A Native American Portal:

A Focus on the Iroquois Unit Plan

Creator: Heather Turner

Brief Description:
This lesson plan marries art, music, social studies, language arts,
technology/computer, and literacy skills. During this project students will
create videos, a wiki, podcasts, illustrations, and books. They will also
experience a new medium called a buILder in order to safely explore the
internet in a scavenger hunt. Students will work in groups to complete the
many different tasks involved in creating a wiki to gain experience with
online editing and collaboration of a class wide project (or possibly a
grade/school).

Information Literacy Skills

• Information Seeking Strategies
• Location and Access
• Exploration – accessing information resources
• Use of Information
• Evaluation of resources

Information Literacy Skills:

1.1.4: Find, evaluate, and select appropriate sources to answer questions
1.1.8: Demonstrate mastery of technology tools for accessing information
and pursuing inquiry.
1.1.9: Collaborate with others to broaden and deepen understanding
1.2.2: Demonstrate confidence and self direction by making independent
choices in the selection of resources and information.
1.2.4: Maintain a critical stance by questioning the validity and accuracy of
all information.
1.2.6: Display emotional resilience by persisting in information searching
despite challenges.
1.3.5: Use information technology responsibly
1.4.2: Use interaction with and feedback from teachers and peers to guide
own inquiry process
1.4.4: Seek appropriate help with it is needed.
2.1.2: Organize knowledge so that it is useful.
2.1.4: Use technology and other information tools to analyze and organize
information.
2.1.5: Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems.
2.1.6: Use the writing process, media and visual literacy, and technology
skills to create products that express new understandings.
2.4.1: Determine how to act o information (accept, reject, modify)
2.4.3: Recognize new knowledge and understanding
3.1.4: use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and assess.
3.2.1: Demonstrate leadership and confidence by presenting ideas to others
in both formal and informal situations.
3.2.2: Show social responsibility by participating actively with others in
learning situations and by contributing questions and ideas during group
discussions.
3.2.3: Demonstrate teamwork by working productively with others.
4.3.2: Recognize that resources are created for a variety of purposes.
4.1.8: Use creative and artistic formats to express personal learning.

Related Subject Areas:

Art, Music, Social studies, Language Arts, Technology/Computer, Physical
Education, and Library/Literacy Skills

Related Content Standards: ELA, Social Studies, Art, Music, Physical

Education
English Language Arts
ELA 1: Gather and interpret information from children's reference books,
magazines, textbooks, electronic bulletin boards, audio and media
presentations, oral interviews, and from such forms as charts, graphs, maps,
and diagrams
ELA 1: Present information clearly in a variety of oral and written forms such
as summaries, paraphrases, brief reports, stories, posters, and charts
ELA 1: Include relevant information and exclude extraneous material
ELA 1: Ask specific questions to clarify and extend meaning
Select information appropriate to the purpose of their investigation and
relate ideas from one text to another
ELA 1: Select a focus, organization, and point of view for oral and written
presentations
ELA 1: Use the process of pre-writing, drafting, revising, and proofreading
(the "writing process") to produce well-constructed informational texts
ELA 1: Use a few traditional structures for conveying information such as
chronological order, cause and effect, and similarity and difference
ELA 1: Observe basic writing conventions, such as correct spelling,
punctuation, and capitalization, as well as sentence and paragraph
structures appropriate to written forms
ELA 2: Read a variety of literature of different genres: picture books; poems;
articles and stories from children's magazines; fables, myths and legends;
songs; plays and media productions; and works of fiction and nonfiction
intended for young readers
ELA 2: Present personal responses to literature that make reference to the
plot, characters, ideas, vocabulary, and text structure
ELA 2: Evaluate literary merit
ELA 2: Create their own stories, poems, and songs using the elements of the
literature they have read and appropriate vocabulary
ELA 2: Observe the conventions of grammar and usage, spelling, and
punctuation
ELA 3: Monitor and adjust their own oral and written presentations to meet
criteria for competent performance
ELA 3: Read and form opinions about a variety of literary and informational
texts and presentations, as well as persuasive texts, such as advertisements,
commercials, and letters to the editor
ELA 3: Make decisions about the quality and dependability of texts and
experiences based on some criteria, such as the attractiveness of the
illustrations and appeal of the characters in a picture book, or the logic and
believability of the claims made in an advertisement
ELA 3: Evaluate their own strategies for reading and listening critically (such
as recognizing bias or false claims, and understanding the difference
between fact and opinion) and adjust those strategies to understand the
experience more fully
ELA 3: Monitor and adjust their own oral and written presentations to meet
criteria for competent performance (e.g., in writing, the criteria might include
development of position, organization, appropriate vocabulary, mechanics,
and neatnesss. In speaking, the criteria might include good content, effective
delivery, diction, posture, poise, and eye contact)
ELA 4: Listen attentively and recognize when it is appropriate for them to
speak
ELA 4: Take turns speaking and respond to other's ideas in conversations on
familiar topics
ELA 4: Recognize the kind of interaction appropriate for different
circumstances, such as story hour, group discussions, and one-on-one
conversations
ELA 4: Read and discuss published letters, diaries, and journals to learn the
conventions of social writing

