A DAY IN THE LIFE OF COLUMBUS
Students get a hands-on experience and opportunities
to role play while pretending to be part of Christopher Columbus'
explorer food (biscuits,
beef jerky, cheese, raisins, water?)
"boat" (I used
masking tape on the floor and all students had to sit inside
the tape, items to "trade"--old scarves, material
swatches, fake beads etc.)
Gentle Ocean CD (optional
but very cool effect)
Explain that todays lesson
is to get a feel for what Columbus' crew experience during
their days at sea.
Assign a student to be
Columbus, and a student to be the "cook."
Columbus is responsible
for leading the crew and keep the peace.
The cook is responsible
for giving out food (small portions!!)
Each child should receive
an item to "trade" when they reach their destination
(they could bring this in from home too)
Students should climb aboard
and if you use Gentle Ocean sounds you should play them now.
Cook gives out food Columbus
leads the way - meanwhile you should pull a student aside and
ask him/her to start to revolt against Columbus' rule. Have
the student claim they are tired, hungry, and lost and they
want to go home. It is Columbus' job to get the crew to stay
on target! (This is a fun part I think!)
Conclude the lesson with
a journal activity on how Columbus must have felt and how other
members of the crew must have felt.
Management tip: Any "unruly" crew
members are thrown overboard and have to give up their trade
item and sit out for the lesson.
RADNOR TOWNSHIPT SCHOOL
TWO NATIVE AMERICAN ACTIVITIES
NATIVE AMERICAN DIORAMAS
- shoe box
- construction paper
- tooth picks
- any other materials the students want
to bring in for their dioramas
- The teacher explains that the dioramas
should show examples of their tribe's lifestyle, for example,
their homes, food, and clothing. It should also show what the
terrain is like, for example, Calusas are found on the southern
coast and Apalachees are found in the northern part of the
- The students then use a variety of materials
to complete their dioramas; they need to use more than just
- Students work on their own in class creating
their dioramas. They should have at least two class periods
to work on them. They should work individually and should be
able to use their notes, textbook, and other resources (provided
by the teacher) to assist the accuracy of their creation.
- The dioramas are then displayed in the
classroom or school after the are completed.
NATIVE AMERICAN QUILT
- construction paper
- The lesson is introduced by the teacher
having the class choose a tribe other than the one they researched
for their diorama.
- They are given construction paper and
asked to think of a "scene" for the tribe they choose.
The scene should be of the village and will show the tribe's
lifestyle and at least one custom.
- Each paper needs a sentence at the bottom
that provides a decent detail about the tribe and has the tribe's
- Each student will have to have their
paper facing the same way, so that it can be made into a quilt.
- Since time is extremely limited, the
teacher should punch holes in the papers and string them together
to form a quilt.
- The teacher then can hang the quilt in
the classroom for everyone to enjoy.
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GEOGRAPHY LEARNING CENTERS
as needed below, in each
Canada: It's Where
We Live. Students complete a Canada map labeling
all political divisions (provinces, territories, capital
cities) and major bodies of water. Maps are colored with
pencil crayons and a red x marks the city where the student
lives. Students test their memory by completing an Internet
quiz on the provinces at www.lizardpoint.com/fun/goequiz/canquiz.html.
Exploring the World
Around Us. Students complete a World map labeling
continents and major bodies of water. Again the map is colored
and a red x indicates where the students live. Students play
the board game "Take Off" to practice geography
knowledge (available at 206-883-3143).
What Time Is It
In ...? Students are asked to locate 10 places on
a world map and identify the time zone they are located in.
I then have made up 10 word problems (If it is 8:00 a.m.
here, what time is it there?) where the students match the
question to the answer.
Where In The World
Are We? Students practice using coordinates (fun
graphing activity) and move towards finding the longitude
and latitude of 10 places in the world.
Which Way Do I
Go? Students draw an outline of a province on graph
paper. They must then give directions to their partners to
blindly create the same picture. For example the directions
might read go south two squares, go northeast 5 squares,
and so on.
In Today's News.
Students share a news article they have read with the class.
They present the information organized in the five themes of
geography: Location, Place, Region, Movement, Human/Environmental
Interaction. Students are also asked to share what influenced
them to choose that article and the most interesting piece
of information they learned.
Words To Know.
Students create their own Social Studies Dictionary for terms
and words that are difficult to spell. I give a list of vocabulary
for each unit and students are responsible for keeping their
dictionary current. I also let students use the dictionary
on assignments and quizzes.
The Times of Your
Life. Students choose 10 events in life and rate
them as positive or negative. They then assign a number between
1 and 10 to rate how positive or negative. Students then
graph the information on a 2-quadrant graph. The x-axis is
the age and the y-axis represents positive above the x-axis
and negative below the x-axis.
Around Canada. Students
survey the class to see which provinces and territories our
class has visited. The data is reported in multiple forms:
fraction (table), percent (graph), decimals (map), and conclusions
True to Life. Using
graph paper and a ruler, students create a scale drawing on
Create a product, find our
your classmates addresses, use a city map to plan a delivery
Choose 10 events in history.
Organize on a time line with brief descriptions. Label BM (before
me) or AM (after me) to show if it happened before or after
you were born.
Create a crossword, word
search, and manipulative puzzle center on the World or Canada.
Create a passport that shows
(pictures and words) the 10 top countries you would visit in
the world. Explain why for each country.
FOOTHILLS ACADEMY SCHOOL
CALGARY, ALBERTA, CANADA
CLASS REMOVAL ACT OF 2013
- previously made letter from "board
- another teacher to give you the 'mistakenly
- In order to introduce the Indian Removal
Act (Trail of Tears), I gave the students a typed summary of
the chapter with 5 questions at the bottom.
- I told them that the chapter itself was
'dry' and that even I had a hard time following it (NOT TRUE!!)
- I then told them to read what I had typed
up, which was a summary of the chapter, and then be ready to
discuss the answers at the bottom of the page.
- After a few minutes, my teacher friend
next door (previously arranged) brought in an envelope addressed
- While the students were reading, I 'read'
this letter (attached) and got a bit "agitated."
- I then made it an issue for the students
to see and hear me calling someone.
- Then I hung up and told them that I was
sorry to interrupt them, but that we had to move. The gist
of the story was that another school was closing, and that
another 8th grade class was moving to our classroom, and that
we had to move to the gym - now.
- I had the students get only their backpacks,
leave textbooks behind, and we moved to the gym.
- I encouraged the students to tell me how
they felt (this isn't fair; we were here first, they have no
right to move us).
- Eventually, someone made the connection
and said something like, "Hey, this is just like the Native
Americans getting forced off of their land!"
- I then told them they were "Punked" and
were they ever surprised!!!
- The trick was to get them to not tell
the other classes, that the other students needed to have the
experience of being moved out of a classroom, etc.
- Once back in the classroom, we discussed
the tragedy that the Trail of Tears actually was.
- Submitted by,
NEEDWOOD MIDDLE SCHOOL