Day+2-+Culture+and+Religion

Teacher(s) Name: Stephanie Hughes, Megan Brown, Shataye Rivers, Sherri Ruderman, and Michael Norvill

__ Thematic Unit Theme/Title/Grade Level: __ Native Americans in Florida -4th grade_ Wiki space address: http://ucf4nativeamericansp10.wikispaces.com/ = Daily Lesson Plan Day/Title: = = Culture and Religion: Tuesday = word processed by Shataye Rivers

The student will learn about the types of foods Florida Native Americans eat. The student will learn about religious aspects of Florida’s Native Americans. The student will be able to present what they have learned about some of Florida’s Native Americans to the class. || Ncss Themes:
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || The Fourth grade students will learn about the culture of some of Florida’s Native American tribe s.
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org] .// ||  ||
 * Culture and Cultural Diversity **
 * Time, Continuity, and Change **

SS.4.A.2.In.a: Identify important cultural aspects of Native American tribes of Florida, such as living in villages and making pottery. Supported » SS.4.A.2.Su.a: Recognize an important cultural aspect of Native American tribes of Florida, such as making pottery. LA.4.3.5.1: The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia); LA.4.3.5.3: The student will share the writing with the intended audience.

//Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || **Intro**: //1.// //Hold up a cell phone.// //2.// //Ask “who can tell me what I am holding?”// //3.// //Explain that the cell phone is very much a part of today’s generation’s culture.// //4.// //Ask “Who can tell me what culture means?”//
 * Student Activities & Procedures

According to //Dictionary.//com, //**Culture**// //is: the behaviors and beliefs characteristic of a particular social, ethnic, or age group:// //the youth culture; the drug culture.//

//5.// //So what makes up Seminole culture?//

6. Talk about the homes of the Seminole Indians:

**Chickee**
"Chickee" is the word Seminoles use for "house." 7. Ask students what they think it would be like to live in a chickee?
 * · The first Seminoles to live in North Florida are known to have constructed log cabin-type homes, some two stories tall, with sleeping quarters upstairs.
 * · The chickee style of architecture - palmetto thatch over a cypress log frame - was born during the early 1800s when Seminole Indians, pursued by U.S. troops, needed fast, disposable shelter while on the run.
 * · Several Seminole Tribal members make a living building custom chickees for both commercial and private interests.

Print and color your own chickee. Be creative! Draw things that you think you would find inside a chickee today.
|| Have the students write an explanation on why they would bring certain items. Chickee worksheet 8. Talk about the food of the Seminole Indians:

· · Today, the Seminoles eat some of the same foods we eat at home.

 * · In the past, however, Seminoles made flour for cooking from the roots of the wild coontie (Zamia) plant.
 * · They didn’t always have three meals a day, just eating only when hungry.
 * · Throughout the course of the day a pot of hot soup or sofkee would be kept on the fire.

//Recipe: Taal-holelke (Boiled Swamp Cabbage)//
Cut out the heart of the cabbage palm. Strip off the outer hard tough fronds to reach the actual white heart. This is the most tender part and should be cut into 1/2-inch strips or cubes. Cook slowly in very little water for 20-30 minutes, adding two tablespoons of cane syrup or sugar and salt to taste. Stir frequently to prevent sticking. (Swamp cabbage appears on your grocery shelves as "Hearts of Palm.")

9. Talk about the types of clothing the Seminole Indians wore:

**Seminole Clothing**
//A Woman's Garments// //A Man’s Garments//
 * === · The woman's garment consisted of a very full, floor-length skirt, gathered at the waist. ===
 * === · Her long sleeved blouse has an attached cape, trimmed also with a ruffle, which came only to the shoulders. ===
 * === · The Seminole man of this period wore a simple full cut shirt. ===
 * === · A decorative area usually adorned the front placket. ===
 * === · On his head, he wore a turban made from plaid wool shawls. ===

10. Talk about the patchwork that the Seminole Indians make:

**Patchwork**
· Shortly before 1920, a new decorative technique was developed by Seminole women - the now famous patchwork.
 * · Today, to make the process quicker, a sewing machine is used.
 * · Several generations of mothers have passed this treasured technique to their daughters.
 * · During this time, patchwork has been an important means of income, as well as a source of Tribal and creative pride.

[[image:patchSAMPLE.jpg]]
===Activity2: Create your own patchwork! Pass out strips of different colored fabric. Allow the children to either copy the previous symbols or make up their own. Glue the strips together horizontally to resemble a block of patchwork. (You can find an example under the artifact bag page)===

=11. Seminole Religion:= Religious Beliefs - Seminole Indians today have scant memory of traditional beliefs, although there is some suncretism that mixes old beliefs with Christianity. Many Seminoles belong to Christian churches, primarily baptist, and a few have become ministers. Although not necessarily Church members, Seminoles often attend services and events in churches on their reservations. Attendance is a social, as much religious experience.

Religious practitioners - The old time shamans have died without leaving followers or apprentices with the intensive training necessary for their position. Consequently, any one who claims medico-religious roles of a traditional sort are self-proclaimed rather than steeped in the lore of the past.

Ceremonies - The Green Corn Dance, or busk, the major ceremony of almost all Southeastern Indians, remains in reduced trivialized form, no longer truly largely a social event. Only the Miccosukee tribe has held a busk in recent years, and many Seminole disapprove of the introduction of alcohol into their celebration.

Medicine - With the demise of the Shaman who was the healer in the Southeastern cultures, much medical lore associated with native plants has been lost. In the 1950's, however, information on medical practices were collected, and some elderly people still perform herbal cures. For the most part, Indians go to the public health services physicians, visiting nurses, and local hospitals. Children, for example, are born in hospitals. Public health nurses and dentists visit the reservations regularly.

Death and afterlife - Mourning the dead and burial are the responsibility of churches and undertakers in the outer society. Old time death ceremonials and mourning practices have been all but forgotten. Traditional mortuary practices and religious ceremonies changed or were lost during the long, difficult trek from the original homelands down the peninsula. Since the Seminole during those trying times didn't record the changes, we can only guess what was lost. Probably at one time the ancestral Seminole ascribed illness and death to human failure to observe proper rites concerning nature and the supernatural. Today, modern medical theories of disease are acknowledged, and even those not belonging to a church have some notion of an afterlife in a pleasant place.

Reminder:
Use today's lesson as an example and the checklist you were given on day one of what to look for as far as culture and religion in your tribe. On Friday, when your group presents, you will be expected to include a short power point or wiki with at least four photos depicting your tribe’s culture and religion. //[] information on Seminole culture// //The Seminole// by Liz Sonneborn ||
 * ==Resources/Materials== || //www.colliermuseums.com- chickee worksheet//
 * Fabric
 * Markers
 * Scissors
 * Elmers glue

· How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Students will be asked what they already know about culture and religion.
 * **Assessment**

Post-Assessment: Students will be graded on Friday during their final presentations on their tribe. They will be graded off of a checklist they are given on day one. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Students will work in groups Gifted/Talented: Students have an opportunity to get really creative with technology by including sources such as power points or a wiki. Direct instruction (the teacher will be modeling how the students' presentations should look by presenting the Seminole tribe) ||
 * ==Exceptionalities==
 * ==Discussion Notes== || For homework, whatever research they don’t finish in the classroom, they must do at home using either the internet or the books they checked out from the library earlier that week.. ||