Sara Kauffman Professor Stetzel

Social Studies Methods 27 September 2006

Social Studies Unit: Culture in Indiana today

Theme: Culture in Indiana today: culture/recreation/the arts

Grade: 4 th grade

Goals:

• The students will become successful and productive members of the state of Indiana.

• The students will understand the rich aspects of life and culture of Indiana residents.

Rationale:

The students need to know about life and cultures in Indiana today because they all live in

Indiana and need to understand and accept the different people living around them. The students need

to have an appreciation for the wide array of opportunities for them in Indiana. The students need to

understand how the different cultures in Indiana contribute to a well­rounded state.

Social Studies Standards:

• 4.5.2: Identify the different types of social groups to which people belong and the functions

these groups perform.

• 4.5.3: Define the term cultural group and give examples of the challenges faced by diverse

cultural groups in Indiana history.

• 4.5.4: Describe the role of Indiana artists in American visual arts, literature, music, dance, and

theatre.

Objectives:

• After studying about Indiana culture and life today, students will have a greater appreciation for

being a resident of Indiana.

• After studying about Indiana culture and life today, students will have a better understanding

and tolerance for their neighbors from different cultures.

Name: ____________________________________ Date: ___________________

Indiana Life and Culture in Today’s World

Answer each question to the best of your ability. Circle the letter next to your answer. I do not expect

you to know all of the answers. I am just trying to figure out what you know, so try your best.

1. One of the major sports Hoosiers enjoy is

a. baseball b. basketball

c. soccer d. badminton

2. Which of the following is an example of an important social group in Indiana history?

a. James Dean b. Quakers

c. James Whitcomb Riley d. Catholic church

3. What is the main purpose of a social group?

a. to have fun b. to do school work

c. to help people be good citizens d. to challenge the government

4. People who are from a different culture are

a. better workers than me b. not interested in my values and ideas

c. not living in my community d. a rich and valuable part of Indiana

5. What is one major challenge that African Americans have faced in Indiana history?

a. lack of educational opportunities b. finding friends

c. being good at their job d. finding time for family

Indiana Unit Web

Indiana in the 21st century

Drama: guides at IN visitor's center

Storytelling: Amish guest tells stories

PE: Gross: IN sports show

Science: the motion of the Indy 500

Music:state song

Mathematics: finding the distance on a road map

Social Studies : Primary and secondary sources for Feast of the

Hunter's Moon

Cooking: make different cultural

food

Literature:read "Little Orphan

Annie" by James Whitcomb Riley

Writ ing: letters to visitor's centers

Art :craft modeling Robert Indiana's "Love"

PE: Fine motor: create a brochure

Sara Kauffman

Professor Stetzel

Social Studies Methods

1 December 2006

Technology

There are various types of technology used throughout this unit. Students often use the

computer for various projects. Students use the Internet to research an Indiana county and city

and research an author from Indiana. The teacher will often use the computer and Internet as a

resource to encourage students to research points of interest farther. Students use a word

processing program on the computer to type a letter to a city chamber of commerce. Extension

activities include typing a news article and make a brochure for an Indiana city on the computer.

In the math lesson, students use a calculator to figure out how far it takes to get to their

city from North Manchester. The teacher will use a CD of the state song and “Back Home Again

in Indiana” to incorporate music into the social studies lesson. A video of Jim Nabors singing

“Back Home Again in Indiana” at the Indianapolis 500 provides a different opportunity for

students to experience this lesson. All of these opportunities are meant to allow students to

experience information in different ways. Students are also learning how to accurately use

technology, which is also an exciting motivator for students to learn.

Sara Kauffman

Professor Stetzel

Social Studies Methods

1 December 2006

Trade Books

1. H is for Hoosier: An Indiana Alphabet by Cynthia Reynolds 2. Indy Racing by A. T. McKenna

3. The Conners of Conner Prairie by Janet Hale 4. A Girl of the Limberlost by Gene Stratton­Porter 5. Indiana in Words and Pictures by Dennis Fradin 6. Proud to be Amish by Mildred Jordan

7. Just Plain Fancy by Patricia Polacco 8. The Amish Cookbook by Elizabeth Coblentz, Kevin Williams, and Laurie Smith

9. Piecefully Amish by Connie Kauffman 10. The Always Prayer Shawl by Sheldon Oberman 11. Just Kidding Around in Indianapolis by Layne Scott Cameron 12. Freckles by Gene Stratton­Porter 13. Legendary Hoosiers! Famous Folks from the State of Indiana by Nelson Price

Sara Kauffman

Professor Stetzel

Social Studies Methods

4 December 2006

Indiana Culture Unit Guest Speaker Plan

I am going to have a guest speaker come in to my classroom during this unit. I am going

to have an Amish lady come in to talk to the class about her life. The students will have learned

about different social groups in Indiana during the previous lesson. One social group mentioned

is a religious group, such as the Amish. The teacher will read a book about an Amish person.

The students will also be studying about different cultures in Indiana, such as the Amish.

I plan to invite an Amish lady that I know from my hometown in Nappanee. I will invite

her to visit our class for the day to speak. The students will write questions that they have before

she speaks. The Amish guest will then share her stories. She will specifically talk about her

childhood and school, her family life and job, and what responsibilities she has. The students

will be able to see what she wears and how she lives her daily life. She will also discuss how

being Amish affects her behavior and what hardships she has faced because she is Amish, both

of which directly match a fourth grade social studies standard. After she talks with the students,

the students will have an opportunity to ask their questions. Hopefully, the students will gain a

new appreciation and respect for the Amish, but also other cultures besides their own.

After the guest leaves, the students will compare their life to an Amish person’s life and

write a diary entry as an Amish person. Each student will sign a thank­you card for the guest,

which the teacher will mail.

Dear Parents,

I am so excited to tell you about a new Social Studies unit that we are going to be

starting! We are going to be learning about culture in Indiana today. We are going to be

learning the rich aspects of life and culture in Indiana, such as the different cultures in Indiana,

popular Indiana sports, recreation, and famous artists, musicians, and authors from Indiana.

Some of the exciting lessons include the students creating a newspaper about famous Indiana

authors, and the students becoming art curators to present famous artworks by Indiana artists.

We are also lucky enough to have an Amish lady come visit our class to tell about her life.

Throughout the unit, the students will be working with partners to research a chosen city

in Indiana. They will be exploring the city’s culture, recreation, and location. They will begin

by researching the city and writing the city chamber of commerce for more information. The

students will be working with the information they uncover throughout the unit to create a

presentation about their city. Their job at the end of the unit is to present their city to another

class in order to persuade others to come visit their city.

I am very excited about starting this unit, and I think that the students are going enjoy the

lessons. I hope that you share in our enthusiasm! Continue to talk with your child about school

and the exciting things they are learning. Feel free to talk with me at any time if you have

questions or comments. Remember that you are an important part of our classroom and your

child’s education.

Sincerely,

Miss Kauffman

Indiana Culture Unit Lesson Plan #1 (Writing)

LESSON PLAN by Sara Kauffman

Lesson: Recreation in Indiana counties Length: 45 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social studies: 4.3.4 Locate Indiana on a map of the United States; indicate the state capital,

major cities, and rivers in Indiana; and be able to place these on a blank map of the state.

English: 4.5.6 Write for different purposes (information, persuasion) and to a specific audience or person.

Performance Objectives: 1. After choosing one county in Indiana, each pair of students will correctly identify at least one major city in that county. 2. After discussing different recreation possibilities in class, the students will write to one county or city in Indiana with a partner asking for information about recreation with 95% accuracy.

