Wisconsin Indians Basic Research
| Title:Wisconsin Indians Basic Research | Author: Linda S. White |
| Subject(s): English Language Arts, Writing | |
| Grade Level(s): 6-8 Middle School | Total Time: 1 - 2 40 minute class periods |
Overview / Description:
This lesson is designed to have students use technology/computers to conduct basic research on one of the eleven different tribes from Wisconsin, and to present to peers the information gained about the tribe selected/chosen for each individual/pair or group using PowerPoint or Presentation.
Learning goals/objectives:
After completing this activity, students should be able to . . .
Identify and name the eleven different tribes from Wisconsin, how they came to be where they currently are, and an approximate number of members of the tribe they were assigned and/or selected.
Workplace Readiness Skill:
| X | Social Skills | X | Communication |
| X | Teamwork | X | Critical Thinking |
| Attitude and Initiative | X | Planning and Organization | |
| Professionalism | X | Media Etiquette |
Content Standards:
Reading Standards for Informational Text 6–12
Grade 6 students:
Key Ideas and details
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Integration of Knowledge and Ideas
7. Integrate information presented in different
media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent
understanding of a topic or issue.
8. Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims
that are not.
9. Compare and contrast one author’s presentation
of events with that of another (e.g., a memoir
written by and a biography on the same person).
Grade 7 students:
Key Ideas and details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Integration of Knowledge and Ideas
7. Compare and contrast a text to an audio, video,
or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the
delivery of a speech affects the impact of the
words).
8. Trace and evaluate the argument and specific
claims in a text, assessing whether the reasoning
is sound and the evidence is relevant and
sufficient to support the claims.
9. Analyze how two or more authors writing about
the same topic shape their presentations of key
information by emphasizing different evidence or
advancing different interpretations of facts.
Grade 8 students:
Key Ideas and details
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and
distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
Integration of Knowledge and Ideas
7. Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide
conflicting information on the same topic and
identify where the texts disagree on matters of fact
or interpretation.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Materials:
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Teacher will explain to students they will be learning about Wisconsin Indian Tribes and complete a K-W-L graphic organizer with students, listing the things they already know about Wisconsin Indians in the K- column, then the things they want to learn in the W- column, and leave the L- column to be completed after the research and presentations are complete to include the things they learned. | T WG | 20 minutes |
| Teacher will have cut up for distribution the Wisconsin Indian Tribes List and choose for the students or let them choose at random which tribe they will research. This works best in pairs, but can be done in small groups or individually. Remember, there are only 11 tribes to research so there should be 11 pairs, groups, or individuals in total. | T | 5 minutes |
| Teacher will then give students the Wisconsin Indians Basic Research paper to be completed while they are conducting their research. | T | 5 minutes |
| Students will begin researching the tribe they selected or were assigned. This activity should take at a minimum 30 minutes. | SM I | 30-45 minutes |
| Students will begin making either a Google Presentation or a PowerPoint to share what they've learned about the tribe they selected or was assigned to them. | SM I | 30 minutes |
| Upon completion of the research, students will present the information to the class. | SM I | 40 minutes |
Assessment:
The Wisconsin Indians Basic Research page included in this unit will be graded for both accuracy and completion.
Wrap-Up:
The wrap-up will be the completion of the L- column of the K-W-L, including the things they learned about the tribe they researched or from what others presented.
Extension Activity (for intervention or enrichment):
Students can research Creation Stories as part of their research to help them to understand that many of the indigenous people of Wisconsin have resided in Wisconsin prior to contact with Europeans, and that some tribes relocated here from different parts of the country.
Creative Common License:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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