Social Studies:
SS 1: Know the roots of American culture, its development from many
different traditions, and the ways many people from a variety of groups and
backgrounds played a role in creating it
SS 1: Gather and organize information about the important accomplishments
of individuals and groups, including Native American Indians, living in their
neighborhoods and communities
SS 1: Identify individuals who have helped to strengthen democracy in the
United States and throughout the world
SS 1: View historic events through the eyes of those who were there, as
shown in their art, writings, music, and artifacts
SS 2: Read historical narratives, myths, legends, biographies, and
autobiographies to learn about how historical figures lived, their motivations,
hopes, fears, strengths, and weaknesses
SS 2: Understand the roles and contributions of individuals and groups to
social, political, economic, cultural, scientific, technological, and religious
practices and activities
SS 2: Explore the lifestyles, beliefs, traditions, rules and laws, and
social/cultural needs and wants of people during different periods in history
and in different parts of the world
SS 2: View historic events through the eyes of those who were there, as
shown in their art, writings, music, and artifacts
SS 3: Study about how people live, work, and utilize natural resource
SS 3: Draw maps and diagrams that serve as representations of places,
physical features, and objects
SS 3: Investigate how people depend on and modify the physical
environment
SS 4: Locate economic information, using card catalogues, computer
databases, indices, and library guides
SS 4: Collect economic information from textbooks, standard references,
newspapers, periodicals, and other primary and secondary sources
SS 4: Present economic information by developing charts, tables, diagrams,
and simple graphs
SS 5: Show a willingness to consider other points of view before drawing
conclusions or making judgments
SS 5: Prioritize the solutions based on established criteria

Physical Education:
HPHE 1: Demonstrate mastery of fundamental motor, non-locomotor, and
manipulative skills, and understand fundamental principles of movement
HPHE 2: Demonstrate care, consideration, and respect of self and others
during physical activity
HPHE 3: Demonstrate the ability to apply the decision making process to
physical activity

The Arts:
TA 1: Students will actively engage in the processes that constitute creation
and performance in the arts (dance, music, theatre, and visual arts) and
participate in various roles in the arts.
TA 2: Students will be knowledgeable about and make use of the materials
and resources available for participation in the arts in various roles.
TA 4: Students will develop an understanding of the personal and cultural
forces that shape artistic communication and how the arts in turn shape the
diverse cultures of past and present society.

Collaborators:
Classroom Teacher, Art Teacher, Library Teacher, Technology Teacher, Music
Teacher, Physical Education Teacher(s)

Instructional Goals:
• Students will successfully work in groups to complete several projects
• Students will use previously learned skills to research information
about Native Americans in online databases, websites, and print
sources
• Students will be exposed to the differences and similarities in their
lives from those of Native Americans.

Learning Objectives:
• Students will create a multimedia project using a wiki
• Students will successfully use the OPAC, online databases, websites,
and print sources to find information on a given topic on Native
Americans.
• Students will give a presentation on their wiki to parents, community
members, fellow classmates, and teachers.

Motivational Goals:
• Generate interest in the research process and its many uses
• Establish importance of information skills
• Build confidence in the ability to locate resources and use new
technology.
• Promote satisfaction in search accomplishments and uses of new
technology.

Grade Level(s): K-4

Number of Student(s): Depending on the activity the whole school to

one class

Motivational Profile (Incoming):

Attention: Low Medium High
Comments: The use of technology and videotaping will be extremely
relevant to students and gain their attention.

Relevance: Low Medium High

Comments: Technology, movement, and artistic expression will make each
part relevant to some student.

