Title
Liberty Passport
Subject Area
Language Arts; Social Studies
Goal
To prepare the Journal Journey Passport
Objectives
The students will gain a general understanding of the purpose of a passport.
The students will prepare passports for use during the ‘Footsteps’ unit.
Background
The passport is an official document issued by the government of a country to one of its citizens authorizing him to travel to foreign countries and authenticating his identity, citizenship, right to protection while abroad, and right to re-enter his native country. A passport is anything the ensures admission or acceptance. (Random House Dictionary) The passport must not be used by anyone other than the person to whom it is issued.
Materials
passport photocopies (2 papers, two-sided)
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scissors
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glue
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stapler
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stamp pad/ink
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rubber stamps
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clear contact paper (or laminator)
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photographs—recent photographs( 2”x 2 1/2) of each student (Photograph any student not able to provide a picture from home.)
Procedure
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1. The teacher asks the students if they know what a passport is? Do any of them have one of their own? When did they use it? Where did they go?
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2. Discuss background information.
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3. Explain to the students that they are going to make their own passports to use during the ‘Footsteps’ unit.
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4. Distribute passport photocopies.
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5. Cut photocopies along horizontal 8 1/2” lines.
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6. Fold photocopies along vertical 6” lines.
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7. Arrange pages to form booklets. Pages are numbered 1-13. The page entitled PASSPORT is the front cover. The blank page, the back.
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8. Help students complete page one. Supply information that they do not know.
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9. Have students sign passports.
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10. Attach photographs to passports.
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11. Protect passport cover with contact paper.
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12. Explain the purpose of the passport and the procedure the students will follow. (Each time an activity is accomplished the passport will be dated, stamped and the activity recorded.)
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13. Travel notes pages are for brief comments the students may record during or following trips.
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14. The teacher keeps the passports and has them available for each session. The students keep their passports with them during sessions.
Lesson Plan Two
Title
Indian Picture Writing
Subject Area
Language Arts; Communication
Goal
To learn Indian picture writing.
Objectives
The students will experience the process of acquiring a foreign language.
The students will experience a different form of communication.
Background
Native Americans used picture writing as a way of communicating and recording events. This symbolic language was a method of documenting legends, triumphs from a battle or hunt, and the history of the tribe. Their bodies, homes, artifacts and even their horses were decorated with images. These symbols were used not only for communication and artistic embellishment but for protection from enemies during wars.
Materials
Indian Picture Writing handbooks (photocopies—2 papers, two-sided; prepare handbooks in advance)
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chalkboard or chart paper
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chalk or markers
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drawing paper
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pencils/crayons/markers
Procedure
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1. Draw a common symbol on the chalkboard such as a traffic signal, stop sign or one way arrow.
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2. Have the students identify the symbol and explain its meaning or purpose.
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3. Have the students give further examples of symbols used to convey a message.
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4. Explain that the Native Americans had a similar method of communicating visually without using letters or words.
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5. Discuss background information.
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6. Draw one pictograph on the chalkboard. Start with simple, readily recognized symbols (sun, fish, man).
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7. Have the students name the pictograph.
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8. Continue to add pictographs while the students name each symbol. (Choose pictographs that will be able to be combined to form a complete thought.)
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9. Arrange the symbols, composing a sentence.
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10. Have the students translate the sentence orally, sharing their responses with the group.
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11. Allow several students the opportunity to construct some sentences and call upon classmates to translate.
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12. Discuss the new language. How is it the same as ours? How is it different? Which language is easier to learn? Explain why. In which language can you more easily make a new word? Explain your answer.
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13. Distribute the Indian Picture Writing handbooks.
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14. Look through the handbook with the students and discuss any questions regarding the meanings of the pictographs.
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15. Have the students work in pairs in order to practice writing sentences or messages. (Other students may try to translate.)
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16. Have the students work independently, writing in their journals.
Bridging Activity
The students will take the Indian Picture Writing handbooks home to study.
Lesson Plan Three
Title
Pictographs
Subject Area
Language Arts; Communication; Visual Arts; Social Studies
Goal
To prepare a pictograph.
Objective
The students will write in their new language in the form of a pictographic story.
Background
Some Native Americans recorded events or stories on animal skins. They painted the symbols onto the hides starting at the center of the skin and proceeding to the left in a spiral fashion.
Materials
Indian Picture Writing handbook.
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brown construction paper paintbrushes
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cups (for water)
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tempera paint or markers
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an animal hide or piece of leather (available
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at fabric stores)
Procedure
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1. Display animal hide where the students can easily see and touch it.
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2. Discuss background information.
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3. Ask the students why Native Americans used the hides of animals? From what kinds of animals could they get hides? When? (Following a hunt.) Could they use the hides again? What would we use today instead of animal hides?
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4. Explain to the students that they are going to make pictographs on a pretend hide.
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5. With a paintbrush, wet the four edges (borders) of a piece of brown construction paper.
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6. Carefully tear off the wet area (about 1-2 inches), irregularly so that the paper will resemble an animal hide.
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7. Demonstrate spiral writing on the ‘hide’ by writing a story or message using pictographs. Have the students help you compose the thought and make the symbols.
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8. Distribute construction paper to all of the students. Have them repeat the process demonstrated in steps 5, 6 and 7.
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9. Allow the students time to share their pictographs with one another. Students may call upon classmates to translate their stories.
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10. Have the students write about this experience their journals.
Note
The students may take their Indian Picture Writing handbooks home to study but must bring them back to school for classwork.
Pictograph
(figure available in print form)
Translation
Everybody in the village was hungry. The men went on a hunt for two days and two nights. They shot and killed a bear. There was plenty of food so they had a feast with dancing and singing all night.