One State-Many Nations

 
 
 
Western Reserve Public Media
 

 

Daily Life — Part 1

Overview:

Students will be placed into fact-finding teams. Each team has the responsibility for finding information about their topic, creating a fact sheet and presenting their findings to the entire class. Topics to be explored are food, dress/clothing, work/duties/chores, homes/shelters, games, towns/villages and travel.

Students may conduct their research by using suggested Web sites, search engines on the Internet, print materials available in their media center and personal interviews. Students should be sure to cite all sources on their fact sheets.

After research is completed, students should be placed into new groups, one from each fact-finding team, to prepare for their presentation: a student-written play titled “A Day in the Life of.”

 

Video Synopsis:

Historic Native Americans
What was the daily life like for Ohio’s historic Native Americans? What did they eat? How did they dress? What were their houses like? The answers depend on where people lived and what their tribal traditions were. Historic Native Americans shows how our ancestors used the gifts the Creator gave them to feed, clothe and house their families.

 

Goal:

In this section students will discover what daily life was like for Ohio’s Native Americans.

 

Objectives:

Social Studies Content Standards

Grade 4 Benchmark: People in Society

Indicator: Cultures

1. Describe the cultural practices and products of various groups who have settled in Ohio over time:

b. Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware)

Grade 4 Benchmark: Social Studies Skills and Methods

Indicator: Obtaining Information

1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic.

3. Use primary and secondary sources to answer questions about Ohio history.

Grade 5 Benchmark: People in Society

Indicator: Cultures

1. Compare the cultural practices and products of diverse groups in North America including:

a. Artistic expressions

c. Language

d. Food

e. Clothing

f. Shelter

 

Procedure:

  1. Divide students into teams of two or three.

  2. Make each team responsible for one to three of the following categories:
          Food
          Dress/clothing
          Work/duties/chores
          Homes/shelters
          Games
          Towns/villages
          Travel

  3. The team is to find information on their topic by using the Web sites listed at http://www.WesternReservePublicMedia.org/onestate. Each person on the team will fill out the Fact Sheet.

  4. Each group will then get together and decide what the important facts were about their topic and what needs to be shared
    with the rest of the class.

  5. Fact Sheets will be turned in to the teacher.

  6. Important facts (as determined by the group) will be written up and both presented and distributed to the rest of the class.

Evaluation:

Task
Points
Turned in Fact Sheet
________________
 

For presentation:

Put the main ideas at the beginning of the presentation

________________

Had a clear introduction

________________

Told the main things, then explained them

________________

Talked about the most important things learned

________________
   

Turned in a list of important facts

________________

 

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