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Lesson Plan
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\n\"History\n\n
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\nCurated OER\n
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\nHistory And Tradition of Seminole Patchwork And Clothing\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents interview Seminole patchwork makers to find out about the history behind patchwork, how patchwork is made, and the meanings of various Seminole patchwork. Then they create some patchwork of their own.\n
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Lesson Plan
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\n\"Seminole\n\n
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\nCurated OER\n
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\nSeminole Housing (Chickees)\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents listen to a story about the Seminole Indian tribes. They participate in a teacher-lead discussion of chickees--Seminole housing. They create a chickee book in which they write a description of their belongings in a chickee.\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Seminole Wars\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents investigate the Seminole Wars, their events, and treaties. They create a timeline, label a map of Florida showing the Seminole population and do research about life on an Indian reservation.\n
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Lesson Plan
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\n\"Constructing\n\n
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\nCurated OER\n
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\nConstructing Seminole Chickees\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nPupils read about and discuss the history of chickees, traditional Seminole houses. They discuss the importance of chickees in Seminole history and create a model of chickee out of palmetto fronds and syprus branches.\n
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Lesson Plan
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\n\"Interview\n\n
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\nCurated OER\n
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\nInterview with Mary B. Billie, Seminole Doll Maker\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents are introduced to the art of Seminole doll making. They view photos of Seminole dolls, listen to an interview with doll maker Mary B. Billie, answer questions about the interview and, using the presented information, create an...\n
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Lesson Plan
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\n\"Seminole\n\n
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\nCurated OER\n
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\nSeminole Clothing\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nYoung scholars participate in teacher-lead discussion of Seminole patchwork and styles of dress. They practice identifying the patchwork design of the Seminoles and what they mean. They create (and write a description of) a paper doll...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Seminoles\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nStudents explore the Southeast Woodland region and culture of the Seminole Indians using video, art projects, books, maps and discussion.\n
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\n\"Betty\n\n
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\nCurated OER\n
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\nBetty Mae Jumper and The Second Seminole War\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders describe the reasons for, nature of, and outcomes of the Second Seminole War. They determine that Seminole women and men faced many hardships as they fought for their survival. They relate a story of a Seminole \"first\"...\n
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\n\"Styles\n\n
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\nCurated OER\n
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\nStyles Of Seminole Clothing\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents participate in demonstrations from guest speakers, community members and teacher-lead discussions, tell differences and similarities between contemporary and traditional styles of Seminole clothing, explain the different designs...\n
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Lesson Plan
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\n\"Seminole\n\n
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\nCurated OER\n
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\nSeminole Traditional Foods\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners will identify and label Seminole foods in Miccosukee (native language) and English. They construct a chart on traditional Seminole foods and prepare a traditional Seminole meal.\n
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Lesson Plan
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\n\"Illustration\n\n
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\nCurated OER\n
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\nIllustration of Seminole Foods\n

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\n\nFor Teachers\n\nK - 1st\n
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\nStudents identify 5 types of Seminole foods, illustrating the types of food on paper plates, bowls, and cups. Students explain their favorite foods and identify plants and animals that are part of the Seminole diet.\n
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Lesson Plan
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\n\"Seminole\n\n
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\nSeminole Basketry\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents listen as a guest speaker describes the process of gathering and preparing materials for making a Seminole basket. They use provided materials to create their own basket and finally, they give an oral presentation on their basket.\n
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Lesson Plan
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\n\"Seminole\n\n
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\nCurated OER\n
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\nSeminole Beadwork\n

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\n\nFor Teachers\n\nK - 6th\n
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\nLearners name an animal they identify with, spell the name of an animal in Miccosukee (a Native American language), and make beaded bracelets or necklaces from seed and alphabet beads.\n
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Lesson Plan
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\n\"Many\n\n
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\nK20 LEARN\n
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\nMany Trails of Tears: The Era of Indian Removal\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nCherokee, Chickasaw, Choctaw, Creek, and Seminole. All were forced off their ancestral lands in the southeastern United States as part of the Indian Removal Act of 1830. Young historians research the tribes' reactions to this removal and...\n
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Lesson Plan
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\n\"Distinguishing\n\n
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\nCurated OER\n
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\nDistinguishing Clan Roles\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nLearners discuss the roles of the 8 Seminole clans: Wind, Panther, Bird, Snake, Bear, Big Town, Deer and Otter. They discuss the matriarchal nature of the Seminole sociey. They interview family members and then create an illustrated...\n
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Lesson Plan
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\n\"Making\n\n
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\nCurated OER\n
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\nMaking Seminole Daisy Chain Bracelets\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers use multiplication, adding and counting skills to make a daisy chain bracelet. They use samples to count the number of beads/daisies and then multiply to make the bracelet the size they need to fit them.\n
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\n\"Native\n\n
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\nCurated OER\n
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\nNative Americans of the USA\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents, in cooperative groups, research a variety of Native American tribes on the Internet and complete corresponding activities. They participate in a play about Native Americans by Sandra Widener.\n
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\n\"Making\n\n
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\nCurated OER\n
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\nMaking Fry Bread\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents observe a guest speaker preparing Seminole fry bread. They take notes of the steps in making the fry bread and then prepare their own fry bread and eat it. They document the process with a digital camera and then create a...\n
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Lesson Planet Article
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\n\"Homeless\n\n
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\nCurated OER\n
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\nHomeless for the Holidays\n

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\n\nFor Teachers\n\nPre-K - Higher Ed\n
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\nYou may recognize the face of homelessness right in your own classroom.\n
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Lesson Plan
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\n\"Promises\n\n
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\nUniversity of Arkansas\n
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\nPromises Denied\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\n\"Promises Denied,\" the second instructional activity in a unit that asks learners to consider the responsibilities individuals have to uphold human rights, looks at documents that illustrate the difficulty the US has had trying to live...\n
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PPT
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\n\"Andrew\n\n
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\nCurated OER\n
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\nAndrew Jackson: 1767-1845\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nA thorough examination of Andrew Jackson's presidency and politics, these slides contain important facts and pictures of the growing United States. Events such as the Trail of Tears and the Tariff Battles of the early 19th century are on...\n
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PPT
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\n\"A\n\n
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\nCurated OER\n
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\nA Century of Expansion: America's Destiny (1763-1867)\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nHow did we grow into such a large nation? Follow the events, wars, and treaties that led to the acquisition of major states as we expanded into the West. The slides provide maps, dates, and simplistic information to help learners...\n
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Worksheet
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\n\"Broken\n\n
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\nK12 Reader\n
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\nBroken Promises\n

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\n\nFor Students\n\n4th - 5th\n\nStandards\n
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\nThis comprehension worksheet asks readers to respond to a series of questions based on an article about the treatment of native peoples.\n
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Organizer
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\n\"The\n\n
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\nSan Antonio Independent School District\n
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\nThe Election of 1824\n

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\n\nFor Students\n\n8th - 11th\n\nStandards\n
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\nHere is a nice set of worksheets to get you started on teaching your young historians about the \"Corrupt Bargain\" in the presidential election of 1824, as well as the Tariff of 1828 and the emergence of new political parties.\n
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