Long Island Native American Settlement Documentary Project
Created byCarolyn Schwerdtfeger
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Long Island Native American Settlement Documentary Project

Grade 4Social StudiesMathEnglishScienceHistoryArt50 days
In this project, fourth-grade students create a documentary about Native American settlements on Long Island by integrating historical research, archaeological evidence, and creative visual reconstruction. They explore cultural, environmental, and social aspects through activities like research projects, scaled architectural planning, clay model creation, and storyboard design. The project emphasizes literacy, math, art, and science skills, allowing students to synthesize information into visual media, culminating in a documentary proposal presentation to peers.
Native American SettlementDocumentaryHistorical ResearchVisual ReconstructionCultural AspectsArchitectural PlanningStorytelling
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use historical research, archaeological evidence, and creative visual reconstruction to tell the story of a Native American settlement on Long Island, while considering the cultural, environmental, and social factors that shaped their way of life?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key factors that influenced the settlement patterns of Native American tribes on Long Island?
  • How did the geographic location and ecosystem of Long Island impact the agricultural practices of the indigenous communities?
  • In what ways did Native American tribes on Long Island adapt their architectural designs to their environment?
  • What role did spiritual and social practices play in the daily life and organization of Native American settlements?
  • How can we accurately reconstruct historical narratives from archaeological evidence and historical research?
  • What are the challenges and considerations in translating historical research into visual media and documentary film?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to research and synthesize information about Native American settlements, focusing on cultural, environmental, and historical aspects.
  • Students will enhance their ability to convey information clearly through writing and oral presentation skills.
  • Students will develop skills in creating scaled architectural models, translating historical research into visual formats.
  • Students will gain insight into the research and planning process involved in documentary film production.
  • Students will understand the impact of natural resources on Native American settlement patterns and practices.

Common Core Standards English Language Arts

CCSS.ELA-LITERACY.W.4.2
Primary
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Reason: Students are tasked with writing a one-page research paper on a Native American settlement, requiring clear exposition of researched information.
CCSS.ELA-LITERACY.SL.4.4
Primary
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.Reason: Students will present their research and documentary trailer, involving oral delivery of information.
CCSS.ELA-LITERACY.W.4.7
Primary
Conduct short research projects that build knowledge through investigation of different aspects of a topic.Reason: The project involves conducting research on various cultural factors of the Native American settlement.

Common Core Standards Mathematics

CCSS.MATH.CONTENT.4.MD.A.3
Primary
Apply the area and perimeter formulas for rectangles in real world and mathematical problems.Reason: Students create scaled architectural plans, requiring the application of area and perimeter in creation of models.

Next Generation Science Standards

NGSS.4.ESS3-1
Secondary
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.Reason: Understanding the tribe's agricultural practices and energy use entails researching natural resource utilization.

National Core Arts Standards

NCAS.4.VA.Cr3.1
Secondary
Revise artwork in progress on the basis of insights gained through peer discussions.Reason: Students revise their storyboard and clay models through class critiques, incorporating feedback.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Expedition

Launch the project with a virtual reality experience of a recreated Native American settlement. This immersive experience places students in the historical setting, fostering curiosity as they explore and note their surroundings, generating questions and connections to guide their inquiry into historical and architectural aspects of their project.

Elder Storytelling Session

Invite a local Native American elder to share traditional stories and cultural insights with the class. Through engaging storytelling, students connect personal narratives with broader historical contexts, sparking curiosity about the spiritual and social life of Native American settlements, setting the stage for their in-depth research.

Interactive Map Quest

Create an interactive map quest where students must locate and gather hidden clues about various Native American settlements on Long Island. This dynamic, game-like entry challenges conventional research approaches and encourages teamwork, problem-solving, and project-related discovery.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Research Explorer

This activity sets the groundwork for understanding the Native American settlement and begins by focusing on fundamental research skills. Students investigate a selected settlement's key cultural, environmental, and social aspects through both primary and secondary sources. The goal is to gather essential information that serves as the foundation for future activities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a specific Native American settlement on Long Island to research.
2. Use both the library and online research tools to locate primary and secondary sources related to the settlement's historical and cultural context.
3. Make notes highlighting information on the settlement's ecosystem, agricultural practices, social structure, spiritual beliefs, and community significance.
4. Synthesize the collected information into a structured outline.

