Download
1 / 24
240 likes | 329 Views
A Ninth Grade Integrated Technology Unit By Lisa Wagner. From Theory to Practice. Behind every myth are many possible truths allowing us to discover who we were as peoples and who we are today.
E N D
A Ninth Grade Integrated Technology Unit By Lisa Wagner
From Theory to Practice Behind every myth are many possible truths allowing us to discover who we were as peoples and who we are today. Although few young people realize it, understanding the myths that are part of our life (past and present) is an important activity because their values and beliefs have been shaped by the stories they have grown up knowing, by the education they have received, and by the landscape within which they have lived. All these contexts have contributed to their world views as individuals, as members of families, and as members of communities. These activities explore myths regarding the Wampanoag, the Native Americans who interacted with the pilgrims in Massachusetts, traditionally thought of as the participants in the "First Thanksgiving."
Problem Statement Today we are going to investigate the following questions: • Did the Wampanoag bring the pilgrims popcorn on the first Thanksgiving, as some versions of the story would suggest? • Or is that just a myth?
Computer Integration • The students will be using the internet to investigate problems. • Word processing will be used for journaling and essay writing. • PowerPoint will be used for the final presentation.
Performance Objectives • Given instruction, students will use technology tools to enhance learning, increase productivity, and promote creativity as determined by portfolio submission. • Given instruction, students will practice responsible use of technology systems, information, and software as determined by portfolio submission. • Given instruction, students will develop strategies for critically examining the origin and characteristics of myth as determined by portfolio submission. • Given instruction, students will develop discussions of the diversities, similarities, and values in various Native American cultural and story traditions as determined by portfolio submission. • Given instruction, students will develop discussions of racist and biased language and its impact on readers over centuries as determined by portfolio submission. • Given instruction, students will develop strategies for examining messages for racial and cultural bias as determined by portfolio submission.
Preparation • Provide websites and books for each group if resources allow. Groups may have slightly different reference resources (for instance, encyclopedias from different publishers), but all groups should have relatively the same collection of materials on hand. Naturally, you can encourage sharing among groups in the case of scarcer resources. • Make copies of the Common Myths about the “First Thanksgiving” and the presentation rubric for all students or prepare overheads or chart paper with the information.
Common Myths about the "First Thanksgiving" • The Wampanoag brought popcorn to the first Thanksgiving feast. • The First Official Thanksgiving took place near Plymouth Rock in 1621. • The Native Americans the Pilgrims encountered lived in tipis and traveled on horseback.. • The Native Americans wore elaborate head dresses with many feathers. • The Pilgrims shared pumpkin pie, corn on the cob, and sweet potatoes (or yams) with the Wampanoag. • The harvest feast celebrated by Pilgrims and Wampanoags in the fall of 1621 was the first of its kind in the Americas.
Group Assignment Explain the myth that your group has been assigned by answering these three questions: 1. What is a truth in this myth? 2. What are other truths behind this myth that might contradict it? 3. What does the myth reveal about those who believe it? As a group, you may use any of the materials available to help you understand and explain the myth. Use the discussion rubric to assess. Prepare a five-minute PowerPoint presentation to the class that explains your understanding of the myth, using graphics and music.
Procedures • Using word processing, complete the pre-reading questions as homework, as an in-class free write before the reading, or in oral class discussion. • What difference does it make who writes a story as long as they tell the "truth"? • How can you tell when a story is true? What would indicate a story wasn't true? • Have you ever read something that was presented as nonfiction but that you knew was fiction? • Spend ten to fifteen minutes going over students' responses to the pre-reading prompt. Write their answers on chart paper or an overhead. (You'll return to these answers later in this lesson, so save their responses.)
Procedures Continued • Read "Of Plymouth Plantation" by William Bradford. As students read, ask them to pay particular attention to the way that Bradford talks about the Native Americans that the colonists encounter. Identify the tribe of Native Americans that Bradford and the colonists interacted with as the Wampanoag (pronounced wham-pan-og, syllables rhyming with Pam, Can, and Log). • For more information on the Wampanoag, see the Boston Children's Museum's Teacher Resources on Native American History and Culture found at: http://www.bostonkids.org/educators/wampanoag.html
Procedures Continued • After reading, write two questions of your own for the class to consider: one question that is answered in the text and an "I wonder why" question. Use word processing as a response journal for this writing. • In small groups, share your questions and discuss answers.