Assessment: 1. After researching one county, the teacher will collect the worksheet “Indiana Counties” and check that each group wrote at least one major city from their county. 2. When the students are finished writing, the teacher will collect their letters to make sure that they asked for information about recreation with at least 95% accuracy. Advanced Preparation by Teacher and Materials: § The teacher will have partners planned for every student. § The teacher will have a computer available for every group to use.

§ The teacher will need the “Indiana Counties” worksheet, letter paper, envelopes, and stamps for every group. The students will need a pen or pencil.

§ The teacher will contact the chambers of commerce for the cities the students choose to make sure that they have information to send to the students since many are putting information only online.

Procedure: Introduction/Motivation:

1. “When you think of Indiana, what do you think of?” (Bloom: Evaluation) “Is there anything fun to do in Indiana?” (Bloom: Evaluation)

2. “Has anyone heard the saying, ‘There is more than corn in Indiana’? (Bloom: Knowledge) Is this saying true? (Bloom: Evaluation) We are going to explore Indiana for several weeks to see what different groups of people do for fun.”

Step­by­Step Plan: 1. The teacher will divide the class into partners. (Gardner: Interpersonal) Each partner will

choose a county to research. They can choose Wabash, Huntington, Grant, Kosciusko, Elkhart, Whitley, Posey, Marion, Hamilton, Allen, or Lake County.

2. After choosing their county, the students will go online to http://www.in.gov/mylocal/map.html and click on their county. They will do a little bit of research on their county. They need to find the major cities in the county and find out any famous people or important facts about that county. They will do this by filling out the worksheet “Indiana Counties.”

3. Each group will choose one of the major cities and get it accepted by the teacher. The teacher will ask, “Why did you choose this city?” (Bloom: Evaluation) “Is this the most important city for the county?” (Bloom: Comprehension) The students will then find the address to that city’s chamber of commerce.

4. The teacher will explain to the class that they are going to get information from the cities to use throughout the unit. At the end, each group will create a booth for a visitor’s center about their city or county to encourage people to visit there.

4. Each group will make a letter to write to the chamber of commerce asking for information about the city or county. They should specifically ask for recreation, sports, and art activities and history for that city or county. (Gardner: Linguistic)

5. The teacher will collect the letters and mail them. Closure:

1. “Hopefully you learned a little bit more about Indiana. When you get responses from your city, you will add them to our bulletin board. We will use the information we learn about our cities throughout the unit.” Adaptations/Enrichment:

§ The teacher will place students who need extra help with stronger partners. (Gardner: Interpersonal)

§ Students who finish early may type their letter on the computer or write a letter to another city.

Self­Reflection: § Was the lesson successful?

§ How can I improve this next time? § Comments:

Names: ___________________________________________________________________

Indiana Counties

1. What Indiana county did you choose? __________________________________

2. What are the major cities in your county? (Write at least one) ______________________

__________________________________________________________________________

3. Write any famous people who lived in your county, such as artists, musicians, politicians,

actors. ____________________________________________________________________

___________________________________________________________________________

4. What are the major recreation activities, or fun things to do, in your county? __________

___________________________________________________________________________

5. What other important facts about your county did you find out? _____________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

6. What city chamber of commerce did you choose to write to and why? _______________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Indiana Culture Unit Lesson Plan #2 (Social Studies)

LESSON PLAN by Sara Kauffman

Lesson: Indiana cultures Length: 45 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social studies 4.1.15 Using primary source and secondary source materials, generate questions,

seek answers, and write brief comments about an event in Indiana history.

Social studies 4.5.3 Define the term cultural group and give examples of the challenges faced by diverse cultural groups in Indiana history.

Performance Objectives: 1. After reading a secondary source about the Feast of the Hunter’s Moon, the students will write a brief diary entry with at least five sentences about the event. 2. After an activity and discussion about cultural groups, the class will state at least three examples of cultural groups in Indiana. Assessment: 1. After the lesson, the teacher will collect the diary entries from each student to make sure that they include at least five sentences about the Feast of the Hunter’s Moon.

2. During class discussion, the teacher ask the students for examples of cultural groups in Indiana and will make sure that the class as a whole can identify at least three examples. Advanced Preparation by Teacher and Materials: § The students each need a textbook, pencil, paper, and possibly crayons.

§ The teacher may want examples of historic diary entries or other primary sources. Procedure:

Introduction/Motivation: 1. Have the students to take out a piece of paper. Challenge them to draw the best picture of a person as they can. However, they can only draw circles. (Gardner: Visual/Spatial) 2. Now the students will draw another person, but this time they can draw circles or straight lines. 3. Finally, the students can draw a third person using any shapes they want.

4. Discuss what was hard about the first drawing and why it got easier. (Bloom: Evaluation) Step­by­Step Plan:

1. Explain to the students that the shapes represent different cultures. People who share the same culture are in a cultural group. When there is only one shape, or culture, available, the

work is harder and may not turn out as well. When all of the cultures work together, the work is better, faster, and more enjoyable.

2. Ask the students, “What different cultures are represented in Indiana?” (Bloom: Comprehension) Share several examples, including Native Americans, African Americans, and Hispanics. 3. Ask the students, “How do these different cultures enrich the state of Indiana?” (Bloom: Synthesis) 4. The students will read the first half of lesson one in chapter ten as a class. (Gardner: Linguistic) 5. The teacher will tell the students that the Feast of the Hunter’s Moon was an annual meeting between the French and the Indians who traded at Fort Ouiatenon. These two different cultures worked together to better the lives of all.

6. The students will now write a diary entry as if they were an Indian, trapper, or hunter at Fort Ouiatenon. The students must include at least five sentences. (Gardner: Linguistic) 7. The teacher will explain that the textbook is an example of a secondary source, since it is based on research of topics, not direct experience. Explain that primary sources are based on someone’s own personal experience. The teacher will ask, “What are some examples of a primary source?” (Bloom: Comprehension) Make sure that a diary entry is considered as an example. 5. The teacher will ask, “Which type of source do you enjoy more? Why?” (Bloom: Evaluation) “What is beneficial about secondary sources?” (Bloom: Application)

Closure: 1. One or two students will read their diary entries in the writer’s chair. Adaptations/Enrichment:

§ The teacher may allow students who struggle with reading textbooks work with an aid.

§ The teacher may allow students who have trouble starting their entry will work with a partner to get ideas. (Gardner: Interpersonal)

§ Students who finish their journal entries early may illustrate their entry. (Gardner: Visual/Spatial)

Self­Reflection: § Was the lesson successful?

§ How can I improve this next time? § Comments:

Indiana Culture Unit Lesson Plan #3 (Cooking) LESSON PLAN by Sara Kauffman

Lesson: Social Groups in Indiana Length: 45 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies 4.5.1 Identify ways that social groups influence individual behavior and

responsibilities. Social Studies 4.5.2 Identify the different types of social groups to which people belong and the

functions these groups perform. Performance Objectives: 1. After reading a book about two Amish girls, the class will state at least two ways that the Amish social group affects the girls’ behavior.

2. During class discussion, the class as a whole will identify at least three types of social groups. Assessment: 1. The teacher will ask the students how being Amish affects the behavior of the girls in the book. The teacher will make sure that the students, as a class, state at least two different ways.

2. At the beginning of the lesson, the teacher will ask the students to identify groups, or social groups, they belong to. The teacher will make sure that the class as a whole identifies at least three different social groups. Advanced Preparation by Teacher and Materials: § The teacher will need the book Just Plain Fancy by Patricia Polacco and the Venn

diagram handout for each student. The students will each need a pencil and paper.

§ The teacher will need to create a graph of different religions on the board. § The teacher will need to prepare the pretzel dough, beaten egg and water mixture, and

salt. The teacher will need to have permission to use the school oven. Procedure:

Introduction/Motivation: 1. “What groups, or social groups, do you belong to, such as clubs, sports, or groups of friends?” (Bloom: Knowledge) “What things do you share in common with these people?” (Bloom: Comprehension) 2. Explain that these are social groups, or groups of people who share common interests and goals. Explain that there are many different social groups in Indiana today.