Final Product

What students will submit as the final product of the activityA comprehensive research outline detailing cultural, environmental, and social aspects of the selected settlement.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.4.7 (Conduct short research projects to build knowledge) by facilitating inquiry and exploration into cultural factors of the settlement.
Activity 2

Architectural Visioneers

This activity guides students through the process of translating research findings into architectural plans. Students learn to apply mathematical concepts of area and perimeter to create accurate scaled models based on historical data.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the research outline created in the previous activity to extract relevant details for architectural planning.
2. Sketch preliminary ideas for a chosen structure from the settlement using historical references.
3. Use graph paper to create scale drawings, considering the area's historical context and practical requirements.
4. Calculate the area and perimeter of the planned structures and adjust designs accordingly.

Final Product

What students will submit as the final product of the activityScaled architectural plan on graph paper depicting a historically accurate structure from the researched settlement.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.4.MD.A.3 (Apply area and perimeter in real-world problems). This activity integrates mathematical practices with historical interpretation.
Activity 3

Clay Model Creators

Building on architectural plans, this activity invites students to take their designs into a three-dimensional form by crafting clay models. This hands-on approach enhances spatial awareness and artistic skills while allowing for creative expression.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review scaled architectural plans to gather dimensions and details for model construction.
2. Prepare clay or similar modeling materials for crafting the chosen structure.
3. Shape the clay into a model, ensuring details align with historical accuracy and proportions from the plans.
4. Choose colors and textures that reflect traditional materials used by the Native American settlement.

Final Product

What students will submit as the final product of the activityA clay model representing an architectural structure from the Native American settlement, accurate in scale and detail.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NCAS.4.VA.Cr3.1 (Revise artwork on the basis of insights gained). Encourages peer review and iteration.
Activity 4

Storyboard Designers

Students develop a visual storyboard for a documentary trailer, bringing together their research and creative efforts. This activity focuses on planning scenes that effectively tell their settlement's story while considering time, continuity, and visual storytelling techniques.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review previous research and models to identify key elements to include in the storyboard.
2. Draft a storyboard using templates to outline scenes and sequences for the documentary trailer.
3. Incorporate visual storytelling elements such as scene transitions, camera angles, and titles.
4. Refine the storyboard based on peer feedback and ensuring alignment with historical narratives.

Final Product

What students will submit as the final product of the activityA completed storyboard for a documentary trailer, outlining scenes, dialogues, and visuals in sequence.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.4.4 (Report on a topic). Develops communication and presentation skills through visual media design.
Activity 5

Proposal Package Producers

The culmination of prior activities leads to the creation of a comprehensive proposal package. Students consolidate their research, architectural models, storyboards, and reflections into a cohesive presentation designed to pitch their project to an audience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather and organize all previous work including research paper, architectural plans, clay model, and storyboard.
2. Draft a script that articulates the narrative and significance of the settlement's story.
3. Present the proposal in groups to the class, simulating a pitch to network executives.
4. Engage with feedback and questions to refine and enhance the presentation.

Final Product

What students will submit as the final product of the activityA comprehensive proposal package featuring research findings, architectural and clay models, storyboard, and presentation script.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.4.4 (Report on a topic). Cultivates skills in compiling and presenting historical research and creative work.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Native American Settlement Project Rubric

Category 1

Research and Information Synthesis

Assesses students' ability to gather, analyze, and synthesize information about a Native American settlement.
Criterion 1

Research Depth

Evaluates the thoroughness and depth of research conducted on the settlement's cultural, environmental, and social aspects.

