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You are an
anthropologist (AN-thruh-POL- uh -jihst) and enjoy learning about different
cultures. You have come across a
time machine that will take you back to the time in which Coastal Indians and
Plateau Indians lived many years ago. The
time machine will allow you to take three trips.
The first
trip will allow you to go back in time and learn about the life and culture of
the Coastal Indians. The second trip will
allow you to go back in time and learn about the life and culture of the Plateau
Indians. Based off your research
and reasoning the third
trip will be back to the group that you wish to live with for an extensive
time.
To pick the group that you want to live with, you will need to know some information about the culture of the Coastal Indians and the Plateau Indians. Use your notes sheet and guiding notes sheet for Coastal Indians and guiding notes sheet for Plateau Indians to gather information.
Important Note: As you take your notes it is important to include as many supporting details that will help enhance your final product.
Part Three: Gathering and Planning
You will be
gathering information on Coastal and Plateau Indians on two separate note pages.
You will gather information on Coastal and Plateau Indians using two
resources. The first place you need
to go to includes the internal links from this web site.
Once you have gathered information in all areas on your
notes sheets, you are welcome to look at the external links to gather more
information on your notes sheet. Please
remember to write down the correct information for the group that you are
researching.
Use These Links First Please!
| Food | Shelter | Clothing | Transportation |
If You Are Finished Gathering Information, Check Out These
Links for More Information!
| Pacific Northwest Coastal Indians |
| Northwest Indians |
| Northwest Culture |
| American Indians of the Pacific Northwest Collection |
| American Indian Tribes Grouped by Culture and Areas |
Coastal
Indians:
Food was everywhere! Large quantities of seafood including salmon, halibut, cod,
flounder, candlefish, herring, seals and whale were found in the rivers, lakes,
ocean and bays.
The saltwater beaches also provided clams, oysters, and mussels
throughout the year. The shellfish
would be smoked, dried and stored to be used or traded later.
Vegetable roots
or bulbs such as salmon berry sprouts, bitter roots, and fern were dug and
gathered at the appropriate time between early spring and into late fall using a
different type of digging stick.
Also, from early
summer to late fall, nature provided many different types of berries that were
gathered. These berries were dried
and stored in baskets for future use. Certain
types of nuts and seed were also gathered in the fall.
Plateau Indians:
Wild plants were a main staple of food of the Plateau.
Camas, the bulb of the wild lily, was a major source of food.
The Plateau Indian also gathered wild fruits and vegetables.
The Plateau
people also hunted for buffalo and used every part of the buffalo! In the winter
when it was difficult to hunt, the Plateau Indians ate dried buffalo meat called
pemmican. They also hunted elk and
deer.
Coastal
Indians:
Forests
made travel hard. There were plenty of rivers and streams in this region.
Indian villages were always near a stream or river. People from many
different tribes traveled these waterways in dugout canoes, most of which were
made out of cedar trees. These canoes were very important for hunting, fishing, and
traveling. Canoes were made in a
variety of shapes and sizes depending upon what they would be used for.
Plateau
Indians:
The
Plateau Indians relied on walking, the use of snowshoes, various types of canoes
along the main river route, and the uses of the dog, before the arrival of the
horse around 1730.
There
were many advantages to using the horse. It
transported the Indians and their possessions, was used to hunt and gather food,
was ridden to war against their enemies, and it took part in recreational
activities. The horse (and dog)
would drag a travois. Possessions were carried on the travois.
Back to Research Table
Coastal
Indians:
In the mild seasons, men wore little clothing or a robe or blanket thrown
over the back and fastened across the chest with a string. Women wore fiber skirts that were about knee length.
Capes, hats, and skirts were also made of softened shredded cedar bark
and nettle cord twining, and clothing made from cattail rushes were worn for
work and in rainy weather. Animal
hides were of little value in the rain because they became soaked.
Plateau
Indians:
Plateau
Indians wore clothing made out of the hides of deer and their robes were often
from buffalo hides. They made
moccasins and boots from the buffalo, elk, or deer hides. Their work clothes were plain. Their ceremonial clothes were
decorated with beautiful shells, fringe, porcupine quills, bird feathers, and
later beadwork.
