Matt+Kimmet+Lesson+Plans

The following are my Indian Education for All lesson Plans. This unit was created to give my students a better understanding of Native American culture in Montana through a problem-based learning activity. I hope the use of appropriate researching strategies, social networking tools, and a digital story will provide my students with a quality learning experience.

** Technology Integration for Meaningful Classroom Use ** Daily Lesson GAME Plan #1

**Lesson Title:** Montana Landscape researching project.

Design
 * Related Lessons:** Video editing/Web

Grade Level: High School

**Unit:** Indian Education for All

** Goals **

- Learn how to research using the internet, electronic databases and applying competent research strategies. - Know how to evaluate a website for accuracy, authority, origination, and objectivity to use the information effectively and appropriately in a research project. - Realize how technology has changed the world that they live in today.
 * Content Standards**
 * -** Incorporate teamwork techniques in problem solving and project completion.


 * ISTE NETS-S**


 * 1) Creativity and Innovation
 * 2) *Communication and collaboration*
 * 3) *Research and information fluency*
 * 4) *Critical thinking, problem solving, decision making*
 * 5) *Digital Citizenship*
 * 6) Technology operations and concepts


 * Instructional Objective(s):** Students will use the internet to acquire data on Native American Culture before being placed on reservations and acquire data on their culture after being placed on reservations.

** Action **
 * Before-Class Preparation:** Split students up into groups and have packets with all materials needed ready for each group.

** During Class **

**Time**


 * **Instructional Activities** || **Material/Resources** ||
 * 10 Minutes || Students will develop a plan for researching within their groups. Students will need to look at Crow and Sioux culture before they were forced to live on reservations. Students will look at how the fall of the bison changed the way they lived. Each group will be required to come up with five questions for our guest speaker. || Internet, Paper, and Pencil. ||
 * 30 Minutes || A guest speaker from the Crow Indian reservation will come in and speak to students about how the white man changed his people’s culture forever. John Whiteman’s account of his people’s culture should give my students a better understanding of what they have had to endure. He will answer questions that students have at this time. || Speaker: John Whiteman ||
 * 5 Minutes || Students will put together their findings on a Word Document. They will then be ready to continue their research tomorrow. || Microsoft Word ||
 * 5 Minutes || I will guide a class discussion on what they heard from our speaker and what they learned from their research. I hope this will give them all a better understanding of Native American culture both before and after the United States government placer them on reservations. || None needed ||

Notes: Day one will consist of research and observation. Students will gather information and formulate ideas and theories on what the effects of this tragedy has been on the Crow and Sioux people.

** Monitor **
 * Ongoing Assessment(s):** Observe and initiate discussions amongst groups for key words and settings. Ask groups about certain parts of history that they are familiar with that they can relate to the placement of the Native Americans of Montana.


 * Accommodations and Extensions:** Have students consider how they can tell the story of the Crow and Sioux people. What social networking sites might provide a way to tell their story? Students should consider creating documentary on this controversial time in history.


 * Back-up Plan:** Students can write up their observations and findings on paper instead of typing it up on Word.

** Evaluation **
 * Lesson Reflections and Notes:** Students should be thoroughly engaged throughout this entire lesson. I hope their opinions and judgments regarding the Crow and Sioux people will change after learning about what they went through in the late 1800s. Having everything you have ever known taken from you in some cases can never be repaired and that is the case with this reservation in Montana. Using electronic databases such as SIRS, Infotrac, and Grolier will provide students with accurate information.

** Technology Integration for Meaningful Classroom Use ** Daily Lesson GAME Plan #2 **Lesson Title:** Collaborating across the Montana Landscape. **Grade Level:** High School
 * **Related Lessons:** Video editing/Web Design ||
 * **Unit:** Indian Education for All ||

** Goals **

** Content Standards ** Students Will: **-** Demonstrate communication skills through the use of email and the Internet. - Learn how to research using the internet, electronic databases and applying competent research strategies. - Demonstrate an atmosphere of positive work ethics in class participation. - Realize how technology has changed the world that they live in today. - Develop and maintain document information to enhance effectiveness of communication.

** ISTE NETS-S **


 * 1) *Creativity and Innovation*
 * 2) *Communication and collaboration*
 * 3) Research and information fluency
 * 4) *Critical thinking, problem solving, decision making*
 * 5) *Digital Citizenship*
 * 6) Technology operations and concepts

**Instructional Objective(s):** Students will use SKYPE to communicate with Native American students throughout the 7 reservations across Montana. Students will communicate with these students hopefully gaining a better understanding of their life on the reservation. Students will be encouraged to ask about current Native American culture and rituals. They can then compare their research from the first lesson they completed to this information.