Step­by­Step Plan:

1. The teacher will explain that religions, or church groups, are another example of social groups. The students will graph what church, if any, they belong to on the board. There will be a space to fill in for students who do not attend church. (Gardner: Mathematical/Logical) 2. The teacher will tell the students that Protestant Christians, Catholics, Jews, Muslims, and Amish are all religions in Indiana. Compare these with the graph. 3. The teacher will show the students the book, Just Plain Fancy by Patricia Polacco. She will ask, “What do you notice is different about these girls?” (Bloom: Knowledge) Explain that the girls are Amish, a Protestant religious group that lives very simply. They drive buggies, do not use electricity or telephones, refuse to go to war, and are usually farmers. However, the Amish value family very much.

4. The teacher will read the book to the students. (Gardner: Linguistic) She will ask, “Would you like to live this way? Why or why not?” (Bloom: Evaluation) “How does the social group they belong to, the Amish, affect their behavior?” (Bloom: Application) 5. The teacher will explain that the Amish have to do all of their work, including cooking, without electricity. However, the Amish are well­known for their delicious cooking. The students are going to experience this today.

5. The students will now fill out the Venn diagram comparing Amish life to the students’ lives with a partner. (Bloom: Analysis) (Gardner: Interpersonal) 6. While the students work, they will come back two or three at a time to make Amish pretzels. The teacher will have the dough prepared. The students will make a small ball of the dough and roll it into a line. They will then twist them into a pretzel shape and put it on the cookie sheet. They will then brush it with beaten egg and water (already prepared) and sprinkle salt on it. (Gardner: Bodily­kinesthetic) 7. The teacher will cook these in the school oven and the students can eat them at the end of the day.

Closure: 1. After all the students have made their pretzels, the class will discuss the Venn diagram they filled out.

2. If there is time and it is applicable, a student may share their story about an Amish person. Adaptations/Enrichment:

§ The teacher will provide a graphic organizer for the book Just Plain Fancy to students who need help comprehending it.

§ The teacher will allow students to help each other make their pretzels. § Students who finish their Venn diagram early may write and illustrate a story about

an Amish person. (Gardner: Visual/Spatial, Linguistic) § Students may visit http://religiousmovements.lib.virginia.edu/nrms/amish.html to find

more information about the Amish and Amish way of life. Self­Reflection:

§ Was the lesson successful?

§ How can I improve this next time? § Comments:

Name: ___________________________________________________________________ Fill in the Venn Diagram comparing your life to the life of an Amish person. What things do you have in common? Write these in the middle. What do you do or have that is different from an Amish person? What do Amish have or do that is different from you?

My Life Amish Life

Indiana Culture Unit Lesson Plan #4 (storytelling) LESSON PLAN by Sara Kauffman

Lesson: Amish guest Length: 45 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies 4.5.1 Identify ways that social groups influence individual behavior and

responsibilities. Social studies 4.5.3 Define the term cultural group and give examples of the challenges faced

by diverse cultural groups in Indiana history. Performance Objectives: 1. After listening to the guest speaker, the students will work in partners to identify at least one responsibility that would be unique to an Amish person.

2. After listening to the guest speaker, the students will work in partners to identify at least one challenge that an Amish person may encounter.

Assessment: 1. The teacher will collect both worksheets. She will make sure that the students wrote and

drew at least one responsibility of an Amish person. 2. The teacher will collect both worksheets. She will make sure that the students wrote and

drew at least one challenge faced by an Amish person. Advanced Preparation by Teacher and Materials: § The teacher will need to contact an Amish guest speaker and get it set up for him/her to

come in and talk to the class. The teacher will need one thank­you card to give to this person.

§ The teacher will need to prepare one worksheet for every student.

§ The students will need paper and pencils, and possibly colored pencils. Procedure:

Introduction/Motivation: 1. “Yesterday we talked about the Amish religion.”

2. “If you were Amish, how do you think your life would be different? (Bloom: Analysis) Would you have any more responsibilities?” (Bloom: Comprehension) 3. “There are a lot of Amish who live in Nappanee, which is where I am from. Today we are lucky to have one of my Amish friends here with us to tell us a little bit about being Amish. She’s going to tell us some stories and then there will be some time for questions.”

Step­by­Step Plan:

1. “Before we start, I want you to get with a partner and write down three questions between the two of you of what you want to find out.” (Gardner: Interpersonal, Linguistic) 2. Now the Amish guest will be able to share her stories. The teacher will have asked her to talk specifically about her childhood and school, her family life and job, what responsibilities she has, how being Amish affects her behavior, and what hardships she has faced because she is Amish. The students should be listening attentively during this time.

3. After the Amish guest has shared, the students may ask their questions that have not been answered yet.

4. The students should thank the guest for coming. 5. Next, the students will work with a partner to fill out two of the worksheets with the hands. One student will write a responsibility an Amish person might have on the lines and draw a picture of it on the paper the hands are holding. The other person should write a challenge an Amish person might face and draw a picture. (Gardner: Visual/Spatial, Interpersonal) 6. Each partner will share with their partner what they wrote and drew. The students should then turn in both papers with their name on the top. 7. The students will write a diary entry with at least six sentences as an Amish person. (Gardner: Linguistic)

Closure: 1. The students will sign a thank­you card for the guest. 2. One or two students may share their diary entries in the author’s chair.

Adaptations/Enrichment: § The teacher will allow the partners to collaborate on their worksheets. If one student

is better at writing or drawing, then they may do that for both worksheets while the partner does the other part.

§ The teacher provide students with disabilities a basic outline of what the speaker will be talking about to help them.

§ The students who finish their worksheets early may write another challenge or responsibility of an Amish person.

§ Students who finish their diaries early may illustrate them. (Gardner: Visual/Spatial) Self­Reflection:

§ Was the lesson successful? § How can I improve this next time?

§ Comments:

Indiana Culture Unit Lesson Plan #5 (PE gross motor) LESSON PLAN by Sara Kauffman

Lesson: Indiana sports show Length: 45 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies: 4.5.2 Identify the different types of social groups to which people belong and

the functions these groups perform. English: 4.2.1 Use the organization of informational text to strengthen comprehension.

Performance Objectives: 1. After reading and acting out a sport’s show, the students will write at least three different social groups on the baseball diamond worksheet. 2. While reading the textbook, the students will use the bold headings to fill in at least 5 out of 7 spaces on the graphic organizer. Assessment: 1. The teacher will collect the baseball diamond worksheets, making sure that the students wrote at least three different social groups that had been mentioned in the lesson.

2. The teacher will collect the graphic organizer from the students. She will check to see that at least 5 of the 7 spots are filled in with information from the bold headings from the textbook. Advanced Preparation by Teacher and Materials: § The teacher will make a copy of the graphic organizer, baseball diamond worksheet, and

sport’s show script for every student. § The students will each need their textbook and pencil.

§ The teacher may wish to include props for the sport’s show, such as microphones, basketballs, footballs, and fan flags.

Procedure: Introduction/Motivation:

1. “What is a social group?” (Bloom: Knowledge) “What is an example of a social group?” (Bloom: Comprehension) 2. “Would a sports team be an example of a social group?” (Bloom: Comprehension) 3. “Many Hoosiers enjoy sports, and Indiana is famous for some sports.”

