Software: 500 Nations
Age Level: Eight grade
Target Subject Area: History
and Geography
Software
Description:
Five Hundred
Nations is a Microsoft software program that teaches the viewer(s) about
Native Americans and their culture. Kevin Costner is the host who
explains his interests in Native Americans as well as the purpose of the
program. 500 Nations includes a variety of links to timelines, pathfinders,
homelands, storytellers, stories, and picture galleries.
Teacher Preparation:
The software program needs to checked out from the library the day before.
Make sure the programs works on the computers in the classroom.
Objective:
TSW gain in-depth knowledge about
Native Americans and their culture.
TSW know the differences among the
myths and truths of Indians.
TSW be able to present at least
one nation and know how they lived or are living.
TSW learn to work with other students
to create objects relevant to their topic.
TSW be able to distinguish among
certain nations and their importance in history.
TSW be required to be open-minded
about different cultures from their own.
TSW have a better understanding
of how people can change history.
Day One:
Materials:
Transparencies
from section one of notebook
Outline for students to keep
Objectives for students
Anticipatory
Set: Ask students if they are part Indian? Or know others who are?
Ask them to describe what they know about these people?
(clothing, food, dances, tools, culture, etc.)
Teacher
Prep: Asking questions allows students to be comfortable about this
unit. Helps them with self-esteem,
because some students will know little about Indians.
Objectives:
I
will tell the students an overview of the unit and what is to be expected
of them. I will explain the
importance of Indians and tell them the chosen nations to be studied.
They will know that participation,
active listening, and continual work on the final product is required.
Teacher
Prep: Remember to ask for understanding throughout each lesson,
outline of unit, and grading procedures.
Day Two:
Setup
Setup:
Gr1. - Powhatan, Gr2 - Cherokee, Gr3 - Inuit, Gr4 - Aztec
45 minutes - Library and Art; 30 minutes - Lesson
Library
Lesson
Art
Day 2
Gr1
Gr2
Gr3/Gr4 houses/totem poles
Day 3
Gr4
Gr3
Gr1/Gr2 jewelry and etc./clothes
Day 4
Gr2
Gr1
Gr3/Gr4
Day 5
Gr3
Gr4
Gr1/Gr2
Teacher
Prep: Each will need different material. Make sure librarian
knows exactly
what days students are coming, how long, and their names. Art
projects ideas are in section two of notebook.
The end of these unit plan contains a couple different
sign up sheets for the art supplies
and software use. The students are aware that they will be documented
and expect
to find one around the stations.
Day Two:
Materials:
Lecture notes for Cherokee Indians
Gr3: Styrofoam
Knives
Scissors
Newspapers
Gr4: Clay
Water
Aprons
Knives
Newspapers
Transparencies
Objectives:
TSW understand art
projects and reason for software program
TSW will be reminded
how to use the library
TSW demonstrate research
skills
TSW be expected to
take notes during lecture
TSW asked to keep up
with rotations
Outline
of unit plan:
I. Introduction
First settlers
II. Indians Nations
A. Powhatan
1. Lost colony in Jamestown
2. Pocahontas movie
3. Located in NC and SC
B. Cherokee
1. Removal Act of 1830
2. Trail of Tears
a. Story of Tsali
3. Location
C. Inuit
1. Canada and its weather conditions
2. Eskimos and survival
D. Aztec
1. Mexican Empire
2. Importance
E. Living
Nations
1. Reservations
Procedures:
1. Assign students
to one or the four different nations evenly
2. Refresh memory about
rotation and their instructions for each
3. Take Gr2 to back
corner and for 30 minutes provide information that will be relevant
to their art project and final presentation (This will be used for each
day).
4. This information
will fill in holes that they may find while at the library.
5. Provide the students
will pictures that they can use for presentation and have ample
time for questions
Some questions may be:
a. Purpose of presentation
b. Why can we not do the other art projects
c. How long should the presentation be
d. Questions to help them better understand about their nation
Note:
Possible questions are sectioned off in notebook
Specific Lesson:
Gr2
Cherokee Indians
1. Removal
Act of 1830
a. European settlement
2. Trail
of Tears
b. Story of Tsali
3. Civilized
and Location
4. Victimization
Teacher Prep:
All supplies are labeled on cabinets and in storage area outside in
the hallway. The key is in the middle drawer and is also labeled.
You should keep an eye on the artists for the day and see how far
they are coming along. You may need to have one extra day for
the groups to finish their art creation. Remember each group
has a different art production and they should not be doing
another group’s project. It would be a good idea to have them across
the room from each other. Also remind them to clean up their section
for
the next day.
