native americans of ohio l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Native Americans of Ohio PowerPoint Presentation
Download Presentation
Native Americans of Ohio

Loading in 2 Seconds...

play fullscreen
1 / 23

Native Americans of Ohio - PowerPoint PPT Presentation


  • 444 Views
  • Uploaded on

Native Americans of Ohio. Meredith Broyles ED 417-02. Native Americans of Ohio. First Grade Experience the culture of Native Americans Storytelling Housing Food Instruments Dance. Objectives. Students will:

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Native Americans of Ohio' - jana


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
native americans of ohio

Native Americans of Ohio

Meredith Broyles

ED 417-02

native americans of ohio2
Native Americans of Ohio
  • First Grade
  • Experience the culture of Native Americans
    • Storytelling
    • Housing
    • Food
    • Instruments
    • Dance
objectives
Objectives

Students will:

  • Gain an understanding of the native people of Ohio through literature and discussion
  • Listen to Native American legends and illustrate or write their own legend
  • Gain an understanding of the various Ohio Native American houses, how they were constructed, the materials used as well as create a replica of a home
  • Learn how Native Americans obtained food, learn about the “Three Sisters” as well as sample the vegetables
  • Discover the significance of music and instruments in Native American culture as well as create their own gourd rattles
  • Discover the significance of dance in Native American Culture, observe Native American dancing ceremonies today, and practice dancing to the beat of a drum and expressing themselves through movement
overview of ohio native americans
Overview of Ohio Native Americans

Timeline: Native people lived in Ohio for more than 12,000 years.

  • Paleo-Indians lived in Ohio from 13,000 to 7,000 BC
  • Archaic: 8,000 to 500 BC
  • Adena: 800 BC to 100 AD.
  • Hopewell: 100 BC to 400 AD
  • Woodland: 800 BC and 1200 AD
  • Whittlesey and Sandusky (or the late Prehistoric peoples): 1000 AD to 1650 AD.
  • Native Americans in Ohio after 1650 AD are known as Historic Native people.
overview continued
Overview Continued
  • Between 1650 and 1700, the Iroquois drove out the native descendants of the prehistoric Native Americans. Following the end of this conflict, known as the Beaver Wars, six major groups moved into Ohio: theDelaware, Miami, Mingo, Ottawa, Shawnee, and Wyandot.
materials
Chart paper, markers

Nonfiction Literature about Ohio Native Americans

Paper bags

Native American legends

Cooked corn, squash (diced), beans (pole)

Paper plates, napkins, forks

Small ornamental "spoon" gourds (dried)

Paint and brushes

Brown clay

Construction paper

Natural materials (collected by students)

Video footage of Native American dance

Native American music

Drum

Materials
introduction
Introduction
  • Create a K-W-L chart to see what students know about Native Americans. Be sure to debunk any stereotypes or myths students present during your lesson (visit Oyate.org for accurate and appropriate books to use with children and a list of books to avoid).
  • Introduce nonfiction texts to students about Native Americans of Ohio and begin discussing the various tribes. Create a chart to keep track of your findings (housing, jewelry, customs, dancing, songs, story-telling, etc.)
    • Suggested Reading: Ohio Native Peoples by Marcia Schonberg, Heinemann Library2003
storytelling
Storytelling
  • Some Native American stories were simply told for enjoyment
  • Others told the history of the nation or explained their spiritual beliefs, laws, and moral beliefs
  • Still, while other stories explained where the Native person fit in Creation
  • Children were told stories to teach them rules of their society. An example of a story can be found at: http://www.pbs4549.org/onestate/lp3race.htm

Bear's Race With Turtle (name calling/cleverness)

  • Many stories showed the People's respect for the earth. Symbolism was often used. Animals and other natural elements were used as characters in the stories.
activity 1 storytelling
Activity 1: Storytelling
  • Read Bear's Race With Turtle or any Native American legend of your choosing
  • Discuss the meaning behind the story, what you can learn from it
  • Have the students make their own illustrations to help them retell their assigned legend and draw those onto a piece of brown paper torn to resemble a hide. You can display the “glyphs” from the beginning of the presentation as inspiration. Share the hides with the class.
  • For advanced writers, have those students develop and write their own legend using animals as the main characters
housing
Housing

How Native people built their houses was dependent upon the materials they had at hand and the weather in which they had to survive.