Step­by­Step Plan: 1. “What sports do you enjoy playing or watching?” (Bloom: Evaluation)

2. The class will read the first half of lesson two in chapter ten of the textbook together. (Gardner: Verbal/Linguistic) 3. The class will fill out the following graphic organizer together about the chapter while they read. (Gardner: Verbal/Linguistic) 4. The students will then choose parts for the Indiana sports show. (See attachment for parts and outline of script)

5. The students will get with their groups to plan and practice their parts for the sports show. (Gardner: Interpersonal) The students will use the script to guide them in what to say, but they will have to figure out exactly what to say and do on their own. They may write out what they want to say or just talk about what to say.

6. The students will act out their parts for the Indiana sports show. (Gardner: Verbal/Linguistic, Bodily­Spatial)

Closure: 1. “Why do we consider sports teams to be social groups?” (Bloom: Comprehension) 2. The students will each fill out the baseball diamond worksheet on their own. (Bloom: Knowledge) When they are done, they will turn it in. The students should also turn in their graphic organizer about the textbook. Adaptations/Enrichment:

§ The teacher will provide graphic organizers that are partially filled out for students with disabilities. She may also pair up students who struggle with a stronger partner to help them with the graphic organizer.

§ Students who are ready for the sports show first will be encouraged to improve their parts. They may then make props to use during the show.

§ Students who finish their baseball diamond worksheet early will be encouraged to write about sports in their writer’s notebook.

Self­Reflection: § Was the lesson successful? § How can I improve this next time?

§ Comments:

Name: ___________________________________________ Date: ______________________

Write one social group that we talked or read about today by each base in the baseball diamond. You should have four groups written when you are done.

Houghton Mifflin English

Indiana Sports Show Live! Cast: 2 reporters (Reporter 1 is in the production area and Reporter 2 is live) 1 New Castle high school basket ball coach 1 New Castle high school principal 8 Indiana Pacer basketball players 5 Indiana Pacer basketball fans 3 Indianapolis Colts coaches 5 Notre Dame football fans

This is not a script. This just lays out when each person will be talking, and is a guide for what to say. What you decide to say is up to you. You can use the textbook as a guide for more information. Be creative and informative!! Reporter 1: Introduce the sports show; be enthusiastic! Talk about Hoosier Hysteria and send it over to Reporter 2 at New Castle high school. Reporter 2: Introduce New Castle high school and the fact that it has the world’s largest high school gym. Talk to the high school coach and principal about their basketball program and why they believe basketball is important. New Castle coach and principal: Talk to the reporter about why basketball is important. Use this opportunity to showcase your large gym! Feel free to show the reporter some basketball moves. Reporter 2: End the discussion and send it back to Reporter 1.

Reporter 1: Feel free to respond to what was said. Next, talk about the Indiana Pacer’s basketball team. Be proud that they are in Indiana! Send it to Reporter 2 who is live at a game! Indiana Pacer basketball players: You are playing a game. Be creative, but be careful not to hurt yourself or others! Indiana Pacer basketball fans: You are watching the game. Get into it! Move around and cheer! Reporter 2: Report on the enthusiasm of the fans and the good work of the Indiana Pacers. Send it back to Reporter 1.

Reporter 1: Feel free to respond about the Pacers. Now talk about Indiana’s very own football team, the Indianapolis Colts. Send it to Reporter 2 at the RCA Dome in Indianapolis. Reporter 2: You are talking with three of the Indianapolis Colts football coaches. Ask them about the team and what it is like to live and work in Indiana. Indianapolis Colts coaches: Talk with the reporter about your team. Feel free to talk them up and brag about them. You may move around and show some of your winning football moves if you would like. Be enthusiastic about working in Indiana. Reporter 2: Wrap up the conversation and send it back to Reporter 1.

Reporter 1: Talk about the famous Notre Dame College football team. They are well­known and have many fans. Send it to reporter 2 who is live with several Notre Dame football fans. Reporter 2: Talk with several Notre Dame football fans before a football game. Possible questions could be why they are there, why they like Notre Dame, or who they think will win the game. Notre Dame football fans: Talk with the reporter about Notre Dame before a big game. Be excited about the team and the upcoming game! Feel free to move around and do a cheer or two. Reporter 2: Wrap it up and send it back to Reporter 1. Reporter 1: Wrap up and end the sports show.

Indiana Culture Unit Lesson Plan #6 (Science) LESSON PLAN by Sara Kauffman

Lesson: Motion at the Indy 500 Length: 30 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies: 4.5.2 Identify the different types of social groups to which people belong and

the functions these groups perform. Social Studies: 4.1.13 Organize and interpret timelines that show relationships among people,

events, and movements in the history of Indiana. Science: 4.2.4: Use numerical data to describe and compare objects and events.

Performance Objectives: 1. After discussing the Indianapolis 500, the class will mention at least one function the racecar drivers perform. 2. After discussing the differences in racecars over time, the class will use a timeline to state at least two things that have changed over time at the Indianapolis 500. 3. After interpreting the timeline, the class will mention at least two numbers that are different in the 1911 and 2006 race. Assessment: 1. After talking about racecar drivers as a social group, the teacher will make sure that the class mentions at least one accurate function that racecar drivers perform.

2. When interpreting the timeline, the teacher will make sure that the class mentions at least two things on the timeline that have changed over time at the Indianapolis 500.

3. After interpreting the timeline, the class will mention at least two numbers that are different in the 1911 and 2006 race that is caused by the difference in racecars. Advanced Preparation by Teacher and Materials: § The students will each need a textbook, pencils, and paper.

§ The teacher should prepare the pictures from the Indianapolis 500, a timeline for each student, and gather calculators for students who may need them.

§ The teacher should have computers ready for students who want to learn more about the Indianapolis 500.

Procedure: Introduction/Motivation:

1. Show the class pictures from the Indianapolis 500 race. Ask, “Does anyone know what famous Indiana race these pictures are from?” (Bloom: Knowledge) “Who has ever watched the Indianapolis 500 racecar race? What was it like?” (Bloom: Knowledge) 2. Show pictures of the bands before the race and explain that there are many pre­race activities. The teacher may share her own experiences of the race here, including marching before the race and experiencing the race.

3. “This is one of the most famous and favorite races in the United States, not just in Indiana. We are going to learn a little bit about the race and the racecars today.”

Step­by­Step Plan: 1. Tell the students that the 500 means that the cars go 500 miles. “Each lap is 2.5 miles long. How many laps do they need to take?” (Bloom: Comprehension) (Gardner: Mathmatical/Logical) 1. Ask the students to draw a picture of what they think a racecar would look like at the Indianapolis 500. (Gardner: Visual/Spatial) 2. Show the students the picture of the racecar from 1911, the year of the first race. “Was this what you thought it would look like?” (Bloom: Comprehension) Explain that this is from 1911 when the race began. Show a picture of a car today. “What differences do you notice?” (Bloom: Knowledge) What difference do you think the changes in racecars have had on the race?” (Bloom: Analysis) 3. Hand out the timeline. “What has changed over the years?” (Bloom: Knowledge) “Why do you think these things have changed?” (Bloom: Comprehension) Explain that the time is written as the number of hours, then minutes, then seconds that it took the racecar winner to complete the race. “Using the timeline, what specifically has changed about the performance of the 1911 racecar and 2006 racecar?” (Bloom: Comprehension) 4. “What does speed mean?” (Bloom: Knowledge) “How could you figure out what the speed was without me giving it to you?” (Bloom: Knowledge) 5. “Speed is the distance an object moves in a certain amount of time. You need two things to figure out speed. You need to know how far the object traveled and how long it took to go that distance. You divide the distance traveled by the time spent moving. How far did Sam Hornish Jr. travel? (Bloom: Knowledge) How much time did it take him? (Bloom: Knowledge) Without looking at your paper, what was his speed?” (Bloom: Comprehension) (Gardner: Mathmatical/Logical) 6. “Do you think the racecar went the same speed the whole race?” (Bloom: Comprehension) “An increase in speed is called acceleration. This is like when you are in a car at a stoplight that is red and then you accelerate when it turns green so that you can go. Do you think these racecars have good acceleration? (Bloom: Evaluation) Why do they need good acceleration? (Bloom: Application) The IndyCar Series cars in the races can actually accelerate from 0 to 100 mph in less than 3 seconds. That’s fast!”

