Social Studies Lesson Plan: - Ms. Brown's Living Classroom



Social Studies Lesson Plan:

This is a four week unit plan which studies the aboriginal people of the Maritimes, specifically in the state of Maine. This topic can easily be linked with all the curriculum areas; I have chosen to focus on literature links and hands-on activities that the children can access in self-directed activities at a learning center. The goal is to create meaningful learning experiences for the students.

 

TOPICS: regional/state history Geography Native American culture

The order of the four, weekly themes are chronological:

a)Ancient Native Maine, pre-1600

b)contact, colonies, 1604 1st French settlement in Maine, St. Croix island

c)1790-1970

d)1970-now

 

  

SUMMARY OF UNIT PLAN

WEEK 1: will be covered extensively in my lesson plans

WEEK 2: Objective is to study conflict and trade relations as a system. We would study the trade between the natives and the Europeans, the changes to native culture as a consequence, and to European culture.

WEEK 3: Objective would focus on problem solving. We would examine the threats to native life and the adaptations/solutions possible for them.

WEEK 4: Objective would focus on civics and government relations between Native reserves and state.

 

 

Teacher resources:

•

• The Wabanakis of Maine and the Maritimes by American Friends Service Committee

 

 

Local application:

• Wesget Sipu: a Native American group of Micmacs and Malecites from Fort Kent.

Phone (207) 834-6202, Email: wesgetsipu@

• If possible, my students will attend the 7th Annual Wesget Sipu Pow Wow in the Riverside Park, Fort Kent. June 30, July 1 & 2, 2006 FMI: 834-6202 or 800-733-3563. 

 

 

 

WEEK # 1 OF 4:

Here are four lesson plans for the week 1 of this unit, entitled Ancient Native Maine, pre-1600.

 

|Day One |GRADE 4 |20 minute Social Studies lesson |

|DOL STRATEGY EMPLOYED: Dimension 2- Acquire and Integrate Knowledge |

|Students construct meaning about the subject of the Wabanaki in Maine by: |

|evaluating what they think they know (Know) |

|describing what they want to know (Want) |

|summarizing what they have learned (Learn) |

|LESSON OBJECTIVES: |PROCEDURE: |

|Maine State Learning Results: |Introduce this week’s unit theme, “the Wabanaki people in Maine.” |

|Social Studies History B-1, B-2 |Provide students with K-W-L sheets. Ask them to fill in the Know |

|make connections between and among events in their personal lives|and Want portion, but to leave the Learn portion for later. |

|and in the community |This is an informal activity that should allow for group |

|demonstrate awareness of major events and people in US and Maine |discussion. If students are self-directed, they may fill the |

|history |sheets out alone. If the students are not self-directed, a group |

|  |discussion and brainstorming session may be led by the teacher. |

|Ask the questions: |Students will read a text on the history of the Wabanaki. |

|Who lived here in the past? |While reading, students will complete a question sheet identifying |

|How did they live? |key aspects of Wabanaki life. |

|Describe some of their “systems” ie: community, political, trade,|Reading and worksheet will be completed as homework for day two. |

|education, family systems… | |

|(the concept of systems has been introduced earlier in the year) | |

|  | |

|Materials needed: K-W-L sheets, text, Q&A worksheet, text from The Wabanakis of Maine and the Maritimes resource book, pages A-5 and|

|6. |

|Vocabulary: Wabanaki, Mi'kmaq, Abenaki, Maliseet, Penobscot, Passamaquoddy, aboriginal, Native American |

|Assessment: Evaluate the “affective” response of the students. Were they interested? Did they want to know more about the subject?|

|Did they know very much already? |

| | | | |

|Days Two and Three |GRADES 4 |40 minute Social Studies lesson |

|DOL STRATEGY EMPLOYED: Dimension 3- Extend and Refine |

|Students will flex their Inductive reasoning skills by: |

|1. studying the specifics of daily life for the Wabanaki in order to better understand the general principles that guide and form |