** Action ** **Before-Class Preparation:** Split students up into groups and have packets with all materials needed ready for each group.

|| ** Time **
 * ** Instructional Activities ** || ** Material/Resources ** ||

|| 5 Minutes
 * Students will be given the name of the students that I have lined them up with from one of the reservations. (I will arrange all details with teachers from Hardin High School, St. Labre High School, and Browining High School before hand) || Paper and Pencil. ||

|| 15 Minutes
 * In groups students will create a list of questions and topics that they would like to discuss with the Native American students. (These lists along with the answers/responses will be turned in at the end of the period) || Paper and Pencil ||

|| 20 Minutes
 * Students will log on to SKYPE and begin conversing with their assigned students. I will encourage and in some cases facilitate the conversations. || Internet/SKYPE ||

|| 10 Minutes
 * I will guide a class discussion on what they learned from their interaction on SKYPE. I hope this will give them all a better understanding of Native American culture both before and after the United States government placed them on reservations. They will get a firsthand account of the feelings Native American teenagers have towards the United States government and other Montanans. || None needed ||

|| Notes: Day two will consist of using an on-line collaboration tool. Students will gather information and hopefully understand the emotions and feeling of the Native American people.

** Monitor ** **Ongoing Assessment(s):** Observe and initiate discussions amongst groups for key words and settings. Ask groups about certain parts of history that they are familiar with that they can relate to the placement of the Native Americans of Montana.

**Accommodations and Extensions:** Have students consider what kind of final project they can create to tell the story of the Native American people in the late 1800s and today. How have things changed for them? How would you feel if you were in their position both then and now?

<span style="border-collapse: collapse; display: block; font-family: Times New Roman; margin: 0in 0in 0pt;">**Back-up Plan:** If we lose internet access students can type up their findings from the first lesson and begin to create an essay on how the lives of the Native American people in Montana changed forever.

** Evaluation ** <span style="border-collapse: collapse; display: block; font-family: Times New Roman; margin: 0in 0in 0pt;">**Lesson Reflections and Notes:** Students should be thoroughly engaged throughout this entire lesson. I hope their opinions and judgments regarding the Crow and Sioux people will change after learning about what they went through in the late 1800s. Hearing first hand from other students their age about the effects this has had on their people should help give my students a better understanding about them. They should also see the pride that the Native American of Montana have for their culture and past.

<span style="border-collapse: collapse; display: block; font-family: Times New Roman; margin: 0in 0in 0pt;"> ** Technology Integration for Meaningful Classroom Use ** Daily Lesson GAME Plan #3 Design ||
 * **Lesson Title:** The Story of Native Montanans || **Related Lessons:** Video editing/Web
 * **Grade Level:** High School || **Unit:** Indian Education for All ||

** Goals ** Students Will: - Research graphic design ideas through the use of the internet. - Define, develop, and apply a code of ethics in the work environment. - Improve production quality and efficiency.
 * Content Standards**
 * -** Demonstrate knowledge of the program Photostory.


 * ISTE NETS-S**


 * 1) *Creativity and Innovation*
 * 2) *Communication and collaboration*
 * 3) *Research and information fluency*
 * 4) *Critical thinking, problem solving, decision making*
 * 5) Digital Citizenship
 * 6) *Technology operations and concepts*


 * Instructional Objective(s):** Students will use Photostory to create a story that tells about the lives of the Native American people before life on reservations and after. Students will use images, transitions, and text to illustrate a clear picture about this important period in time. Students will use the information that they acquired from lessons 1 and 2 of this unit. I will encourage students to think back to the information that they learned from our guest speaker as well as through their conversations on SKYPE with Native American students.

** Action **
 * Before-Class Preparation:** Hand out rubric for their Photostory.

** During Class **
 * **Time** ||  **Instructional Activities**  ||  **Material/Resources**  ||
 * 15 Minutes || Cover Photostory and its benefits. (This is a rather easy program to use so it won’t take long to teach it to my students). || Internet/Photostory ||
 * 10 Minutes || Students will find images that paint the picture of Native American culture both pre and post reservation. || Internet ||
 * 25 Minutes || Students will create their digital story about Native American life. I will encourage students to be creative as well as honest about what they have learned about Montana Native Americans. || Photostory ||
 * 5 Minutes || We will discuss what students gained from this digital storytelling lesson. This will lead us into their presentations of their stories as well as into our next unit which is creating a short movie about Native American culture in Adobe Premiere. This is the top of the line video editing software so students will need to be prepared to get some quality film from these reservations and the people that live on them. || None needed ||

Notes: Day three will consist of using Photostory. Encourage creativity and individuality when it comes to their stories. They can take this in any direction that they would like.

** Monitor **
 * Ongoing Assessment(s):** Observe images and text for comprehension of dates and points in history. Check for accuracy of information as well as creativity.

** Evaluation **
 * Lesson Reflections and Notes:** Students should be thoroughly engaged throughout this entire lesson. I hope their opinions and judgments regarding the Crow and Sioux people will change after learning about what they went through in the late 1800s. Creating a story about what they have learned over the past couple days should hopefully give them an appreciation for the Native Americans culture and current beliefs.