TED 270 ACT 31 Resources

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University of Wisconsin, Superior *

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Course

270

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Accounting

Date

May 18, 2024

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pdf

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Uploaded by MajorAtomBison39 on coursehero.com

TED 270 Act 31 Curriculum Integration: Resource Review Worksheet Integrating WI American Indian History & Culture into Existing Curriculum You will be reviewing resources using the provided websites in Canvas on the Teacher Resource page from the Week 13 module. For each resource you review, please do the following: A. Cite the source – so you (and anyone) can find it easily. This may simply be a title and link to a website. B. How is the resource connected to Wisconsin American Indian history, culture, tribal sovereignty, or treaty rights? C. How could this resource be used in a lesson as a learning activity that actively engages students in learning related to the theme your group has chosen? Please keep in mind: Active engagement is when students are doing the learning, demonstrating their understanding, and physically participating in an activity. Active engagement is some sort of proof of learning and participating. Watching a movie, seeing a demonstration, listening to a book, etc., are not active engagement activities. D. What learning would you expect students to be able to demonstrate by utilizing this resource and learning activity? Begin your statement by saying, “Students will be able to…” E. Which WI Academic Standard(s) is/are addressed? Be specific here by using the description and the code. For example, for a 2 nd grade social studies activity, use the following format: Social Studies: SS.BH2.b.1 Understand ways people change and adapt to new situations in places and within a family. F. How do you know this resource/activity/material is culturally authentic, respectful of the culture represented, or does not contain stereotypes? Be very specific in how you checked for cultural authenticity. You cannot simply state that it came from a trusted source. Please use the forms on the following pages for evaluating each resource you review. You will need to review a minimum of 10 resources. You will eventually decide on three of your favorites to share with your discussion groups. All work submitted should be free from writing errors, and should display professional, collegiate- level writing. Your text should be uniformly formatted. This document will be submitted as a .docx file in Canvas. You should save your file as follows: FirstName_LastName_TED270_Spring2024

1 All learning materials should fit within the same range of grade levels and should all have the same content area. The range of grade levels could be identified as follows: Early Elementary (K-2), Intermediate Elementary (3-5), Middle School (6-8), or High School (9-12) Your Name Derek Horvath Grade Level Range 3-5 Content Area Social studies Source #1 NIEA https://static1.squarespace.com/static/5cffbf319973d7000185377f/t/ 5ec69eefc416fc37efce8160/1590075119784/NIEA- Illuminative_Our+Elders+-+Storytelling+and+Oral+Traditions.pdf How is the resource connected to Wisconsin American Indian history, culture, tribal sovereignty, or treaty rights? This resource discusses the elder traditions of Native Americans and how different tribes utilize this tradition in passing down stories and lessons. How could this resource be used in a lesson as a learning activity that actively engages students in learning? Specifically identify what activity/activities the students will be doing. (Viewing a video, listening to a book, etc., are not active engagement learning activities!) Students will be following a prompt from the lesson about sitting down with an elder or family member from their community and sharing the story/lesson/information with the class through reenactment. What learning would you expect students to be able to demonstrate by utilizing this resource and learning activity? At the end of this lesson students will have a broad and basic understanding of different cultures of their classmates. Which WI Academic Standard(s) is/are addressed? Be specific by SS.Inq1.a.i Students will be asking questions and engaging with each others stories

2 stating the code and a standard description. How do you know this resource/activity/material is culturally authentic, respectful of the culture represented, or does not contain stereotypes? This resource has the students practically building the lesson by having students utilize their own families and cultures Source #2 NIEA https://static1.squarespace.com/static/5cffbf319973d7000185377f/t/ 5ee8ec6f1280c00b33f9c0cd/1592323184567/Activity+%2320+%283 -5%29+NIEA-Illuminative_Honoring+Warrior+Spirit- The+2020+National+Native+American+Veteran%E2%80%99s+Me morial.Final.pdf How is the resource connected to Wisconsin American Indian history, culture, tribal sovereignty, or treaty rights? This resource connects greatly to the impact Native Americans had on the armed conflicts of WWII. Thousands of them fought under the US flag. How could this resource be used in a lesson as a learning activity that actively engages students in learning? Specifically identify what activity/activities the students will be doing. (Viewing a video, listening to a book, etc., are not active engagement learning activities!) Students will be reading and watching different resources on the history of the “ warrior spirit ” idea amongst native tribes and how this transferred to US military conflicts. They will also review the history of different native military burial grounds. What learning would you expect students to be able to demonstrate by utilizing this resource and learning activity? At the end of this lesson students will be able to understand the effects that Native Americans had towards the success of the Allied powers during WWII, Korea, Vietnam, and other modern conflict. Which WI Academic Standard(s) is/are addressed? Be specific by stating the code and a standard description. SS.Inq2.a.i Students are reviewing and analyzing multiple resources

3 How do you know this resource/activity/material is culturally authentic, respectful of the culture represented, or does not contain stereotypes? We are provided resources from multiple sources. Source #3 Teach Wisconsin Civics https://wisconsinhistory.org/Records/Article/CS16682 How is the resource connected to Wisconsin American Indian history, culture, tribal sovereignty, or treaty rights? This resource connects to native history by showing comparisons between tribal government levels and state and federal US government levels. How could this resource be used in a lesson as a learning activity that actively engages students in learning? Specifically identify what activity/activities the students will be doing. (Viewing a video, listening to a book, etc., are not active engagement learning activities!) Students will be reading a book and engaging with different activities that are spaced throughout. What learning would you expect students to be able to demonstrate by utilizing this resource and learning activity? At the end of this lesson students will be able to show comparisons between tribal governments and US government levels like federal and state. Students will have a basic understanding of the history these topics as well as elections, the Wisconsin Constitution, etc. Which WI Academic Standard(s) is/are addressed? Be specific by stating the code and a standard description. SS.Inq3.b.i Students will be analyzing different levels of sources, one of which being the very Wisconsin Constitution How do you know this resource/activity/material is culturally authentic, respectful of the culture represented, or does not contain stereotypes? Book remains unbiassed and is highly rated. There are primary sources referenced.

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