Coastal Indians:
Summer homes
of Indians living on the coast consisted primarily of temporary lodges
constructed out of rushes or bark which was also known as a
lean to. In
the mild climate of this area, little shelter was needed except during the
winter when the weather was cold and wet for long periods of time,
then permanent cedar plank longhouses were built.
Plateau Indians:
Indians living in the Plateau Culture area of
Eastern Washington
usually spent the
winter
in villages located in warmer valleys on the banks of major waterways. Some of
the villages consisted of permanent circular, earthen-roofed houses built partly
underground or banked with earth against the cold.
The more common Plateau
winter home was a long lodge typically covered with mats made from tule or
cattail reeds or rushes and were also commonly covered with bark.
In the
spring
a portable shelter of reed mats was prepared if any protection from the elements
was needed. Away from the winter sites, large fishing encampments were
established using the long lodge covered with mats. The adaptation of the tipi
occurred about the same time as the introduction of horses in the early 1700’s.
It could be easily mounted behind a horse for travel via travois
After you think you have finished gathering research, you will need to study your notes sheet.
Did you
record any information that is not helpful in answering your questions about
Coastal or Plateau Indians?
If you need to delete or move information around, do it now.
When
your Notes Sheet is complete, show it to your teacher.
Part Five:
Synthesizing, Evaluating, and Checklist
Now
that you have completed your research on Coastal and Plateau Indians, you need
to look at your research from both groups and decide which group you want to
take the final journey to in the time machine.
Option
#1
You will need to give details as to why you want to live with either the
Coastal or Plateau Indians. The details will be included in your
PowerPoint presentation.
Below are some guiding questions to help you reach your decision. (You
might want to read through all the guiding questions before you begin writing
down your answers since you can only choose one group that
you wish to live with). Use the
synthesizing and
evaluating sheet to help you. When you are finished, you
will want to look at the synthesizing and evaluating
checklist.
Option #2
You will need to review the guiding questions on the “condensed”
synthesizing and
evaluating sheet. Please make sure that you have enough information and
interesting details to support your decision. The details of your notes and
decisions based off the “condensed” synthesizing sheet will be included in your
letter explaining to your teacher which group of Indians you are going to visit
and stay with for the third and final trip.
Based off these questions and your research who would you rather live with?
Is there a group that has shelter that is mobile that you would
wish to live in that would not take a long time to build?
Is there a group that has shelter that might take a longer time to build, but would keep you away from all of the bad weather?
Would you rather live in a long structure or a circular structure?
What are the benefits and disadvantages of the shelter with Plateau and Coastal Indians?
Based off these questions and your research which group would you rather live with?
Clothing
Are you a person who can adapt easily to different weather climates?
Plateau Indians
Would you rather wear skins of animals as clothes?
Would you rather wear ceremonial clothes made out of beadwork and feathers?
Coastal Indians
Would you rather wear clothes made out of bark?
Would you rather wear blankets or robes?
Based off these questions and your research which group would you rather live with?
Transportation
Could you live with a group that would travel mainly by canoe?
Would you rather be able to travel by walking, snowshoeing, canoeing, and using a horse?
Which method of traveling would be faster?
Which method of traveling would not require a lot of work?
(Would you rather dig out a canoe from a tree or take care of a horse or walk?)
Which method of traveling would not require you to be too tired?
Based
off these questions and your research which group would you rather live with?
Give one or two reasons to explain your answer.
Option #1
Based off your decision, you will now create a PowerPoint presentation
based off your research and synthesizing of the one group that the time machine
will drop you off to live with. You
will need to cover all four parts of food, clothing, transportation, and types
of shelter in your PowerPoint presentation as well as defending your reasons of
why you want to live with either the Coastal or Plateau Indians.
You will need to use your research notes, synthesizing and evaluating
worksheet, and your checklist to help you write your information effectively.
