Native American Tribes of Texas - A Museum Project Web quest

1. IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources Native American Tribes of Texas - A Museum Project Web quest 4thGrade Social Studies

2. Introduction Many Native American groups lived in Texas before the arrival of European explorers in the 1500s. The Native American groups of Texas developed lifestyles, cultures, and governments that suited their location.  In Texas today we can find some of the influences that Native Americans have had on the state. How did these people live their day to day lives? How are their lives different today? IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

3. Task You are a curator working in a group to research and discover as much as you can about these early Texans. Your research will be used to create an exhibit at the local Texas History museum. Your task is to choose one Native American group from the list provided. And research how they lived, their foods, their government, and their trading practices. Tell how their lives have changed in present day Texas. You will create a PowerPoint presentation to present to your museum’s board in an effort to get them to approve your exhibit. IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

4. Process (A)  You will work in a cooperative group to find information on a specific Native American tribe from Texas.  Each member of the group will be responsible for one section. Use the resources provided to do your research and record your findings on the notes worksheet provided (individual grade). • Section One - How they lived:  One member of the group will research the how each of the two groups lived. • Section Two - Food:  One member of the group will research the foods each group most commonly ate.  • Section Three - Government:   One member of the group will research the how the groups were ruled. • Section Four – Commerce (Trade): One member of the group will research the type of trade in which each group engaged.  IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

5. Process (B) • After each individual section is completed, work as a group to determine how the lives of these people is different today compared to back then. • Once you have gathered your information, decide what artifacts you would like to include in your exhibit (three from each category). • Use the information you have gathered to create a PowerPoint presentation that you will show to your board (your class) in an effort to get them to approve your exhibit. IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

6. Process (C) Your PowerPoint Must Include title slide and two slides and two graphics for each of the following: Lifestyle Food Commerce Government How the groups live in Texas today Plus Necessary Slides to Demonstrate Artifacts to include in exhibit (Three artifacts for each section, must include a graphic and description for each artifact). Sources Page (APA Format) IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

7. Resources • http://www.texasindians.com/indian~1.htm • http://www.lsjunction.com/places/indians.htm • http://www.42explore2.com/native4.htm • http://www.native-languages.org/texas.htm • http://www.cam-info.net/cyberindians.html • http://www.tpwd.state.tx.us/publications/pwdpubs/media/pwd_bk_p4000_0016.pdf • http://www.thc.state.tx.us/triviafun/trvindian.shtml • http://www.tshaonline.org/handbook/online/articles/bmk05 • http://www.tshaonline.org/handbook/online/articles/bmcaj • http://www.tshaonline.org/handbook/online/articles/bma33 IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

8. Evaluation You will be graded for both individual work and group work. Maximum score on this project will be a 20 (equal to a 100). This project will count as your exam grade for this unit. Click here to view the grading rubric which lists specific criteria. IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

9. IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

10. Conclusion Congratulations, your presentation was a success!! The board has approved your exhibit. You’ve also learned some great information on Native American Tribes of Texas. After all the presentations have been made, each student will write a one page paper comparing and contrasting the tribes in each area researched. IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

11. Sources • Be sure to cite all sources used in your research. These sources need to be recorded on your notes page as well as in your PowerPoint presentation. Sources will be cited in MLA format. For an example of how to cite in MLA format go to http://owl.english.purdue.edu/owl/resource/747/01/. • Students will ONLY use internet sources provided (no other Internet sources will be allowed) • Students may also use their text book as a reference. IntroductionTaskProcess(A) Process(B)Process(C)ResourcesEvaluationConclusionSources

12. TEKS • §113.6. Social Studies, 4. History. Identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived. • §113.6. Social Studies, 4. History. Compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration. • §113.6. Social Studies, 4. Economics. Explain the economic patterns of various early Native-American groups in Texas and the Western Hemisphere. • §113.6. Social Studies, 4. Geography. Describe ways people have adapted to and modified their environment in Texas, past and present. • §113.6. Social Studies, 4. Government. Compare how selected Native-American groups governed themselves. • §113.6. Social Studies, 4. Culture. Identify customs, celebrations, and traditions of various culture groups in Texas. • §113.6. Social Studies, 4. Social studies skills. Use social studies terminology correctly. • §113.6. Social Studies, 4. Social studies skills. Incorporate main and supporting ideas in verbal and written communication. • §113.6. Social Studies, 4. Social studies skills. Express ideas orally based on research and experiences. • §113.6. Social Studies, 4. Social studies skills. Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

13. TEKS • §113.6. Social Studies, 4. Social studies skills. Use standard grammar, spelling, sentence structure, and punctuation. • §110.15. English Language Arts and Reading, 4. Writing/Expository and Procedural Texts. Create brief compositions that: Establish a central idea in a topic sentence, include supporting sentences with simple facts, details, and explanations and a concluding statement. • §110.15. English Language Arts and Reading, 4. Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Use capitalization for: historical events and documents, titles of books, stories, and essays and languages, races, and nationalities. • §110.15. English Language Arts and Reading, 4. Research/Gathering Sources. Follow the research plan to collect information from multiple sources of information both oral and written. • §110.15. English Language Arts and Reading, 4. Research/Gathering Sources. Take simple notes and sort evidence into provided categories or an organizer. • §110.15. English Language Arts and Reading, 4. Research/Gathering Sources. differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. • §110.15. English Language Arts and Reading, 4. Listening and Speaking/Listening. Listen attentively to speakers, ask relevant questions, and make pertinent comments. • 110.15. English Language Arts and Reading, 4. Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively. • 110.15. English Language Arts and Reading, 4. Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

14. TEKS • §126.3. Technology Applications, 3-5. Foundations. Use technology terminology appropriate to the task. • §126.3. Technology Applications, 3-5. Foundations. Start and exit programs as well as create, name, and save files. • §126.3. Technology Applications, 3-5. Foundations. Use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen. • (§126.3. Technology Applications, 3-5. Foundations. Demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate. • §126.3. Technology Applications, 3-5. Foundations. Produce documents at the keyboard, proofread, and correct errors. • §126.3. Technology Applications, 3-5. Foundations. Use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate • §126.3. Technology Applications, 3-5. Foundations. Use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate. • §126.3. Technology Applications, 3-5. Foundations. Follow acceptable use policies when using computers. • §126.3. Technology Applications, 3-5. Foundations. Model respect of intellectual property by not illegally copying software or another individual's electronic work.

15. TEKS • §126.3. Technology Applications, 3-5. Solving problems. Use communication tools to participate in group projects. • §126.3. Technology Applications, 3-5. Foundations. Use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment. • §126.3. Technology Applications, 3-5. Communication. Use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience. • §126.3. Technology Applications, 3-5. Communication. Use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials. • §126.3. Technology Applications, 3-5. Communication. Publish information in a variety of media including, but not limited to, printed copy or monitor display. • §126.3. Technology Applications, 3-5. Communication. Publish information in a variety of media including, but not limited to, stored files or video. • §126.3. Technology Applications, 3-5. Communication. Select representative products to be collected and stored in an electronic evaluation tool. • §126.3. Technology Applications, 3-5. Communication. Evaluate the product for relevance to the assignment or task. • §126.3. Technology Applications, 3-5. Information acquisition. Determine the usefulness and appropriateness of digital information.