Closure: 1. Read the introduction to chapter ten in the textbook about the Indy 500 racecar driver. (Gardner: Linguistic)

2. “What is the definition of a social group that we learned earlier? (Bloom: Knowledge) Are the Indianapolis 500 racecar drivers a social group?” (Bloom: Comprehension) “What purpose do they serve to the citizens of the United States?” (Bloom: Analysis) Adaptations/Enrichment:

§ The teacher will let students who struggle with math to use a calculator. § The teacher will allow students who struggle with reading to buddy read.

§ Students who finish reading early may write a diary entry as a racecar driver who just won the Indianapolis 500.

§ Students who are interested may go onto http://www.indy500.com/ to learn more about the Indianapolis 500.

§ Students will be encouraged to write about the Indianapolis 500 in their writer’s notebooks later in the day.

Self­Reflection: § Was the lesson successful?

§ How can I improve this next time? § Comments:

Indianapolis 500 Timeline

1911: First race Winner: Ray Harroun Time: 6:42:08.000 Speed: 74.602

1930: Winner: Billy Arnold Time: 4:58:39.720 Speed: 100.448

1940: Winner: Wilbur Shaw Time: 4:22:31.170 Speed: 114.277

1955: Winner: Bob Sweikert Time: 3:53:59.130 Speed: 128.213

1990: Winner: Arie Luyendyk Time: 2:41:18.404 Speed: 185.981

2001: Winner: Helio Castroneves Time: 3:31:54.180 Speed: 141.574

2006: Winner: Sam Hornish Jr. Time: 3:10:58:7590 Speed: 157.085

1970: Winner: Al Unser Time: 3:12:37.040 Speed: 155.749

Indiana Culture Unit Lesson Plan #7 (PE fine motor) LESSON PLAN by Sara Kauffman

Lesson: Indiana city brochures Length: 30 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies: 4.3.4 Locate Indiana on a map of the United States; indicate the state capital,

major cities, and rivers in Indiana; and be able to place these on a blank map of the state. Social Studies: 4.3.9 Create maps of Indiana at different times in history showing regions and

major physical and cultural features; give examples of how people in Indiana have modified their environment over time.

Performance Objectives: 1. While making a brochure for an indicated city, each pair of students will place at least one major city on a map they have created. 2. While making a brochure for an indicated city, each pair of students will show at least one region of Indiana in the twenty­first century. Assessment: 1. After the lesson, the teacher will collect the brochures and grade them according to the provided rubric. The teacher will make sure that the students include at least one major city located near their indicated city on a map they created. 2. After the lesson, the teacher will collect the brochures and grade them according to the provided rubric. The teacher will make sure that the students located and indicated the region of Indiana that their city is in today on a map they created. Advanced Preparation by Teacher and Materials: § The teacher will need several examples of brochures for different cities.

§ The students will each need markers, scissors, glue. They will need a copy of the rubric. § Each pair of students will need a blank white paper. They may need old magazines to cut

and computers with Internet access. Procedure:

Introduction/Motivation: 1. Draw the students’ attention to the bulletin board with information about different counties. (Gardner: Visual/Spatial) Tell the students that they have gotten lots of information from the cities they have written.

2. “What have you learned about recreation and sports in Indiana?” (Bloom: Knowledge) Now they get to learn how that applies to the city they wrote to with letters.

Step­by­Step Plan: 1. Students should get with their partners from lesson one. (Gardner: Interpersonal) Each group should gather all of the information they have received from the city chamber of commerce they wrote. Groups without information can use the computer to look up information. (Gardner: Linguistic) 2. The teacher will tell the groups that they are going to make a brochure encouraging people to go to their city. Tell the students that they will use these at the end of the unit to create a state chamber of commerce that other students will visit.

3. Ask several students, “What types of attractions and recreation are found at your city?” (Bloom: Comprehension) 4. Show several examples of brochures and have others that students can refer to. Tell the students that they need to include the county the city is from, a map of Indiana that indicates their city and other major cities nearby, and the region of Indiana where the city is located. They also need to include important features, attractions, and recreation found in their city.

5. “What types of things do we need to include in writing our brochure to persuade others to come? What are some words we might include?” (Bloom: Comprehension) 5. The teacher will hand out the rubric that will be used to grade the brochure. Hand out the brochure paper and markers.

6. The students should work together make their brochures with the paper and markers. The teacher will have scissors, glue, and magazines to cut up available at this time. (Gardner: Visual/Spatial, Bodily­kinesthetic)

Closure: 1. Have the students clean up their area and put everything away. 2. Several groups may share their brochures with the class.

Adaptations/Enrichment: § The teacher will allow students who are not very artistic to cut out pictures from a

magazine for their brochure. § The teacher will allow students to work on their brochures later in the day if they do

not finish. § Students who finish early may create another brochure on the computer, either for

their city or for another city in their county. Self­Reflection:

§ Was the lesson successful? § How can I improve this next time?

§ Comments:

Indiana City Brochure Rubric

Student name: _______________________ Date: ____________________

Excellent 4

Good 3

Fair 2

Unsatisfactory 1

Creativity The brochure is creative and original. The brochure includes information about the city and pictures to draw attention.

The brochure is creative, but does not draw in the viewer. Space is not used well.

The brochure does not include enough information or visuals. The brochure does not catch the viewer’s attention.

Little effort was put into making the brochure look good. It is missing major information or pictures.

Teamwork The brochure is the result of a group effort. Each partner put in an equal amount of work.

Both partners worked on the brochure, but there were some problems working together.

The work was not divided equally between the two partners. There were some problems working together.

One of the partners did very little or none of the work or there were major problems working together.

Map The brochure includes a map of Indiana that labels the city and at least one other major city nearby. It includes the county and region the city is located in.

The brochure includes at least four of the following: map of Indiana, locate the city, one major nearby city, county, and region.

The brochure includes at least three of the following: map of Indiana, locate the city, one major nearby city, county, and region.

The brochure includes two or less of the following: map of Indiana, locate the city, one major nearby city, county, and region.

Features of City

The brochure includes at least three recreation attractions of the city and at least one other reason a visitor would want to come.

The brochure includes at least two recreation attractions of the city and at least one other reason a visitor would want to come.

The brochure includes at least two recreation attractions of the city but no other reason a visitor would want to come.

The brochure includes at least one recreation attraction of the city.

Grammar The brochure had 1 or less grammar or spelling errors.

The brochure had 2 to 3 grammar or spelling errors.

The brochure had 4 to 5 grammar or spelling errors.

The brochure had more than 5 grammar or spelling errors.

Points Earned ______/20

Comments:

Indiana Culture Unit Lesson Plan #8 (Math) LESSON PLAN by Sara Kauffman

Lesson: Road maps Length: 30 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Math: 4.2.1 Understand and use standard algorithms for addition and subtraction.

Social Studies: 4.3.2 Estimate distances between two places on a map, using a scale of miles, and use cardinal and intermediate directions when referring to relative location.

Performance Objectives: 1. After finding the distance traveled on each road, each pair of students will use the standard algorithm for addition with 95% accuracy. 2. After telling the students what way is North, 20 out of 24 students will correctly stand and face East. 3. After finding a route between two cities on a road map of Indiana, each pair of students will estimate the distance between the two cities within 7 miles of the actual distance. Assessment:

1. The teacher will collect the worksheet from the students and look at number 5 to make sure that the students used the standard algorithm for addition with at least 95% accuracy.