Here is a place to find authentic photos that you can copy and paste into your PowerPoint. You can also the entire data base of the University of Washington Library Digital Collection.
|
Food
Pictures |
Shelter
Pictures |
|
Clothing
Pictures |
Transportation
Pictures |
Option #2
From your decision, you will now create a letter based
off your research and synthesizing of one group of Indians that the time machine
will drop you off to live with. You will need to cover three of the four areas
that you previously researched. In your letter you will need to explain to your
teacher what your day to day life would look like as you gather food, create
shelter, transport yourself from one place to another, and cloth yourself. In
your last paragraph you will need to defend the reason of why you want to live.
You can use the graphic organizer as well as the
transition, action, detail, strategy work sheet to help you. Need an
example? Check out what it would be like to live with the Cherokee Indians
Graphic organizer and Cherokee Example Letter.
Letter Graphic Organizer |
Transition Words Sheet |
Cherokee Graphic Organizer Example |
||
Example Letter (Not using Coastal or Plateau Indians) |
Transition, Action, Detail Explanation
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Letter Style Guide |
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Real Student
Samples
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Part Seven: Rubric and Student Self-Reflection
Option #1 (If You Completed the PowerPoint)
When you have
completed this project, use the
rubric to
determine how you felt you did on the project. Use the self-reflection
sheet to evaluate the project as a whole.
Option #2
(If you completed the letter).
When you have completed this project, use the
rubric to determine how you felt
you did on the project. Use the
self-reflection sheet to evaluate the project as a whole.
Teacher
Page
Coastal
or Plateau Indians
| Introduction |
Learners |
EALR
Connections |
Technology
Standards |
| Collaborative Plan |
Project
Implementation Plan |
Process and
Timeline |
Rubric
and Reflection |
| Conclusion |
Resources Needed |
Student
Page |
Credits |
This research investigation was developed as part of the Mukilteo School District Level III competency program.
The purpose of this project is for students to be able to compare and contrast two types of Native American Indians Cultures and determine based off research and their problem solving skills, which group of Indians they wish to live with for an extended period of time. Students will research many aspects of Coastal and Plateau Indians including food, shelter, clothing, and transportation.
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This project is intended for a fourth grade classroom which covers Coastal and Plateau Indians as part of the Social Studies Curriculum. Students do not need to have background information from this project and will be able to get all the information they need to be successful through the research and links.
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Washington
State Essential Academic Learning Requirements
Coastal or Plateau Indians Meets the Following EALR's:
Reading 1.5: Use features of non-fiction text and computer software.
Reading 2.1: Comprehend important ideas and details.
Reading 2.2: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas.
Reading 3.2: Read to perform a task.
Writing 2.2: Write for different purposes.
Writing 2.3: Write in a variety of forms.
Social Studies/History 1.2: Analyze the historical developments of events, people, places, and patterns of life in the United States, world, and Washington State History.
Social Studies/History 1.3: Examine the influence of culture on the United States, World, and Washington State History.
Social Studies/History 2.1: Investigate and research.
Social Studies/History 2.2: Analyze historical information.
Social Studies/History 2.3: Synthesize information and reflect on findings.
Social Studies/Geography 2.2: Describe the patterns humans make on places and regions.
Social Studies/Geography 3.2: Analyze how the environment and environmental changes affect people.
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Mukilteo
School District Technology Standards
1. Basic Operations and Concepts
Use appropriate computer terminology.
Demonstrate basic computer operations and skills
Use menus and toolbars as needed
Basic troubleshooting skills
Name, save, retrieve, and print to designated locations
Organize personal folders and files in student account
2. Social Ethical and Human Issues
Demonstrate responsible treatment of equipment/applications.
Demonstrate positive social behavior while using technology.
3. Technology Productivity Tools
Use computer programs as directed by the teacher
Create, save, retrieve, edit, format, and print a variety of documents.
Import graphics, clip art, and original art work into documents and multimedia presentations from a variety of sources.
Use a multimedia authoring tool to create and share a presentation.
Create a storyboard for presentation planning.
