Native American Settlements on Long Island Exploration
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Native American Settlements on Long Island Exploration

Grade 4Social StudiesScienceMathEnglishArtMusicTechnology40 days
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5.0 (1 rating)
The 'Native American Settlements on Long Island Exploration' project for 4th graders integrates multiple disciplines to explore how Native American communities adapted to their environment and developed unique settlement patterns. Students engage in hands-on activities such as building shelters, field trips, creating 3D models, and writing essays to gain a deep understanding of indigenous cultures, including their social structures, spiritual beliefs, and survival strategies. The project emphasizes interdisciplinary learning by combining aspects of archaeology, cultural history, environmental science, and art, culminating in a Settlement Fair where students present their findings through interactive presentations. This approach enhances students' research skills, creativity, and ability to communicate and collaborate effectively.
Native AmericanInterdisciplinary LearningSettlement PatternsEnvironmental AdaptationCultural ExplorationHands-on ActivitiesResearch Skills
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did Native American communities on Long Island adapt to their natural environment, and what factors influenced their settlement patterns and survival strategies?

Essential Questions

Supporting questions that break down major concepts.
  • What does it mean to settle?
  • How did the natural environment affect settlement patterns of Native American communities on Long Island?
  • What factors contributed to the sustainability and resilience of the Native American settlements?
  • How did spiritual beliefs and practices shape the daily lives and community organization?
  • In what ways did the geographic and ecological context influence the lifestyles and survival strategies of Native American settlements?
  • How can different disciplines such as archaeology, cultural history, and anthropology help us understand indigenous communities?
  • How can mathematical and artistic skills be applied to study historical settlements?
  • What roles did social structures play in supporting the survival of early indigenous communities?
  • How do we integrate multiple types of evidence to better understand past human activities?
  • How can we effectively communicate our research findings through writing and visual presentations?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Develop critical research skills by analyzing historical and archaeological information about Native American settlements on Long Island.
  • Understand the complexity of indigenous cultures, focusing on social structures, spiritual beliefs, and survival strategies.
  • Apply interdisciplinary approaches, including archaeology, cultural history, environmental science, anthropology, and artistic representation.
  • Enhance visual and written communication skills through comprehensive research papers, visual presentations, and artistic models.
  • Cultivate a deep respect for Native American historical experiences through direct engagement with their historical sites.
  • Analyze the ecological context of Native American settlements to understand their adaptation and survival strategies.
  • Demonstrate mathematical skills through creating scaled architectural drawings and calculating population densities.
  • Reflect on challenges and insights gained from the interdisciplinary research process through maintaining a reflection journal.

Common Core Standards

4.RI.7
Primary
Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.Reason: Students will interpret information presented through visual presentations and site analysis reports to understand Native American settlements.
4.W.2
Primary
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Reason: Students will write comprehensive research papers exploring the meaning of settlement and Indigenous strategies.
4.G.A.3
Secondary
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.Reason: Students will create scaled architectural drawings and spatial models, recognizing symmetry in structures.

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: Students will explore how Native Americans used natural resources for energy and sustainability.

National Curriculum Standards for Social Studies

4.C.1
Primary
Describes the relationship among historical events and development of cultures.Reason: Students will examine how natural environments and cultural developments influenced settlement patterns.

National Core Arts Standards

4.ART.VA.3
Secondary
Explore and understand the impact of the arts in society.Reason: Artistic representation will help students understand the significance of art in Native American cultures through creating 3D models and visual arts projects.

Entry Events

Events that will be used to introduce the project to students

Survival Challenges: Living off the Land

Students will engage in a hands-on survival challenge that replicates the resourcefulness required to thrive on Long Island centuries ago. Activities might include building a miniature shelter using natural materials, identifying native plants for food and medicine, and mastering traditional crafts, providing practical insights into Native American innovations and survival skills.
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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

Settlement Team-Builder

In this kick-off activity, students get into their research groups and explore an introductory scenario related to indigenous settlements. Each group receives a "mystery" about their assigned settlement that they must solve using basic prior knowledge and research skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide the class into five groups, each assigned to a different Native American settlement.
2. Explain the purpose of the activity and what students are expected to accomplish.
3. Hand out the introductory mystery envelopes containing simple clues related to each settlement.
4. Allow students to use class resources to find out more information and solve their mystery.
5. Have groups present their initial findings briefly, setting a research plan to dive deeper in upcoming weeks.