2. The teacher will observe the students as they stand up and make sure that at least 20 out of 24 of the students correctly face east when asked.

3. The teacher will collect the worksheet from the students and look at number 3 to make sure that the partner’s estimate is within 7 miles of the actual distance between the two cities. The actual distance should be recorded on number 5.

Advanced Preparation by Teacher and Materials: § The teacher will prepare the road map of Indiana for every student. She will have the

students’ brochures to hand back.

§ The teacher will have multiple road maps of Indiana for students to use. She will have calculators for students who need them.

§ The students need a pencil. Procedure:

Introduction/Motivation: 1. “How do we know how to get to different places in Indiana?” (Bloom: Knowledge) 2. “If the chalkboard is north, stand up and face east. Face west, face south.” (Gardner: Bodily­ kinesthetic)

3. Hand out the road map of Indiana. Explain that some cities are not directly North, South, East, or West of each other. That is why we have the intermediate directions of Northeast, Northwest, Southeast, and Southwest. Have the students point to the location of their map that would be northeast.

Step­by­Step Plan: 1. Have the students get into their partners from last time and hand back their brochures. Each pair should look at the map they drew to their city. 2. Each pair should locate their city on the road map and put a star on it. They should then locate North Manchester and put a star on it. If a group is using North Manchester as their city, they should choose another city to use.

3. Tell the students that they are going to plan a road trip going from North Manchester to their city. They need to first find the route they are going to take. They can trace their route on the map. On the worksheet on the back of the map, each group should write the route they are going to take. The teacher will have other road maps available if students have trouble finding their city or roads to take. 4. Draw students’ attention to the scale drawn at the bottom of the map. “What is this? What is it used for?” (Bloom: Knowledge) “How can you use this to calculate the distance from one location to another?” (Bloom: Comprehension) 5. The students should first estimate the distance from North Manchester to their city without measuring. Record this on their worksheet. (Gardner: Mathematical/Logical) 6. The students should then measure the distance they are going on each road and add those numbers together to get the total distance they need to drive. This will be recorded on their worksheet. (Gardner: Mathematical/Logical) 7. Next the students should calculate the time it would take them to travel to their city on the worksheet. (Gardner: Mathematical/Logical)

Closure: 1. Bring the class back together. “Who traveled the farthest?” (Bloom: Knowledge) “Do you think it would take a longer or shorter time to get to your city if you actually drove there? Why?” (Bloom: Analysis) Adaptations/Enrichment:

§ The teacher will allow students with disabilities to use a calculator. § The teacher will provide rulers to students who need help measuring the distance to

travel on each road. § Students who finish early should be encouraged to find a different route to their city.

Encourage them to find the shortest route possible. Self­Reflection:

§ Was the lesson successful? § How can I improve this next time?

§ Comments:

Name: ________________________________________ Date: _____________

Road trip!

1. What city are you going to? ______________________________________ 2. What route are you going to take? Include the roads you are taking and the

direction (North, South, East, West, Northeast, Northwest, Southeast, Southwest) you are going on each road.

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. Estimate the distance between your city and North Manchester. Write your estimate in miles. _______________________________________________ 4. Write the roads you are taking and the number of miles you are traveling on each road. ______________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 5. Add the number of miles on each road to find the total distance you are traveling. Show your work.

6. If you drive at a consistent speed of 60 miles per hour, how long will it take you to get to your city from North Manchester? Show your work. Remember that distance = rate times time.

Indiana Culture Unit Lesson Plan #9 (Reading) LESSON PLAN by Sara Kauffman

Lesson: Indiana Authors Length: 45 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies: 4.5.4 Describe the role of Indiana artists in American visual arts, literature,

music, dance, and theatre. English: 4.4.7 Use multiple reference materials and online information (the Internet) as aids to

writing. English: 4.6.6 Use underlining, quotation marks, or italics to identify titles of documents.

Performance Objectives: 1. After researching an Indiana author, each group of students will write at least one sentence about the role of Indiana authors in American literature. 2. After receiving an author to research, each group will use information from the Internet to write a newspaper article at least one page long. 3. After researching an Indiana author, each group will underline at least 2/3 books the author wrote. Assessment: 1. The teacher will collect each group’s newspaper article. She will check to see that each group wrote at least one applicable sentence about the role of Indiana authors in American literature.

2. The teacher will collect each group’s newspaper article. She will check to see that each group wrote at least one page using information found on the Internet.

3. The teacher will collect each group’s newspaper article. She will check to see that each group underlined at least 2/3 of the books the author wrote. Advanced Preparation by Teacher and Materials: § The teacher will prepare the news article outline for each group and the poem for every

student. § The teacher will need to get permission to use the computer lab.

§ The students will need a pencil and notebook paper. Procedure:

Introduction/Motivation: 1. “What are some words that we say different in Indiana than people say other places?” (Bloom: Comprehension)

2. “What is it called when we say some words differently?” (Bloom: Knowledge) “Do you think that these words should ever be included in things we write? Why or why not?” (Bloom: Evaluation) 3. “Today we are going to learn about some famous authors from Indiana. Keep in mind where they come from and how that may affect their writing.”

Step­by­Step Plan: 1. Divide the class into four groups. (Gardner: Interpersonal) Tell them they are going to be news reporters working to research several famous Indiana authors. Their groups need to fill out a provided news article that will be included in a class newspaper they will create. 2. Assign each group an author (Theodore Dreiser, Booth Tarkington, Gene Stratton­Porter, or Ernie Pyle). Hand out the news article outline. 3. Tell the students that they need to research on the website http://iwp.iweb.bsu.edu/IndianaAuthors/Pages/Frameset.html. After they read the information on that site, they are free to look on other sites. On this website, they will find a large map of Indiana. They need to click on the stars on the map until they find their author. Then they can research. They will only have 20 minutes to work, so they need to work quickly.

4. Take the students to the computer lab and let them research and write. (Gardner: Linguistic) 5. Go back to the room and collect their news articles. The teacher should combine these into a newspaper to distribute the next day. These could be distributed to other classes as well. 6. Have the students read about James Whitcomb Riley in their textbooks. Emphasize the fact that he wrote with Indiana dialect. Next, hand out his poem, “Little Orphan Annie.” 7. The teacher will read this poem out loud. Encourage students to write on their poem any connections they make to it. Also encourage them to pay attention the language he uses. (Gardner: Linguistic) 8. “What words do you hear that may be from Riley’s Indiana dialect?” (Bloom: Knowledge) “Do you think these words are useful in the poem? Why or why not?” (Bloom: Evaluation)

Closure: 1. Have the students write at least four sentences on a piece of notebook paper about how using different dialects improves an author’s writing or why it does not. (Gardner: Linguistic) Adaptations/Enrichment:

§ The teacher will pair weaker students with stronger students. § Students who finish early may type their news article.

§ Students who finish their news articles early can make an illustration. (Gardner: Visual/Spatial)

Self­Reflection: § Was the lesson successful?

§ How can I improve this next time? § Comments:

News Break! ____________________________________

was born in _________________________.

His/her life growing up was _____________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

An important moment in his/her life was

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

He/she mainly wrote __________________.

He/she wrote many different works, such as

____________________________________

____________________________________

___________________________________.

Awards or recognitions won: ____________

____________________________________

____________________________________

____________________________________

Indiana authors’ role in American literature

is _________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

This author is an important part of Indiana

history because ______________________

____________________________________

____________________________________

____________________________________

Written by:

The Little Orphan Annie By James Whitcomb Riley

Little Orphant Annie's come to our house to stay, An' wash the cups an' saucers up, an' brush the crumbs away, An' shoo the chickens off the porch, an' dust the hearth, an' sweep, An' make the fire, an' bake the bread, an' earn her board­an'­keep; An' all us other childern, when the supper­things is done, We set around the kitchen fire an' has the mostest fun A­list'nin' to the witch­tales 'at Annie tells about, An' the Gobble­uns 'at gits you Ef you Don't Watch Out!

