2. click to begin

3. http://mrkay.org © 1999 Khristian E. Kay The Totem Project

4. a constructivist multiple-intelligences based cross-curriculum spiritual self-discovery for students of all ages

5. Introduction: The main impetus of this unit is a "self-discovery" of one's personal and behavioral mannerisms within their own culture. The Students (and teachers really should model good teaching skills and do this assignment alongside the students!) will develop a personal "Totem" that reflects their own beliefs in connection with those based on the Native American Studies of animal spiritualism and mythology.

6. Students will research animals, their habitats, and their characteristics. Students will then compare themselves to these characteristics. This comparison will develop into a comparative essay/speech. Students will research Totems and their purpose and use with Native Americans. Students will then develop their own unique animal Totem based on this research.

7. Objectives: Students will: define what a "totem" is and how they are used in modern culture compare modern "totems" with historical ones review different Native American cultures comparing each's idea of what totems and totem animals represent identify various types of totem poles from different Native Tribes define their own "totem" animals by utilizing a WebQuest create a totem pole which represents their own personal totem develop & research a "Potlatch": of authentic Native American foods and then recreate them for the "Potlatch present their Totems in a "Potlatch"

8. Constructivism Based on the philosophies of Jean Piaget, Seymour Papert, & numerous others: constructivism is the concept of learning by constructing meaning from an exercise Based on the philosophies of Jean Piaget, Seymour Papert, & numerous others: constructivism is the concept of learning by constructing meaning from an exercise meaning is constructed through: project based hands-on exploratatory student centered differential cooperative learning project based hands-on exploratatory student centered differential cooperative learning

9. What is Multiple Intelligence? Conceived by Howard Gardner, Multiple Intelligences are different ways to demonstrate intellectual ability. Conceived by Howard Gardner, Multiple Intelligences are different ways to demonstrate intellectual ability. Visual Learners Auditory Learners Kinesthetic Learners What are the types of learning styles?

10. Visual Learners: learn through seeing...Visual Learners: learn through seeing... These learners think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand- outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

11. Auditory Learners: learn through listening...Auditory Learners: learn through listening... They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

12. Tactile/Kinesthetic Learners: learn through moving, doing and touching...Tactile/Kinesthetic Learners: learn through moving, doing and touching... Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

13. Types of Multiple Intelligences Verbal/Spatial Verbal/Linguistic Logical/Mathematical Musical/Rhythmic Interpersonal Bodily/Kinesthetic

14. Crossing the Curriculum with Multiple Intelligences Body/Kinesthetic: Students will present a "Potlatch" where they will provide authentic Native American foods to a school- wide audience. Students will build a "Totem" pole which represents themselves or their families or their classroom Musical/Rhythmic: Students will study the use for different instruments and their meanings when involved in a Potlatch Students will develop a dance that represents their classroom Totem and present it at the Potlatch (like a Pow Wow ceremony)

15. Crossing the Curriculum with Multiple Intelligences Interpersonal: Students will design Totems for their family and/or classroom; discussing the different complexities that create a "dynamic" social environment. Students will discuss their Totems how they chose their animals; why they chose them; how they built their Totems in a school-wide "Potlatch Intrapersonal: Students will do a self- discovery as they interpret their own individual Totems; and/or Power Totems Students will develop a personal Totem Pole, Totem Book; essay/speech etc.

16. Crossing the Curriculum with Multiple Intelligences Verbal/Linguistic: Students will read or be read to from different Native American stories like: "Coyote Stories" by Susan Strauss "Coyote Stories" by Mourning Dove "Animal Speak" by Ted Andrews. Students will go on-line and do a WebQuest searching for Totems; Totem Poles; and Spiritual Animal Guides Visual/Spatial: Students will make paper Totems and use color to enhance them; using paper, paints, chalk, etc. (Most of these objectives overlap with other intelligences) These objectives include: graphing, measuring, mapping, photographing, exploring, visualizing with their other senses.

17. Crossing the Curriculum with Multiple Intelligences Logical/Mathematical : Students will need to compute ratios; make measurements; and other calculations when developing their Totem poles. Students will develop a multi- media presentation of their Totems Naturalist: Students will develop Totem poles by recycling milk containers; plastic bottles; old computer parts; etc. Students will investigate the importance of different animals within an ecological environment and how man has changed these habitats instead of working with them.

18. Assessment of the Totem Project Assessment can be made in the following ways: a multi-media presentation of their Totem application of gathered data and figures production of Potlatch and foods written assessment of their presentations essay/speech concerning ecological conservation compare/contrast essay/speech regarding different Tribes and cultures technical skills pertaining to computer, writing, and communication use use of color and design in artistic motif construction of Totem (following plans etc) application of environmental conservation information

19. Examples of Assessment pillow books of their Personal Totem posters created of their totems multi-media presentations posters of poems Totem Poles made from wood; computer parts; milk cartons; soda cans; etc Essays and/or speeches presented to the class or student body

20. examples of assessment Elementary: My Totem Power Animal Middle School: My Family Totem High School: My Personal Totem

21. Totems made from elementary school students using cinquain poems & computers My Totem Power Animal

22. Totems made from elementary school students using cinquain poems & computers My Totem Power Animal

23. Totems made from elementary school students using cinquain poems & computers My Totem Power Animal

24. Totems made from middle school students using aluminum cans and paper maiche My Family Totems

25. Totems made from middle school students using aluminum cans and paper maiche My Family Totems

26. Potlatch foods researched via the internet & served to the school Our Family Potlatch

27. Totems made by high school students using multimedia technology My Personal Totem

28. Totems made by high school students using multimedia technology My Personal Totem

29. Totems made by high school students using multimedia technology My Personal Totem

30. Totems made by high school students using multimedia technology My Personal Totem

31. Totems made by high school students using multimedia technology My Personal Totem

32. a spiritual self-discovery this lesson has been developed using emergent technology to explore some very old traditional values: a cooperative sense of deriving meaning… By following the footsteps of our elders through myth, tradition, & belief we can address those principles which guide us through our existence. From this we gain a sense of our own individuality & purpose, as well as a reckoning within our spiritual ideologies. walk in balance

33. The Totem Project can be accessed on-line at http://mrkay.org just follow © 1999 Mr. Kay Coyote