Local Americans of Ohio .


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Native Americans of Ohio. Meredith Broyles ED 417-02. Native Americans of Ohio. First Grade Experience the culture of Native Americans Storytelling Housing Food Instruments Dance. Objectives. Students will:
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Local Americans of Ohio Meredith Broyles ED 417-02

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Native Americans of Ohio First Grade Experience the way of life of Native Americans Storytelling Housing Food Instruments Dance

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Objectives Students will: Gain a comprehension of the local individuals of Ohio through writing and talk Listen to Native American legends and delineate or compose their own legend Gain a comprehension of the different Ohio Native American houses, how they were developed, the materials utilized and in addition make a reproduction of a home Learn how Native Americans acquired nourishment, find out about the "Three Sisters" and in addition test the vegetables Discover the hugeness of music and instruments in Native American culture and also make their own particular gourd rattles Discover the noteworthiness of move in Native American Culture, watch Native American moving services today, and work on moving to the beat of a drum and communicating through development

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Overview of Ohio Native Americans Timeline: Native individuals lived in Ohio for over 12,000 years. Paleo-Indians lived in Ohio from 13,000 to 7,000 BC Archaic: 8,000 to 500 BC Adena: 800 BC to 100 AD. Hopewell: 100 BC to 400 AD Woodland: 800 BC and 1200 AD Whittlesey and Sandusky (or the late Prehistoric people groups): 1000 AD to 1650 AD. Local Americans in Ohio after 1650 AD are known as Historic Native individuals.

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Overview Continued Between 1650 and 1700, the Iroquois drove out the local relatives of the ancient Native Americans. Taking after the end of this contention, known as the Beaver Wars, six noteworthy gatherings moved into Ohio: the Delaware, Miami, Mingo, Ottawa, Shawnee, and Wyandot.

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Overview Continued

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Ohio\'s Native People in the 1600-1700s

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Glyphs

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Chart paper, markers Nonfiction Literature about Ohio Native Americans Paper packs Native American legends Cooked corn, squash (diced), beans (post) Paper plates, napkins, forks Small decorative "spoon" gourds (dried) Paint and brushes Brown mud Construction paper Natural materials (gathered by understudies) Video footage of Native American move Native American music Drum Materials

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Introduction Create a K-W-L graph to see what understudies think about Native Americans. Make sure to expose any generalizations or myths understudies exhibit amid your lesson (visit Oyate.org for exact and suitable books to use with kids and a rundown of books to maintain a strategic distance from). Acquaint genuine writings with understudies about Native Americans of Ohio and start talking about the different tribes. Make a graph to monitor your discoveries (lodging, adornments, traditions, moving, melodies, narrating, and so forth.) Suggested Reading: Ohio Native Peoples by Marcia Schonberg, Heinemann Library 2003

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Storytelling Some Native American stories were essentially told for pleasure Others told the historical backdrop of the country or clarified their otherworldly convictions, laws, and good convictions Still, while different stories clarified where the Native individual fit in Creation Children were recounted stories to show them tenets of their general public. A case of a story can be found at: http://www.pbs4549.org/onestate/lp3race.htm Bear\'s Race With Turtle (ridiculing/keenness) Many stories demonstrated the People\'s regard for the earth. Imagery was frequently utilized. Creatures and other regular components were utilized as characters as a part of the stories.

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Activity 1: Storytelling Read Bear\'s Race With Turtle or any Native American legend of your picking Discuss the significance behind the story, what you can gain from it Have the understudies make their own delineations to help them retell their relegated legend and draw those onto a bit of cocoa paper torn to take after a stow away. You can show the "glyphs" from the earliest starting point of the presentation as motivation. Impart the stows away to the class. For cutting edge authors, have those understudies create and compose their own legend utilizing creatures as the principle characters

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Housing How Native individuals fabricated their homes was reliant upon the materials they had within reach and the climate in which they needed to survive. Most punctual Native Ohioans-travelers; warm climate impermanent havens; winter-shake covers Adena-roundabout houses (vertical posts in the ground, woody materials woven between to make dividers) Hopewell-square or rectangular houses (angled rooftop made with bark and cover) Fort Ancient-rectangular houses (wattle and wipe, made by weaving vines and branches together and pressed with mud, made the dividers; rooftops, presumably covered) Whittlesey-round houses like the Wigwam