Confidence: Low Medium High

Comments: This is a culmination of many of the skills which have been
worked on previously.
Satisfaction Potential: Low Medium High
Comments: The inclusion of the project online will give students the
satisfaction of having their work reach people beyond the classroom.

Technology: iMovie, Audacity (Podcasting), Wiki, Word, Photoshop,

Digital Recorders, Video cameras, Internet websites, Databases, and digital
cameras.

Content and Technique:

Day 1 (Language Arts Classes):

(Book will be read during the entire project in Language Arts Classes)
• Students will be given copies of The Indian in the Cupboard by Lynne
Reid Banks as their next class read. This book will introduce students
to Iroquois in literature.
• They will take notes about what they learn about Native Americans
during the reading of this book. By taking notes about Native
Americans in a literature book this will give students experience in
locating true information in a fiction novel. Students will save these
notes for library class.
• Students will also participate in activities about the book created by
the classroom teacher.
• During the reading of the story the classroom teacher could utilize
some of the following activities:
o Collecting a box of old keys and have students select one key
and write about why they think their key is the magic one
o Have students create a poster ad to sell the cupboard and the
key from the story
o Divide the class into groups of Native Americans. Let students
debate the stereotypes and truths given to Native Americans in
television, movies, and history books.
o Make puppets and act out a part of the story
o Write a recommendation to other 4th grade students on why the
book should be read
o Use a KWL chart to discuss differences between real Native
Americans and Native American portrayal in the book.

Day 2-6 (Social Studies and Library Class):

• Students will be introduced to the wiki project. The wiki project will
include multiple sections on different aspects of Native Americans lives
in Central New York.
• The Teacher Librarian will then give a refresher lesson on Credible
Websites (Please see Credible Websites Lesson Plan).
 • Students will be broken up into groups of 2-4 depending on the topic.
Topics could include but are not limited to: Art, Clothing, Dancing,
Family Life, Farming and Food Preparation, Housing, Hunting, Iroquois
Confederation, Music, Origins, Recreation and Games, and Religion.
Students will be shown an example of a wiki on Native Americans.
They will begin the project by researching in books and reference
sources located in the library. After they have cited their resources
and found information from print sources they will use the C.A.R.S
method of locating information via Databases and websites. Each of
these sources must be written down in their notes notebook.

Day 7-9 (Social Studies and Library Class):

• Students will continue researching in groups and those that have
completed their research will meet with the Teacher Librarian or
Classroom Teacher to go over their notes and talk about the
multimedia aspect of the project.
o For example if students are doing Housing they could videotape
an explanation of a long house which they constructed. Another
example might be drawing pictures of family life in an Iroquois
village and creating a podcast to put over those pictures in
iMovie. If groups of students are having difficulty coming up with
a multimedia project give them suggestions. A game could also
be videotaped.
• It may be necessary for students to stay afterschool (if possible) to
finish projects.
• The librarian will use flexible time to record if necessary.

Day 10-11(Physical Education and Music Classes):

• A local Native American musician and dancer will be invited to the
school.
o The entire school will participate in an assembly in which they
learn a Native American dance (if the gym will hold the entire
school). Students will perform this dance on camera for inclusion
on the wiki.
• In all music classes students will learn a Native American song such as
the music to go along with a stomp, fish, or side-step shuffle. The
result will be videotaped to be included in the wiki under music.
o If it is possible a Native American singer will come in and give a
demonstration to classes.

Day 12-14 (Art Classes):

• A local Native American artist will be invited into art classes in order to
introduce students to local Native American art.
 • The art teacher will have students create a Native American inspired
art piece of which pictures of the process and final products will be
included in the wiki.
• If possible 2-4 grade students could participate in this activity.

Day 14-19 (Language Arts, Social Studies, and Library Class):

• Library Class: The librarian will introduce how to use the Wiki including
editing, writing, inserting media, inserting pictures, and creating links.
Students will begin to take their notes and create their wiki entries
(Please see How to Make a Wiki PowerPoint).
• Language Arts Class: The librarian and classroom teacher will co-teach
a lesson on paraphrasing, copyright, and plagiarism and citation
(Please see Power Point Lessons).
• The librarian will introduce students to Citation Maker (developed for
elementary students)
• Students will begin the writing process: pre-writing, drafting, revising,
and proofreading using the wiki. Students will type their rough draft
into the wiki. Group members will read and will peer edit each other.
• Students will also create their script for their multimedia component.
• Students will continue writing their scripts and decide how they will
incorporate a multimedia aspect to the wiki in the form of a video or
podcast. They will also start creating and bringing any items they will
need for the recording.
o Note: the music teacher will discuss performing and aid students
creating plays or musical examples.
• Computer and Social Studies Classes: Videos will begin to be shot with
the assistance of the librarian.
• Students will edit their commercials in iMovie with the aid of the
classroom teacher, librarian, or technology teacher.
o Students will learn how to use iMovie on a introductory scale
o They will also add any sound effects or music (copyright free)
with the help of teachers.

