Native American Board Game 

By Sherry Cluney 5th Grade

Adapted from DiscoverySchool.com

http://school.discovery.com/lessonplans/programs/nativeamericans/index.html

 

SUBJECT AREA:        United States History

GRADE LEVEL:          5th grade

OBJECTIVES:             1.  Students will discuss how games reflect culture’s beliefs, priorities and aspects of everyday life.

2.     Students will analyze basic elements of a selected Native American tribe in order to apply them to the creation of an original board game that can be played.

STATE GOALS:           16A2c, 17A2b, 17B, 17C, and 17D

TIME ALLOTMENT:  at least 3 class periods

MATERIALS:               Sample games – past and present

Reference materials

                                      Materials for creating board game

                                      Research sheet

                                      Game design sheet

                                      Evaluation sheet

PROCEDURE:            

1.     Explain that games and toys are part of many cultures.  Show students several examples of games throughout the centuries and the world.

2.     Tell students they will be studying a Native American Tribe, then creating a board game highlighting aspects of life in that tribe.  Be sure they understand they are not creating a game that may have been played y that tribe.

3.     Discuss how a board game might be able to convey information about the culture they studied.  Use the following questions and their current knowledge of Native American tribes to spark discussion:

-         What could a game board show about life in a Native American tribe?

-         What kinds of tokens might be used to reflect information or ideas about the tribe?

-         What would be an appropriate “reward” during the game?

-         Your game might include positive events that move a player forward, or negative events that set a player back.

-         How could the game objectives and rules tell something about life in this tribe?

4.     Divide class into groups of 2 or 3 and assign each group a Native American tribe.  Have them use the research sheet to record information.

5.     Using the game design sheet, have the students design the components of the game.  Remind the students that they are designing a game to reflect their tribe.

6.     When games are finished, have students trade games to play and evaluate each others using evaluation sheet.

EVALUATION:   Give each group of students an evaluation sheet to record their evaluations. 


Create Your Own Native American Board Game

 

PLANNING SHEET 1: RESEARCH

 

Use this sheet to record important facts about your assigned tribe.  Record as many details as you can find about your tribe.  Then use these details about your tribe to design and build your game.

 

GAME CREATORS:                                                                                  

ASSIGNED TRIBE:                                                                                   

 

Where did they live?

 

 

 

 

 

When did this tribe move to and leave the area?

 

 

 

 

 

How did they build their shelters?

 

 

 

 

 

How did they get food?

 

 

 

 

 

What kind of foods did they eat?

 

 

 

 

 

What kind of tools or weapons did they use?

 

 

 

 

 

What was daily life like?

 

 

 

 

 

What were their beliefs?

 

 

 

 

 

What kind of government did they have?

 

 

 

 

 

Would you like to live with this tribe? Why or why not?

 

Create Your Own Native American Board Game

 

PLANNING SHEET 1:  GAME DESIGN

 

Once you’ve completed your research, use this sheet to plan and design all parts of your game.

 

GAME CREATORS:                                                                                  

ASSIGNED TRIBE:                                                                                   

 

Title of game: (Must have your tribes name in the title.)

 

 

Game board elements: This is where you will describe the layout of your board. (Remember that the board should show as many important things as possible about life in your tribe.)

 

 

 

 

 

 

 

 

 

 

Game pieces: (Use natural items that would be common among your tribe, such as colored corn kernels or painted pinecone pieces.)

 

 

 

 

 

 

 

 

 

 

Game objective: This is where you describe what the person playing is trying to accomplish. (The objective should be something that would be important to a member of your tribe.)

 

 

 

 

 

 

 

 

 

 

Number of players:

 

How play proceeds: This is where you will write the directions to your game.

 

 

 

 

 

 

 

 

 

 

How play ends: This is where you will describe how someone wins the game.

 

 

 

 

 

 

 

 

 

 

Now build your game.  Write the directions on a piece of paper.  Put your game pieces in a baggie and label which game they belong to.

 

Create Your Own Native American Board Game

EVALUATION SHEET

 

GAME CREATORS:

TRIBE:

GAME NAME:

 

 


Title of Game             (5)

Style and Neatness        (5)

Clear Directions          (5)

Game Board Design         (5)

Game Pieces               (5)

Game Objectives           (5)

Directions                (5)

How Play Ends             (5)

Information about Tribes

    Shelter               (10)

    Food                  (10)

    Weapons               (10)

    Daily Life            (10)

    Religion              (10)

    Government            (10)

 

TOTAL                     (100)

 

Bill of Rights Lesson

By Sherry Cluney 5th Grade

 

SUBJECT AREA:        United States History

GRADE LEVEL:          5th grade

TIME ALLOTMENT:  45 minutes

OBJECTIVES:   Students will:

1.     Identify major values in the Bill of Rights

2.     Understand that the purpose of the Bill of Rights is to balance the power of the government and the rights of the people

3.     Explain the limits of freedom in a democratic society

4.     Analyze the effects that the Bill of Rights have on their lives

5.     Understand constitutional amendments

STATE GOALS: 14A2, 14C2, 14F2, 16A2c, and 16B2d

MATERIALS:     PowerPoint of Bill of Rights

                             Student handouts for notes

PROCEDURE:

1.     Begin by reviewing the events of the final day of the Constitutional Convention.  Discuss what the framers had to compromise in order to approve the Constitution.

2.     Begin slide show.  Discuss the comments given by Gerry and Mason as the Convention ended.

3.     Introduce the product of this discussion was the Bill of Rights.

4.     Introduce each bill and discuss what it meant to U.S. citizens.  Also, discuss how these amendments also limit citizen’s freedoms.

5.     Ask students which amendments apply to them directly at this point in their lives.  Discuss why this is important to them.

6.     Review each amendment and its purpose.

 

Lesson Plan Implementation Analysis:

 

          I was very happy when I found the lesson, Native American Board Game, on the Internet.  It gave me an opportunity to teach a history lesson in a more exciting manner.  I was able to capture the students’ interests.  The lesson involves the students in learning about a culture while having them use that information in another manner.  Because of this, they became aware of another culture.  As they were finding their information, they were also increasing their ability to research and comprehend material. 

 

          The Internet has broadened our ability as teacher to share information and ideas.  I use it quite often to get ideas or to see if maybe someone else has used an idea.  As the Internet becomes larger, we are able to obtain more and more information to share with our students.

 

          The next time I use this lesson; I will review with students in a mini lesson how to find the information they are needing.  They were struggling with remembering how to use the index.  I think I would also have them better explain the directions to their game.  If time would allow, I would sit with each group and begin playing their games with them.  Many groups thought they had explained their direction clearly but when other groups went to play, they were confused.  Overall, I think they learned a lot about their tribes and enjoyed the learning in the process.