• To determine students' prior knowledge of Native American culture
• To provide students with background information on the history of Native Americans
  in Wisconsin, including migration, location, and population

• KWL chart
• CD-ROM -- Wisconsin: Celebrating People, Place and Past
• Interactive Map of Various Wisconsin Tribes
• Books containing maps
• Outline maps of the United States and Wisconsin
• Video - Investigating Wisconsin History, program two: "The First Peoples of Wisconsin"

1. In small cooperative groups, students will develop a KWL chart.
2. Students will view the 15-minute video and take notes using the KWL chart.
3. Discussion of video
4. Students will use CD-ROM under People/Native Peoples to find:
        Menominee,
        Ojibwa (Chippewa), and
        Ho-Chunkgara (Winnebago)
5. The teacher will provide students with outline maps of the U.S. and the State of Wisconsin.  Students will then access the World Wide Web map site and label the location of the three Wisconsin Native American Tribes listed above.

Social Studies
     A.4.1, 4.2, 4.4, 4.5
     B.4.1, 4.2, 4.5, 4.8, 4.9, 4.10
     C.4.1

• To instill in students an appreciation of archaeology and archeologists
• To instill in students an appreciation of early archeological history and
  famous discoveries
• To have students become familiar with and understand archeological terms.

• Overhead projector
• Books:
  Archaeology  by Dennis B. Fradin, 1983.   Chicago: Children's Press.  New True Book series.
  I Can Be An Archaeologist by Robert B. Pickering, 1987.   Chicago: Children's Press.
• Paper, pencils, pennies, pictures, newspaper clippings, graph paper

1. Brainstorm: What is archaeology?  (Check on any previous background knowledge or exposure to archaeology that students may have had.)
2. Define terms:
       archaeology:  the recovery and study of evidence of life and culture of ancient peoples
       archaeologist:  a person who studies everything man has left behind
       artifacts:  things man has left behind
3. What is archaeology?  Reinforcement:  It is science and the study of very old objects, such as buildings, culture, bones, tools, etc.
4. What is an archaeologist?  Reinforcement:  An archaeologist is a scientist who finds
   and studies old objects that are many hundreds and thousands of years old to learn
   how people lived in ancient times.  An archaeologist asks questions and records data.
5. Discuss:
        How does an archaeologist learn about people who lived and worked years ago?
        What does a modern archaeologist do?
        What are artifacts?
        What would be artifacts of modern people?
6. View pictures of modern and premodern times and try to identify the time.
7. Hands-on activity:  Artifact reading of a penny
   Give each group of four students a penny.  Working cooperatively, they will then be directed to look at the penny and see how many things they can tell us about the people who made it.
        a.  When was it made?
        b.  From what material is it made?
        c.  What language did the people speak?
        d.  Can you find the phrase that is in a second language?
        e.  Who is the person on the penny?
        f .  What is the building on the other side of the coin?
        g.  In what country was the coin made?
        h.  Why are we able to read the penny?

Social Studies
     A.4.1, 4.4
     B.4.1, 4.4, 4.9
     C.4.3, 4.6
     E.4.1, 4.4, 4.9, 4.13

• To continue an appreciation for early archaeological history and discoveries
• Have students become familiar with and understand the three basic techniques of archaeology:  observation, discovery, and recording

• Artifacts brought from home by the students:  arrowheads, trinkets, teasures, etc.

1. Introduce terms:

• archaeological site -- location in which evidence of past human activity is found
• archaeological dig -- actual digging into the earth to find any past artifact
• archaeological find -- object uncovered
• plotting -- give specific location of a find as to coordinates within the archaeological site

2. Archaeologists need to follow the scientific method just as other scientists do:

• Choose a problem -- ask a specific question.
• Research your problem -- get advice, look in books, on the Internet, in journals, and make observations.
• Develop a hypothesis -- this must be testable:  "If I do this, then this will happen."
• Write down your procedure -- list in order each thing you will do and the materials you will need.
• Test your hypothesis -- follow your procedure.
• Organize your data -- write a summary of what you observed and make charts, tables and pictures to show results. 
• State your conclusions -- share what you have learned with others.

3. Have students look at the artifact brought from home and describe it to others.
4. Explain and do a pre-run to the classroom archaeological dig.

Social Studies
     A.4.1
     B.4.1, 4.2, 4.8
     E.4.2, 4.3

• To expose students to various Native American languages
• To familiarize students with the names of animals in a variety of Native American languages
• To make students aware of the difference between the names which Native Americans use for their tribes as opposed to those assigned to them by different cultures

• Book:  Clans: An Important Structure of the American Indian Family  by Robin Carufel,  Madison WI: Wisconsin Dept. of Public Instruction [Indian Culture Units]
• Internet printouts on petroglyphs
• Additional library materials

1. Build background information for students through the use of World Wide Web sites
   and library materials.
2. Have students create petroglyphs which represent the members of their families.
3. Have student groups create a chart which lists Native American tribes and all of the possible names which are used for each.
4. Teach students the Native American word and correct pronunciation for the English word, beaver, for three different Native American languages: Menominee, Ojibwa,
   Ho-Chunk (Winnebago).

1. Have students draw a picture of an animal which they would choose to represent
   their family.  Students may use petroglyphs if they wish.
2. Have students write a story about the life of the selected animal and learn how to pronounce the Native American word for the animal selected.

