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The First Launch
Inquiry Process:
How did indigenous communities in California change over time?
What are indigenous communities in California like?
Week One: History: What were the original Californias like?
(Prep for next week: Next week, students will look through hard copy books and articles about indigenous life in California so go to your local teacher library or District Resources an order some books on California indigenous groups, presidios, missions, Spaniards in California, Father Serra, anything California History from 1700-1900.)
Day One: What was it like 5,000 years ago?
I start off with this Eastern Woodlands video to get the conversation started. I ask students what they know about the tribes of the Americans, and we make a big KWL chart... just the K part for now.
Then, I show them the sign-up sheet and tell them at everyone will choose a tribe to research tomorrow.
Day Two: Pick a tribe
Each student will get a tribe and complete one part of the class website. View it here. This will be a catalog all the tribes of California! I let them chat at recess about which tribe they want to do and then I put a form on Google Classroom and have it due tomorrow... so if they want to be with their friends, they better pick the same tribe on the form!
Side Quest:
Since we want to give voice and choice, I allow 1-2 students to be "Business Managers." They will gather research about what teachers want, about what a good website looks like, and then evaluate kids work in class. Click here for their project..
Day Two: What was it like living in the tribes?
Start the day off by watch Native American History for Kids. I tell the students that at the end of the video, their Google Form will be due. Once we have all the groups set, I send them a copy of the website and have them sit with their group and start discussing who will do which part. In this case, only one kid needs a computer and the rest of the group share. In the perfect world, groups are of 3-4 students.
Day Three & Four: Research
For two days, we just complete the research. I make each kid have a hard copy as they research. Print it. I have the website template on the overhead screen as we research each section.
(Prep Time: Before tomorrow, make sure you share the website with the class, or "Add collaborators" or "Share with others." Tomorrow, students will be editing the website.)
As a note, it going to be pretty difficult to find some of these creation myths. I have added a link in on my narrative page about it. Also, this link is very helpful but it is organized for adults, and may be difficult for lower level readers.
Day Five- Ten : Review Tech Norms
This is rather like an authentic classroom discussion. Have some chart paper, sit the kids in the carpet and just start talking about rules on the internet.
Part One of the conversation:
When creating a website, who is the audience? Who are the creators? What sites should you link? What sites should not be linked? Can we share this information and keep our identities private? Lots of tech questions and issues before we start! Set the rules for your class.
For my class, we don't put any identifying information, like Wikipedia does. We link viewers to other credible sources, like Google does.
Part Two of the conversation:
Then, we go into the HOWS of making a website on google sites. Since everyone has access to everything, we stick to our own groups, not editing other groups. Sure, view it, but don't edit. Have the same document as before in the kids hands to keep them accountable.
Keynote Lesson 1: Purposes of Websites
Keynote Lesson 2: The Basics of Website Creation
Keynote Lesson 3: Researching with Maps
Worksheet and Maps for the Lessons
Keynote Lesson 4: Formatting the Writing
Part Three: Get started!
That all being said, every one gets their chrome books, logs in the Google Sites, and starts navigating to their group's page and adding. This should take about two days, or two sixty minutes sessions.
(As a note, the website is intended to show the indigenous people before 1492. We can't really talk about how they changed before we know who they are!)
Part Four:
View the Exemplar. This a model of the website. It is also linked in the image to the right.
Get feedback.
Students present their first best draft to the class. The class gives feedback.
Students present to third graders and third graders take a quiz to prove the right information was conveyed.
If you did the "Business Managers" side quest, this is the time for them to give their feedback as a whole group.
Use feedback to change website
3. Publish!
SUPPORT FOR IEPS
You can use the Cahuilla people for students who need second grade reading levels or sight words. Here is the research is done for them, and they are summarizing te the texts to create their project.
The Second Launch
Week Two: History: How did indigenous people change in California?
Now we are getting a little bit more specific into California itself, which means we are looking at Spanish influence and colonization.
Day One: Read an article to review, do a little research
First, I like to read this article to the class, just stating how California tribes were different than other tribes. After, I do a little "Tell your partner one thing that is different about California's tribes." Maybe I have the class do a quick reading response or maybe I print the article and the read it together in partner. That part is totally up to you and your class. It is a high-level essay, so don't really expect students to be able to do it by themselves. Second, I have a chart paper all ready with the question on top: "How did Spain change California's tribes?" Tomorrow, we will tackle that question.
Day Two: Performance Task Style
This document is for kids to do a shared writing assignment. There are four sources, but a fifth source written at a second grade level for the kids that need it. You can put kids in groups of four and have them read and them report back. Its set up like the California CAASPP test but its a group activity, like a shared writing. They all the same introduction paragraph: same main idea, but are working on gathering facts to support that main idea. They can do it on a chart paper or a shared doc or just have each kid write their own. Maybe a slide show presentation to the class?
Hernan Cortes of Spain
Gaspar de Portola of Spain
Once we have those answers, or similar answers on the board, I want kids looking for evidence of that claim. I have a stack of books from our teacher lending library about Spain, indigenous tribes, Carlisle School for Indians, anything I can get my hands on about colonizations, reservations, treaties, "Indian Wars." For a class of thirty, it is best to have about one-hundred twenty or so titles to choose from, about ten books at each table. Remember, you can print some articles from readworks, readinga-z, newsela or Mr. Donn, just wikipedia stuff. It's all cool. You want something the kids can write on.
Day Three: Hexagonal Discussion
To really cement that learning, the class is going to write five paragraphs on how California indigenous people changed under Spanish influence. (You can use the shared document for the body of the essay and then just throw on an introduction paragraph and a concluding paragraph to bring it to five!) To get everyone ready for that writing, we will do a Hexagonal Discussion before we start drafting that essay.
Print these labeled Hexagons. Have students cut out each hexagon and then connect them how they see relationships between. Each of these things can cause change in a community... Some hexagons can be discarded, some hexagons are blank for kids to write in a connection they saw.... If you don't know what a hexagonal discussion is, there is more information below or you can click here
(I did add Jim Thorpe, Pop Warner football and the Carlisle school for Indians for the advanced kids or the kids who already know about this, or are very curious. There are some interesting connections between these three things. If you have a kid who needs one step further, have them look for the connection... you will be pleasantly surprised how "Pop" Warner utilized the Native Americans to change football in America forever! Anyway... back to Hexagonal Discussions...)
When students start getting their own questions, we start hexagonal discussions. I use this Hexagon Generator to get the kids going. But, I also provide this small blank hexagon and his large hexagon to students to complete themselves. Wait... do you know not know what Hexagon Discussions are? Check out the website on the left and have your mind blown!
Bringing it all together
Bringing it all together
So, since this is Part ONE of a three-trimester PBL, we end this project by connecting to the last one of the year. At the end of the year, we will create a mural as a whole class that reflects our learning. Use this slideshow to get kids ready for that.
Other cool Stuff
Other cool Stuff
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