Curriculum
Areas: Writing, Social Studies, Culture, Language
Arts
Recommended
Levels:
High School
Time
Frame: 5
days (45 minute lessons per day)
Tribal Affiliation: Seminole Tribe
Geographic
Location: Southeast
Developed
by: Jessica
Cohen, Leroy King, Renee Morales, Celesta Osceola, Lenora Roberts, Lee Zepeda
Email
address for further questions: tribune@semtribe.com
Date
lesson was developed: July 24, 2001
American
Indian Standards:
Social Studies
Standard 1: Culture
Standard 2: Time,
Continuity, and Change
Standard 3: People, Places
and Environments
Standard 4: Individual
Development and Identity
Standard 5: Individuals,
Groups, and Institutions
Standard 3: Understanding the effects of cultural
contexts, particularly of their tribe, on what students read, write, hear, say,
and view.
Standard 4: Listening, speaking, writing, and
responding respectfully but critically in large and small groups.
Language and Literacy
Standard 6: Developing oral communication skills to
perpetuate the American Indian oral tradition.
Standard 7: Analyzing, evaluating, and assessing what
they read, write, hear, say, and view -- e.g., comparing American Indian and
non-Indian perspectives in historical records.
Standard 14: Using a range of technological forms of
communication, and in understanding and evaluating critically the conventions,
demands, opportunities, and responsibilities of technologically based
discourse.
Standard 15: Exploring ideas and feelings imaginatively
through a variety of creative modes, e.g. journals, story telling, drama, and
media projects.
Standard 16: Defining, synthesizing, hypothesizing,
drawing conclusions, and evaluating with the use of multiple resources.
American Indian Oratory
Standard 1.2: Interpretive Communication
Standard 1.3: Presentational Communication
Standard 3.1: Making Connections
Standard 5.1: School
and Community
Goal: To have students compare and contrast the history of
the 8 Seminole clans: Wind, Panther,
Bird, Snake, Bear, Big Town, Deer and Otter.
Behavioral
Objectives: Students will:
·
Interview
community members from a particular clan focusing on history and traditions
·
Work
in small groups to discuss clan findings
·
Research
assigned clan in groups for oral presentation
·
Compare
and contrast assigned clan with other clans
Prior
Knowledge Needed:
·
Interviewing
techniques
·
Knowledge
of 8 Seminole clans
·
Identify
roles of 8 Seminole clans
·
Researching
skills
·
Knowledge
of computer skills (i.e. internet searching)
Materials and Resources Needed:
·
Interview
(see attached)
·
Guest
speakers from various clans
·
Computer/resource
materials for research
Culture
Content and Strategies:
·
Seminole
clan history
·
Community
member interview
·
Oral
presentation on clan history
·
Websites
related to clans (www.semtribe.com, http://dhr.dos.state.fl.us/flafacts)
Lesson Summary and Performance Tasks:
Teacher will assign students to 9 different groups representing the 8 present day clans (Wind, Panther, Bird, Snake, Bear, Big Town, Deer and Otter) and 1 group representing past clans (Alligator). Special emphasis will be taken to place students in clan groups other than their personal clans. They will interview community members focusing on the history and roles of clans. Guest speakers will be brought in to reinforce and answer questions the groups may have about Seminole clans. The students will then prepare for the group oral presentations. Portions of the interviews and guest speeches will be made available on the school’s intranet. Students will then write a composition comparing and contrasting their clan with other clans.
Assessment:
·
Group
oral presentations of findings (observations or teacher made rubric)
·
Teacher
made test on the history of the Seminole clans
Technology
Integration:
·
Add
portions of interviews added to school’s intranet
·
Make
new branch on school’s website for “clans” and include all students’ work
(PreK-12)
Enrichment/Remediation:
The teacher can have individual students do research projects on past Seminole clans and their histories. Students can record and video tape all activities using a digital camera. Students can also do a report on each clan system using HyperStudioâ.
INTERVIEW
QUESTIONS
Name
of Interviewer:
__________________________________
1.
How
are clans used in Green Corn Ceremony?
2.
How
do clans influence the Seminole Tribe?
3.
Do
clans influence your choice of a mate?
4. Are you
proud of your clan? Why?
5. Are we
losing our clans?
Why?
6.
Where
do you see our clan system in 10 years?