Native American Museum Exhibits

School is well underway now and things are going very well.  The kids are settling into a routine, learning the the procedures, and starting to really gel as "Room 6".   And with the rules in place and the structure set, I am not able to get more into the real "meat" of the content.  And when I say content, if you know me at all by now, you know I really mean social studies.

I just can't help it.  I LOVE it!  It is so much fun for me, so interesting, that I really do spend a great deal of time teaching it.  (of course, I integrate because, let's get real, I couldn't teach everything I need to without combining subjects here and there)

Our first unit is on the Pre-Columbian Native Americans here in the United States.  I like to have the unit focus on the environmental factors that made each cultural group different.  I mean, the Plains people are vastly different than the Desert Southwest because of the areas in which they lived.  So my in class study really centers around the differences and similarities in culture.  The students, however, really do like to learn about the individual tribes and what makes each one unique.   Since I don't have time to teach about each tribe on its own, I came up with a solution years ago....a Native American Museum!

At the beginning of my unit, I pass out an entire report and presentation packet to my students.  They choose a tribe they would like to research (I make sure there are few overlaps) and I send them on their merry way.   During class, we are learning about the general culture groups.  At home, the kids get to be more specific.   They learn about the basic housing, crafts, clothing, geographical area, and customs of the tribe they are researching.  The kids get to actually build the house, make dolls wearing the clothing, write expository paragraphs, create maps, and construct the crafts typical of the tribe.  The best part is, though, that the pages they are given tells them exactly how to do the project.  They can literally do it independently at home with very little help from an adult (although, admittedly when I did this in 3rd grade I did have to guide them along a bit more than I do with 5th graders).

In about 4 or 5 weeks, the students come to school with a completed trifold with all of their research.  The day the projects are due, it is so neat to hear the oooohhhhs and aaaaahhhs of the kids admiring the hard work of their classmates.  I am even blown away by some of them!

And right about now you are probably thinking of all of the ways that this just won't work.  I am here to tell you that it will.  I have taught in a Title 1, 100% Free and Reduced lunch school for 13 of the 15 years I have taught.  I have worked with students who have little to no support at home.  Students who had not a dime to spare on anything extra.  I have done this same project (with various levels of scaffolding) in grades 3, 4, and 5.  And every year, I get nearly 100% of the projects back.   

How, might you ask?  I make sure to send home a progress form at least once a week.  This form is a sort of "check in" for the kids.  It made me aware of where they were on the project, gave them a chance to ask questions, as well as kept the project fresh on their minds.   When I have the students turn in these forms, the "realness" of the project is there and the kids are always thinking about it.  It keeps them on top of things and, because of that, I have a great success rate with this project.  They also have a chance to ask me for any materials they may need.  If I have it (ie: construction paper) I will gladly give it to them.  If I don't (ie: wood and nails or army men or whatever else they think they have to have...but probably don't ;) ) I just tell them I don't have it and offer up an alternative solution if I can.  This system seems to work for me. 

I also include a calendar for the students.  Some years, with some classes, I required that they turn each part of the project in on a certain date (3rd grade for sure).  We would then put the presentations together in class.  This would ensure that each part was there, instead of just hoping that it would be come the due date.  But for most classes, the check in form does the trick just fine.

What I really love about this project is that, for many of them, it really is the first time they do something so big at home.  The pride and joy they feel when they are sitting in the "Museum" telling others about their tribe is priceless.  They learn so very much and really do walk away with a better feeling of social studies.  It is fun and interesting, and JUST the thing needed to introduce the students into this fabulous world of social studies for the year!

If you would like this project, it is available at my TpT store.  Just click here.  And for my readers, if you purchase the project, I will customize the descision page for you with specific tribes you would like to add (ie: California Tribes if you are a 4th grade CA teacher)  Just let me know!

Do you do any at home projects?  Or just big projects in class in general? (I know some can't do at home projects)