Procedures Continued • If students have not raised the issue themselves, ask them to consider the implications of vocabulary such as savage, skulking, and aloof in relationship to the following questions: • What might readers conclude about the Wampanoag or about William Bradford, the writer? • What are the implications for a European audience, for an audience that had never met the Wampanoag or other Native American people, and for a Native American audience?
Procedures Continued • Think about Bradford's discussion of the "First Harvest," which we would think of as the "First Thanksgiving.” • What do you notice about Bradford's report that fits with your ideas about the first Thanksgiving, and what seems unusual or seems to have been left out? Respond to the questions in your journals using word processing.
Session Two • In full-class discussion, have students share their thoughts on the "First Thanksgiving" in light of Bradford's report. Write their ideas on the board or on chart paper. The idea is simply to brainstorm a list for now. • Pass out the Common Myths about the "First Thanksgiving" Handout and Presentation Rubric, or show the list on an overhead projector. As you read through the list, encourage students to connect items from their brainstorming list with the myths on the sheet.
Session Two Cont. • Demonstrate the "myth-breaking" process (outlined on the handout and below) by answering the three myth/truth questions about the first myth on the handout: "The Wampanoag brought popcorn to the first Thanksgiving feast." • See the Plimoth Plantation Web page No Popcorn found at: http://www.bostonkids.org/educators/wampanoag.html for background on the myth.
Session Two Cont. • Divide students into four to five groups, assigning each group a myth from the sheet. Give groups a variety of resources in which they might uncover truths about common myths about the Wampanoag and the pilgrim settlers. • Each group completes the think sheet, preparing to share their findings with the entire class: • Explain your myth answering these two questions from the think sheet: • What is a truth in this myth? • What are other truths behind this myth that might contradict it?
Assignments • As a Group: • use any of the materials available to help you understand and explain the myth. • Individually: • Using word processing, write a one page essay that explains your understanding of the myth.
Student Presentation • Using your journals and essay, summarize what you have learned from the myths into a PowerPoint Presentation. The presentation must have at least five slides with clip art at least one of the slides. • Find clip art on the internet or use one from the word processor files. • Assess your presentation using the Myth and Truth rubric.
Presentation Assessment • Overall visual Appeal • Grammar, Punctuation and Spelling • Readability of the Slides • Flow of Presentation • Effects and Transitions • Presentation Skills
Teacher as Facilitator • As students work in their groups, circulate and monitor student progress. Let them know a few minutes before the work period will conclude so that they have time to wrap up their thoughts. • Have groups present their myth to the entire class, sticking closely to a five-minutes-per-group guideline that you've established. • Monitor student interaction and progress during group work to assess social skills and assist any students having problems with the project.
Wrap-Up Activities • Once all of the groups have presented, return to the original pre-reading questions: • What difference does it make who writes a story as long as they tell the "truth"? • How can you tell when a story is true? What would indicate a story wasn't true?
References Barth, E., 1975. Turkeys, pilgrims, and indian corn: The story of thanksgiving symbols. New York: Clarion Books. Battat, J. (2007). The Wampanoag. Retrieved January 29, 2007 from http://www.bostonkids.org/educators/wampanoag.html Children's Museum's Teacher Resources on Native American History and Culture. Retrieved January 29, 2007 from http://www.bostonkids.org/educators/wampanoag.html Education World. Retrieved January 29, 2007 from http://www.edcuation-world.com/a_curr/curr040.shtml Grace, O'Neill, C., & Bruchac, M. with Plimoth Plantation. (2001). 1621: A new look at thanksgiving. Washington, DC: National Geographic. McGovern, Ann. 1993. If You Sailed on the Mayflower in 1620. New York: Scholastic. Halsall, P., (1998, July).Modern History Sourcebook. Retrieved February 1, 2007 from http://www.fordham.edu/halsall/mod/1650bradford.html Johnson, Caleb. (2007). Mayflowerhistroy.com. Retrieved February 1, 2007 from http://www.mayflowerhistory.com/ Kamma, A., (2001). If you were at the first thanksgiving. New York: Scholastic. No Popcorn. Retrieved January 29, 2007 from http://www.plimoth.org/learn/history/myth/nopopcorn.asp Sultzam, Lee. (2007).Wampanaog History. Retrieved February 1, 2007 from http://www.tolatsga.org/wampa.html The First Thanksgiving: Facts and Fancies. Retrieved January 29, 2007 from http://www.plimoth.org/OLC/index.html Utah State Department of Education. Retrieved February 3, 2007, from http://www.usoe.k12.ut.us/
