BRING THE ADIRONDACKS INTO YOUR CLASSROOM


ADIRONDACK CHALLENGES

How Natives Americans & Colonists used Plants and Animals
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Grade: 11th Grade
Class: American History
Author: Cynthia Casey
NYS Content Area Standard:
Social Studies:
History of the United States and New York
NYS Interdisciplinary Standard:
Adirondack Curriculum Content Area:
Human HistoryNatural History
Performance Indicators:

Social Studies 1. History of the U.S. and N.Y. Demonstrate understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and NY.

Key Idea 1: Analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

PI: Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans

Keywords: Native American, colonial, plants & animals
The Challenge:
Investigative Question or Issue: How did Native American knowledge and use of the diverse plant and animal species aid the survival of the early European colonists?
Context:

This project is presented as an individual challenge within the context of a larger class challenge.

The Challenge:

Before the occupation of the North American east coast by European colonists, many Indian nations thrived in the areas around Lake Champlain, the Adirondacks, and farther south. These peoples were sustained by an intimate understanding of the many plant and animal resources native to their region. The European colonists who came into this territory lacked similar knowledge and suffered accordingly. In what ways did Native Americans aid the European colonists in learning what they needed to know to survive in the environment of the northeast?

Your challenge as a class is to create an engaging and informative book suitable for an audience of 4th graders that addresses the Investigative Question cited above.  The completed book will be placed in the school/local town library for display during the fall season.

As a class, please come to a agreement regarding the following issues:

1. What will be the title of your book?

2. What will be the cover design of the book? How will it encourage the reader to read your book?

3. How will you introduce the focus and contents of the book to the reader? Will you write a Foreward? How will you organize a Table of Contents?

Each class member is expected to contribute at least one page of content to the class book. Your individual page should share information about one plant or animal of your choice that was used by Native Americans of the northeast woodlands. Be sure your book entry meets the following criteria:

1. Your choice of plant or animal must be different from all others in your class

2.  You must use at least two different authoritative sources in your research and cite them properly using MLA format at the bottom of your last page. We will discuss appropriate sources in class

3.  Your book entry must include:     

a.  The scientific and common name of your plant / animal     

b.  A picture(s) or drawing(s) relevant to the topic     

c.  A detailed explanation regarding how Native Americans used the plant /animal. This explanation should include whether the plant/animal was gathered, farmed, domesticated, hunted/fished, or trapped. It should also include information about how the resource was used - medicine, food, shelter, etc. and what preparation was typically required for its use.     

d  A detailed explanation regarding how Europeans learned to use the resource. Were Europeans taught directly by the native people? Did they observe and copy native practice?     

e. Work must be word processed using 14 font with correct spelling and grammar.     

f.  The format of your entry may be in paragraphs or in bullet form

 

You will have approximately two class periods to work on this project in the computer room.

We will agree in class on a due date for this challenge.

Product of the 2008 ACP Biodiversity Workshop, funded by a grant from the New York Biodiversity Research Institute.

Quality Standards:

Criteria for the class book

  • It has an a title appropriate to the audience and content
  • It has a cover lay-out that is engaging to a prospective reader and appropriate to the content
  • It contains a Foreward or some other appropriate way of introducing the book to the reader
  • It contains a Table of Contents
  • It is suitable for public display

Criteria for individual entries

  • The entry is completed by the agreed due date
  • The entry is word processed using 14 font on standard computer paper
  • The entry employs correct spelling and grammar
  • The entry is formatted using either paragraphs or bullet points
  • Citations in the entry are in MLA format and are located at the bottom of the last page
  • The entry is about a plant or animal different from other entries in the book
  • The entry contains information that is accurate and addresses the investigative question directly
  • The entry identifies both the scientific and common name of the plant/animal used by northeastern Native Americans
  • The entry includes an appropriate drawing(s) or picture(s) that is relevant to the topic
  • The entry includes a detailed explanation regarding how native people used the plant/animal
  • The entry includes a detailed explanation regarding how European colonists learned from the native people how to use the plant/animal themselves
Product Quality Checklist
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Standard/Criteria: Points Possible: Points Awarded:

Standard/Criteria for Individual Book Entries*

  • The entry is completed by the agreed due date

5

  • The entry is word processed using 14 font on standard computer paper and employs correct spelling and grammar

10

  • The entry is formatted using either paragraphs or bullet points

5

  • Citations in the entry are in MLA format and are located at the bottom of the last page

5

  • The entry is about a plant or animal different from other entries in the book

5

  • The entry is about a plant or animal different from other entries in the bookThe entry contains information that is accurate and addresses the investigative question directly
  • The entry identifies both the scientific and common name of the plant/animal used by northeastern Native Americans

5

  • The entry includes an appropriate drawing(s) or picture(s) that is relevant to the topic

10

The entry includes a detailed explanation regarding how native people used the plant/animal

20

The entry includes a detailed explanation regarding how European colonists learned from the native people how to use the plant/animal themselves

 

*Teachers may also wish to assess the book and the collaborative process, based on the qu

20

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