“Historical inquiry involves acquiring knowledge about significant events, developments, individuals, groups, documents, places, and ideas to support investigations about the past. Acquiring relevant knowledge requires assembling information from a wide variety of sources in an integrative process. Students might begin with key events or individuals introduced by the teacher or identified by educational leaders at the state level, and then investigate them further.”
Technology required
Device with a browser for Warrior Vets game and to create slide presentation.
Time
2 – 3 hours of class time. Out of class time varies by student.
Lesson Summary
Students hear a presentation on the assignment, play a game introducing several Native American veterans and then conduct their own on-line research with the help of the provided research guides.
I’ve used a similar assignment with my eleventh-grade students but I am considering revising it for use in ninth-grade as well.
Teachers may elect to have students present in class as either a requirement or for extra credit. Alternatively, depending on class time and students’ level, teachers may elect to simply have the presentations submitted for a grade.
CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Technology required
Students will need a device to search the Internet. This lesson assumes students submit assignments on Google classroom but that is not a requirement.
Time
2 hours, including time for presentation, student research and completing assignment sheet.
Lesson Summary
Students learn definitions of artifacts and their use in understanding every day life during a historical period. Students conduct research on sites such as the Library of Congress and Smithsonian Institute to find images of four artifacts and write a discussion of each.
Allow students 30-60 minutes for research and an additional 30-60 minutes for completing the written assignment for each artifact. To maximize time on task, we recommend having students turn in their draft for at least one artifact by the end of the first class period. A second class period can be used for finding and describing additional artifacts.
CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS.ELA-LITERACY.WHST.6-8.1 Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
⏰ Time
Three to four hours. Time varies depending on the time allowed for research online and whether presentation will be submitted in writing or include presentation or video.
📲 Technology Required
Either a project or smart board connected to the computer will be required to view presentation in class and students will need a computer or tablet to conduct research on the web. The game can be played on any computer or tablet with Internet access.
Summary
This cross-curricular lesson includes history, mathematics, English language arts, computer applications and physical education. Students play a game which teaches about Native American veterans in World War I. They are given a presentation on the accomplishments of veteran, Joseph Oklahombi. In P.E. class, students sprint 210 yards to simulate Oklahombi’s attack. They are assigned to create a presentation to nominate Oklahombi for the Congressional Medal of Honor. This may include Google Slides, PowerPoint or video presentations.
The writing assignment and an outline for a guide are included in the presentation. This can be printed or copied and distributed to students through Google Classroom, Schoology or other CMS.
Physical Education
During P.E., have students measure out 210 yards, set out obstacles to dodge and jump over (backpacks with stacks of books would be a good choice) and sprint down the course, simulating Oklahombi’s attack on the machine gun nests.
Students will need to access the internet for their research. There are many reputable sites with information on Joseph Oklahombi, including the Smithsonian Museum of the American Indian, Oklahoma Historical Society, Veteran’s Administration and more. Optionally, students may submit their assignment as a video or slide presentation or write it using a word processor.
Differentiation
For students who have learning disabilities or other limits on writing ability, an oral presentation or video may be submitted in lieu of the written assignment.
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations
CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
Technology required
Device with a browser for AzTech Game. Printer for printing codex and related worksheet and activity pages.
Time
4-5 hours
Lesson Summary
This is an augmentation of a lesson from the Library of Congress uses a primary source – the Huexotzinco Codex – as a basis for document analysis, inquiry and applied mathematics. Students analyze pages documenting tribute paid to Spanish administrators, compute the tribute paid, read a one-page overview of the codex and analyze the codex. A presentation is given on connections between Aztec, Mayan and contemporary methods. Students begin or end classes playing a game that includes Mayan history and middle school mathematics.
Lesson
First, some background for the teacher. The Huexotzinco Codex was part of the evidence in a case brought by the Nahuas, Indigenous people of what is now Mexico, against the Spanish administrators, alleging excessive taxation (tribute). This case was won by the Nahuas. In this lesson, students do not learn the full story until the third or fourth class period.
