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Hogans and WigwamsI. Learning Outcomes:

SWBAT Create a replica of either a Algonquin wigwam or Navajo hogan. SWBAT Compare and contrast Algonquin wigwams and Navajo hogans using a graphic

organizer.

II. Standards: 9.1.3.J Know and use traditional and contemporary technologies for producing,

performing and exhibiting works in the arts or the works of others. 8.4.3.C Compare and contrast selected world cultures. 9.3.3.F Know how to recognize and identify similar and different characteristics among

works in the arts.

NCSS Themeso I.D. Compare ways in which people from different cultures think about and deal

with their physical environment and social conditions.o III.G. Describe how people create places that reflect ideas, personality, culture,

and wants and needs as they design homes, playgrounds, classrooms, and the like. o VIII.A. Identify and describe examples in which science and technology have

changed the lives of people, such as in homemaking, childcare, work, transportation, and communication.

III. Anticipatory Set: Students will quickly and quietly come to the rug in the front of the room to read the

book, Home, by Carson Ellis. In the story, the fourth example of a home is a wigwam. After reading this page the

teacher will tell students that we will be learning about wigwams in class today. The story ends with the following questions: "Where is your home? Where are you?"

When the story is over, students will turn to a partner to tell them about their own home. After telling a partner about their own home, the class will come back together.

IV. Procedures: Part #1 Teacher will review with students this current unit about the Navajo and Algonquin

Native Americans and tell the class that they now will be learning about the kinds of homes they lived in.

Teacher will explain to students about today's activity. Once teacher is done giving directions, students will get a partner, an iPad, and a copy of

a blank graphic organizer. Students will work with a partner to learn about Algonquin wigwams and Navajo hogans. Students only need one graphic organizer and one iPad per group.

On our class website, students will be able to find links to the sources they will use.o Students will watch the following video on Navajo Hogans:

https://www.youtube.com/watch?v=SoaHkE6_uYEo Students will watch the following video on Algonquin wigwams:

https://www.youtube.com/watch?v=NXICbL2l33I

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o Students will use the following links to see pictures and descriptions of tradition, Navajo hogans:

https://www.docsteach.org/documents/document/navajo-hogan-and-cornfield-near-holbrook-arizona (primary source)

http://navajorug.com/the-navajo-hogan-shelter-and-center-of-their-world/ http://www.ducksters.com/history/native_american_homes.php

o Students will use the following links to see pictures and descriptions of tradition, Algonquin wigwams:

http://www.native-languages.org/houses.htm http://www.ducksters.com/history/native_american_homes.php http://www.iaismuseum.org/village.shtml

o While watching the two short films and looking at pictures of wigwams and hogans, students will work with their partner to create a graphic organizer. Students will compare and contrast similarities and differences between the two types of housing.

After students complete their graphic organizer, students will join together with another pair to create a group of four students total.

IV. Procedures: Part #2 In groups of four, students will create a model of either a hogan or wigwam. Half the

class will create wigwams and half the class will create hogans. The teacher will individually explain the second part of the lesson to groups because

everyone will complete the graphic organizer at different speeds. The teacher will explain to students the directions for the activity of building Navajo

hogans and Algonquin wigwams. Students may use materials from nature to make their wigwam/hogan realistic or they can use other materials like cardboard or pipe cleaners, if they would like. Students can use their graphic organizers as a point of reference. They may also use their iPads to look at pictures. At the end of class, students will present their wigwam/hogan to the rest of the class and will need to be able to explain why they made their hogan/wigwam the way they did.

Students will choose a piece of paper from a jar to determine if they will be creating a hogan or wigwam.

Students will be able to choose whatever they would like for their model from the materials in the front of the room.

Students will work for the rest of the class period on creating their model hogan/wigwam. If students finish early, they can work as a group to create a list of items that Native

Americans did not have, that students have in their current homes. Students should think about items that we have due to advances in technology. For example, televisions or air conditioning.

When everyone is finished, students will sit down with their groups. One group will stand up and present their wigwam/hogan to the class. The group will need to explain why they made their home the way they did.

For example, o "We used bark because wigwams were built in forests." o "We put a hole in our roof so the smoke from the fire can escape out the top of

our hogan."

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Every group will be able to present their wigwam/hogan. The wigwams and hogans can be displayed around the classroom or in the hallway for

other classes to admire.

V. Differentiation: Grouping- Students will be put into heterogeneous ability groups. The higher ability

students can help guide the lower ability students. Groups will be more likely to work at a similar pace if they are heterogeneous ability groups, as opposed to homogeneous ability groups. In addition, high ability students can help lower ability students with the reading on the websites.

Linguistic learners- Learning about wigwams and hogans through reading about them on online sources and creating a graphic organizer to compare and contrast similarities and differences will appeal to the linguistic learners in the class.

Spatial Intelligence- This lesson will appeal to students with a high spatial intelligence because this lesson allows students to be creative, design, build, and create a model wigwam or hogan.

This lesson incorporates Bloom's Taxonomy because students will be creating their own wigwam/hogan, analyzing the similarities and differences between wigwams and hogans, and critiquing their own model. Also, students will be applying new information and demonstrating their understanding by creating their model home and presenting it to their classmates.

VI. Closure: At the end of class, the teacher will have all of the students sit in a desk and put their

head in their laps. Teacher will ask a few True or False questions to gauge students' understanding of Navajo hogans and Algonquin wigwams. If the answer is True, students hold up a Thumbs-up sign. If the answer is False, students will hold up a Thumbs-down sign.

The teacher can ask the following questions:o The Navajo Indians built wigwams..... Falseo Hogans have eight sides..... Trueo Wigwams were used in the summer and winter..... Trueo Wigwams had a fireplace in the middle of them..... Falseo Hogans and wigwams are both made out of items from the Earth..... True

VII. Assessment of Student Performance: Model of hogan/wigwam will meet Objective #1

o formative assessmento teacher will listen in to conversations while groups are creating their replicaso teacher will listen for discussions on: size, shape, sides, materials, climate; etc.

Graphic organizer worksheet will meet Objective #2

VIII. Materials: iPads Access to internet Home by Carson Ellis

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Graphic organizer worksheet Materials for hogan/wigwam replicas:

o barko stickso stringo grasso dirto mudo leaveso rockso vines from

willow tree

o pipe cleaners

o tissue papero clotho scissorso tapeo glueo papero recycled

items like cardboard

o paper plateso brown

paper bagso clayo felt papero popsicle

stickso newspaper

IX. Technology: Class website iPad YouTube Docsteach.org Navajorug.com Ducksters.com Native-languages.org Iaismuseum.org

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Home by Carson Ellis

Cover:

Anticipatory set- Wigwam page:

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Anticipatory set- Last page:

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Examples of what Algonquin Wigwam replicas could look like

Examples of what Navajo Hogan replicas could look like

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