# 10-Minute Multiplication Practice with Ojibwe History (Bilingual English & Spanish)

## 📖Standards

CCSS. Math 3OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100

NCSS The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.

10 minutes

## 📲Technology Required

Computer/tablet with internet access for reporting student assessment data from Making Camp Bilingual.

## 📃Summary

Ojibwe History Integrated with Math If your students are like most people, you’re having a hard time getting them to focus. Each of these three activities only takes a few minutes and teaches Native American history or multiplication. These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

## 📚Lesson

### Activity 1

#### Matching Multiplication

Step 1: Have students open Making Camp Bilingual. If you need more detailed instructions on how to access Making Camp Bilingual, student usernames and logging in, please go to this lesson plan

Step 2: If students are playing the game for the very first time, they will watch the two introductory videos that talk about Native Americans and how to play the game (5 minutes). Then you will see the Making Camp choice screen.

Step 3: Have students click the NUMBERS (NÚMEROS) box to view the six math challenges. You can press the round, green button at the bottom left with white squares to return to the choice screen at any time.

Step 4: Have students click on the top left box (with cards) to play a memory game. In this game, you match multiplication problems with their answers. You may assign this activity for 5 minutes of multiplication drills.

### Activity 2

#### The Multiplication Dog

Step 1: Have students click on the icon with the dog.

• This lesson opens with a paragraph explaining that some tribes used dogs to haul heavy loads, using a type of sled called a travois. The player then has the opportunity to earn a dog and items for their dog in the game by answering multiplication problems. The game resets when it is finished, and also takes about 5 minutes.

### Activity 3

#### Reaping the Rewards of Math Practice at the Wigwam

The player should now have enough points to get a wigwam and at least two items to supply their wigwam.

Step 1: Click on the wigwam icon on the bottom left. This will play a video on how a wigwam was built, followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came.

Step 2: The player then has an option to trade points for items for their wigwam.

Clicking on the wigwam in the lower left corner will bring the player to their wigwam. Purchased items appear here for decoration and interaction.

• Clicking on an item brings up a text box with information on how that item was used or obtained by the Ojibwe people.
• Some items also perform actions when clicked. For example, the parfleche opens to show pemmican inside; when clicked, the dog walks across the wigwam.

## Assessment

Making Camp Bilingual offers Data and Reports for teachers to access after students are finished playing.

## State Standards

Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.

### Related: 10-Minute Multiplication Practice with Ojibwe History

The lesson above has a companion lesson for English Only Learners. 10-Minute Multiplication Practice with Ojibwe History is the same lesson from above but provides the resources in English only, featuring Making Camp Premium.

# Teaching frequency tables with Indigenous communities’ data

## STANDARD

CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context.

## Technology Required

Students will need either a computer or tablet to play the game. Teachers will need a computer connected to a projector or smart board to show the presentation or video.

## Time

60-75 minutes including presentation, analysis, and game.

## Summary

With a Google slides presentation, students are introduced to the concept of answering a question with data. A video is also provided for review. Using a data set of all tribal leaders in 2019, they are walked though an example of using Google Sheets to create frequency table and plots of data. Students then use the data set to create their own tables and plots. Students finish the lesson by playing a game where they learn about computing distributions in Mayan history.

## Lesson

### 1. Presentation on primary sources and frequency distributions with Google sheets.

Give students a slide presentation that asks the question “How wired are tribes?” . This also gives the definitions of data, primary sources, secondary sources and frequency table. Students will learn how to create a frequency table with Google sheets.

#### Differentiated Instruction: If needed, students can review the information by watching this video on their own.

You can also assign students who were absent to watch the video on their own.

### 2. Assign Students to Create Their Own Frequency Distribution

You’ll need the 2019 Tribal Leaders Data Set to complete this assignment. Copy the link into Google classroom for students to access.

### Here is the answer key for the teacher

If your students completed the assignment correctly, it will match the answer key here.

#### Differentiated Instruction: For more advanced students

You may wish to have them compute an additional frequency distribution to show the frequency distribution of tribal entities by BIA region. That answer is also provided in the file above.

### 3. Play a game that teaches distributions

When students have completed their assignments that can play AzTech: Meet the Maya, a game which teaches statistics, including frequency distributions.

## Assessment

Two types of assessment are available, their answers to the assignment with Google sheets, and their responses to the in-app math challenges in AzTech: Meet the Maya, which are graded automatically with data available from the. teacher reports.

