Northeast: Iroquois (Onandagas, Senecas, Mohawks, Oneidas, Cavagas)
Southeast: Seminoles, Cherokees, Creek
Midwest: Potawatomies, Shawnees, Eries, Arapaho, Mandan, Cheyenne, Sioux, Blackfoot, Arapaho, Crow, Ojibwa, Pawnee
Northwest: Kwakiutl, Modocs, Nez Perces, Shoshones
Southwest: Pueblo, Hopi, Navajo, Zuni. Apache, Comanches
West: Ute, Shoshone, Pomo,
Sub-Artic: Cree, Beaver, Chipewyan, Carrier, Beothuk
Artic: Aleut, Iglulik, Inuits. Tlingit
The number of tribes covered will depend on the ability of the students involved. For a regular heterogeneous classroom, it is feasible to break the class into 5 groups with each group responsible for all the tribes in that region. All the members of the group could research each tribe, or the research could be divided among group members so that each member was responsible for only one tribe. A gifted and talented classroom could cover more tribes or go into more depth in their study in the same amount of time. A learning disabled student could be assigned just one or two questions to answer for a particular tribe.
Before research begins, a list of questions to be answered must be generated. Teacher direction will be needed to assure students' questions are broad enough and will generate pertinent information. Display the Big Ideas and Guiding Questions in a prominent part of the classroom. (See the Big Idea and Guiding Questions/Standards previously listed.)
Discussion also needs to occur about taking notes when doing research. One method that is useful is to have students record the main idea of their information in “short, chop, chop” English (not complete sentences) on 3x5 cards that have the following information: in the upper right hand corner, student's initials; upper left hand corner, the code letter the student has assigned each question he/she is attempting to answer.
After all of the research is culminated, students need to decide how to present their research. This can be done in small groups or as an individual effort, using Powerpoint or a more traditional/oral presentation. The following list of activities may be helpful but should not exclude other original student ideas:
Verbal Linguistic
Write: a poem, newspaper article, a speech from the perspective of a Native American, a play or skit, a crossword puzzle, or letter, create a journal/diary
Speak: Give a speech on the issues of the time period, share ideas with class or in a small group
Logical/Mathematical
Use a graphic organizer to display research; create a timeline and sequence events; create a graph
Visual; Spatial
Make a collage of pictures and information; make a travel brochure; design or decorate clothes/jewelry; design postcards/stamp; make a mobile, poster, sculpture, or puppets; make a sand painting; build or draw in 3D an artifact of your tribe's culture
Musical/Rhythmic
Write/sing a song or jingle using your research; make and/or play an instrument from the time period; listen to music of various Native American cultures
Bodily/Kinesthetic
Choreograph and perform an authentic tribal dance; perform a pantomime; perform a skit or play; build a model village
Naturalist
Take a nature hike in which you identify plants associated with your tribe (photograph your hike and findings); Learn how your tribe used plants for food and medicine
Interpersonal
Debate an issue that affects the tribe you researched; take part in a team project
Intrapersonal
Describe your feelings of any of the ideas or events you encounter in your research
