Teacher’s Page

Native Americans of the New World

A webquest for 4th Grade Social Studies

by Rebecca Baucom, December 2016

Essential Questions: What Native American tribes were living in the area of the original colonies? What types of homes, foods, and clothing did they wear? How are they similar and different than those of our time?

Abstract

This webquest is for 4th grade Social Studies students who are studying Native Americans and their impact on the New World.  Students will go on an adventure through time to discover 3 tribes that were indigenous to the original 13 colonies.  They will explore what sort of things they ate, clothing styles, and types of homes through the webquest.

Performance Objectives

  1. Students will gain a general understanding of the differences between tribes in similar regions.
  2. Students will be introduced to and gain an understanding of the importance of research.
  3. Students will be able to complete the final task of creating a poster to bring together the research of their group.
  4. Students will compare and contrast indigenous tribes of the 13 colonies to how we live in the present day.

Scaffolding Knowledge

Level Activities
Remember
  • find information required for completion of their part of the task
  • write the information down in the appropriate location on their graphic organizer
Understand
  • Discuss and explain their section of the research to their teammates
  • Begin to illustrate their findings (using drawings or pictures)
Apply
  • Prepare a document showcasing their group’s work
Analyze
  • Compare and contrast their findings to present day experiences
Evaluate
  • Assess each others work for inclusion in final product
Create
  • Create a poster or digital media that brings all the researchers information together and share with the class

SAMR

Substitution:

  • Students will use the internet rather than books to complete their research.
  • Students will complete their research in a document on the computer rather than on paper.

Augmentation:

  • Students will complete their research and share their document with the teacher for immediate feedback via Google docs.

Modification:

  • Students may complete a tourism poster using digital media (Google Slides, Prezi, Powerpoint) and share it with the class.

Redefinition:

  • Students can digitally share their posters with other students in other sections within the school.

TPACK

  • Technology Knowledge: Care and proper use of classroom technology; computers, laptops, printers, smartboards.  Knowlege of Google docs, slides, prezi and other media presentation software.
  • Pedagogy Knowledge:  Lesson plan is aligned with Social Studies and technology standards, differentiation incorporated into lesson for special education, ELL, below grade level students. A rubric is presented for assessment.
  • Content Knowledge: Knowledge of early American history, original 13 colonies, and Native American tribal culture specific to this webquest.

Standards Addressed

Social Studies Standards:
6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures
among African, European, and Native American groups.
6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.
Technology Standards:
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
     8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
     8.1.5.A.3. Use a graphic organizer to organize information about problem or issue.

Teacher Preparation

Alternate Outline – Accommodations

  • Students who are below grade level should be assigned a partner.  This partner can read aloud or write as necessary for students who have reading or writing challenges.
  • Students who need may be given modified independent tasks, or may be given the tasks in advance to utilize assistance of Special Education teachers.
  • All IEPs should continue to be followed.
  • If computers are not available in the classroom, teacher should utilize school computer labs (if available).
  • If no computer lab is available, the teacher should have a preselected assortment of books available in the classroom, specific to the tribes chosen.
  • English Language Learners should have supplemental materials available in simpler English, or partner with another student for assistance.
  • ELL students may also be given the webquest tasks prior to classroom implementation, either to work on independently or with another teacher

Suggested Follow-Up

If students need more practice on skills, here are some helpful websites:

Edutopia

Good Computer Kids (research episode)

Teachnology (printable internet research activities)

 

 

 

Concept Map