Inquiry Approach to Everyday Native Videos
Before Sharing a Video
Teacher: Use notebook paper to jot down all you know about Native Americans.
Teacher: Now consider: where did you get most of your information about Native Americans?
Give students time to discuss what they wrote with a partner or small group.
Teacher: You are about to see Walking Together in five video segments, Patricia’s Story or Tiyapo’s Story in four video segments. For this lesson example, we will use Tiyapo’s Story. In them, Tiyapo shares how growing up Native: Nez Perce, Spokane, and Colville, has taught him to respect and draw from his tribal cultures as he prepares for the future. His story is one of emotional strength, focus, purpose and pride.
Teacher: Now on the back of your notebook paper, make two columns, one labeled, The Things I Notice and one labeled, The Things I Wonder. Use this chart to record your thinking as you watch each video.
If your students are new to an inquiry approach to instruction, model this part for them, using the first segment, Native Pride and Life. You can stop the video as you notice or wonder aloud about things in the video, recording your thinking on your own list on the board. Have students record their thinking in subsequent videos. Your model might look something like this:
|
Things I Notice |
Things I Wonder |
|
Tiyapo has a feather dangling from a stick at the end of his head dress.
There seemed to be a circle of American flags at the center of their gathering.
Tiyapo received eagle feathers for his first kill. |
What is the meaning of the different parts of the Nez Perce clothing?
What is the role of women in Nez Perce society?
Why do they have braids/long hair?
What do they do with the eagle feathers?
Do they always give away all the food from a first kill?
Exactly what does each root/plant that Tyapo gathers do for your health? |
After the Videos
Teacher: Share your lists with a partner (or small group).Then choose one of your most compelling thoughts and circle it.
Ask students to share their most compelling thoughts and create a class chart.
Repeat this activity with the other Tiyapo’s Story segments, adding to the classroom chart each time.
Final Exploration
Use the class chart to inspire further exploration. As a class, highlight the questions on the chart that are open ended and most likely to lead to an interesting investigation. Ask students to choose one compelling question to investigate, using the information found in the Everyday Native website including External Sites, Reading & Videos. Encourage students to record new questions as they occur to them. Give students permission to change the course of their investigation if they choose.
It is not necessary for students to complete a report or project about what they have learned, but it is important for students to have an opportunity to share their discoveries and discuss questions and challenges that arose during their research.
Lastly, ask students to reflect on their learning, considering:
What surprised you?
In what way has your thinking about Native Americans changed?
What ideas merit further investigation?
What can you do with what you know?