Curriculum


 * The topic or theme: Understanding other cultures and societies over time **

**National Curriculum Standards for Social Studies:** •Theme 2: Studying the past makes it possible for us to understand the human story across time. •Theme 3: The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.

**Common Core Standards:** •Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. •Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

**Project Timeline: ** **Day 1 ** •Introduce project: Show Photosynths and Wikispace of selections from the Seattle Art Museum Native American collection [|Click Here for][|Photosynths] Click Here for Wikispace•Discuss local cultural groups, i.e., Kwakwaka, Tlingit, Puget Sound Salish Tribes•Discuss environmental factors (climate, weather, land, water, and access to food) that affect a culture’s art work.•Discuss ways that cultural groups expressed their lifestyle and compare results with ways that groups express their lifestyle today.•Select a cultural group to research

**Day 2 ** •Field Trip (Actual, Video Conference, or Virtual)•Students research online to collect photographs, facts about living factors for their cultural group that would be reflected in their artwork and insert the information into a OneNote document (photographs, facts, climate, food, shelter).

**Day 3 ** •Students gather to combine research results from their OneNote documents.•Discuss research found. Students share their perspectives about how pieces of the artwork reflect that society. Students then compare those observations to what today’s living factors are and how might they be reflected in today’s artwork, music or plays.•Observations are added to the OneNote documents for reference.

**Days 4-8 (adjust as needed) ** •Students select a preferred project from the Tic-Tac-Toe Activity Menu to create their understanding of their chosen culture. •As an extension, students may create an entry into a Wikispace about one piece of artwork and its background from the Photosynth Gallery. •Students may also (as an extension) study a piece of local Native art and compare and contrast the two cultures.

**Days 9-10 (or final days) ** <span style="color: #3c7e2e; display: block; font-family: georgia,serif; font-size: 110%; text-align: left;">•Students share projects and reflections about the impact of environment on the human lifestyle. <span style="color: #3c7e2e; display: block; font-family: georgia,serif; font-size: 110%; text-align: left;">•Students create a [|Photosynth] of a local piece of Native art during a field trip with teacher.•Students create a [|Microsoft Tag]for placement at their local museum (with museum consent).•Students add a page to the Wikispace for their local Native piece of art. (Teacher should contact organizer to add the page).
 * <span style="color: #3c7e2e; display: block; font-family: georgia,serif; font-size: 110%; text-align: left;">Extension Activity: **

**<span style="color: #3c7e2e; font-family: Georgia,serif; font-size: 110%;">Assessment: ** <span style="color: #3c7e2e; font-family: Georgia,serif; font-size: 110%;">Student understanding will be assessed after viewing their final projects through a rubric. Click into the Microsoft Word Document for easy document reproduction of the Rubric.