NOTE TO THE TEACHER: Allow at least 30 minutes before using this lesson the first time, to read through the Library of Congress lesson, download and print out documents for students.
Play a game
Have students sign in and begin the game, AzTech: Meet the Maya. Students should play for about 15 minutes.
Computation – How much was the tribute?
Continue with the second part of Library of Congress lesson, “The Huexotzinco Codex”, and have students complete Activity 2, Computation. After students have completed one tribute sheet and corrected their answers, use this slide presentation to show the connection between the Aztec and Maya codices and our modern system of numbers and graphs. Optionally, have students complete one or two more tribute sheets from the linked lesson. This should take one to two class periods.
Play a Game
At the beginning of class, have students continue the AzTech: Meet the Maya game. Students should play for 15-20 minutes by which time some of the students should have reached the codex activity and explanation in the game.
Four types of assessments are included; observation of student understanding of historical document analysis in the class discussion, student self-corrected math computation, student written assignments (analysis sheet, observations and scenario outlines) and the math problems in the AzTech game which are scored automatically with data available in teacher reports.
Differentiated instruction (optional)
Advanced Students who complete their assignments early can continue with the AzTech: Meet the Maya game. If they complete this game, they can choose to play AzTech: The Story Begins or AzTech: Empiric Empire.
English learners can play the AzTech : Meet the Maya and AzTech: The Beginning games in English or Spanish.
Dine’ Culture Standards (3.PO2) I will develop an understanding of Dine’ way of life through Iina’. I will implement and recognize the Dine’ lifestyle. I will present the stories related to Land and Water Beings.
Dine Government (3.PO3) Executive Branch (3.PO3): I will describe the purpose of at least one subdivision. Legislative Branch (3.PO3): I will describe the Navajo Nation election process. Judicial Branch (3.PO4): I will analyze the purpose of a judicial system.
CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
Time
45 minutes
Technology Required
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
Summary
Students learn about Diné (Navajo) culture from multiple perspectives, first through a presentation on Navajo tribal government and its three branches (executive, legislative, and judicial) that are modeled after the federal government, as well as its security branch. Also included are four cultural laws governing Navajo leadership. A written assignment exploring roles of effective governance follows as assessment. The lesson concludes with a game, Making Camp Navajo, that discusses Diné traditions in sheep ranching and rug weaving.
Class Discussion on Important Issues in Governance
Teachers can use the questions on Slide 26 of the presentation or edit the slides to add their own questions.
Writing Assignment
Students select one or more of the writing prompts and write an essay addressing the prompt. Teachers can use slides 27-31 for the prompts or create their own.
Play a Game
The lesson concludes with the Making Camp Navajo game. Students should play through the introduction and then the activities under the LIFE choices.
Choices Screen – click LIFE button
Life Choices – Select and Play each of these
Assessment
Three types of assessment are included in this lesson. The brainstorming session provides a gauge of the understanding of the class as a whole of the types of issues that can be addressed by government. The writing assignment serves as an individual assessment of student understanding of government. Teacher reports of data collected automatically in Making Camp Navajo document student completion of the activities.
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
7th-8th Diné History Standards – I will understand historical/factual events, people and symbols that influence my family. Concept 1.PO2. I will identify an event relating to important people in Diné history.
⏰LESSON TIME
90 minutes including time for research
📃SUMMARY
Vocabulary and historical events key to Navajo sheep farming are provided in a slide presentation. Students learn more about Navajo agriculture and history through a video, their own research, and a game combining math and history. Academic vocabulary is at the 7th grade level.
📚Lesson
Navajo-Churros: America’s First Domestic Sheep
Introduce sheep farming in Navajo and southwest history with this presentation, for an editable Google slides version, go here. The same presentation as a PowerPoint is found here. Students will learn vocabulary words related to general livestock farming and specifically to sheep.
