LEARN NC

10.3 Role plays from research on Native Americans

By Linda Tabor

Provided by The North Carolina Humanities Council.

Introduction

Dramatic role plays make history come alive. Research has a purpose! Students select a North Carolina American Indian to research. (I find students feel more connected if they do the selecting. Drawing names from a deck of 3×5 cards adds to the challenge.)

Learning Outcomes

  • Students will research specific American Indians.
  • Students will present a first-person role play.

Teacher Planning

Time required for lesson

  • Adequate time for research.
  • Scheduled presentations; all one day or one each day. (I find beginning class with a presentation adds interest.)

Materials & Technology Resources

  • Computer access, Encarta, Internet. The teacher may wish to identify several potentially useful websites to help jumpstart student research. School media specialists may be able to assist with this part of the project.
  • Nowhere Else on Earth by Josephine Humphreys
  • Other research materials available either in the classroom or in the school library for student research.

Pre-Activities

Teacher needs to discuss requirements and expectations, stressing the importance of accurate research and presentation.

Activities

Students research and prepare presentations based on the following list. Students may also identify other North Carolina American Indians, past or present, for their research project and receive teacher approval for their selection before proceeding with their research.

  • Andrew Strong
  • Boss Strong
  • Dragging Canoe, Chickamauga Tsalagi
  • Drowning Bear, Chief Yonaguska
  • Elias Boudinet
  • Henderson Oxendine
  • Henry Berry Lowry
  • Rhoda Strong Lowry
  • Tom Lowry
  • Junaluska
  • John Ross
  • Sequoyah
  • William H. Thomas
  • Tsali
  • Nancy Ward

Assessment

Scoring Rubric

Creative intro10%
Appropriate props20%
Interesting facts30%
First person10%
Only note cards10%
Time limit10%
Creative conclusion10%
Total100%

You can adjust the scoring to include eye contact, posture, or other relevant features of a successful and effective presentation.

Modifications

I find all class members are more attentive if required to keep a log of the presentations. Using three column notes works best: Name, Contribution, and Time. Many variations can be used to fit the needs of your class. I collect the logs for a five- point bonus if completed.

Extensions

If class size requires more names adding Americans who affected American Indians would help. Possible names would include Andrew Jackson, Winfield Scott, and F.M. Winshart.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 11

  • Goal 2: The learner will inform an audience by using a variety of media to research and explain insights into language and culture.
    • Objective 2.01: Research ideas, events, and/or movements related to United States culture by:
      - locating facts and details for purposeful elaboration.
      - organizing information to create a structure for purpose, audience, and context.
      - excluding extraneous information.
      -providing accurate documentation.

Social Studies (2003)

Grade 11–12 — United States History

  • Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
    • Objective 1.01: Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.
    • Objective 1.02: Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans,and other ethnic groups.
  • Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism.
    • Objective 2.06: Evaluate the role of religion in the debate over slavery and other social movements and issues.
  • Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
    • Objective 5.04: Describe the changing role of government in economic and political affairs.

Grade 8

  • Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
    • Objective 1.07: Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.