  • Earliest Native Ohioans- nomads; warm weather- temporary shelters; winter- rock shelters
  • Adena- circular houses (vertical posts in the ground, woody materials woven between to make walls)
  • Hopewell- square or rectangular houses (arched roof made with bark and thatch)
  • Fort Ancient- rectangular houses (wattle and daub, made by weaving vines and boughs together and packed with mud, made the walls; roofs, probably thatched)
  • Whittlesey- round houses like the Wigwam
housing continued
Housing Continued
  • Historic Native Ohioans built many different types of houses. The type of house depended on the Native nation to which they belonged. Many nations had a central large house (“Big House”) for councils and ceremonies.
  • Shawnee- large villages of bark-covered houses and plank houses with a central gathering place, or a Big House, for meetings and ceremonies
  • Miami- long house with arched roof made of saplings and covered with rush or cattail mats
  • Ottawa- Summer: lived in domed, bark covered homes; Fall harvest: small hunting camps
  • Wyandotte- long house villages surrounded by stockades
  • Mingo- assembled from natural materials
  • Delaware- three types of wigwams: round with a domed roof, oblong with an arched roof, or oblong with a center pole; In later years- log cabins
activity 2 housing
Discuss and display pictures of a variety of Native American houses. Talk about the materials they used and why they constructed the houses in the way that they did. Compare the homes with the students’ own houses.

Have each student select a tribe’s house to replicate; collect natural materials from outside: grass, sticks, bark, etc.

Provide students with a mat (construction paper) to construct their house on, brown modeling clay (mud), and the materials gathered outside

Have the students label (tribe and type of house) and display the houses

Activity 2: Housing
three sisters
Three Sisters
  • Not only were Native Americans hunters, but also farmers. Once they settled in an area, they would begin to farm the land for food.
  • Corn, beans and squash are known as the “Three Sisters” because these three crops are often grown together. This practice is called "companion planting" and has been practiced by Native Americans for centuries.
  • The Three Sisters all help one another grow. Animals will find it harder to invade the garden by interplanting corn, beans, and squash. The corn stalk serves as a pole for the beans, the beans help to add the nitrogen to the soil that the corn needs, and the squash provides a ground cover of shade that helps the soil retain moisture.
activity 3 three sisters
Activity 3: Three Sisters

Three Sisters Feast:

  • Students will sample the “three sisters”: corn, squash, and beans (pole)
  • Discuss the significance of farming to the Native Americans and compare it to how the students receive food; discuss the three sisters and why they were planted together
  • Create a graph displaying students’ favorite “sister”
instruments
Instruments
  • Music was used to accompany dance, to teach lessons to children, to make the work day more enjoyable, to engage in courtship (dating) and to have fun.
  • Some Native American musical instruments are still in use today: drums, pan pipes, rattles, flutes, whistles and bells.
  • The drum was and is still considered to be sacred. The instrument is representative of the earth. It is said to be “the heart beat of Mother Earth.”
  • The drum is to be played in a two-beat style (heart beat), not the "Hollywood" version (DA-da-da-da, DA, da, da, da).
  • Drums were never given to children as a toy.
activity 4 instruments
Activity 4: Instruments
  • Creating instruments: drying and painting of gourds to make rattles with small ornamental "spoon" gourds
  • For drying instructions visit: http://www.pbs4549.org/onestate/herroncg.htm
  • Drying must be done prior to painting; display Native American art, instruments, and glyphs/symbols as inspiration for decorating
dance
Dance
  • Dance was used for many purposes: ceremonial, social, the meeting of young people, and the commemoration of special occasions in a tribe’s history.
  • Songs and dances served as a way to perform or display thanks, to socialize and to tell about amazing feats of heroics.
  • Traditional dances: the Bread Dance and the Green Corn Dance- celebrate agriculture and harvest
activity 5 dance
Activity 5: Dance
  • Brainstorm with the students a list of reasons why we sing, make music, and dance today
  • Discuss the purpose of dance and the various dance styles
  • Listen to traditional music and watch segments of young Native Americans dancing at http://www.pbs4549.org/onestate/videoseg.htm
  • Discuss the movements they saw, the sounds they heard (the beat of the drum)
  • Have the students practice dancing to the beat of a drum. They can shake their painted rattles as well.
wrap up
Wrap-up
  • Conclude the lesson by revisiting the K-W-L chart the students created at the beginning of the lesson
  • Add new learning and make changes to any misconceptions or stereotyping
  • Make connections and comparisons between with their own lives and cultures and those of the Native Americans
websites
Websites
  • One State Many Nations: Native Americans of Ohio:offers a vast amount of information about the Ohio tribes and their culture. Videos, activities, and historical information

http://www.pbs4549.org/onestate/index.htm

  • NativeTech: Native American Technology and Art: Planting a Three Sisters Garden: information about the three sisters crops; how to plant your own garden

http://www.nativetech.org/cornhusk/threesisters.html

  • Oyate- website devoted to ensuring that Native American life and culture is portrayed honestly; offers book lists and stereotyping to avoid; a great resource for any teacher

http://www.oyate.org/

  • Powwow Dance Styles: pictures and descriptions of dance styles

http://library.thinkquest.org/3081/styles.htm

  • Native Americans. COM: descriptions and pictures of native housing

http://www.nativeamericans.com/Wigwams.htm