VIDEO: Irene’s Churro Lambs
YouTube video: Irene’s Churro Lambs
Research and Writing Assignments
This assignment has two parts. In the first part, students research one of these events in history to learn more about it. They locate a primary source and a secondary source with citations, and then write an objective summary. In Part B, students select two research questions of interest, from a list provided, and conduct research to find the answers. A Google doc of the assignment can be found here.
Differentiated Instruction: Accommodations for learners with special needs
For the assignment above, for learners with special needs, you may wish to assign only one of the two parts. Generally, we would assign Part B, finding the answers to research questions. This is also a modification for students who are English language learners.
GAME: Making Camp Navajo LIFE Module
Students can play the three Making Camp Navajo modules for 20 minutes. The following instructions can be copied into Google classroom, pasted into a Zoom chat or given in class.
CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
⏰ Time
90-120 minutes, including time students spend on creating shapes, measurement and creating winter count artwork
📲 Technology Required
A computer with project/ smart board for viewing as a class or computer or mobile device for viewing videos at home is required. Art project can be done on Google Slides or PowerPoint or with markers and paper or construction paper, glue and scissors. Paper bags (optionally) can be used to simulate a hide background.
📃 Summary
Students begin by watching two videos that appear to be unrelated – on Native American ledger art and using a protractor to measure angles. These are explained in the presentation, that art can take many forms. Vocabulary and basic facts regarding angles are introduced. Students use an online app to create angles with different lengths of lines. After measuring lengths and angles of their shapes, students create artwork for their own event and a classroom ‘winter count’. Use of angles in computer animated art is explained. The session ends with assessment of students’ knowledge of measurement of angles.
📚 Lesson
Watch video on Native American Ledger Art
Watch to 5:07
Students will watch the video to the point of 5:07 , where the curator says to think of an event you really want to remember.
Watch video on using a protractor
Explain basic concepts and vocabulary of measuring angles
This 31-slide deck explains degrees as a measure of rotation, defines acute, obtuse and right angles and obtuse, acute and right triangles. Instructions are given for students creating their own ledger art. Available as Google slides here or as a PowerPoint Presentation here.
Students use an online app to create triangles from different lengths of lines.
Example from the GeoGebra app
In this exploratory activity, students should learn that a triangle cannot be created from any three lines. They will also get practice creating different angles and seeing the shapes of triangles with different angles. This activity is recommended but can be skipped if students do not have access to devices. Alternatively, the teacher or a student can create angles with result shown on a smart board/ projector.
Students create and measure shapes
As instructed in the presentation, students create lines, triangle and circles. They measure the diameter or radius of circles, length of lines and angles of triangles. Students write a description of their shapes using mathematical terms.
Students create their own artwork to commemorate an event
Students will use the shapes created in the previous activity to create original work. They will present their artwork to the class and explain its meaning.
Students watch a video on winter count
Emil Her Many Horses explains the creation and meaning of the winter count
Students combine their events to form a classroom record
Individual student events can be combined on poster board, included in a single Slides or PowerPoint document. Dr. Vivian Young recommends using large brown paper bags to simulate hides, crumpling and tearing around the edges to give more of a hide appearance.
End with presentation
Finish the slide presentation by informing students that their measurements are the first step a software developer would take in turning their artwork into computer animation for a game or website. They have been programming and did not even know it!
Assessment
An assessment of students’ knowledge of measurement of angles and types of triangles is included here as :
CCSS.MATH.CONTENT.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.
D2.His.13.3-5 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
⏰ Time
60 minutes
📲 Technology Required
Students need access to a computer with web browser.
📃 Summary
This lesson begins with a storyboard on the route and major events of the Ojibwe migration. Students then play the Forgotten Trail game, computing the average number of miles a character walked per day, followed by watching a video on map reading. As a group, students reflect on the challenges of the Ojibwe migration, compute the distance for just one segment and convert the distance from miles to kilometers.
