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K–12 teaching and learning · from the UNC School of Education

Wow! A powwow!

Powwows have long been a tradition in the Native American culture. Even today, powwows are held across the United States and Canada. This lesson plan allows students the opportunity to research powwows, and in the process see that modern day Native Americans have a diverse culture.

A lesson plan for grades 1 and 5 Social Studies

By Betsy Bryan

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Learning outcomes

Students will state components of a powwow and recognize they are an important part of Native American culture.

Teacher planning

Time required for lesson

4 days

Materials/resources

  • Blank construction paper
  • Crayons, markers, colored pencils
  • The book, Powwow, by George Ancona

Technology resources

  • A computer with internet access
  • Student access to the internet
  • Quicktime (available as a free download at Apple)

Pre-activities

Day 1

Ask students what they think of when they hear the word “powwow.” Listen for terms such as Native American, Indian, dancing, etc. Provide students with blank paper and instruct them to draw a picture of what they think a powwow looks like. Share pictures.

Activities

Day 2

Tell students that today they are going to hear a book and see pictures of the Crow Fair, which is a large powwow held in the United States.

Read aloud the book Powwow, by George Ancona, making sure to give students ample time to view the photographs. Compare the pictures they drew the day before with photographs from the book.

Day 3

Prior to coming in to the computer lab, create a document containing links to websites that you as a teacher have previewed. Save this document as “read only” to the network. In the computer lab, instruct students to the open the document and have them visit each of the sites as they learn more about powwows and the jobs and activities associated with them. As they are researching, monitor students by floating and answering questions as needed. Students should take notes as needed. End the lesson with discussion of how the sites differed. Do different tribes of Native Americans celebrate powwows in different ways?

Day 4

Now that students have researched and viewed pictures and small video clips of real powwows, distribute copies of the comic strip For Better or For Worse by Lynn Johnston from the dates September 28 to October 7, 2005. These strips detail events of a powwow in the fictitious Ojibwa village of Mtigwaka. After students have read the strips, lead a discussion as to how a comic strip can present an authentic view of Native American life.

As a culminating activity, students will write their own three or four panel comic strip of a powwow. The strip should contain information they have learned from their research. If needed, students can return to the computer to review the websites.

Assessment

Students will be graded on the following criteria:

  • Students have created at least a three-panel strip.
  • Comic strip represents a realistic representation of a powwow.
  • Comic strip reflects what students have learned from their research on powwows.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 5

  • Goal 2: The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.
    • Objective 2.08: Describe the different types of families and compare and contrast the role the family plays in the societal structures of the United States, Canada, Mexico, and selected countries of Central America.

Social Studies (2003)

Grade 5

  • Goal 3: The learner will examine the roles various ethnic groups have played in the development of the United States and its neighboring countries.
    • Objective 3.07: Describe art, music, and craft forms in the United States and compare them to various art forms in Canada, Mexico, and selected countries of Central America.