Instructors Gretchen Hendrickson, Brian Stuckenschmidt, Cody Toll Class/Grade Level 7^th – 8^th grade Subject Introduction to Native American Music

Instructional Goals:

The students will gain introductory knowledge of four Native American tribes’ music by completing a graphic organizer with 100% completion and a crossword with 80% accuracy. The students will also simulate a Native American tribe by coming up with their own characteristics for a tribe in groups and then present their “tribes” to the class.

Key Vocabulary Words:

tribe, Navajo, Cherokee, Mohawk, Apache, mascot, culture, characteristics, traditions, rituals, instruments

Standards Addressed:

Standard 2: Performing on instruments, alone and with others, a varied repertoire of music -

Perform expressively a varied repertoire of music representing diverse genres and styles

Standard 3: Improvising melodies, variations, and accompaniments - Improvise simple rhythmic

and melodic ostinato accompaniments

Standard 6: Listening to, analyzing, and describing music - Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices

Standard 9: Understanding music in relation to history and culture - Identify and explain the

stylistic features of a given musical work that serve to define its aesthetic tradition and its historical

or cultural context

Instructional materials, resources, & technology:

· Projector

· Computer with internet access

· Four C.D.s with one song from a different tribe on each

· Four boomboxes

· Four group worksheets

· Graphic organizers (one for each student)

· Powerpoint on the history of four tribes

· Crossword puzzles (one for each student)

· Pow Wow Video for introduction - http://www.youtube.com/watch?v=3s9z3IOpH1g

· Resources of pictures for Power Point- http://www.mohawktribe.com/pics/theyebdabegea.jpg

http://www.runapachaarts.com/images/DSC00259.jpg

http://www.old-picture.com/indians/pictures/Apache-Indian-Girl.jpg

http://www.firstpeople.us/pictures/art/1024x768_Pictures/Navajo_Regalia_New_Mexico-1024x768-bandwidth-thief.jpg

http://www.legendsofamerica.com/photos-nativeamerican/CherokeeHunter.jpg

Modifications/Accommodations needed:

Students with physical disabilities could have a paraeducator or fellow student fill out the graphic organizer for them. Students with learning disabilities could only fill out two or three sections on the graphic organizer. While in the simulation groups, students can assist those who need accommodations. Students unable to speak well could draw what their input to the simulation tribe.

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5 min. Anticipatory Set

(First we will introduce ourselves and the title of our lesson.) We are going to pass out these instruments. If there are not enough we will ask you to switch off with a partner halfway through the video. We are going to watch a video of a Native American Pow Wow. Please play your instrument along with the video. Please treat the instruments with care, and really try to play along with the beat and rhythm of the music.

(Play the video while monitoring the students participation.)

Anticipated student difficulties: The students may play the instruments inappropriately, or they may not want to participate. They might get upset if they do not get an instrument at first.

Anticipated achievement goals: Get them interested in the topic by using something visual, kinesthetic and aural.

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8 min. Section #1

(Have the students pass in their instruments.)

(Split the class into four groups according to where they sit and have them scoot their desks together)In your groups we want you to listen to the song on your CD until we say stop. Then, you are going to come up with your own tribe. On the paper we gave you, write down a tribe name, mascot, instrument used in your tribes music, and something else important to your tribe’s culture. Let the song inspire what you come up with. Once you are done, your group will present your tribe to the rest of the class. One person needs to present one aspect of your tribe.

(Guide the groups through coming up with their own tribe and characteristics.)

Anticipated student difficulties: The students may feel they are not creative enough to come up with characteristics of their tribe. Students may use inappropriate stereotypes Native Americans.

Anticipated achievement goals: Students will use their imagination and creativity to simulate being a member in a tribe.

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8 min. Section #2

Please wrap up your discussions and turn your attention up here. (Choose a group to go first.) Will you please go first and present your tribe to the rest of the class? (Guide the groups through presenting their information. Then continue with the other three groups.)

Anticipated student difficulties: The students may not have the courage to present their information to the class.

Anticipated achievement goals: The students will get practice with public speaking. The whole class will be able to exercise their creativity and see their peers creativity.

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12 min.Section #3

(Pass out the graphic organizers.) Now we are going to use the songs you used and tell you about the four tribes they are really from. Please fill in this graphic organizer with the names of the four tribes we talk about, along with any four facts you learned about them.

(Go through the slides on the four tribes. CD 1 is Cherokee, CD 2 is Mohawk, CD 3 is Apache)

Anticipated student difficulties: The students might get bored filling out the graphic organizers.

Anticipated achievement goals: The students will get the information on four real tribes and have the graphic organizers to look back on. This is a visual and tactile activity.

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7 min. Ending Statements (Closure: Leads to tomorrow’s activities or a question for pondering)

(Pass out the crossword puzzles.)

You did a great job today, class. We have this crossword with terms you learned about today. You can use the graphic organizers to help you.

(Play some Native American music in the background while the students work on their crossword puzzles.)

(If the students finish early, go through the answers to the crossword puzzle and graphic organizer with them)

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Plans for future student learning:

The students could learn about other tribes’ music or go more in depth with one tribe. They could continue through time with different music of different cultures.

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Group Names ______________________________________________________

1. Name of Tribe:__________________________

2. Mascot:________________________________

3. Instrument(s) used in your tribe’s music: _____________________________________________________

4. Other interesting information about your tribe (Food? Clothing? Traditions? Pastimes? Etc.) ______________________________________________________

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