Archaic Archives

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Objective

SWBAT read, write, and collaborate with peers about an Archaic Native American group to have better understanding of the text that they can then share with the class.

Big Idea

To read a complex text and understand multiple Native American groups is hard. Students have a hard time remembering all of the facts that are within the text. In this lesson, students will work in small groups to answer text embedded questions.

Opening the Chapter

5 minutes

We have begun to read about the people of the Americas, particularly in Arizona, from 10,000 BC to 1500. In this large span of time their are many Archaic Native American tribes that students must study. The class recently finished a lesson on Paleo-Indians and are beginning to study the Archaic People that came after them. 

We will open this lesson with a review of that lesson. I will ask them questions in regards to what we know about them, how we know it, changes and differences back then. I want to make sure they have a good grasp of hunter-gatherer and the climate change that occurred. This question and answer session will be the opening to today's lesson and reading. 

Creating the Archives

2 minutes

Before the heart of the lesson, students will need to construct a foldable that will be their notes. These notes are their archives and I model how to fold the paper and use my scissors to make the slits on each side. The foldable will be six boxes. Three flaps on each side with their notes or "archives" hidden underneath. 

I make sure to model this foldable a couple of times before asking them to do it. I also want to check their folding before I give them the go ahead to cut. I ask the class to fold the paper into fourths, with the longer sides as the top and bottom. Then they will fold the paper into thirds the other direction. Once they are folded I ask them to raise them up so I can do a quick check of their folding. I will help anyone who needs my help at this time. If there are more than a few students, I will ask these students to not cut and see me first. 

The outside fourths will become the flaps. I model how to cut the inside lines to create flaps. I like to point out which lines I am cutting. I will use a marker to highlight the lines and this way they stand out if students need to use my model as a guide. 

I ask the class to make sure their name goes on the back of the foldable now. Now they are ready to do research. They have now created archive boxes that will store their findings from their reading. 

Research Questions

15 minutes

Each flap will now need a question to answer. I have a read aloud that is a great source for showing good questions to ask when researching a group of people. It is If You Lived With the Hopi Indians by Anne Kamma. This book is really great in Arizona and especially here in Flagstaff because the Hopi reservation is very close and some students are Hopi in my class. Each section of the book begins with a question and the author then tells us the answer to it.

I will not have time to read the whole book so I chose specific questions ahead of time to share and that relate to the questions I would like them to use while reading. Here are some of the questions I would ask: "How and Where did they _______ live?" "What were their homes like?"  "How did they get water?" "What kind of food did they eat?" "Did they grow crops?" "If they did grow crops, what did they grow and how?" "What Artifacts did they leave behind?" "Did they make things like art or objects?"

Students will use this list of questions to add a question to each flap of their archive foldable. I will have them choose the questions after we create groups. 

 

Rules to Archiving and Creating Teams

5 minutes

The chapter of the book has six different tribes of Archaic Native American tribes. Three have quite a bit of information on them. Instead os the whole class reading and trying to remember each tribe, I will put students in teams to research a group together. They will work together to answer the questions that they chosen and labeled on the flap of each archive. 

To start I have them count off by six, this will put about four students into each group. I ask them to add this number to the under side of their foldable, next tot their name, so they remember it. I ask place them around the room telling them where each group will work. I do not always give them the location of the room to work in, but for time this works faster. I remind them to take their history book with them to their group along with their archives.

Once students are in their groups, I explain how they will need to begin. First, each groups needs to choose six questions that they are going to answer. One questions will go on each flap. Every member of the group will have the same questions. Later, they will use these questions to share with classmates about their Native American tribe.

Next, students will need to read the section of the book about their tribe and have a discussion about what they learned. They will then come see me for an iPad. They will use the iPad and book to answer the questions they chose. When they finish, each flap should have an answer hidden underneath. They have now created their archive about that Archaic Native American tribe. 

I remind them that every student needs to participate and get a chance to research using the iPad. I will go over quickly as a reminder of how we get to the internet and how we search for information. 

Reading and Recording

15 minutes

The role of learning and teaching is the responsibility of each group. They are now given time to read and research. I will walk around and monitor and guide where it is needed. If conflict or situations arise I want students to handle this themselves. I will only step in if I am truly needed. 

Tomorrow, students will learn how to now use their archive to teach others. Students will be broken into four larger groups where they will be responsible for teaching the other students about their tribe.