Artifact+Bag

=**Artifact Bag**=

1. dream catcher (T) 2. Indian pendant (T) 3. wigwam collectable (T)
 * List your artifacts/artifakes: //(Label tangible artifacts with a __T__//.) (Jordan)**

**A. How could these artifacts be used to introduce or teach necessary concepts to students?**
It is important to include manipulatives into as many lessons as possible, thus allowing the visual and kinesthetic learners opportunities to relate the verbal/written less to a tangible object. If children are able to touch or handle an artifact about a particular topic, they will be more likely to recall the information in a given situation since the topic was presented to them in a different format. In regards to introducing a lesson, the teacher can hold up an artifact (in this case, perhaps a dream catcher) and ask the students what they believe it to be. By asking for student’s feedback, they will be more likely to make inferences about the foreign object in front of them, therefore become engaged from the beginning of the lesson.

**B. How could the resources compiled here be used in your unit plan to entice, motivate, and educate your students? //Note one example using a book or website.//**
I would use the artifacts to refute any myths that the students may have in regards to the particular topic. For example, I would ask the children what the wigwam collective represented and wait for a response. Many children may not know what a wigwam is, since there is a misconception that Indians solely lived in tepees. Therefore, I would address the fact that a wigwam is an alternative building structure in which the Indians lived. Additionally, I would use the book //Indian Captive: The Story of Mary Jemison// as an resource since the book depicts long houses as where the Indians would live, rather than the assumed tepees. Overall, this could become an entire lesson on the different dwellings in which Indians lived.


 * List your artifacts/artifakes: //(Label tangible artifacts with a __T__//.) (Mercedes)**


 * 1) Arrowhead (T)
 * 2) Dreamcatcher (T)
 * 3) Video- http://www.youtube.com/watch?v=Gvfy7IRF7wc&feature=related (Cherokee war chant with picture stills)


 * How could these artifacts be used to introduce or teach necessary concepts to students?**


 * 1) These artifacts could be used to teach students about Native American culture by giving them a glimpse into it. The arrowhead would show students a type of took that they had to use to catch their food as well as protection. The dreamcatcher could represent their culture as something they believed would protect their children at night and the video gives a nice representation of many Cherokee outfits as well as a chant. You could also have students relate these items to their lives and see what they come up with to find comparisons between the two.


 * How could the resources compiled here be used in your unit plan to entice, motivate, and educate your students? Note one example using a book or website.**


 * 1) These resources could be compiled into my unit plan to enhance visuals. Native Americans use a variety of colors and have specific facial features that I would want to give the students a realistic representation and I could do that through the use of videos on a few of these websites. Historical fiction book that tell the stories of famous Native American people and their accomplishments through the use of a narration instead of just facts engages students because they feel like they are reading a story not a history book.

__**Artifact Bag: Allison**__ 1. Navajo-made dream catcher (T) 2. Navajo-made Hemis Kachina doll (T) 3. Navajo-made marriage vase (T) These artifacts are a perfect way to introduce the Native American culture to students by sparking curiosity. Coincidentally, all of the items were made by Navajo indians, but all of the items are common to other Native American cultures as well. The Kachina doll in particular is a very intriguing artifact - I think introducing this doll as an anticipatory set and asking students what they think its purpose was and passing it around would activate background knowledge they may already have as well as make them want to learn more. Additionally, the dream catcher has an explanation of what each thing means on it. I was excited when I bought it because Iʼve always seen dream catchers and known the general gist of what they do, but I never knew each piece had a function. The wedding vase is also vastly important in Native American culture - instead of exchanging rings, the couple drinks out of the wedding vase. All 3 of these artifacts are aspects of culture that started many years ago, but are still used in the lives of Native Americans today. I think these would help students to see how they carry on tradition and implement many traditional items into their lives still today. I would absolutely get my students interested using the Kachina doll and reading one or more legends from Spider Spins a Story. Legends can be some of the most fun and fascinating things we get to encounter from other cultures - especially because their core beliefs differ so greatly from ours! I think these would definitely get students thinking about the cultural differences between what they believe and what they heard in Native American tales. This would be a perfect lead-in to see why our government impacted them - we all had different beliefs. Additionally, by seeing actual primary sources through the National Archives, students could really see what took place in history, rather than just hearing or trying to imagine it. I think by giving students pieces of Native American artwork and giving an insight into their tales and culture, they would be highly interested and motivated in the unit.
 * A. How could these artifacts be used to introduce or teach necessary concepts to students?**
 * B. How could the resources compiled here be used in your unit plan to entice, motivate, and**
 * educate your students? Note one example using a book or website.**


 * Artifact Bag: Natalie Garcia**

1. Dream Catcher/T 2. Arrow Heads/T 3. Corn Husk Doll

A. How could these artifacts be used to introduce or teach necessary concepts to students? Native Americans have influenced us in many ways. Each of these artifacts or artifakes was used in their daily life. Today, we still handle each of these—either in their natural form or a newer/updated version. Arrow heads were used as tools or weapons—much like our current day knives. Dream catcher’s are still being used presently and were adopted from the Sioux Indians. They were made to hang over a child’s bed to protect them from nightmares. The corn husk dolls were one of the first versions of Barbie. As you can see, we have adopted many traditions from the Native Americans.

B. How could the resources compiled here be used in your unit plan to entice, motivate, and educate your students? //Note one example using a book or website.// You could start the lesson by relating the material to them personally. Ask the class, who has owned a doll at some point in their life, who has owned a knife, seen, or used one before, how many have seen or have a dream catcher? Read an excerpt out of //The Skeleton Man.//