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RE: Native American Unit


From: Kimberly Herbert (kherbert_at_TeacherArtExchange)
Date: Wed Jul 31 2002 - 15:19:46 PDT


            The time table I was referring to was on our curriculum.
They have taken each subject, divided it into 6 6weeks then within each
six weeks they tell you to spend x numbers of days on this, then Y
number of days on that. Many of our students' families stay one step
ahead of the landlord and rent transferring between schools as they
change apartments. They want us all on the same page so the kids don't
miss sections of the curriculum. Of course it will never work. I'm not
going to jump ahead if most of the kids don't understand, and I'm not
going to stay on a topic they master just because the calendar says so.



Kimberly Herbert


-----Original Message-----
From: Julia Bourbois []
Sent: Wednesday, July 31, 2002 12:21 PM
To: ArtsEdNet Talk
Subject: Re: Native American Unit


Dear Ms. Herbert,

If possible, please let me know where a timetable of Native American
history was purchased.

I have found Dover Publications texts about Native Americans helpful. I
hope this helps.


  Kimberly Herbert <> wrote:

I am looking for information books or websites on the Navajo, Apache,
Iroquois, and Nez Perce cultures (5th - 7th grade reading levels)



I'm designing a Native American Unit for my 5th grade Social Studies
class. I am limited by our new curriculum; they have us on a timetable.
It has been made pretty clear they want us follow it closely. I have 5
days to identify challenges, opportunities and contributions of Native
American groups and to compare their economic patterns. I decided to
choose 4 different Native American Nations, have 4 groups of students
each research questions about the culture of one group before the
European Immigration began including their shelter, clothing, food,
trading, and art. Each group will present their information to the whole
class. Then as we progress through history we will revisit these 4
cultures and see how they developed, the effects of the European
immigration, and keep following them up to today. My reasoning is it is
better to look at four real individual cultures, than to look at b! road
families of cultures because that tends towards stereotypes even with
the best of intentions.


 Later I want to start a similar thread with Spain, West Africa,
Northern European (Irish maybe), and an Asian culture (I'm thinking
Japan because of the interment camps in WWII, but the Chinese immigrants
with the building of the rail roads and underground cities in the
Northwest would be interesting also ).


I was raised with a very strong since of a family history - cultural
history - and American/Texan history. I remember telling a classmate
that Social Studies was dates and times not history. History was stories
about real people. I want my students to know the stories and feel the
connection to the past. Hope this makes some sense.


Kimberly Herbert


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