Day 20-21 (Language Arts Class and Library Class):

• The librarian and classroom teacher will talk to students about what a
good presentation entails. Loud voices, clear information, and talking
slowly.
• The librarian will model a bad presentation and the classroom teacher
will model a good presentation.
• Students will complete a compare and contrast chart on what was
good and bad about each presentation.
• Students will have the remainder of the class to decide what they want
to say and practice it several times.
 • The librarian will give booktalks on Native American folktales, non-
fiction, and fiction titles to encourage further interest in Native
Americans by students.

Day 22 (Library Class and Social Studies Class):

• Each group will present their wiki and video to the rest of the class.
• Parents will be invited to the completion of the project.
• A sampling of Native American foods will be offered as a reception for
parents and students provided by the Parent Teacher Organization.
• The Native American musicians will be invited for the culmination of
the project to view how their information was used for the project.
• Pictures and information will be included on the wiki by the librarian at
the conclusion of the project.
• This event will be publicized via Good News on WIXT Channel 9 by Mike
Price.

Technology Utilized: iMovie, Audacity, Videocameras, Digital

Cameras, PowerPoint, Internet websites, Online Databases, Microphones,

Assessment Methods
Observation
• So the students effectively navigate the OPAC, websites, online
databases, print resources and identify needed information?
• Ongoing assessment of both learning and motivation can be
accomplished by observing these students when they enter the library
and search for books and use new technologies.

Assignments
• Students work in groups and complete the wiki project
• Successfully give a presentation at the finish of the project on their role
in the wiki
• Participate in dancing and singing in Physical Education and Music
classes.
 Research Book Suggestions
Ancona, George. Powwow. New York, NY: Harcourt Brace Jovanovich, 1993.

Ansary, Mir Tamim. Eastern Woodlands Indians. Native American Series.

Chicago, Ill: Heinemann Library, 2000.

Carson, Laurie. More than Moccasins, A Kid's Activity Guide to Traditional

North American Indian Life. Chicago: Chicago Review Press, 1994.

Griffin-Pierce, Trudy. The Encyclopedia of Native America. New York, NY:

Viking, 1995.
Haslam, Andrew and Alexandra Parsons. Make It Work! North American
Indians. New York, NY: Thomson Learning, 1995.

Indian Arts written and illustrated by Robert Hofsinde (GrayWolf). New York:
William Morrow and Company, 1971.

Indian Costumes written and illustrated by Robert Hofsinde (GrayWolf). New

York: William Morrow and Company, 1968.

Indian Crafts by Janet and Alex D’Amato. New York: The Lion Press, 1968.

Indians Games and Crafts written and illustrated by Robert Hofsinde

(GrayWolf). New York: William Morrow and Company, 1957.

Liptak, Karen. North American Indian Sign Language. NewYork, NY:

Scholastic, 1990.

MacMillan Profiles: American Indian Portraits. New York, NY: Reference USA,
2000.

Murdoch, David. North American Indian. Eyewitness Books Series. New York,
NY: Alfred A. Knopf, 1995.

Sattler, Helen Roney. The Earliest Americans. New York, NY: Clarion Books,
1993.

Sita, Lisa. Indians of the Northeast, Traditions, History, Legends, and Life.
The Native American
Series. Millwaukee: Gareth Stevens Publ., 2000.

The Indians of Northeastern America by Karna L. Bjorklund and Illustrated by

Lorence F. Bjorklund. New York: Dodd, Mead and Company, 1969.
The Iroquois Indians by Victoria Sherrow. New York and Philadelphia: Chelsea
House Publishers, 1992.
Viola, Herman J. North American Indians, An Introduction to the Lives of
America's Native Peoples, from the Inuit of the Arctic to the Zuni of the
Southwest. New York, NY: Random House, 1996.

Waldman, Carl. Encyclopedia of Native American Tribes. Revised Edition.

New York, NY: Facts on File, Inc. 1999.