Students will have the opportunity to select an area of interest to them, research that area, and through artistic and written means, convey their knowledge to the class.

1. Web Site: Five Ancient Cultures of the Northern Peninsula
2. Web Site: North-Landscape of Imagination
3. Web Site: Stones Unturned
4. Web Site: Luxton Museum of the Plains Indians
5. Web Site Topic Navigator (organizes topic to web site)
6. One computer per student (If this is not possible, teacher should download and print out the information and organize it into stations for the students to go to!)
7. Research Question Sheet
8. Peer and Self Evaluation Forms
9. Presentation Evaluation Forms (*alternative exercise only!)

1. On one side of the board, ask students to write down elements, aspects, and objects that are important to their daily lives. Lead a short discussion on why those elements, aspects, or objects are important in our culture. Leave this information on the board.
2. As a class, brainstorm different elements and events that students believe may be important to Native life. Teacher should record information on the other side of the board.
3. Students may find this difficult and you may need to coach their thoughts. Elements and events should include Marriage, Hunting, Warriors, Technology, Tools, Clothing, Life Styles, etc.
4. Create a chart with each topic listed, and the number of students able to work on it.
5. Students should select a general topic, and write their name in the appropriate box. Some may not get their first choice, and this fact will have to be addressed.
6. On the board, record web sites which correspond to each topic. Students should record this information in their books.
7. Teacher should log onto a site, and work through the accessing process with the entire class to ensure that any questions are answered.
8. Students should then be instructed to go to each web site, and select a specific item (e.g. a tool) or event (e.g. a hunting ritual) to research. These must be passed by the teacher for approval to ensure that the correct "general topic" is being addressed, and to ensure that one specific item is not being researched by 8 students.
9. Distribute the general question sheet to the students. This sheet will guide the students through the selection process of their research. If there is a photograph, they should print it out for later work.
10. Students will then summarize their information into a 150-250 word paragraph, describing aspects of their topic, including its importance and role and what the student believes it says about the people (e.g. hunters, travelers, etc.). The tribe and general geographical location must be specified as well.
11. Once complete, students should then create (using construction paper, glue, string, etc.)the item of their focus or an icon representing their focus (e.g. a knife or a tribal hunting mask). Labels and titles must be listed as well.
12. Students should then be assigned to groups so that only one topic (e.g. Marriage) is represented in each group (every topic need not be assigned to each group as the size of each group must reflect the class's personality!).
13. Students will pass out their re-creation of an artifact or icon, while sharing their new knowledge by talking to the group, explaining their topic and re-creation. Again, students should follow the research question sheet to record this new information. (It will not be necessary for each student to have identical information). Peer and Self evaluations should occur at this point.
14. Once complete, students can mount their products on the wall, connecting it to the appropriate geographical location.

**For students finished early, title and category cards / labels can be made to enhance the display!

Alternative Exercise: To occur following #10

1. Group like topics together (e.g. Life Styles and Clothing, Tools and Technology, Hunting and Warriors, Marriage and Festivals, etc.) in groups of 4 students.
2. Teacher should provide examples of a dialogue and perhaps have members of the improve or drama club come in to show the students how to go about it.
3. Have students create a skit or dialogue, putting their new knowledge into practice. The skit is to be only one minute in length.
4. Students must incorporate props (their creations).
5. Present to the class, allowing the class to evaluate their work.

1. Peer Evaluations.
2. Self Evaluation.
3. Presentation Evaluation (*alternative only).
4. General Question Sheet.
5. Paragraph Summaries.
6. Creations and Recreations.

1. Brainstorm, Selection and Research.
2. Research.
3. Summaries.
4. Summaries and Creations.
5. Creations and Dialogue Preparation(if necessary).
6. Presentations.
7. Presentations (if necessary).