Middle School Native Americans Independent Work Packet

This is a scavenger hunt using task cards that analyzes how Iroquois and Algonquian tribes interacted with the environment and developed unique cultures which is studied in the 4th grade curriculum under the following standards:

4.2 Native American groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking groups, inhabited the region that became New York State. Native American Indians interacted with the environment and developed unique cultures.

4.2a Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing, and shelter.

• Students will examine the locations of early Native American groups in relation to geographic features, noting how certain physical features are more likely to support settlement and larger populations.
• Students will investigate how Native Americans such as the Iroquois (Haudenosaunee) and the Algonquian-speaking peoples adapted to and modified their environment to meet their needs and wants.

4.2b Native American groups developed specific patterns of organization and governance to manage their societies.

Students will compare and contrast the patterns of organization and governance of Native American groups such as the Iroquois (Haudenosaunee) and Lenape, including matrilineal clan structure, decision-making processes, and record keeping, with a focus on local Native American groups.

4.2c Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.

• Students will examine Native American traditions; job specialization the roles of men, women, and children in their society; transportation systems; and technology.
• Students will examine contributions of Native Americans that are evident today.

This resource begins by challenging students with a mission, act as a treasure hunter to find the Moonstone Treasure from the attached fictional Iroquois folklore. Check out the preview to see what each task card entails. Students will need to walk around the room reading the task cards. Each task card has a code word on the bottom which is the answer to the question/fill in the blank. The answer will NOT be found on that same task card. For example, the answer to task card #1 is found by reading the passage on task card #6. Students MUST record which task card they found the answer on in their answer sheet under the “FOUND CARDS #” column. That column will be used at the end for the 4 digit lock code. They will follow the clues to find the correct 4 digit code. Once they have completed the scavenger hunt they will receive a half sheet of paper stating that they have successfully found the Moonstone!

This activity would be a great review before assessments, as a center activity, a group activity, etc. Students will be engaged with the learning while having a fun time trying to solve all of the clues!

Enseigner l'histoire des Autochtones à vos élèves de 5e à 7e années peut être une matière délicate, sans parler de difficulté. Il est impératif de les amener à réfléchir profondément, à s'engager et à discuter activement de certains sujets difficiles. Il faut des heures de travail pour faire la recherche et encore plus pour créer des activités attrayantes pour accompagner le contenu.

Cherchez pas plus loin. Cet ensemble contient tout ce dont vous avez besoin pour enseigner à vos élèves les droits de la personne, les droits des enfants, l'identité et l'histoire autochtone.

* Les activités de la Journée du chandail orange sont mieux enseignées au début de l'année scolaire; car ce jour est en septembre. Le reste du contenu peut être enseigné à tout moment.*

Ce document massif de 62 pages contient:

• contenu, vocabulaire, histoire, images ;
• des opportunités d'avoir des discussions animées ;
• des travaux indépendants ;
• des travaux de groupe et des recherches ;
• une étude en art visuel ;
• projets d'art ;
• la lecture et l'écriture de poésie ;
• de multiples lectures et activités entourant la Journée du chandail orange ;
• Symboles amérindiens
• Se retrouver à travers l'art
• Recherche en arts visuels + travail biographique
• Autoévaluations/buts
• Création d'un album photo sur les arts autochtones
• Lire et écrire un poème pour la Journée du chandail orange
• Une activité sur les sentiments et les droits de l'enfant
• Modèles de projets artistiques (t-shirt et plumes)
• Activités sur 'Je ne suis pas un numéro' (lecture à voix haute + questions d'approfondissement)

Vous aimez ce que vous voyez mais voulez en voir plus? Envoyez-moi un message pour demander des cours et activités spécifiques!

Détendez-vous - j'ai celui-ci!
♡ Mme. Kaitlyn