|“community”. |

|LESSON OBJECTIVES: |PROCEDURE: |

|Maine State Learning Results: |Set-up a learning center with the following stations: |

|Social Studies History B-1, B-2 |Food (hunting, fishing, agriculture, eggs, fruit) |

|make connections between and among events in their personal |Housing (teepee, wigwam, sunken house) |

|lives and in the community |Art (beadwork, pottery) |

|demonstrate awareness of major events and people in US and Maine|Politics (family, consensus, gift giving) |

|history |Clothing (pelts, rawhide) |

|with links to: |Science and Technology (chert spear points, knives, scrapers, |

|MSLR Civics, Math, Language Arts |snowshoes, bark-lined cellars, birchbark canoe) |

|  |Religion (myths, legends) |

|Ask the questions: |Video on ancient Wabanaki life Our Lives in Our Hands |

|What are the smells, tastes, feelings, sights and sounds |Students will be divided into 9 groups of 2-3 and will have 5 |

|associated with the lifestyle of the “ancient” people in Maine, |minutes at each station to complete the activity. Whistle signals |

|before 1600? |time to move stations. |

|How did the Wabanaki people provide for the general needs of |Students will fill out an evaluation of the learning center at the |

|their community? |end. |

|  | |

|Materials needed: Our Lives in Our Hands video, samples of some of the artifacts listed above to be used in the related activities, |

|evaluation sheets. |

|Vocabulary: pemmican, birchbark, teepee, quills, powwow, consensus, chert, Glooscap |

|Assessment: Gauge the students’ affective quotient based on their evaluations of the learning center. Formally assess each of the 7|

|activities using the following rubric: Completed activity-1pt. Answered correctly-1pt. score out of Total=14pts |

| | | | |

 

 

 Learning Center

Set-up a learning center with the following stations:

 

• Food (hunting, fishing, agriculture, eggs, fruit)

Categorize: Students will separate foods into two categories- foods that were eaten by the ancient Wabanaki and foods that were not.

 

• Housing (teepee, wigwam, sunken house)

Manipulative, Spatial: Students will use supplies to construct a miniature wigwam. This can be accomplished using only the sense of touch.

 

• Art (beadwork, pottery)

Math, Manipulative: Students will create a pattern showing a beaded design. This will be done with large “bead-like” manipulatives of various sizes and colours. A blind student can make a design based on the different sizes or shapes.

• Politics (family, sakom, consensus, gift giving)

Math, Manipulative: food will be divided (fractions) according to the number of people in the community, the number of people in the “sakom’s” family, other…

 

• Clothing (pelts, rawhide)

Ecology, Art, Manipulative: Samples of beaver, rabbit, leather could be identified as material for different clothing worn. A picture of ancient Wabanaki dress could be colored, the visually impaired student might need to feel the lines around the picture.

 

• Science and Technology (chert spear points, knives, scrapers, snowshoes, bark-lined cellars, birchbark canoe)

Students will identify the tool and its use. Will involve manipulatives and visuals.

 

• Religion (myths, legends)

Students will do an activity based on one of the Literature Links, a story read in class during Language Arts.

 

• Video on ancient Wabanaki life Our Lives in Our Hands

The video is not really a station, it will be playing for students who are finished early and want to learn more about the Wabanaki.

 

 

Learning Center

 

Special modifications:

 

• Deaf/blind- lots of manipulatives, student could be paired with advanced students to help provide assistance. In class teaching involves discussion, which this student can participate in.

 

• Dyslexia- manipulatives and pictures accompany words, teacher can help explain words student does not understand, assistance with reading the text can be accomodated.

 

 

• Social anxiety/shyness- small groups and independent work should minimize stress, no major presentations involved, the final project of writing a letter can be solely independent work, student will be called upon at least once to answer a question.

 

 

Literature links:

 

Native American Games and Stories James Bruchac and Joseph Bruchac, 2000.