Wunst they wuz a little boy wouldn't say his prayers,­­ An' when he went to bed at night, away up­stairs, His Mammy heerd him holler, an' his Daddy heerd him bawl, An' when they turn't the kivvers down, he wuzn't there at all! An' they seeked him in the rafter­room, an' cubby­hole, an' press, An' seeked him up the chimbly­flue, an' ever'­wheres, I guess; But all they ever found wuz thist his pants an' roundabout: An' the Gobble­uns 'll git you Ef you Don't Watch Out!

An' one time a little girl 'ud allus laugh an' grin, An' make fun of ever' one, an' all her blood­an'­kin; An' wunst, when they was "company," an' ole folks wuz there, She mocked 'em an' shocked 'em, an' said she didn't care! An' thist as she kicked her heels, an' turn't to run an' hide, They wuz two great big Black Things a­standin' by her side, An' they snatched her through the ceilin' 'fore she knowed what she's about! An' the Gobble­uns 'll git you Ef you Don't Watch

Out!

An' little Orphant Annie says, when the blaze is blue, An' the lamp­wick sputters, an' the wind goes woo­oo!

An' you hear the crickets quit, an' the moon is gray, An' the lightnin'­bugs in dew is all squenched away, You better mind yer parunts, an' yer teachurs fond an' dear, An' churish them 'at loves you, an' dry the orphant's tear, An' he'p the pore an' needy ones 'at clusters all about, Er the Gobble­uns 'll git you Ef you Don't Watch Out!

Retrieved from "http://en.wikisource.org/wiki/Little_Orphant_Annie"

Indiana Culture Unit Lesson Plan #10 (Art) LESSON PLAN by Sara Kauffman

Lesson: Robert Indiana’s art Length: 50 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies: 4.5.4 Describe the role of Indiana artists in American visual arts, literature,

music, dance, and theatre. Performance Objectives: 1. After researching one Indiana artist, actor, or dancer, each student will write at least one sentence about their role in American art.

Assessment: 1. The teacher will collect each student’s “Artist Information Sheet” to make sure that each student wrote at least one sentence about their artist’s role in American art. The teacher will use the “Artist Role” checklist to assess the sentence. Advanced Preparation by Teacher and Materials: § The students need an “Indiana Artist Map,” “Artist Information Sheet,” artist pictures,

pencils, blank white paper, colored construction paper, markers, colored pencils, crayons, scissors, and glue.

§ The teacher needs to make 5 groups of students and Curator A and Curator B nametags. § The teacher needs a bell.

Procedure: Introduction/Motivation:

1. “Has anyone ever been to an art museum?” (Bloom: Knowledge) “Does anyone know any famous artists who came from Indiana?” (Bloom: Knowledge) 2. “Today you are all going to become art curators. You will become experts on some type of artist, either an artist, dancer, or actor. You will each have the opportunity to present your artist to others and also to visit the other exhibits in the museum.”

Step­by­Step Plan: 1. Divide the class into five groups of five. Assign three people to be “Curator A” and two people to be “Curator B.” (Gardner: Interpersonal) 2. Assign each group an artist: Jim Davis, Janet Scudder, Kevin Pugh, David Letterman, or James Dean.

3. Hand out an Artist Information Sheet to each student to fill out. Tell them that they will have ten minutes to research their artist in their textbook and any other informational text. They need

to fill out their information sheet as a guide to teach others about their artist when they visit the museum. They need to include the artist’s name, the city in Indiana they were born in, and their role in American art and theatre. They also need to show the pictures they have. They need to prepare a two minute presentation. (Gardner: Linguistic, Visual/Spatial) 4. Let each group work and research for 10 minutes. After 10 minutes, assign each group to a corner of the room. Tell curators A that they will be the curators this session while curators B will visit the museum. 5. Hand out the Indiana Artist Map to each student. Each visitor needs to fill in the artist at each city as they move through the museum. 5. Curators B should go to the exhibit to their left. Curators A should teach about their artist for two minutes until they hear the bell. 6. After two minutes, ring the bell and all the museum visitors move to their left. This continues until they are back at their own exhibit. Now Curators B become the curators and Curators A become the visitors and move to the exhibit to their left, just as before.

7. Bring the group back together. Tell the students a little about Robert Indiana’s life. Have them fill in the city he was born in on the map. Show them Robert Indiana’s artwork. (Gardner: Visual/Spatial) 8. Tell the students that since they are such art experts now, the museum has hired them to recreate Robert Indiana’s famous “Love” artwork. The students can use markers, colored pencils, crayons, construction paper, scissors, and glue to create a new artwork using the word “Love.” The students have 10 minutes to do this. (Gardner: Visual/Spatial)

Closure: 1. Have each student turn in their Indiana Artist Map and Artist Information Sheet. 2. “What role did the artists from Indiana fill in American art? (Bloom: Application) Why are these artists important?” (Bloom: Comprehension) 2. Allow one or two students to show the new artworks they created. Then have all students turn in their artwork. (Gardner: Visual/Spatial) Adaptations/Enrichment:

§ The teacher will put stronger students with students who need extra help. § Students who finish early may create a collage representing the many artists they

have learned about. Self­Reflection:

§ Was the lesson successful? § How can I improve this next time?

§ Comments:

Name: ___________________________________________ Date: ___________________

Artist Information Sheet

• Artist name: _____________________________________

• Indiana city born in: ___________________________________

• Role in American art/theatre (Write at least one complete sentence): __________________________________________________________________________

Notes for two minute presentation: ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

Name: ________________________________________ Date: _________________________

Indiana Artist Map

Artist from Marion, Indiana: ________________________

Actor from Marion, Indiana: ______________________

Artist from Terre Houte, Indiana: _________________________

Dancer from Indianapolis, Indiana: _____________________________

Actor from Indianapolis, Indiana: ______________________________

Name: ________________________________________ Date: _________________________

Indiana Artist Map

Artist from Marion, Indiana: _______Jim Davis_______

Actor from Marion, Indiana: ________James Dean____

Artist from Terre Houte, Indiana: _______Janet Scudder____

Dancer from Indianapolis, Indiana: _________Kevin Pugh_________

Actor from Indianapolis, Indiana: ____________David Letterman___

Name: ________________________________ Date: __________________

Artist Role Checklist

Yes No

1. Student wrote one complete sentence ____ ____ 2. The student connected the artist to American ____ ____

3. The student connected the artist to art/dance/theatre ____ ____ 4. The student’s connections show insight ____ ____

5. The student shows appreciation for the contributions of Indiana artists to America ____ ____

Total: ____ ____

James Dean Janet Scudder Janet Scudder’s “Flying

Cupid Fountain”

Jim Davis

Jim Davis’s “Garfield”

Kevin Pugh David Letterman

Indiana Culture Unit Lesson Plan #11 (Music) LESSON PLAN by Sara Kauffman

Lesson: Indiana State Song Length: 30 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies: 4.5.4 Describe the role of Indiana artists in American visual arts, literature,

music, dance, and theatre. Performance Objectives: 1. After talking about the state song of Indiana, the class as a whole will state at least two roles the state song serves.

Assessment: 1. The teacher will observe the students as they talk about the role of the state song and make sure that the class states at least two roles the state song serves. The teacher will keep a checklist of the students’ names on it and check the students who offer accurate reasons to have a state song. Advanced Preparation by Teacher and Materials: § The teacher needs a CD recording of “On the Banks of the Wabash, Far Away” and

“Back Home Again in Indiana,” handouts of the lyrics to both songs, a television recording of Jim Nabors singing before the Indianapolis 500 race, and possibly music paper.