# Primary and Secondary Sources with Buffalo Hunting

### 📖Standards

CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

40-60 minutes

### 📲Technology

If you would like to incorporate the game, students will need access to computers with Spirit Lake installed on them.

In class: If you are teaching in person, you will need a laptop and projector for your slideshow presentation. If you want to include Spirit Lake gameplay, your students will need access to Mac or Windows computers that have Spirit Lake installed, along with their assigned usernames and passwords. Alternatively, Making Camp Dakota can be played on any device.

Remote: Students need internet connections to see your presentation, watch the videos, and view and enter answers on their worksheets.

### 📃 Summary

Discover why primary sources are important with a story about Dakota buffalo hunting. Have your students watch the following two videos back to back within the downloadable slideshow. These two videos together are great resources for a lesson on the value of primary sources. Included are questions for discussion and critical thinking. Students can do a primary sources scavenger hunt at the Library of Congress (LOC) website. Included in the slides are two curated museum videos about American bison.

## 📚 Lesson

Present the lesson Buffalo Hunting – Primary and Secondary Sources. The slideshow comes with several examples of primary and secondary sources from the Library of Congress, the Smithsonian museum, and YouTube.

### Videos with Primary and Secondary Sources

Two videos about the Dakota buffalo hunters are presented within the presentation for your students to compare and contrast. The first video contains primary sources, and the second is an interpretation of the narration using animation as a secondary source.

### If you want to go directly to the two videos included in the Google slides presentation, these are linked below.

#### Questions included within the Google Slides presentation

These can be discussed together in class or assigned to students to answer individually.

1. Reflect: Which video did you like better? What did you like about it?
2. Compare and Contrast: Was there any information you could get from the first video that you did not see in the second?
3. Explain: Do you think both videos are equally accurate?
4. Analyze: The first video used photos and paintings. The second video used animation to help tell the story. Both were made about the buffalo hunt. Which source did you think was more trustworthy? Why?
5. Synthesize: Imagine if you could add some more facts to the video using primary and secondary sources. List one primary source you would add. List one secondary source.

### Differentiated Instruction

Note: For differentiated instruction, you can have students select one or two of the questions to answer. In more advanced classes, you may wish to discuss how the oil painters could be biased in their representation of their subjects, and how even photos could be biased in the subjects photographers chose to capture.

#### Virtual Scavenger Hunt

1. Review the copy and paste functions with your students as learning a key introductory component of online research using the LOC. Enclosed are instructions for students to help walk your students through.
2. Have students research primary sources at the LOC website. Click the following link for downloadable graphic organizers to distribute to your class. One answer model has been filled out. Students will copy and paste URLs for six primary sources from the LOC site and label three of them.

## Game

Spirit Lake is an adventure game with multiplication, division, and geometry practice that plays on Mac or Windows computers. This is tied in with Dakota culture and history. You can have your students play for 20-30 minutes, hunt rabid wolves, and hunt buffalo. Look out for primary and secondary sources!

Don’t have a Mac or Windows computer? Making Camp Dakota can be played on the web and also includes content with buffalo hunting, as well as examples of primary and secondary sources.

## Assessment

### Related Lesson

Primary and secondary sources

# Primary and Secondary Sources

## 📖Standards

CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

40 minutes

## 📲Technology Required

Students must have access to laptops, desktop computers, or tablets with an internet connection. Students also need a camera for taking pictures of their primary and secondary sources to email to the teachers.

## 📃 Summary

This history lesson for Grades 5-6 introduces primary and secondary sources as it relates to history.

This 40-minute lesson begins with a 7-10 minute presentation on sources with some formative assessment using manipulatives. Students can learn about secondary sources through the telephone game presentation. Students then delve into two different types of sources: primary and secondary sources. Students can do a KidCitizen online module about Primary Sources. The lesson provides a summative assessment activity where students generate two primary sources and one secondary source about an event in their lives.

## 📚 Lesson

Introduce the Lesson
The lesson slideshow, Primary and Secondary Sources, begins with the telephone game. Students will gain more understanding of why sources are important to keep track of.

Critical Thinking

Students think, “Why are sources important for studying history?” Question words are included in the slides: “Who, What, When, Where, Why, and How?”

KidCitizen Module

The link for the Primary Sources interactive module is included in the slideshow. Students undergo a self-paced but short online module to understand primary sources. Also, you can click here to explore the module and copy the URL.