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Housing Continued Historic Native Ohioans fabricated a wide range of sorts of houses. The sort of house relied on upon the Native country to which they had a place. Numerous countries had a focal vast house ("Big House") for gatherings and functions. Shawnee-expansive towns of bark-secured houses and board houses with a focal social event put, or a Big House, for gatherings and services Miami-long house with curved rooftop made of saplings and secured with surge or cattail mats Ottawa-Summer: lived in domed, bark secured homes; Fall reap: little chasing camps Wyandotte-long house towns encompassed by stockades Mingo-collected from characteristic materials Delaware-three sorts of wigwams: round with a domed rooftop, elliptical with an angled rooftop, or oval with a middle shaft; In later years-log lodges

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Discuss and show photos of an assortment of Native American houses. Discuss the materials they utilized and why they developed the houses in the way that they did. Contrast the homes and the understudies\' own homes. Have every understudy select a tribe\'s home to imitate; gather characteristic materials from outside: grass, sticks, bark, and so on. Furnish understudies with a tangle (development paper) to build their home on, chestnut demonstrating earth (mud), and the materials accumulated outside Have the understudies mark (tribe and sort of house) and show the houses Activity 2: Housing

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Three Sisters Not just were Native Americans seekers, additionally ranchers. When they settled in a range, they would start to cultivate the land for sustenance. Corn, beans and squash are known as the "Three Sisters" in light of the fact that these three yields are regularly become together. This practice is called "companion planting" and has been polished by Native Americans for a considerable length of time. The Three Sisters all help each other develop. Creatures will think that its harder to attack the garden by interplanting corn, beans, and squash. The corn stalk serves as a shaft for the beans, the beans add the nitrogen to the dirt that the corn needs, and the squash gives a ground front of shade that helps the dirt hold dampness.

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Activity 3: Three Sisters Three Sisters Feast: Students will test the "three sisters": corn, squash, and beans (post) Discuss the noteworthiness of cultivating to the Native Americans and contrast it with how the understudies get nourishment; examine the three sisters and why they were planted together Create a diagram showing understudies\' top choice "sister"

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Instruments Music was utilized to go with move, to instruct lessons to youngsters, to make the work day more agreeable, to take part in romance (dating) and to have a ton of fun. Some Native American musical instruments are still being used today: drums, skillet funnels, rattles, woodwinds, shrieks and ringers. The drum was is still thought to be sacrosanct. The instrument is illustrative of the earth. It is said to be "the heart beat of Mother Earth." The drum is to be played in a two-beat style (heart beat), not the "Hollywood" rendition (DA-da-da-da, DA, da, da, da). Drums were never given to youngsters as a toy.

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Activity 4: Instruments Creating instruments: drying and painting of gourds to make rattles with little fancy "spoon" gourds For drying directions visit: http://www.pbs4549.org/onestate/herroncg.htm Drying must be done preceding painting; show Native American workmanship, instruments, and glyphs/images as motivation for beautifying

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Dance was utilized for some reasons: formal, social, the meeting of youngsters, and the remembrance of unique events in a tribe\'s history. Tunes and moves served as an approach to perform or show much obliged, to mingle and to tell about astonishing deeds of heroics. Customary moves: the Bread Dance and the Green Corn Dance-praise farming and gather

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Activity 5: Dance Brainstorm with the understudies a rundown of reasons why we sing, make music, and move today Discuss the motivation behind move and the different move styles Listen to conventional music and watch sections of youthful Native Americans moving at http://www.pbs4549.org/onestate/videoseg.htm Discuss the developments they saw, the sounds they listened (the beat of the drum) Have the understudies work on moving to the beat of a drum. They can shake their painted rattles also.

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Wrap-up Conclude the lesson by returning to the K-W-L diagram the understudies made toward the start of the lesson Add new learning and roll out improvements to any misguided judgments or stereotyping Make associations and examinations between with their own particular lives and societies and those of the Native Americans

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Websites One State Many Nations: Native Americans of Ohio : offers a limitless measure of data about the Ohio tribes and their way of life. Recordings, exercises, and chronicled data http://www.pbs4549.org/onestate/index.htm NativeTech: Native American Technology and Art: Planting a Three Sisters Garden : data about the three sisters crops; how to plant your own garden http://www.nativetech.org/cornhusk/threesisters.html Oyate - site gave to guaranteeing that Native American life and culture is depicted sincerely; offers book records and stereotyping to maintain a strategic distance from; an awesome asset for any instructor http://www.oyate.org/Powwow Dance S

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