1. Students will understand the common characteristics of cultures, how belief systems influence culture, challenges of cultural unity and diversity, and how a culture may change over time.
2. Students will understand their own historical roots, recognize and explain patterns of continuity and change through time, identify and describe different interpretations of history and carry out an historical inquiry.
4. Students will understand how personal identity is shaped by family, culture, group and institutional influences, and how these influences change personal identity over time.
9. Students will understand global connections, analyze the effects of global connections, and explore the causes, consequences and possible solutions to global issues.
Indigenous People have a rich culture. This culture is important to protect and pass on to others. By understanding that there are different people with different cultures than our own, we learn to respect and tolerate each other better.
How do indigenous people maintain their identity and culture through time?
*about certain indigenous regions
*food, shelter, clothing, culture and traditions in each region
*Google Doc creating/collaborating
*iPad app “Book Creator” (as well as skills related to text creation, imagine importing)
*sharing of resources and ideas
For students to be able to showcase their tribes culture. We are solving the problem of how we can ensure that indigenous peoples have a place to share their voice. Students will be creating an e-book pertaining to the expected outcomes. Students will be writers for a global audience that produces an authentic product that can be used after the end of the unit. We will collaborate with one other class in our school to write the books together using Google Docs and then we will invite feedback from a class in the US.
The teacher’s role is to guide and support students to carefully select appropriate online material and tools to use that will support their learning.
Global audience who want to learn more about Indigenous culture in the United States. The immediate audience is 21 Grade 3 students. The potential audience is much broader when tools and collaboration is introduced.
The students will be guided to wonder and question about what they need to know about indigenous cultures in order to showcase this in the final product to a wider audience. This final presentation of learning will be what we work towards with the students doing the planning, thinking and creating.
Ebook on their tribal regions.
Six Facets of Understanding:
To explain, using online tools, how indigenous people interact with their environment and with each other.
Through the research process, students will need to discover what is appropriate to read, watch and share.
They will apply their knowledge and understanding by creating an ebook together.
Their perspective will need to take into consideration the ideas of others both in their own class, school, community and wider audience.
Students will develop empathy for the groups that they are learning about.
Students will reflect on all aspects of the process of learning about this unit in the context of collaboration and the technology they chose to showcase what they learned.
Students will be placed in four (4) tribes centered around the United States regions:
Plains, Eastern Woodlands, South West, and Northwest Coast.
They will create names for themselves after learning about the purpose of tribal names and will participate in a naming ceremony. In their tribes they will select jobs and assign roles to each other.
We will read books about various indigenous peoples, stories and legends to get them excited about the learning.
They will also make a wampum belt and headband that will be something they wear during the final Pow wow.
Process of Learning:
1. Learn about other indigenous groups around the world during whole class instruction. The teacher will read from various books about Australian Aboriginals, African tribes, South American tribes and invite the class to bring in and show what they have learned with their families about native people from their countries.
2. One student from each group will create a map in Google and share it with their group members. They will use a website to find their region and use the line feature to draw it on the map. Then they will be adding photos and text with relevant pictures and information.
3. Using large chart paper ( 1 for each group ) and sticky notes, each group will be given 3-5 books around their region. They will use a shared google doc to put their research. The first step will be to put the relevant information on sticky notes in categories on the chart paper. The chart paper will be hung up for reference during the next day when they will start selecting for relevancy and type it into a google doc. This will be the anchor of their research.
4. Next the teacher will introduce blendspace (www.blendspace.com). The teacher will initially use this to share images, youtube videos, website to help them take their research to the next level.
Students will learn how to put their own images, links, text into the blended space. The blendspaces becomes the space for their research and collection of ideas.
5. The students will be grouped with another Grade Three class in our school. They will then learn together through synchronous (real-time collaboration) and asynchronous (collaboration over a period of time) tools. Google docs allows and supports both of these types of communication and collaboration. My class will be partnered with kids in another class in the same groupings that they are in. This will mean that their group of four from one region will become a group of eight when partnered with the other class.
6. Since there are 4-5 main categories in their final product, students will be in partners in both classes making mixed groups of 4 that will in turn research, learn and create together.
*The research and note taking/collecting will take place over a period of two weeks*
7. After completing the research and reading similar ebooks made by two classes that we connected with in the US, they will be ready to create their ebooks together. This will take place using the ipad app “Book Creator” on the ipads.
8. One class will work on their page and then handover the ipads to the other class who will, in turn, put their information into the appropriate pages. Then, they will come together for the final portion of editing, combining sentences and ensuring their page makes sense and has correct information on it. They will, together, be responsible for finding images that correspond with their topic.
9. The final product will be shared out to receive feedback from other classes.
Resources for developing a UbD Unit Planner: http://www.diigo.com/user/mscofino/ubd