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Rose Bay and Native Americans
Diane Talley
Geography, World History




Unit created on 6/10/1999 EST.
Last modified 11/12/1999 3:21:42 PM EST.


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Fundamental Understandings (help)


The objective of this activity is to give students insight into the Native American culture from the realistic viewpoint of the Timucuans. Students will learn how Timucuans lived and worked. As an integral part of this thematic unit social studies, folklore, science, math, arts and crafts, literature, home economics, history language arts, music, and life skills will be addressed.


Technology ISTE Standards (info) 


Technology Standards used throughout are: Basic operations and concepts, Social, ethical, and human issues, Technology producitivity tools, Technolgy communicaition tools, Research Tools. Technology problem-solving and decision making tools.

Information Literacy Standards (info) 


Standard 1 Accesses information efficiently and effectively, as described by the following indicators: recognizes the need for information: recognizes that accurate and comprehensive information is the basis for intelligent decision making; formulates questions based on information needs; identifies a variety of potential sources of information; develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: determines accuracy, relevance, and comprehensiveness; distinguishes among facts, point of view, and opinion; identifies inaccurate and misleading information; selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: organizes information for practical application; integrates new information into one's own knowledge; applies information in critical thinking and problem solving; produces and communication information and ideas in appropriate formats. Category II: Independent Learning The student who is an independent learner is information literate and: Standard 4: Pursues information related to personal interests, as described by the following indicators: seeks information related to various dimensions of personal wellbeing, such as career interests, community involvement, health matters, and recreational pursuits; designs, develops, and evaluates information products and solutions related to personal interests. Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by the following indicators: is a competent and self-motivated reader; derives meaning from information presented creatively in a variety of formats; develops creative products in a variety of formats. Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the following indicators: assesses the quality of the process and products of one's own information seeking; devises strategies for revising, improving, and updating self-generated knowledge. Category III: Social Responsibility The student who contributes positively to the teaming community and to society is information literate and: Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators: seeks information from diverse sources, contexts, disciplines, and cultures; respects the principle of equitable access to information. Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following indicators: respects the principles of intellectual freedom; respects intellectual property rights; uses information technology responsibly. Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators: shares knowledge and information with others; respects others' ideas and backgrounds and acknowledges their contributions; collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions; collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

Relevance (help)


The relevance of this activity is to give students insight into the Native American culture from the realistic viewpoint of the Timucuans. Students will learn how Timucuans lived and worked. Students will be able to relate this to there life style of today.

Assessment (help)


Periodic evaluation will be made through teacher observation, technology reports. written evaluation and student journals. Assessment can be done through a portfolio or booklet being made on what each student or class has researched and learned. See rubric for each unit and lessons. It will also have quizzes and test.

Components (help)




URLs (help)


http://dev.cctt.org/worldandart


Workforce Competencies (info) (help)


Standard Title: INFORMATION MANAGERS (3.1) Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Lessons


Native Americans and Native plants in the 1700's
Native Americans and Topography at Rose Bay
Native Americans and the birds
Native Americans at Rose Bay





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Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
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