Social Studies/Art Lesson Plan
Objective: Using inquiry based learning, students will construct their own ideas about Native American homes by building models of wigwams and long houses.
Common Core State Standard:
6.1.4.D.10: Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
Vocabulary:
· Lenni Lenape
· Wigwam
· Long house
Materials:
· Sticks
· String
· Clay (Mud)
· Leaves
· Grass
· Glue
· Instructions
Warm Up (5 min):
· Have students work in groups to explore the websites listed below about Lenni Lenape Native Americans.
· Ask students to record facts about Lenni Lenape homes.
· http://www.lenapelifeways.org/lenape1.htm
· http://www.usgennet.org/usa/nj/state/Lenape.htm
· http://nativeamericans.mrdonn.org/longhouses.html
Mini-Lesson (10-15 min):
· Motivate: Create a KWL chart to provide purpose for the lesson and create an opportunity for students to connect personal and/or prior experiences to Lenni Lenape homes (long houses & wigwams).
o Have students share what they know about Native American homes and record this in the K part of the chart. Ask students what they would like to know about Native American homes in the W part of the chart. Say: “We are going to look at Lenni Lenape homes today because this was a group of Native Americans that lived in New Jersey. Over the next few days we will work together to answer all of our questions.”
· Elaborate:
o Say: “In order to understand how Native American groups influenced the land that we live in today (New Jersey), we are first going to have to understand more about their culture. Today in our groups, we will be constructing Lenni Lenape homes, such as wigwams and long houses, in order to understand how this group lived. We will work with new vocabulary such as wigwam, long house, and Lenni Lenape. Have you ever heard any of these words? Some were in the articles you explored earlier. Did you notice what they are? Do you know what any mean? How do you think they relate to Native American culture? Turn and talk with a partner.”
· Demonstrate:
o Say: “We are now going to break up into groups. Groups 1, 2, and 3 I would like you to research and construct wigwams. Groups 4, and 5 I would like you to research and construct long houses. One you begin working, I would like you to look back at the websites earlier and specifically investigate the components of the types of houses you will be constructing. Once you understand the basic foundation of your home, you can come up and get the materials you need. I have a variety of supplies up in the front for you to use. After you have done this, I would like you to display your home and wait for further instruction. Some things to consider including in your project may be a brief description of the home, why families chose to make the home, who lived in each home, when were they in the home, where were the home, etc. You can collaborate with your group and create the model together. Have fun!”
Independent Work Time (30-40 min):
· Circulate and confer with students while taking notes or working with a small group in direct instruction.
· Students work in groups to complete the assignment and create a model while recording their ideas and information.
· Once students have completed their model, have them walk around the room and record similarities and differences between wigwams and long houses.
Share Session (5 min):
· Have students share their ideas. Guide discussion by asking the following:
o What have we learned today about Native American culture?
o What is the purpose of a wigwam? Of a long house?
o How did Lenni Lenape use their homes?
o How did they construct their homes?
o How are wigwams and long houses similar? How are they different?
Reflection:
· Have students respond in their social studies notebooks about what they learned about Native Americans especially Lenni Lenape and their homes.
Extended Learning
· http://www.native-languages.org/houses.htm
o Have students investigate a variety of Native American homes and investigate why different tribes made their houses the way they did.
Objective: Using inquiry based learning, students will construct their own ideas about Native American homes by building models of wigwams and long houses.
Common Core State Standard:
6.1.4.D.10: Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
Vocabulary:
· Lenni Lenape
· Wigwam
· Long house
Materials:
· Sticks
· String
· Clay (Mud)
· Leaves
· Grass
· Glue
· Instructions
Warm Up (5 min):
· Have students work in groups to explore the websites listed below about Lenni Lenape Native Americans.
· Ask students to record facts about Lenni Lenape homes.
· http://www.lenapelifeways.org/lenape1.htm
· http://www.usgennet.org/usa/nj/state/Lenape.htm
· http://nativeamericans.mrdonn.org/longhouses.html
Mini-Lesson (10-15 min):
· Motivate: Create a KWL chart to provide purpose for the lesson and create an opportunity for students to connect personal and/or prior experiences to Lenni Lenape homes (long houses & wigwams).
o Have students share what they know about Native American homes and record this in the K part of the chart. Ask students what they would like to know about Native American homes in the W part of the chart. Say: “We are going to look at Lenni Lenape homes today because this was a group of Native Americans that lived in New Jersey. Over the next few days we will work together to answer all of our questions.”
· Elaborate:
o Say: “In order to understand how Native American groups influenced the land that we live in today (New Jersey), we are first going to have to understand more about their culture. Today in our groups, we will be constructing Lenni Lenape homes, such as wigwams and long houses, in order to understand how this group lived. We will work with new vocabulary such as wigwam, long house, and Lenni Lenape. Have you ever heard any of these words? Some were in the articles you explored earlier. Did you notice what they are? Do you know what any mean? How do you think they relate to Native American culture? Turn and talk with a partner.”
· Demonstrate:
o Say: “We are now going to break up into groups. Groups 1, 2, and 3 I would like you to research and construct wigwams. Groups 4, and 5 I would like you to research and construct long houses. One you begin working, I would like you to look back at the websites earlier and specifically investigate the components of the types of houses you will be constructing. Once you understand the basic foundation of your home, you can come up and get the materials you need. I have a variety of supplies up in the front for you to use. After you have done this, I would like you to display your home and wait for further instruction. Some things to consider including in your project may be a brief description of the home, why families chose to make the home, who lived in each home, when were they in the home, where were the home, etc. You can collaborate with your group and create the model together. Have fun!”
Independent Work Time (30-40 min):
· Circulate and confer with students while taking notes or working with a small group in direct instruction.
· Students work in groups to complete the assignment and create a model while recording their ideas and information.
· Once students have completed their model, have them walk around the room and record similarities and differences between wigwams and long houses.
Share Session (5 min):
· Have students share their ideas. Guide discussion by asking the following:
o What have we learned today about Native American culture?
o What is the purpose of a wigwam? Of a long house?
o How did Lenni Lenape use their homes?
o How did they construct their homes?
o How are wigwams and long houses similar? How are they different?
Reflection:
· Have students respond in their social studies notebooks about what they learned about Native Americans especially Lenni Lenape and their homes.
Extended Learning
· http://www.native-languages.org/houses.htm
o Have students investigate a variety of Native American homes and investigate why different tribes made their houses the way they did.