## Assessment

This activity, which does incorporate writing, is included in the slideshow, but is also written below. Just copy and paste the text into your Google classroom or other LMS.

You are living history! Tell the class about an event that happened in your life using primary and secondary sources. You may change the number of sources they submit to you.

1. THINK: What resources do you need?
2. SELECT two primary sources in your home about yourself and one secondary source. Label your sources as Primary Source and Secondary Source.
3. Take a picture of your two primary sources and of your secondary source. Email it to your teacher.

# Medicine Ways

## 📖Standards

CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

40 minutes

## 📲Technology Required

Students must have laptops, desktop computers, or tablets with an internet connection. Make time to transition from doing a slides presentation to having students log into Making Camp Premium.

## 📃 Summary

This social studies lesson for Grades 3-5 explores the history and application of plants as both medicine and food in the every day lives of indigenous people of North America.

This 40-minute lesson begins with a 20-minute presentation on how indigenous people used plants for medicine and a plant-based diet to insure their health. It ends with 20 minutes of gameplay in Making Camp Premium to help reinforce how plants were used by the Ojibwe, indigenous people living on the Great Plains. Here’s an overview of the bite-sized minigame you can use to reinforce this slideshow lesson.

• Making Camp Premium’s wild rice game features a two-minute long passage that is read aloud. and then playing a mini survival game. Players collect wild rice in a canoe. They must avoid a hungry, pursuant bear and hazardous logs.

## 📚 Lesson

Introduce the Lesson
In the Medicine Ways Google Slides presentation, students learn a brief history of Native American herb gathering and how indigenous people are pursuing health and wellness with plants. This presentation uses an example of a diet called the Waianae Diet, which is an indigenous diet used in Native Hawaiian cultural diet revitalization.

Personal Dictionary
The Vocabulary List is available with five vocabulary words from the presentation. Students have the extra option to add these words to a personal dictionary. Here are directions for making a Personal Dictionary, and here is a finished example for you.

2. Students will play Making Camp Premium for 15-20 minutes.

## Games

In Making Camp Premium, click the icon called LIFE, and then find the icon that has a brown wild rice plant. Students will listen to the audio being read with highlighted paragraphs. They won’t be able to skip ahead or skip the passage.

## Assessment

• This lesson has a section of formative assessment in the form of manipulatives for classifying junk food and healthy food.
• Students have the option to make a Personal Dictionary.
• The wild rice minigame is a gamified learning segment about history and culture.

## Related Lesson

See the social studies lesson, Cattails, for Grades 3-5 for an in-depth look at this all-around useful herb that boosts survival in the harsh wilderness, and is still being used today, with new applications as biofuel and pollution clean-up.

# Cattails

## 📖Standards

CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

## 📃Summary

Students will listen to or read a slide presentation. They will read an informational passage on cattails, write a summary and add new vocabulary words to their personal dictionary. The lesson ends with playing a game that teaches how medicinal herbs were used by indigenous people.

40 min

## 📚Lesson

### Introduce the lesson

Use this Google slides presentation to introduce the lesson and provide some information on traditional and modern uses for cattails. It also discusses the use of plants by Native Americans and in games.

### Personal Dictionary/ Word Journal

Students read the seven new vocabulary words introduced, with definitions. They then add these seven words to their personal dictionary.

If this is the first time your students have had a personal dictionary assignment, they can read What is a personal dictionary? in this Google Doc. This link is also within the assignment.

Students read the passage, How Native Americans Used Cattails.

### Writing Activities

Students complete an assignment given at the end of the informational passage they have just read.

### Game

Play Making Camp Dakota: Past and Present. After logging in, select LIFE.

From the LIFE section, select the icon with the pink and yellow flowers (the first icon in the bottom row). This will play a short video on use of herbs in traditional indigenous cultures in the upper Midwest.

After watching the video, students complete an activity where they match the herb with its use.

## OR

Have students play either Spirit Lake: The Game, available for Mac or Windows.

In the Spirit Lake game, students learn that the purple cone flower was used for medicine and use multiplication to compute the number to bring back from the woods in the virtual world.

## Assessment

Students produce written assignments assessing vocabulary and reading comprehension. Data reports on students’ performance on math problems and progress in the game for Spirit Lake can be accessed at growingmath.org with your password.

# 10-Minute Multiplication Practice with Ojibwe History

## 📖Standards

CCSS. Math 3OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100

NCSS The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.

