5. assess the accuracy of previous inferences. (See Q/P 1, objective 4.)

6. appreciate the cultural difference between Pre-Columbian Indian tribes.

7. work cooperatively with a group to gather and present information.

1. Continuing in the same cooperative groups used for Question/Problem 1, the group should choose one Indian tribe from their culture area studied for Question/Problem 1. This can be done through use of reference books or from the resource provided (See handout, "Some Major Tribes of Culture Areas of the United States.")

2. Students should be introduced to the "Life Grid," an attached student resource upon which they will record information. Students should also be made aware of the manner in which they will be required to present the material to the class (see #4) , so that they will be able to appropriately focus their research.

3. Students should begin researching and recording information using the life grid as a model. Students may use any resources that are available; several resource suggestions can be found at the end of this lesson.

4. Upon completion of the life grid, the teacher should explain to the students that since Pre-Columbian tribes left no written documents, the only way that historians have learned about Indian cultures is through artifacts and the stories of the people . Students will now be asked to be the historian and to complete a visual and/or oral presentation that will explain the culture using the methodology of a historian. Students should also be given the evaluation worksheet at this time so that they are aware of how their presentation will be judged.

• Each student in the group must find, make, and present at least one artifact, myth, or legend to explain a particular aspect of the Indian culture that they have researched.

• Students should be encouraged to make artifacts as authentic as possible. For example, a student might do a painting on a rock which would be representative of the art form of the Hopi. However, in some cases this would not be possible and the student should come up with an original way to create the artifact. For example, if deerskin is not available to show the clothing of the Mandan Tribe, students might recreate the aprons and moccasins out of felt. As a last resort, students may have the option to do a drawing of the artifact.

• For myths or legends, students must find and tell an actual story from the tribe researched. Students should be reminded any reference they make to time, place or object must be authentic.

• Each student must present his/her artifact and an explanation of the relationship of that artifact to the culture. For example, a cooperative group studying the Iroquois might present the following to explain the culture:
  • create or share a myth about the "orenda," the invisible spirit force, to show the belief system.

  • build a longhouse to show the shelter, the method and material used within the Iroquois economy, and Iroquois clan and family structure.

  • create clamshell beads to show the economic system.

  • share the legend of Hiawatha with the class to explain the political system.

6. While each student is presenting, every other student should be gathering information on the enclosed "Oral Presentation Summary Sheet." If students are not familiar with note-taking skills, the teacher might want to take this opportunity to teach the skill. Students will need the information from this activity to complete Question/Problem 3, and they should be made aware of this.

7. After presentations, the teacher should refer students back to the inference worksheet from Question/Problem 2. Students, either individually or as a group will be asked to compare their original inferences to what they have found to be true of the Indian culture that they have researched. This is being done for the purpose of having students think at a higher level and to re-enforce the concept that geography influences the culture. Students might be asked to share their findings with the rest of the class in large group discussion format.

1. Wolfson , Evelyn. From Abenaki to Zuni. New York: Walker and Company, 1988.

2. Kopp , Philip. The Smithsonian Book of North American Indians. Washington, DC:

3. Tunis , Edwin. Indians. New York: Thomas Crowell, 1979.

4. The First American Series . Benford Books, 1992.

5. Waldman , Carl. Encyclopedia of Native American Tribes. Hong Kong:

6. Caduto , Michael and Burchac, Joseph. Keepers of the Earth. Golden, CO$ Fulcrum, Inc., 1989.

1. Life Grid

2. Oral Presentation Summary Sheet

3. Some Major Tribes of the Culture Areas of the United States

4. Evaluation of Student Product and Oral Presentation