he s
tude
nts
may
wor
k in
sm
all g
roup
s or
as
indi
vidu
als.
Mat
eria
ls n
eede
d m
ay v
ary
depe
ndin
g on
the
type
of
proj
ect r
equi
red
by th
e te
ache
r, b
ut e
ach
stud
ent o
r gr
oup
of s
tude
nts
will
nee
d a
copy
of
the
Indi
an d
esig
n-sh
eet.
Indi
an d
esig
ns m
ay a
lso
be u
sed
from
text
book
s or
oth
erre
sour
ce b
ooks
.
Act
ivity
:W
here
is th
e G
eom
etry
?
Mat
hem
atic
sU
se s
hape
, siz
e, a
nd p
ositi
on to
rec
ogni
ze, d
escr
ibe,
cla
ssif
y, a
ndPr
ofic
ienc
yco
mpa
re g
eom
etri
c ob
ject
s.In
dica
tor:
Dir
ectio
ns:
have
the
stud
ents
exa
min
e th
e In
dian
des
ign
shee
t and
ask
them
tolo
cate
as
man
y ge
omet
ric
shap
es a
s th
ey c
an. S
tude
nts
coul
d al
so b
eas
ked
to m
ake
up w
hat t
hey
thin
k th
e m
eani
ng o
f ea
ch s
hape
cou
ldm
ean
to th
e In
dian
.
91
BR
EE
CH
CLO
UT
S
IND
IAN
DE
SIG
NS
NH
1111
111
II I
1
" '
BO
NN
ET
CA
SE
TE
PE
E
Uup
to fi
lks,
dog
,lf
111(
BE
AD
ED
BU
CK
SK
INW
AR
SH
IRT
BE
AD
ED
GA
RT
ER
LEG
GIN
GS
Act
ivity
:In
dian
Sym
met
ry.
Mat
hem
atic
sD
eter
min
e lin
es o
f sy
mm
etry
.Pr
ofic
ienc
yIn
dica
tor:
Dir
ectio
ns:
Aft
er s
uffi
cien
t pra
ctic
e of
loca
ting
lines
of
sym
met
ryin
mor
e si
mpl
efi
gure
s, a
sk th
e st
uden
ts to
dra
w li
nes
of s
ymm
etry
on
the
Indi
an d
esig
nsh
eet.
Lin
es o
f sy
mm
etry
may
be
foun
d in
each
art
icle
or
they
may
be
foun
d in
the
indi
vidu
al d
esig
ns o
n th
e ar
ticle
s.Y
ou m
ay w
ant t
o as
sign
one
artic
le p
er g
roup
so
that
the
stud
ents
can
foc
us o
n th
e fi
ner
deta
ils.
Act
ivity
:Pa
ttern
s, P
atte
rns,
and
Mor
e Pa
tterm
.
Mat
hem
atic
sU
se s
hape
, siz
e, a
nd p
ositi
on to
rec
ogni
ze,d
escr
ibe,
cla
ssif
y, a
nd
Prof
icie
ncy
com
pare
geo
met
ric
obje
cts.
Indi
cato
r:
Dir
ectio
ns:
Hav
e th
e st
uden
ts lo
ok f
or r
epea
ted
patte
rns
inea
ch a
rtic
le. O
n th
ele
ggin
gs, t
he b
onne
t cas
e, th
e w
ar s
hirt
, and
the
bead
ed g
arte
r ha
ve th
est
uden
ts p
redi
ct h
ow th
e pa
ttern
s w
ould
look
ifth
ey w
ere
to c
ontin
ue.
The
y co
uld
also
mak
e pr
edic
tions
of
wha
tthe
y th
ink
is o
n th
e hi
dden
side
of
the
tepe
e, th
e w
ar b
onne
t, th
ebr
eech
-clo
ths,
the
apro
n, a
ndbe
aded
buc
kski
n w
arsh
irt.
86
Act
ivity
:C
reat
ing
an I
ndia
n D
esig
n.
Mat
hem
atic
sD
eter
min
e lin
es o
f sy
mm
etry
for
giv
en s
hape
s.M
ake
shap
es.
Prof
icie
ncy
Indi
Cat
or:
Dir
ectio
ns:
Hav
e ea
ch g
roup
of
stud
ent c
reat
e a
colo
rful
Indi
an d
esig
n th
at u
ses
the
idea
s of
sym
met
ry, p
atte
rns,
and
geo
met
ric
shap
es. T
hen
have
eac
hgr
oup
wri
te a
sto
ry a
s to
how
thei
r de
sign
rep
rese
nts
an h
isto
ric
even
t,an
Ind
ian
cust
om,
som
ethi
ng s
piri
tual
, or
tell
of h
ow th
eir
desi
gn w
ould
be u
sed
in d
ecor
atin
g an
Ind
ian'
s w
orld
.E
ncou
rage
the
stud
ents
to b
ecr
eativ
e an
d or
igin
al in
thei
r th
inki
ng.
Act
ivity
:Fi
ndin
g ar
ea a
nd p
erim
eter
.
Mat
hem
atic
sD
evel
op s
kills
usi
ng c
usto
mar
y un
its to
mea
sure
leng
th, a
rea,
vol
ume,
Prof
icie
ncy
mas
s, a
nd te
mpe
ratu
res.
Indi
cato
r:
Mat
eria
ls:
Cop
ies
of th
e ou
tline
pro
vide
d, o
ne f
orea
ch s
tude
nt.
Num
erou
s on
e in
ch s
cria
res
(see
sam
ple)
cut
from
tag
boar
d fo
rm
anip
ulat
ing.
QS
87
STO
RY
PR
OB
LE
M
Lon
e E
agle
is ta
king
a h
untin
g pa
rty
out t
o se
arch
for
gam
e.T
his
is th
e ar
ea h
e an
dhi
s hu
nter
s co
vere
d. T
hey
retu
rned
with
muc
h fo
od. I
fthe
squ
ares
rep
rese
nt o
nesq
uare
mile
(sc
ale
1" =
= 1
mile
). W
hat i
s th
e pe
rim
eter
cov
ered
by
this
hun
ting
part
y? W
hat i
s th
e ar
ea?
Var
iatio
n:U
sing
one
inch
squ
ared
gra
ph p
aper
,ha
ve e
ach
stud
ent d
esig
n an
are
ato
be
mea
sure
d by
ano
ther
stu
dent
.
96
0