Final Product

What students will submit as the final product of the activityA brief presentation of initial findings with a research plan for further exploration.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with standard 4.RI.7 by encouraging students to interpret visual and textual clues to form an initial understanding of their topic.
Activity 2

Eco-Detective Field Trip

Students will visit local Native American settlement sites on Long Island, practicing archaeological field research techniques and taking detailed field notes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Prepare a field trip to nearby Native American settlement site.
2. Train students in basic field research techniques and note-taking.
3. Provide students with a research guide that includes aspects they should pay attention to, such as landscape features, resources, and existing structures.
4. Conduct the field trip, allowing students to explore and document their observations.
5. Have discussions and reflections post-field trip to share findings and insights.

Final Product

What students will submit as the final product of the activityDetailed field notes and a report summarizing site observations and initial interpretations.

Alignment

How this activity aligns with the learning objectives & standardsEngages students in standard 4.ESS3-1, helping them understand how Native Americans used environment-based resources and adapted to their landscapes.
Activity 3

3D Visualization Task

Students will create 3D models of their assigned Native American settlement using clay or digital tools to represent the settlement's layout and structures.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review research data collected about the assigned settlement to identify key features of its layout.
2. Provide students with materials and tools necessary for creating 3D models.
3. Instruct students on how to use symmetry, scale and proportion to accurately represent structures.
4. Allow time for the construction of clay models or digital blueprints, guiding students in accurate representation.
5. Have students present their 3D models and explain each feature of their created settlements.

Final Product

What students will submit as the final product of the activity3D representation of Native American settlement structures, highlighting key settlement features.

Alignment

How this activity aligns with the learning objectives & standardsAddresses standards 4.G.A.3 and 4.ART.VA.3 by focusing on symmetry in figures and artistic creation to understand cultural development.
Activity 4

Cultural Connection Writing Workshop

A workshop focused on composing informative texts that explore the cultural and spiritual aspects of Native American settlements.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the importance of spiritual beliefs and cultural practices in shaping the Native American lifestyle and social structure.
2. Introduce students to various sources and research materials available to deepen their understanding.
3. Guide students in outlining their essays, focusing on clear and structured writing.
4. Facilitate peer review sessions to provide feedback before creating a final draft.
5. Have students finalize and compile their writing for inclusion in the research paper.

Final Product

What students will submit as the final product of the activityAn informative essay on Native American spiritual and cultural practices related to their settlement on Long Island.

Alignment

How this activity aligns with the learning objectives & standardsDevelops 4.W.2 standard by requiring students to write informative texts conveying clear ideas and complex cultural insights.
Activity 5

Interactive Settlement Fair

Students finalize their projects and showcase their findings in a fair, where each group presents their research and visual models to the class and possibly to other students or parents.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Plan and set a date for the Settlement Fair event, inviting other classes or community members to attend.
2. Assist each group as they prepare final presentations, summarizing their research findings.
3. Coach groups in creating visual presentations and practing effective communication skills.
4. Organize the physical space to display 3D models, visual art, and researcher papers.
5. Host the fair, encouraging interaction and discussion between presenters and attendees.

Final Product

What students will submit as the final product of the activityComprehensive and interactive presentations of their research findings, including visual models and reports.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 4.C.1 by connecting historical settlements to cultural development, fostering understanding through interactive presentations.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Native American Settlement Project Rubric

Category 1

Research Skills and Historical Analysis

Assessment of students' ability to research and analyze historical and archaeological information regarding Native American settlements.
Criterion 1

Depth of Research

Measures the thoroughness and depth of research conducted by students on their assigned Native American settlement.

Exemplary
4 Points

Conducts thorough research with a utilization of diverse sources, providing detailed and nuanced understanding of the settlement.

Proficient
3 Points

Conducts substantial research, using multiple sources effectively to provide a comprehensive understanding of the settlement.

Developing
2 Points

Conducts basic research with a limited number of sources, resulting in a partially complete understanding of the settlement.

