Styles of Seminole Clothing

DESCRIPTORS

Curriculum Areas: Math, Social Studies and Culture

Recommended Levels: Middle

Time Frame: 3 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 and Lee Zepeda

Email address for further questions: tribune@semtribe.com

Date lesson was developed: July 25, 2001

American Indian Standards:

Mathematics

Standard 2: Mathematics as Communication

Standard 4: Mathematical Connections

Social Studies

Standard 1: Culture

Standard 3: People, Places and Environments

Standard 5: Individuals, Groups, and Institutions

American Indian Place Names

Standard 1.3: Presentational Communication

American Indian Community Service

Standard 1.1: Interpersonal Communication

Standard 5.1: Language Beyond School

INSTRUCTION

Goal: Students will learn the similarities and differences between contemporary and traditional styles of Seminole clothing.

Behavioral Objectives: Students will:

• Participate in demonstrations from guest speakers, community members and teacher-lead discussions
• Tell differences and similarities between contemporary and traditional styles of Seminole clothing
• Explain the different designs that symbolize meanings on Seminole clothing
• Take pictures of classmates in traditional Seminole clothing

Prior Knowledge Needed:

• Knowledge of individual patterns and meanings (if they have one)
• Knowledge in general history of patchwork
• Mastery in use of bar graphs

Materials and Resources Needed:

• Guest speakers and community members
• Students’ Seminole clothing
• Digital camera
• Photo Printer
• Computer

Culture Content and Strategies:

• Identification of the different styles of Seminole clothing
• Development in the history of the various styles of Seminole clothing

Lesson Summary and Performance Tasks:

Teacher will invite guest speakers to discuss and model samples of clothing. The clothing will show the differences between contemporary and traditional styles of Seminole attire. The students will participate in a question/answer session. The students will be informed during this session on the meaning of some patchwork, being that not all patchwork designs have meaning. They will write an individual story of where they got their Seminole clothing. The following day, students will bring in their Seminole clothing. As a class, they will identify the clothing as either contemporary or traditional. Using the digital camera, students will take pictures of each other wearing the Seminole clothing. Each student will receive a class set of pictures to use in the graphing activity. Students will make a bar graph identifying the number of traditional and contemporary clothing items brought in that day.

Assessment:

• Class participation/discussion (checklist)
• Completion of individual story (teacher-made rubric)
• Teacher-made test on similarities and differences of Seminole clothing

EXTENSION

Technology Integration:

· Use the computer to create pie/circle graph of the number of traditional and contemporary clothing items brought in.

· Write a narrative to describe the two styles of clothing

· Create a slide show of students wearing Seminole clothing

Enrichment/Remediation:

• Students will categorize pictures of both traditional and contemporary Seminole clothing in the form of a timeline.

Teacher Reflections

To be added by user