Exemplary
4 Points

Demonstrates sophisticated research with thorough exploration of all cultural, environmental, and social aspects, providing comprehensive insights.

Proficient
3 Points

Demonstrates thorough research with a clear understanding of most aspects, providing substantial insights.

Developing
2 Points

Shows emerging research skills with basic understanding and limited insights of the settlement aspects.

Beginning
1 Points

Shows initial research efforts with minimal understanding and insights, lacking depth.

Criterion 2

Information Synthesis

Evaluates how well students synthesize and organize information into a structured outline.

Exemplary
4 Points

Effectively synthesizes and organizes information into a coherent and logical outline with clear connections.

Proficient
3 Points

Synthesizes and organizes information into a coherent outline, with some clear connections.

Developing
2 Points

Partially synthesizes information with an attempt to organize, lacking coherence.

Beginning
1 Points

Minimal synthesis and organization, resulting in a disjointed outline.

Category 2

Architectural and Visual Creativity

Assesses skills in translating research into scaled architectural plans and creative clay models.
Criterion 1

Scaled Architectural Plans

Evaluates accuracy and creativity in creating scaled architectural plans from historical data.

Exemplary
4 Points

Creates highly accurate and creative scaled plans, demonstrating a strong understanding of historical context.

Proficient
3 Points

Creates accurate scaled plans with a good sense of historical context.

Developing
2 Points

Attempts to create scaled plans with some accuracy, limited historical context understanding.

Beginning
1 Points

Plans lack accuracy and creativity, showing minimal understanding of context.

Criterion 2

Clay Model Construction

Evaluates the ability to build a clay model that accurately represents historical structures.

Exemplary
4 Points

Constructs an exceptionally detailed and historically accurate clay model, showing creativity.

Proficient
3 Points

Constructs a detailed and mostly accurate clay model, showing good creativity.

Developing
2 Points

Constructs a basic clay model with limited detail and historical accuracy.

Beginning
1 Points

Clay model lacks detail and accuracy, showing minimal effort.

Category 3

Visual Storytelling and Presentation

Assesses the creation and presentation of a documentary storyboard and the proposal package.
Criterion 1

Storyboard Development

Evaluates the effectiveness of the storyboard in conveying a coherent and engaging visual narrative.

Exemplary
4 Points

Develops an engaging, coherent storyboard with strong visual storytelling and clear historical alignment.

Proficient
3 Points

Develops a coherent storyboard with good visual storytelling, mostly aligned historically.

Developing
2 Points

Attempts a storyboard with basic coherence and limited storytelling elements.

Beginning
1 Points

Storyboard lacks coherence and meaningful storytelling.

Criterion 2

Proposal Presentation

Evaluates how well students compile and present their research, models, and storyboard in the proposal package.

Exemplary
4 Points

Presents an exceptionally cohesive and compelling proposal with clear articulation and strong engagement.

Proficient
3 Points

Presents a cohesive proposal with clear articulation and good engagement.

Developing
2 Points

Presents a basic proposal with partial coherence and engagement.

Beginning
1 Points

Proposal lacks coherence and engagement, requiring further development.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience of researching a Native American settlement on Long Island. What did you learn about the cultural, environmental, and social aspects of the community you studied?

Text
Required
Question 2

How confident do you feel in your ability to translate historical research into visual and architectural forms?

Scale
Required
Question 3

What was the most challenging aspect of the project, and how did you address this challenge?

Text
Required
Question 4

Which part of the project did you enjoy the most and why?

Text
Required
Question 5

How well did your group work together during the project?

Scale
Optional
Question 6

What insights did you gain about the role of storytelling and visual media in documenting historical narratives?

Multiple choice
Required
Options
Storytelling and visual media make historical research more engaging and accessible.
It is challenging to ensure historical accuracy through storytelling and visual media.
Visual media helps to better visualize and understand historical events.
Storytelling can sometimes oversimplify complex historical narratives.