4. Technology Communication Tools
Use technology to share information/knowledge with an audience.
5. Technology Research Tools
Use pre-selected Internet sites to locate and record information.
6. Technology Problem Solving and Decision Making Tools
Use technology resources to solve a problem or make a decision.
Determine when technology is an appropriate choice for problem-solving.
Use technology
to facilitate a collaborative experience.
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| Team Member | Role | Resources Needed/Who | How Long? |
| Elementary Support Teacher | Responsible for teaching the research skills and knowledge needed in knowing about Coastal and Plateau Indians as well integrating PowerPoint technology skills for final product. |
|
See process and timeline for further information. |
| Classroom Teacher | Responsible for teaching the synthesizing and evaluating as well as writing the information needed for PowerPoint slides. |
|
See process and timeline for further information. |
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Use the Project Implementation Plan Worksheet to help guide you through this process with your students.
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The following process and timeline is recommended for this project based off
forty minute sessions. The entire project will take approximately fourteen
forty minute sessions to complete. This involves eight sessions in the
computer lab and five sessions in the classroom.
If you choose the first option: (45 minute blocks)
Three sessions to introduce the scenario and task as well as completing research for Coastal and Plateau Indians.
One classroom session to determine whether students will live with the Coastal or Plateau Indians based on a synthesizing and evaluating task.
Four classroom sessions involving writing about the different cultural aspects of living with the Coastal or Plateau Indians with regards to food, clothing, shelter, and transportation.
Six lab
sessions to complete the PowerPoint multimedia presentation as well as
rubric and self-reflection.
If you choose the second option: (One hour blocks)
Two sessions to introduce the scenario and task as well as completing research for Coastal and Plateau Indians.
Two sessions to complete the synthesizing work sheet rough draft letter format.
One session to complete the final letter draft, rubric, and self reflection.
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Resources Needed For This Project
For this project to be a success, students will need the following items:
It is highly recommended to create a folder so students can keep track of all the information that they gather.
Pencils to write down information.
Clipboards to aide in writing down information.
You will need the graphic organizers to complete research on Coastal or Plateau Indians.
Synthesizing and Evaluating handouts and overheads will be needed. If you are choosing the second option, you will need to use the other handout.
Sample slides to know what is expected for a good slide vs. a bad slide as well as graphic organizers for food, clothing, shelter, and transportation.
If you chose option two you will need a letter graphic organizer, sample organizer, and sample letter, and transition word sheet.
Sample pictures to help students projects look authentic.
Scoring rubric and self-reflection for assessment purposes.
If you chose Option #2 you will have a different scoring rubric and self-reflection.
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Conclusion
Hopefully this lesson will provide an experience where students take ownership
in making a decision and problem solving based on data that he or she gather on
Coastal and Plateau Indians. Students will also acquire research skills
parallel to designing a PowerPoint defending why they want to live with Coastal
or Plateau Indians.
Be sure to show off the final project of students to peers or
other classes. If a presentation device is not available, it is feasible
to print out all PowerPoint slides on one piece of paper as a handout.
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Credits
Coastal or Plateau
Indians was created by Stephanie Wilson, Elementary Support Teacher at Horizon
Elementary, ©2003.
Internal
Link Information on Coastal and Plateau Indians
Indians of Washington State Office of Superintendent of Public Instruction October, 1990, Judith Milhofer, Major Contributor, Spokane School District May, 1998.
Kamma, Anne. If You Lived With the Indians of the Northwest Coast. New York: Scholastic Inc., 2002.
McGovern, Ann. If You Lived With the Sioux Indians. New York: Scholastic, Inc., 1992.
Levine, Ellen . If You Lived With The Iroquois. New York: Scholastic Inc., 1998.
Roop, Peter and Connie. If You Lived With the Cherokee. New York: Scholastic Inc., 1998.
External Link Information (All Links Exit this Site)
| Pacific Northwest Coastal Indians |
| Northwest Indians |
| Northwest Culture |
| American Indians of the Pacific Northwest Collection |
| American Indian Tribes Grouped by Culture and Areas |
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