Beginning
1 Points

Conducts minimal research with insufficient sources, leading to an incomplete understanding of the settlement.

Criterion 2

Historical Contextualization

Assesses the ability to relate findings to the historical and cultural context of Native American settlements.

Exemplary
4 Points

Provides insightful connections between research findings and the broader historical and cultural context, showing a deep understanding of indigenous experiences.

Proficient
3 Points

Makes clear connections between research findings and historical context, demonstrating a solid understanding of indigenous experiences.

Developing
2 Points

Identifies some connections between findings and context, demonstrating a basic understanding of indigenous experiences.

Beginning
1 Points

Provides minimal or unclear connections between findings and context, showing limited understanding of indigenous experiences.

Category 2

Interdisciplinary Integration and Creativity

Evaluation of students' ability to integrate multiple disciplines and showcase creativity in representation of their findings.
Criterion 1

Interdisciplinary Approach

Measures how well students integrate concepts from various disciplines such as archaeology, environmental science, and art.

Exemplary
4 Points

Seamlessly integrates concepts from various disciplines, offering a comprehensive understanding of the settlement's complexity.

Proficient
3 Points

Effectively integrates relevant disciplinary concepts, contributing to a well-rounded understanding of the settlement.

Developing
2 Points

Attempts integration of some disciplinary concepts, though with limited effectiveness.

Beginning
1 Points

Shows minimal integration of disciplinary concepts, resulting in a narrow understanding.

Criterion 2

Creativity and Innovation

Assesses the creativity and originality in students' visual and written representations of Native American settlements.

Exemplary
4 Points

Presents highly original and innovative representations that captivate audience and effectively convey depth of research.

Proficient
3 Points

Demonstrates creative and thoughtful representations that clearly convey the research findings.

Developing
2 Points

Displays conventional representations with some elements of creativity.

Beginning
1 Points

Shows minimal creativity in representations, relying on basic or common approaches.

Category 3

Communication and Collaboration

Assessment of students' communication skills in presenting their research findings, both written and oral, and their ability to collaborate effectively within groups.
Criterion 1

Written Communication

Evaluates the clarity, coherence, and effectiveness of students' written research papers and essays.

Exemplary
4 Points

Produces exceptionally clear and coherent writing that conveys complex ideas and insights effectively.

Proficient
3 Points

Produces clear and coherent writing that effectively conveys ideas and insights.

Developing
2 Points

Produces writing that conveys basic ideas with some clarity but lacks depth.

Beginning
1 Points

Produces unclear or fragmented writing that fails to convey ideas effectively.

Criterion 2

Oral Presentation

Assesses how effectively students communicate their findings orally during presentations.

Exemplary
4 Points

Delivers engaging and articulate presentations with strong audience interaction and clarity.

Proficient
3 Points

Delivers clear and effective presentations with good audience engagement.

Developing
2 Points

Delivers presentations with some clarity but lacks confidence or engagement.

Beginning
1 Points

Delivers unclear presentations with minimal audience engagement.

Criterion 3

Collaboration Skills

Measures the extent to which students work effectively in their groups, contributing to collective goals.

Exemplary
4 Points

Exhibits outstanding collaboration, demonstrating leadership and consistent contributions to group efforts.

Proficient
3 Points

Participates actively and consistently contributes to group efforts.

Developing
2 Points

Contributes inconsistently to group efforts, occasionally requiring direction.

Beginning
1 Points

Contributes minimally to group efforts, relies heavily on others to meet objectives.

Reflection Prompts

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

Reflect on how the interdisciplinary approach used in the Native American Settlement project has enhanced your understanding of indigenous communities.

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Question 2

On a scale from 1 to 5, how confident do you feel about applying the research and fieldwork skills you learned during this project to future assignments?

Scale
Required
Question 3

What challenges did you encounter while working on the 3D visualization task, and how did you overcome them?

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Optional
Question 4

Choose a discipline—archaeology, cultural history, or environmental science—and describe how it specifically helped you understand the settlement patterns of Native American communities.

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Question 5

What did you learn about the importance of collaboration and teamwork through your research group activities?

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Question 6

Reflect on a new appreciation or perspective you gained about Native American societies through the project.

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Required