Recommended Levels: Middle
Time Frame: 1-week unit (45 minute lessons each day)
Tribal Affiliation: Seminole Tribe
Geographic Location: Southeast
Email address for further questions: tribune@semtribe.com
Date lesson was developed: July 23, 2001
American
Indian Standards:
American Indian Place Names
Standard 1.3: Presentational Communication
Traditional American Indian Stories
Standard 3.1: Making Connections
American Indian Foods
Standard 1.1: Interpersonal Communication
Standard 2.1: Practices of Culture
Social Studies
Standard 1: Culture
Standard 2: Time, Continuity, and Change
Standard 4: Individual Development and Identity
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.
Standard 6: Developing oral communication skills to perpetuate the American Indian oral tradition.
Goal: To have students distinguish the roles of the 8 Seminole
clans: Wind, Panther, Bird, Snake,
Bear, Big Town, Deer and Otter.
Behavioral
Objectives:
Students will:
· Explain the roles of each clan
· Create an illustrated story of their individual clans, which will be assembled into a class book
· Interview family or community members about their clans
· Answer questions on stories presented by teacher and/or guest speaker
Prior
Knowledge Needed:
· Identifying their individual clans in their Native language.
· Identifying the 8 Seminole clans.
· Creating an illustrated story
· Using basic computer knowledge
· Interviewing techniques
· Understanding the 5 steps of successful writing
Materials and Resources Needed:
· Websites pertinent to the topic
· Interview (see attached)
· Computer to type story
· Scanner (for pictures of story)
· Art supplies (drawing paper, markers, pencils)
· Digital camera
· Guest speakers (1 per clan)
Lesson Summary and Performance Tasks:
Teacher introduces the roles of the 8 Seminole clans: Wind, Panther, Bird, Snake, Bear, Big Town, Deer and Otter. The Seminole society is matriarchal in nature. An example of this is how children inherit their mothers’ clan. Activities will include having the students create an illustrated story of their individual clans. They will interview family members and community members who are in the same clans. The teacher and/or guest speaker will share stories about the roles of the 8 Seminole clans. The students will orally answer questions about the stories and then write their own individual story about their individual clans. Students can work collaboratively on a class book of the 8 Seminole clans and present it to the class. For further information on Seminole clans and their roles, contact the following websites:
tribune@semtribe.com
http://www2.austin.cc.tx.us/hannigan/Presentations/NSFMar1398/SPTopics.html
Assessment:
· Participation/Discussion (checklist)
· Completion of individual story
· Written list of 3 things learned from the interview
· Oral presentation of collaborative book in small groups (observation and/or teacher made rubric)
· Teacher-made test on roles of 8 Seminole clans
Culture
Content and Strategies:
· Websites related to clans (www.semtribe.com)
· Guest speakers
· Family/community interview
· Creation of class book on clans
· Identification of 8 Seminole clans
EXTENSION
Technology
Integration:
· Digital camera use and HyperStudioÔ
· Internet access to search for information on clans
· PowerPoint presentation for collaborative project
Enrichment/Remediation:
Allow for individual and/or group projects beyond what is required for this lesson plan. For additional understanding, students can visit primary classrooms and talk about the roles of the 8 Seminole clans. Students can also create a chart to compare/contrast clan representation of each class.