📚Lesson
Storyboard on the Ojibwe Migration
Begin with this story board on the route and major events of the Ojibwe migration. We recommend having students read each section of the story as it advances. Alternatively, the teacher may read it to the class or students can read it to themselves either on devices in the classroom or at home.
Watch a video on how to find the mean
Warning: bad singing ahead. This short video tells how to find the mean – in song. You may skip this video if you have already used it in a previous lesson.
Play the Forgotten Trail Game
Map from Forgotten Trail
Students should play the game at least through the first level. The game begins with a middle school class learning about the Ojibwe migration. Students will solve math problems related to the average number of miles walked per day and fraction of distance covered.
Watch a video on using scales in maps
This video is 7 minutes and covers what is a scale, how to use one and that different maps have different scales. If you feel your students are already familiar with this information, you may skip this video. In the days of Google maps and GPS we have found students often are not as familiar with this information as you might assume.
Presentation on Reflections on the Ojibwe Migration
In this Google slides presentation, students are asked to reflect on the Ojibwe migration. What would it have taken to survive such a journey? They use their map skills to estimate the distance of one leg of the journey, in both kilometers and miles.
Now that students have seen synonyms as words for the same thing and miles and kilometers as measures for the same distance, finish up with this short (less than 2 minutes) video on synonyms.
Assessment
Slides 14, 18 and 21 can be printed out for students to answer individually, or can be answered as a group in class. Data are available on activities completed and math problems answered in the Forgotten Trail reports. For more information, check out our reports page.
CCSS.MATH.CONTENT.3.OA.A.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
NCSS theme – The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”
⏰ Time
20 minutes
📲 Technology required
Internet connection on a PC or Chromebook laptop, tablet, or phone.
📃 Summary
Students watch a video on the importance of the Red River cart in expanding trade. The teacher presents (or students may read) a presentation discussing Red River carts followed by two related word problems. The lesson concludes with students playing Making Camp Premium, reinforcing multiplication facts and the Ojibwe history lesson learned.
📚 Lesson
Watch Red River Cart history video
Presentation on Red River Carts and multiplication
Use this Google slides presentation in-class or assigned online to review a little on the Red River cart and then solve two math problems involving carts and horses. In the first activity, the students drag the correct number of wheels to show 5 groups of 3 and then 3 groups of 5, both correct answers to the question. In the second problem, students drag 4 groups of 6 horses to solve the word problem.
Play a game
Students play Making Camp Premium (instructions on which activities are included in the slides presentation).
Assessment
Making Camp Premium offers Data and Reports for teachers to access to view students playing time and the number of items answered correctly addressing each standard taught in the game.
This Common Core-aligned English/ Language Arts unit, combines ELA and indigenous history as your students follow in the footsteps of the grandchild on their visit to grandmother’s house.
In this first lesson, students receive a letter from grandmother.
📖Standard
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
A device with a web-browser – PC, Mac or Chromebook – or phone or tablet
📃Summary
Students will be introduced to a 10-unit English/ Language Arts unit centered around a visit to their grandmother. In this first lesson, students receive and correct the grammar and spelling in their grandmother’s letter. The lesson ends with playing misspelled words and grammar sections of Making Camp Premium.
📚Lesson Plan
1. Introduce the Unit
This Google slides presentation introduces the unit. Students are given a letter to read and correct. The link to the letter is in the slides presentation, so you can open the presentation, read it to your students and then assign it on Google classroom. The presentation includes links to sound files to read the slides and letter to students to accommodate individual students. This presentation can be used in the classroom, in a web meeting or done individually by students at home.
Go to Making Camp Premium. Select WORDS and then go to the third screen.
Bottom left is misspelled words. Top right is grammar.
Play the game on the bottom left to practice spelling. The box on the top right will practice grammar. An example is shown below of a response after the student has answered correctly.
Time
Technology Required
Summary