10 minutes

## 📲Technology Required

Computer/tablet with internet access for reporting student assessment data from Making Camp.

## 📃Summary

Ojibwe History Integrated with Math If your students are like most people, you’re having a hard time getting them to focus. Each of these three activities only takes a few minutes and teaches Native American history or multiplication. These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

## 📚Lesson

### Activity 1

#### Matching Multiplication

Step 1: Have students open Making Camp Premium. If you need more detailed instructions on how to access Making Camp Premium, student usernames and logging in, please go to this lesson plan

Step 2: If students are playing the game for the very first time, they will watch the two introductory videos that talk about Native Americans and how to play the game (5 minutes). Then you will see the Making Camp choice screen.

Step 3: Have students click the NUMBERS box to view the six math challenges. You can press the round, green button at the bottom left with white squares to return to the choice screen at any time.

Step 4: Have students click on the top left box (with cards) to play a memory game. In this game, you match multiplication problems with their answers. You may assign this activity for 5 minutes of multiplication drills.

### Activity 2

#### The Multiplication Dog

Step 1: Have students click on the icon with the dog.

• This lesson opens with a paragraph explaining that some tribes used dogs to haul heavy loads, using a type of sled called a travois. The player then has the opportunity to earn a dog and items for their dog in the game by answering multiplication problems. The game resets when it is finished, and also takes about 5 minutes.

### Activity 3

#### Reaping the Rewards of Math Practice at the Wigwam

The player should now have enough points to get a wigwam and at least two items to supply their wigwam.

Step 1: Click on the wigwam icon on the bottom left. This will play a video on how a wigwam was built, followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came.

Step 2: The player then has an option to trade points for items for their wigwam.

Clicking on the wigwam in the lower left corner will bring the player to their wigwam. Purchased items appear here for decoration and interaction.

• Clicking on an item brings up a text box with information on how that item was used or obtained by the Ojibwe people.
• Some items also perform actions when clicked. For example, the parfleche opens to show pemmican inside; when clicked, the dog walks across the wigwam.

## Assessment

Making Camp Premium offers Data and Reports for teachers to access after students are finished playing.

## State Standards

Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.

### Related: 10-Minute Multiplication Practice with Ojibwe History (Bilingual English & Spanish)

The lesson above has a companion lesson for English Learners. 10-Minute Multiplication Practice with Ojibwe History (Bilingual English & Spanish) is the same lesson from above but provides the resources in English and Spanish, featuring Making Camp Bilingual.

# Dakota Boyhood: ELA Lesson 3

## 📖STANDARDS

CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.

45 minutes

## 📲TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet.

## 📃Summary

This is the third in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. On the way to grandmother’s house, the student comes across an excerpt from the book, Indian Boyhood. The student reads the page, answers a quiz and then plays Making Camp Lakota to learn more about the Plains tribes.

## 📚Lesson Plan

### 1. Introduce the Lesson

This Google slides presentation introduces the lesson. The grandchild is walking to through the woods and comes across a note, which happens to be a page from the book Indian Boyhood, by Charles Eastman, a member of the Santee Dakota, who wrote a book about growing up in the 1850s in Minnesota. The link to the passage is in the slides presentation, so you can open the presentation, read the slides to your students and then assign the reading on Google classroom. TThis presentation can be used in the classroom, in a web meeting or done individually by students at home.

### 1a. Assign students to read the passage and answer the quiz

The link to the passage and the quiz is in the Google slides presentation or you can access it directly here.

The answer key for the quiz, along with the lines in the passage highlighted, can be found here.

### 2. Play the game Making Camp Lakota

In the game Making Camp Lakota, select the LIFE option and then select any two of the activities to teach about Lakota life before the Europeans came to America.

### Related lessons

A visit to grandmother, ELA lesson 2, comes before this lesson in the unit and is recommended.

## ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here.

## STATE STANDARDS

This lesson addresses the following MISSOURI state standards
Reading 1A (5.R.1.A.c) – Develop and apply skills to the reading process. -Develop and demonstrate reading skills in response to text by monitoring comprehension and making corrections and adjustments when understanding breaks down
Reading Foundations 3A (5.RF.3.A.a-b) – Understand how English is written and read. -Develop phonics in the reading process by those tasks described in a-b.
Speaking/Listening 1A (5.SL.1.A.a-d) – Listen for a purpose. -Purpose – Develop and apply effective listening skills and strategies in formal and informal settings by following SL.1.A. a-d.