Montana Institute for Effective Teaching of American Indian Children, June 9-14, 1991, Salish Kootenai College

178 Pages·1991·10 MB·English

by  Montana Institute for Effective Teaching of American Indian Children (1991 : Salish Kootenai College)

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MONTANA INSTITUTE FOR
EFFECTIVE TEACHING OF
AMERICAN INDIAN CHILDREN
June 9-14, 1991
Salish Kootenai College
Distributed by: Nancy Keenan, Superintendent
Office of Public Instruction
State Capitol
Helena, Montana 59620
3 0864 1006 8019 1
INDEX
AUTHOR GRADE PAGE
TITLE
Indians of Montana Mary Ann Erickson Mid-Sch
1
Celebrate Your Heritage! Wendy Macklin 4-6 8
Incorporating Nature and Native
American Culture Into a Whole
Language Curriculum Dian Fyant 20
1
NASTARS: Native American
Awesome Readers
Medicine Tree Activity
Teaching Traditions of the
Salish and Kootenai Tribes
Through Calendar Activities Deb Buckley 2 32
Experience Native American
Culture Through the Eyes and
Minds of Primary Sources on the
A
Flathead Reservation: Cultural
Awareness Unit for Fourth Grade Karen Kleinklaus 4 45
Circle of Life: From Here to
Awareness Carol Harbin Intermed 54
Using Indian Symbols Wanda Whalen 2 73
Shelter of the American Indians Nancy Nell K 90
The Environment: Two Cultures -
Two Views Mary Bolhuis 8 99
Effective Training for Indian
Children Joan Graham 108
The Power of the Mind: A Lesson
in Self-Esteem Betty J. Wallace 113
Montana
Institute for Effective
Teaching of American Indian
Children Louise Schlegel K-4 137

OF MONTANA"
“INDIANS
By
Mary Ann Erickson
1

INTRODUCTION
The purpose for this unit is to allow the students to discover, on their own, that not all
Indians are the same physically, socially or culturally. It is also intended that the students
will gain a better understanding of the specific tribes that make up the Flathead Indian
Reservation, upon which they live, and why these tribes have not always lived in harmony.
This unit will involve across the curriculum work. English/writing classes will be asked to
help the students write letters. The computer classes will be used for students to type
up the letters to be sent to the various tribes. The art classes will be used to let the
students express the various aspects of their tribes’ design, color and art. The speech
and drama teacher will help the students prepare the presentations and the library media
specialist will be used to assist the students with research skills and visual aids.
2
TIME REQUIRED: Approximately three weeks will be needed to complete this unit but
before the initial unit of study begins, the students will be grouped heterogeneously and
left to decide which Indian tribe of Montana they would be most interested in studying.
During an English and computer class period students will write to the various Indian
Reservations requesting any information about the tribe, its history and culture. Students
will also ask for listings of recommended books, tapes, visual aids and any other sources
that give information about the specific tribe so that the library may keep this information
on
file.
OBJECTIVES: Students
will:
-gain an understanding that not all Indians are alike
-work cooperatively in small groups
-become more sensitive and tolerant of the various cultures
-understand the impact that Indians have had in Montana
-develop research strategies
MATERIALS NEEDED:
Addresses of the various tribal agencies
Poster board
Various art materials
Library
VCR and TV
Audiovisual catalogs from library
LaserCat from the library computer
Magazines
Pictures
Maps
Transparencies
METHODOLOGY: Approximately five weeks before the actual unit begins, students will
be placed in small groups and asked to choose an Indian tribe of Montana to study.
Letters will be written and sent to the reservations. (This whets the students appetite and
gives them some time to think about what they want to know about the tribe they have
chosen before the actual research begins).
Day one: Bring in two or three apples varying in size, color and shape. (Raymond Reyes
example) Ask student how the apples are different from each other, if possible let
students taste the different apples. Then cut the apples in half and show how they are
all the same inside, each has a star. Ask students how these apples are like people.
Group discussion.
Students will be given the attached handout so they are aware of what is expected from
them as individuals and as a group.
Students will break into their groups and within the group decide who will research the
various aspects of the tribe. They will use the library for their research and also the
information received from the various reservations. Making personal contact with
members of the tribe will also be encouraged.
3
Students will have approximately a week to complete individual research and will then
work in groups to put the information together to make a presentation to the rest of the
class. Students will have approximately four days to prepare group presentation.
Each group will be assigned a day for presentation. As each group gives their
presentation, the other students will be required to take notes as this will also be part of
their grade.
Culminating activities directed by the teacher will include:
Game of Jeopardy (our school has the lights and buttons like the actual game show so
this should be quite fun). The questions would come from the individual groups.
Conceptual map - students will choose a tribe other than the one they researched and
map out what was learned about that tribe.
EVALUATION PROCESS: Students will be evaluated on individual and group
participation, notebook, and the culminating activities described above.
4
STUDENT HANDOUT
INDIAN TRIBES OF MONTANA
Each of you will be responsible for working within a group and on your own. You will be
graded upon your contribution as an individual and the end product produced by the
group. Necessary information required for each tribe is as follows:
-language/communication
-cultural and social background
-artistic design/religion
-history/geographical boundaries
-contributions to society
Visual aids should be incorporated into group presentation. Some examples of this
would be: posters, drawings, regalia, charts, time lines, games, maps, dioramas, music,
collages, filmstrips, books, movies, and whatever else will help you to demonstrate
knowledge of tribe.
Each of you will be responsible for coming up with at least four questions about your
specific topic, that means you were to research the language of a tribe, then you must
if
come up with four questions in the following form: This tribe of Indians did not have an
alphabet until they met up with the Jesuits, etc. The questions will be used in the
Jeopardy game.
Each of you will also be responsible for turning in a notebook with notes acquired from
listening to the other group presentations.
You will need these notes to do a conceptual map at the end of unit so be sure you can
read them and that they are accurate.
you have any questions please ask them.
If
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