Social Studies
     B.4.1, 4.10
     C.4.1
     E.4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.11, 4.13, 4.14

• To provide students with background for storytelling with visual art and to show how
  to use pictures to record the past
• To provide students with the opportunity to write a story of the past from their own family

• PBS Video -- Native Imagery, program 3: "Paint Me a Story" (15 minutes)
• PBS Video -- Walking With Grandfather:  "The Arrival" (15 minutes)
• Book -- A Mishomis Book: A History Coloring Book of the Ojibway Indians

1. View video -- Native Imagery
2. View video -- Walking With Grandfather, to show an example of Native American storytelling
3. Share the book, A Mishomi Book: A History Coloring Book of the Ojibway Indians
4. Divide students into small groups.  Each group will create a coloring book which illustrates the video, Walking With Grandfather.

1. Each group will view an additional story of the Walking With Grandfather video series and share the story with the class through a variety of mediums such as poetry, music, drama, and/or artwork.
2. Each student will interview an elderly relative, write the story gained from the interview, and then share the story with the class.  Students have the option of creating a video or audiotape of the interview.

Social Studies
     B.4.1, 4.3, 4.4, 4.9
     C.4.1
     E.4.2, 4.3, 4.4, 4.5, 4.6, 4.8, 4.9, 4.10, 4.11, 4.13, 4.14

1. Students will be divided into three groups.
2. Students will rotate between three stations.
3. Students will spend 20 minutes at each station.

1. Stories are handed down by oral tradition
2. Legends may vary with each retelling
3. Tricksters are unique characters, often mischievous
4. Legends are told only during winter months when tricksters are not listening
   (e.g., hibernating)

     Procedure

1. Listen to video: Ahmik Nishgahdahzee (an Ojibwa legend).   Broker, Ignatia
   (storyteller and narrator) and Bambi Goodwin (artist), c1979.   Minneapolis MN:  Minneapolis Public Schools, Indian Elementary Curriculum Project.
   This legend is about choosing the animal that would best represent the tribe.  
   Ahmik, the beaver, is angry because he is not chosen, but in the end he feels proud.
2. Individual or small group activity creative writing time:
   Brainstorm and decide which animal you would choose to represent you.  Why?

1. To listen well
2. To learn to follow game directions
3. To observe carefully
4. To play fair
5. To be a good sport

    Rules of the Moccasin Game

1. Players use two pairs of moccasins to conceal four bullets (marbles), one of which is specially marked.
2. The opposing team watches closely as the pebbles are hidden, one under each shoe, trying to determine with as few guesses as possible the placement of the specially marked bullet.

    Further Explanation

• Ojibway Music From Minnesota (booklet pages 10-12)
• Listen to accompanied tape of Ojibway music while playing the game.

   Objectives

1. To learn how to work cooperatively in a small group with a CD-ROM focus
2. To follow instructions of the teacher and the directions of the CD-ROM

    Procedure

1. Click on "Fur Trade" -- Work
2. Go to "Life of the Mind: Native American Art"
3. Read about "Petroglyphs"
4. Look at sample pictures of petroglyphs from available books and other printed material available to further petroglyph experiences.

    Activity

Using simple pictures or symbols, do a drawing that describes two things about you on drawing paper.  Share drawing with your group.

Bibliography:  Native American Culture

Habitat

Simon, Nancy and Evelyn Wolfson, 1978.  American Indian Habitats:  How to Make Dwellings and Shelters with Natural Materials.   New York: David McKay Co.

Artifacts, Tools, and Utensils

Wolfson, Evelyn 1979.  American Indian Utensils:  Make your own baskets, pottery, and woodware with natural materials.   New York: D. McKay Co.

Clothing

Whitney, Alex 1979.  American Indian Clothes and How to Make Them.  New York: David McKay Co.

Food and Cooking

Henry, Edna (We-Cha-Pl-Tu-Wen, Blue Star Woman) 1983.  Native American Cookbook.  New York: Julian Messner.

Arts and Crafts

Beaudry, Lindsay 1977.  Kawin: A Book of Indian Crafts to Do.  Don Mills, Ontario: Fitzhenry & Whiteside.

Highwater, Jamake 1978.  Many Smokes, Many Moons: A Chronology of American Indian History Through Indian Art.   Philadelphia:  Lippincott.

Parker, Arthur Caswell (Gawaso Wanneh), 197, c1927.  The Indian How Book.  New York: Dover Publications.

D'Amoto, Jane and Alex 1979.  Algonquian and Iroquois Crafts for You to Make.   New York: J. Messner.

Music, Songs, Legends, Storytelling, and Literature

A Mishomis Book:  A History Coloring Book of the Ojibway Indians: The Ojibwa Creation Story.  [Available from:   Indian Country Communications, Inc., Rte 2, Box 2900-A, Hayward WI 54843, 715/634-5226.]
 
Bierhorst, John 1979.  A Cry From the Earth: Music of the North American Indians.  New York: Four Winds Press.  Papberback: 1992.   Santa Fe NM: Ancient City Press.

Bruchac, Joseph, ed. 1983.  Songs From This Earth on Turtle's Back.  Greenfield Center NY: The Greenfield Review Press.

Walking With Grandfather. (PBS Video)

Games

Whitney, Alex 1977.  Sports and Games the Indians Gave Us.  New York:  David McKay.