1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Miss Stiles Social Studies- History 3rd Grade Native Americans

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: This history lesson is designed to teach students about the history of Native Americans. Students will learn about the first peoples of the United States including their culture and important events. Objectives: Content/Knowledge: Students will be able to analyze a chart and understand its purpose. Students will be able to create a graph based on information. Students will be able to understand a video and apply it to a different perspective. Students will be able to understand various literary works and evaluate it in different ways. Students will be able to apply what they already know and life experiences to other cultures. Process/Skills: Students will be able to construct various concrete projects based on information. Students will be able to interpret charts and turn it into an appropriate graph. Students will be able to explain why individuals and groups are they way they are. Students will be able to decide an appropriate graph to use. Values/Dispositions: Students will value the differences in cultures and ways of life. Students will respond to similarities in differences between cultures.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: It is important for students to engage in this lesson because Native Americans were the first people of the Americas. They were a large part of American history and shaped our country to make it what it is today. Students should learn about a different culture and a different group of people other than the dominant culture. Standards: State – Illinois Common Core or Learning Standards 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. 16.D.2a (US) Describe the various individual motives for settling in colonial America. 16.D.2b (US) Describe the ways in which participation in the westward movement affected families and communities. National – NCSS Themes Throughout this lesson, students will come across various themes of history. Students will engage in the theme of culture as they learn about the Native American culture and make comparisons with the dominant culture. They will explore the ideas of family life, home styles, food, dress, and more. Students will also come across the theme of people, places, and environment. They will relate Native peoples to their territory and environment. Finally, students interact with the theme of individual development, and identity. They will take on the identity of Native peoples and try to understand why they think and act the way they do.

5. Logical/Mathematical

6. Logical/Mathematical The students will analyze a chart that lists the early populations of various Native American tribes. They will then create their own graph from the chart to depict the information. They can choose from one of the graphs we have been learning about in math class including a pie chart or a bar graph. Once the students have created the graph, I will break them into small groups and they will answer multiple questions related to the populations. Chart Worksheet

7. Verbal/Linguistic

8. Verbal/Linguistic In this activity, the students will watch a video clip from National Geographic Kids. This video talks about the struggles Native Americans faced when settlers came. It also talks about present Native Americans in terms of language, culture, and identity. In addition to watching the video clip, the students will also read a fact sheet that explains all the important aspects of the Navajo, which are discussed in the video. Once the students have done both, they will respond to a prompt in the form of a Point- of-View Guide. The students will take on the identity of a Navajo Native American and respond to the prompt provided. Video Fact Sheet Point-of-View Guide

9. Musical/Rhythmic

10. Musical/Rhythmic This activity will begin with a poetry walk outside of the school. During class, we will take a walk as a class outside of the building. We will go two different locations around the building, and the students will be instructed to find a part of nature to write a poem about. The students will have to write two acrostic poems and two 5 senses poems (We will have learned about these poems prior to the lesson). They can choose items such as leaves, grass, the sun, the air, or anything else in nature. Once we return from the poetry walk, each student will share his or her favorite poem that they wrote. Acrostic Poetry 5 Senses Poetry

11. Visual/Spatial

12. Visual/Spatial To begin this activity, I will read a picture book to the class. The book is titled The Chief’s Blanket by Michael Chanin. It is about Navajo Indians in the 1800s with a strong moral lesson and great illustrations for students to see and engage in. The author provides accurate information as well. Once I have finished reading the story, we will work on a story map. The story map will fully engage all students in a graphic organizer that encourages comprehension. Once we are finished with the story map, each student will use it as a reference to create a storyboard. Story Map Template Storyboard Template

13. Body/Kinesthetic

14. Body/Kinesthetic In this activity, students will be analyzing gender roles in the Native American culture. In order to teach this activity, I will begin by looking at American gender roles to start with something students are familiar with. I will begin by discussing basic gender roles by asking students what they already know. Once this is complete, we will play the “4 Corners” game (but only use 3 corners ). One corner will be “Males,” another “Females,” and the third “Either.” I will read off roles, and students will have to pick one of the three corners. After this introductory activity, we will begin talking about Native American gender roles. Each student will be required to research these roles in the computer lab during class. They will create a Venn Diagram of Male, Female, and Either. Finally, we will play the “4 Corners” game again using Native American gender roles. Resource for Teachers

15. Interpersonal

16. Interpersonal For this activity, students will be applying the information from the Body/Kinesthetic activity. They will use the information they learned as well as the Venn diagrams they created to organize a debate. The students will be split into Males vs. Females, and they will have a teacher-lead debate based on gender roles. I will be asking open ended questions to get the debate going as well as throughout the entire debate. Debate Guide for Teachers

17. Intrapersonal

18. Intrapersonal After learning about the historical event, The Trail of Tears, students will be reading an article about it individually. Once they have read the article, the will be completing a Double Entry Journal. In this journal, they will write about what they learned on one side. On the other side, they will write about what the article made them think and feel. Article Double-Entry Journal

19. Naturalistic

20. Naturalistic In this activity, students will be creating a diorama. Prior to creating the diorama, we will learn about various tribes’ lifestyles, food, houses, location and terrain, family life, and tools they used. The students will create the dioramas in pairs. They will be required to use materials from outside to set up the terrain and scenery. They are to create a diorama of one of the tribes we have studied. They can use their textbooks, notes they have written during class, other assignments, the computer lab, and a chart I provide for them. They may also use picture books that are in the classroom. The dioramas will be displayed in the classroom. Chart

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: In order to assess my students, I will be doing a lot of observation and taking down of data. I will observe how well my students work on the activities, how well they work with others, whether or not the activity is done on time, creativity, etc. Also, I would assess the students on how well they present information for specific activities such as the debate or any other activities I require them to present. All along, the students will be turning their work in to me and I will assess it based on rubrics and or checklists. At the end of the entire lesson, there will be a large group discussion to check how much students have learned and retained. Online Resources: 1. History Delicious BookmarksHistory Delicious Bookmarks