 

The Wind Eagle and Other Abenaki Stories As told by Joseph Bruchac, 1985.

 

Where Did You Get Your Moccasins? Bernelda Wheeler, 1992.

 

I Can’t Have Bannock But the Beaver Has a Dam Bernelda Wheeler, 1993. 

 

 

 

 

|Day Four |GRADES 4 |20 minute Social Studies lesson |

|DOL STRATEGY EMPLOYED: Dimension 4- Use Knowledge Meaningfully |

|Students will analyze the past systems of the Wabanaki people by: |

|looking at the individual “parts” |

|understanding how the parts affect the whole |

|DOL STRATEGY EMPLOYED: Dimension 3- Extend and Refine |

|Students will use Deductive reasoning skills by: |

|comparing the specifics of ancient Wabanaki life to the specifics of their own lives today. |

|Deduce some general characteristics that appear in human communities. |

|LESSON OBJECTIVES: |PROCEDURE: |

|Maine State Learning Results: |1. Begin by asking the class questions about the stations they |

|Social Studies History B-1, B-2 |visited during the two previous classes. (ie: What did the ancient|

|make connections between and among events in their personal lives|Wabanaki eat?) |

|and in the community |2. Ask the same question, but of them. (ie: What do you eat?) |

|demonstrate awareness of major events and people in US and Maine |3. Ask them what the “problem” is that is being solved. (ie: the |

|history |need for food) |

|With links to MSLR Social Studies Civics A-1, A-2, A-3 |4. Now repeat these questions for each of the stations. Ask the |

|  |students if there are some other categories they can think of that |

|Ask the questions: |weren’t covered by the learning centre. |

|What are the general needs of the ancient Wabanaki? |5. As a group, fill out a giant comparison matrix on the |

|How did the Wabanaki people provide for the general needs of |whiteboard. |

|their community? | |

|How do their needs compare with our needs, today? | |

|Materials needed: “comparison matrix” Graphic Organizer |

|Vocabulary: Teacher will ask students if there are any words they heard that they did not understand. |

|Assessment: Did everyone raise their hand? Were the answers accurate? Was it difficult or confusing for them to derive the general|

|themes from the specific examples? |

| | | | |

 

|Day Five |GRADES 4 |20 minute Social Studies lesson |

|DOL STRATEGY EMPLOYED: Dimension 5- Habits of Mind |

|Students will demonstrate their newfound knowledge and understanding by : |

|Writing a letter to the local Wabanaki group in Fort Kent- the Wesget Sipu. |

|LESSON OBJECTIVES: |PROCEDURE: |

|Maine State Learning Results: Social Studies History |1. Pass out an example of a short letter. Students can use this |

|B-1, B-2 |format as a guide. |

|make connections between and among events in their personal lives|2. Ask students to: |

|and in the community |•        write about the thing they learned that excited them the |

|demonstrate awareness of major events and people in US and Maine |most. |

|history |•        Ask a question about something they would like to know |

|With links to: |more about |

|MSLR Language Arts- writing letters |3. They can use strategies learned in the past (peer-conference |

|MSLR Civics- community |and/or teacher-conference) as tools to improve the letter. |

|  |4. When a student has a final copy, they can type it up on the |

|Ask the questions: |computer and print it off to be mailed. |

|What was the most interesting thing I learned about the ancient |5. These letters will be compiled (with their replies) in an |

|Wabanaki people? |anthology that will be put on display for parents + others to |

|What would I like to find out more about? |enjoy. |

| |6. The “what I learned” section of the K-W-L sheet will be |

| |completed this class and included in the anthology. |

|Materials needed: an example letter, envelopes and postage, access to computer and printer. |

|Vocabulary: Wesget Sipu |

|Assessment: Did everyone write a letter? 1pt. Did everyone make a statement? 1pt. and ask a question in their letter? 1pt. |

|total=3pts. |

| | | | |

 

 

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