Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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The Nez Perce Meet Lewis and CLark
4th Grade
Karen Wisdom
On the morning of September 20, 1805, three young Nez Perce boys spotted Captain William Clark and a few men approaching the cluster of Nez Perce lodges. Clark and the men had pushed ahead of the Corps to seek out the Nez Perce. The boys were frightened and hid in the tall prairie grass, but
Many of the Nez Perce men were away on a raid and would not return for two weeks. But the Nez Perce were not frightened of the white men and treated them to a filling meal of buffalo, dried salmon, and camas bread.
The Indians told
Big Question: How did this encounter with the white men affect the lives of the Nez Perce?
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Top of Page)The students will research the lives of the Nez Perce previous to the encounter with Lewis and Clark and the lives of the Nez Perce after the encounter with Lewis and Clark. From their researched information they will compile an informational book that describes the changes in the lives of the Nez Perce.
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Step 1
Objective: The students will choose one of seven topics to research.
Materials: A Rendezvous with Idaho History textbook
Procedure: The students will read the section of our Idaho History textbook that pertains to the Nez Perce. From this information they will select one of the seven topics: food, dress, shelter, hunting, customs (religious ceremonies), or lifestyle.
Time: 1 30 minute time slot
Step 2:
Objective: The students will research the life style of the Nez Perce before and after contact with the Corps.
Materials: Computers with on-line access and reference books
Procedure: Students will work in pairs to research their chosen topic. As they look for information they will take detailed notes to use for their book page. They will also need to print several pictures that show the information they are discussing.
Time: Approximately one 30 minute session in the classroom or library to read reference books and two 30 minute sessions in the computer lab
Step 3:
Objective: The students will design two pages for insertion in the class book. One page will show the lifestyle of the Nez Perce before contact and the other page will show the lifestyle after contact.
Materials: Computer-for typing information-we use Alpha Smarts for this step, regular 9 x 11 size computer paper, rulers and sharpie markers
Time: 2 to 3, 30-minute sessions
Step 4
Objective: Share pages with class and then put together the book and bind for the entire class. The cover could be made out of a paper bag to look like deer skin. Then the book should be bound with a leather string.
Materials: Paper bag for cover, leather shoe string, hole punch
Procedure: Students will collaboratively design the front page of the book. It should have a picture of the Nez Perce and a clearly printed title. Students will then organize the pages so they are in a sequential order. After the pages have been organized the students will punch three holes in the margin of their pages. Using a length of leather shoe string, the pages will then be bound together.
Time: 1 30-minute session
Step 5
Objective: Share the information with the other 4th grade classes
Materials: The book
Procedure: Each pair of students will show and describe their two pages of the book.
Time: 1 30-minute session
Resources
http://www.nezperce.org/History/FrequentlyAskedQ.htm
http://www.pbs.org/lewisandclark/native/nez.html
http://tamalpais.sierraclub.org/lewisandclark/slideshow_np/
http://www.lewis-clarkvalley.com/indian.html
http://www.lewis-clark.org/content/content-channel.asp?ChannelID=140
http://www.fs.fed.us/npnht/culture/
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Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.
| Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score | |
|---|---|---|---|---|---|
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Accuracy of Content |
The student's book pages contain no accurate information about the lives of the Nez Perce. |
The student's book pages contain some accurate information about the lives of the Nez Perce. |
The student's book pages contain most of the accurate information about the lives of the Nez Perce. |
The student's book pages contain all of the accurate information about the lives of the Nez Perce. |
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| Knowledge Gained from the Project
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Student was able to explain some of the differences between the lives of the Nez Perce before contact and after. |
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Student was able to explain all of the differences between the lives of the Nez Perce before contact and after. |
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Research Supports Information Contained in the Book
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None of the information on the book pages can be supported by the student's research. |
Most of the informatlion on the book pages is supported by the student's research. |
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|
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| Mechanics |
Book pages have many errors in spelling, punctuation and grammar. |
Book pages have some errors in spelling, punctuation and grammar. |
Book pages have few errors in spelling, punctuation and grammar. |
Book pages have no errors in spelling, punctuation and grammar. |
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| Class Time |
Student did not participate during class time. |
Student participated during some of the class time. |
Student participated during most of the class time. |
Student participated during all of the class time |
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As a result of this unit of study, the students will have learned how to compare two different periods of lives. They will understand that the Westward Expansion, led by Lewis and Clark, effected the lives of the Native Americans they encountered. The students will be able to determine that actions have consequences and sometimes those actions have long term consequences.
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Grade Level(s): Fourth Grade
Subject(s):
Length of project: two-to-three weeks
Teaching models used: Cause and effect and Big-Question
Extensions to additional grades and subjects: Language Arts
Prior knowledge/critical skills needed (either for students or teachers): Students should have background knowledge in taking notes, using the internet and typing skills.
Learning Outcomes/Curriculum Standards:
Standards
Social Studies Standards
430.01. Acquire critical thinking and analytical skills.
e. Gather and use information on
431.01. Understand the evolution of democracy
b. Know how Native Americans and early Idahoans governed themselves.
440.01 Understand basic economic concepts.
a. Explain how Native Americans and early settlers met their basic needs of food, water, and shelter.
442.02 Understand the migration and settlement of human populations on the earth’s surface.
a. Explain past and present settlement patterns in
432.01 Understand the role of exploration and expansion in the development of the
a. Identify early inhabitants of
435.01 Understand significant conflicts in
a. Explain how the westward migration impacted Native Americans.
436.01 Understand the cultural and social development of the
b. Describe ways that cultural groups learn from each other.
Language Arts Standards
707.01 Read a variety of traditional and electronic materials for information and understanding.
c. Before, during and after reading, locate information to clarify text structure and content.
e. Locate and gather information for a variety of purposes.
f. Paraphrase and summarize text.
g. Draw inferences and conclusions from text.
i. Determine main idea or essential message within a text and identify relevant details and facts.
707.03 Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.
c. Compare and contrast information from multiple sources.
707.04 Read to locate information from a variety of traditional. technical, and electronic sources.
a. Use appropriate strategies when reading for the following purposes:
- Full comprehension
- Locating information
c. Organize and interpret information to draw logical conclusion based on investigation.
d. Present acquired information in the form of a letter, report, story, and poster.
707.05 Read for technical information.
a. Identify and use such traditional sources as reference books, library materials, experts, and electronically-stored sources to locate and acquire information.
708.01 Understand and use the writing process.
a. Demonstrate understanding and application of writing process.
b. Write in a variety of formats to record, generate, and reflect upon ideas.
708.02 Write and edit for correctness and clarity.
a. Apply rules and conventions of the following
- Grammar
- Punctuation
- Capitalization
- Spelling
- Legibility
b. Develop a paragraph that incorporates a clear and focused main idea and is supported by details and examples that are appropriate to topic, audience, and purpose.
710.01 Speak to share understanding of information.
b. Plan and deliver an oral presentation that incorporates appropriate grammar, and vocabulary, as well as effective use of illustrations, pictures and charts.
Books:
Let Me Be Free: The Nez Perce Tragedy, David S. Lavender
Nez Perces : Tribesmen of the Columbia Plateau, Frances Haines
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Based on a template from The WebQuest Page