§ The students will need a pencil, highlighter, and possibly notebook paper. Procedure:

Introduction/Motivation: 1. “Does anyone know what the state song is?” (Bloom: Knowledge) “What is the role of a state song?” (Bloom: Comprehension) 2. “What kinds of things would you talk about in the state song if you were writing it?” (Bloom: Synthesis) Write these things on the board.

Step­by­Step Plan: 1. Hand out the words to “On the Banks of the Wabash, Far Away.” Explain that this is our state song. Play a CD recording of the song. (Gardner: Musical) Ask the students to highlight the part of the song that they think best exemplifies Indiana. Have a few students share. 2. Now hand out the words to “Back Home Again in Indiana.” Explain that this is a famous Indiana song, but it is not our state song. Many people think that this is our state song, but it is not. Play a CD recording of the song. (Gardner: Musical) Have the students highlight the parts of the song that they thing exemplifies Indiana and have a few students share.

3. “Has anyone ever heard this song before? Where have you heard it? (Bloom: Knowledge) Explain that Jim Nabors usually sings this song before the Indianapolis 500 race starts. Show a television recording of Jim singing before the race. 4. “We are going to compare the songs now. How are they alike? How are they different?” (Bloom: Analysis) Have two columns on the board, “Alike” and “Different.” Write students comments under the correct column.

5. “Indiana’s governor has asked our class to write a new state song. He wants a song that exemplifies Indiana. We’ve been learning all about Indiana and what Hoosiers find important. I want you to pull all of this together to make a new song. We want to make our song the best possible, and maybe the governor will choose one of your songs for the new state song.”

6. Tell the students that they are going to write the lyrics for their song in class. Lyrics are the words to the song. The governor has said that the song must have two verses and a chorus, or repeated part. Each section of the song must be at least four sentences long. 7. Let the students write their lyrics on notebook paper or music paper.

Closure: 1. Allow several students to share what they wrote.

2. Students may create notes and accompaniment to go along with their song. They may also record their song on a tape. This would all be given for extra credit, but it would also impress the governor. Adaptations/Enrichment:

§ The teacher will allow students with disabilities to write shorter songs. § The teacher will allow students to work with a partner if they need help.

§ Students who finish early may write lyrics to another song, either about Indiana or the city they are researching.

Self­Reflection: § Was the lesson successful?

§ How can I improve this next time? § Comments:

On the Banks of the Wabash, Far Away Written by Paul Dresser Composed by Paul Dresser

'Round my Indiana homesteads wave the cornfields, In the distance loom the woodlands clear and cool.

Oftentimes my thoughts revert to scenes of childhood, Where I first received my lessons, nature's school.

But one thing there is missing in the picture, Without her face it seems so incomplete. I long to see my mother in the doorway,

As she stood there years ago, her boy to greet.

[CHORUS]

Oh, the moonlight's fair tonight along the Wabash, From the fields there comes the breath of newmown hay. Through the sycamores the candle lights are gleaming,

On the banks of the Wabash, far away.

Many years have passed since I strolled by the river, Arm in arm, with sweetheart Mary by my side, It was there I tried to tell her that I loved her, It was there I begged of her to be my bride.

Long years have passed since I strolled thro' there churchyard. She's sleeping there, my angel, Mary dear, I loved her, but she thought I didn't mean it, Still I'd give my future were she only here.

“Back Home Again in Indiana”

by Ballard MacDonald and James Hanley

First verse

I have always been a wand'rer Over land and sea Yet a moonbeam on the water Casts a spell o'er me A vision fair I see Again I seem to be

Chorus

Back home again in Indiana, And it seems that I can see The gleaming candlelight, still burning bright, Through the sycamores for me. The new­mown hay sends all its fragrance Through the fields I used to roam. When I dream about the moonlight on the Wabash, How I long for my Indiana home.

Second verse

Fancy paints on mem'ry's canvas Scenes that we hold dear We recall them in days after Clearly they appear And often times I see A scene that's dear to me

Indiana Culture Unit Lesson Plan #12 (Drama) LESSON PLAN by Sara Kauffman

Lesson: Indiana Visitor’s Center Length: 50 minutes Age or Grade Intended: Fourth grade

Academic Standard(s): Social Studies: 4.5.2 Identify the different types of social groups to which people belong and

the functions these groups perform. Social Studies: 4.3.4 Locate Indiana on a map of the United States; indicate the state capital,

major cities, and rivers in Indiana; and be able to place these on a blank map of the state. Performance Objectives: 1. During their presentations, each pair of students will identify at least one social group in their chosen city.

2. During their presentations, each pair of students will identify at least one major city in Indiana near their chosen city.

Assessment: 1. The teacher will go around to each pair of students’ presentations during the lesson, making sure that everyone identifies at least one social group and major city in Indiana. The teacher will use the Indiana City Presentation Checklist to grade each pair of students on their presentation. Advanced Preparation by Teacher and Materials: § The students will need their brochure, city information, letter to the chamber of

commerce, map with trip route, computers, pictures, construction paper, markers, scissors, glue, and maps available for students to use.

§ The teacher will need a stopwatch. She will need another group of students to visit the class.

Procedure: Introduction/Motivation:

1. “When you think of Indiana, what do you think? (Bloom: Evaluation) What is there that is fun to do in Indiana?” (Bloom: Evaluation) 2. “What is there besides corn in Indiana?” (Bloom: Comprehension)

Step­by­Step Plan: 1. Have students get with their partner from the first lesson. The pair should collect all of their work about the city they researched during the unit. This should include their letter to the chamber of commerce, any information they received from the city, a map with a trip route to the city from North Manchester, a brochure of the city, and possibly a song about the city, artist or author from the city, and any other information they have. (Gardner: Interpersonal)

2. Tell the students that they need to organize all of their information and find a way to present their city. In a few minutes, another class is going to come visit the Indiana Visitor’s Center to learn about Indiana. Their job is to act as business people to convince these people to come to their city.

3. Allow the students to have thirty minutes to prepare a presentation about their city and any visuals they wish to include. Each pair needs to have at least one visual and a two minute presentation about their city. They need to include information about at least one recreation in the city, one social group in the city, one major city nearby, and any famous people who came from their city in their presentation. Have computers, pictures, construction paper, markers, scissors, glue, and maps available for students to use. (Gardner: Visual/Spatial, Linguistic) 4. After thirty minutes, lead in the other class. Guide them to all start at different city’s booths. Tell the students that they are going to move to their left when they hear the teacher ring the bell. (Gardner: Interpersonal) 5. Let each student stay at the city’s booth for about two minutes, then ring the bell and have groups move to their left. Continue this until they have been to all of the booths.

Closure: 1. Gather both classes together. “What have you learned about Indiana?” (Bloom: Knowledge) 2. Let the other class go back to their classroom. Have my students write at least six sentences about what they have learned about Indiana throughout the unit. Adaptations/Enrichment:

§ The teacher will let each pair of students decide who will talk and who will show their visuals. This allows students to do the thing where they are best.

§ The teacher may provide an outline for the presentation to guide students with disabilities.

§ Students who finish writing early may draw a picture about what they have learned. (Gardner: Visual/Spatial)

Self­Reflection: § Was the lesson successful?

§ How can I improve this next time? § Comments:

Names: ________________________________________ Date: ________________

Indiana City Presentation Checklist

Yes No

1. Both students worked equally ____ ____

2. The students identified at least one recreation in their city ____ ____

3. The students identified at least one social group in their city ____ ____

4. The students identified at least one major city near their city ____ ____

5. The students identified any famous people from their city ____ ____

6. The students included at least one visual in their presentation ____ ____

7. The students prepared a two minute presentation that engaged their viewers ____ ____

Total: ____ ____