Day Three:
Materials:
Lesson plan for Gr3
Gr1- Jewelry and instrument
String
Stones
Clasps
Beads
Light Bulbs
Toilet paper rolls
Newspapers
Flour
Water
Stirring tools
Gr 2- Clothes
Felt
Scissors
Markers
Measuring tape
Feathers
Cotton
Specific
Lesson Plan: Gr3
Inuit Nation
1.
Location in Canada
a. What Canada look like?
b. How do people live?
c. Would you live there?
2. Eskimos and Survival
a. Subsistence fishing
b. Homes
Teacher
Prep: Provide pictures for presentation, take questions, and provide
ideas
about past presentations
Day Four:
Materials:
Lesson Plan for Powhatan Indians
Same materials as day two
Specific Lesson Plan: Gr1
Powhatan
Nation
1. Location
a. Lost Colony
b. Still a mystery
2.
Pocahontas movie
a. Myths, false story
Teacher
Prep: Lost colony is still a major par of American history.
Tell different stories
to what might have happened. Ask if they have seen the movie.
Day Five:
Materials:
Lesson Plan for Aztec Nation
Same as day three
Specific Lesson
Plan: Gr4
Aztec
Nation
1. Location
2. Importance of empire
3. Visuals
Teacher
Prep: Music will accompanied with each learning station. They
are also l
labeled for each nation in the locked drawer in file cabinet.
Day Six:
Materials:
Evaluation
check in nations
Software program
Procedures:
1. Rotate students
so that I can meet with each group to see progress.
2. Evaluate teamwork,
finished projects, and decide if more time is needed.
3. One groups
at a time will see me while the other three finish projects, research,
or final touches. They may want to practice their presentations.
4. Each group
will spend 30 minutes on the software program refining their
information. This will sum up their purpose for research and the
art project. The
software will be used to add depth to their nation. It will tie everything
together for
the presentation.
Note: Step four will occur
throughout the day and not group will come to me until they
have seen the software program.
Day Seven:
Materials:
Focus
on field trip papers and ideas
Prepare the slide show about reservations
Objectives:
TSW learn
about life on a reservation
TSW hear
from a living Indian
TSW receive
an overview of the unit
Procedures:
1. Life on Reservation
a. Storyteller
2. Closure
3. Software purpose. Helpful?
Day Eight:
Today is the presentations.
The students will present their information that they collected from of
variety of sources. They will tell the other students what they learned,
important highlights of their nation, their art project, and a visual activity.
This activity is what they have made up.
Gr1 - Watch Pocahontas and
show flaws
Gr2 - Used maracas to go along
with a song
Gr3 - See how long one could
hold ice in hands
Gr4 - Explain what their pole
means to them
Summary:
The activities
done by each group were directly related to an aspect of their nation.
I
want them to experience the Indian
way of past and present life through independent study, lecture, and art.
Competencies completed:
GOAL 1
The learner will understand important issues of a technology-based society
and will exhibit ethical behavior in the use of computer and other technologies.
1.1 Model ethical behavior relating to security, privacy, passwords, and
personal information.
1.2 Demonstrate an understanding of copyright by citing sources of copyrighted
materials in papers, projects, and multimedia presentations.
GOAL 3
The learner will use a variety of technologies to access, analyze, interpret,
synthesize, apply, and communicate information.
3.1 Select and use technology tools to collect analyze, and display data.
3.2 Use word processing/desktop publishing for assignments/projects.
3.3 Research, create, publish, and present projects related to content
areas using a variety of
technological tools
Teacher's Note:
All the students should understand the copyright rules and regulation. I have stressed many times that they cannot write down exactly what a program or someone's else words are like on internet. Please stress to the students that you are well aware of the rules and hope that they will follow them. I have provided a list of copyright rules and etiquette to follow by. We discussed and wrote together ones that are important, but someone could have easily thrown them away. If you have to go back over them. The original copy is posted on the wall between the two computers.
The Ten Commandments for Computer Ethics
from the Computer Ethics Institute
1. Thou shalt not use a computer to harm other people
2. Thou shalt not interfere with other people's computer work.
-students know to not bother others, but if you
see anyone disobeying please remind them that they will be
doing their part in detention.
3. Thou shalt not snoop around in other people's files.
-student do not have access to other work, but they
can look at other Indian nations. Make sure they stay on
track.
4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false witness.
6. Thou shalt not use or copy software for which you have not paid.
-they cannot take home software
7. Thou shalt not use other people's computer resources without authorization
8. Thou shalt not appropriate other people's intellectual output
-copy other works
9. Thou shalt think about he social consequences of the program you
write.
10. Thou shalt use a computer in ways that show consideration and respect.
-I definitely do not want my students
beating on the computer or getting mad.
In other words:
Work on one computer at a time
Do not disturb others while working unless given
permission
Create own work, because yours is just as good
Reword work found on the Internet, software programs,
resources, etc.
Remember the computer is your friend