MULTICULTURAL LESSON

PLAN
Kaylee Langman
EDU 280
 STANDARDS
Subject: History
Grade level: 2nd grade
Curriculum standard: Students read to comprehend, interpret, and evaluate
literature from a variety of authors, cultures, and times.
Multicultural Goal: For students to recognize, accept and appreciate
difference in culture, ethnicity, social class, sexual orientation, religion,
gender and special needs. Promote positive gender, racial, cultural, class
and individual identities
Students will be able to identify different Indian tribes, Blackfoot and Zuni.
(Knowledge)
 STANDARDS CONT.
Audio: Listening to tape recorded readings from our different tribe books
Visual: Making collages that specially relate to each tribe after we have
read about them
Kinetic: Building Clay huts, teepees, and other forms of living for each
learned about tribe and or making our own fetish.
Interpersonal Intelligence will be incorporated in this lesson because as a
class, they will become aware and understanding of the students who have
an ethnic Indian background.
 MATERIALS
Resources that will be used:
Books- Blackfoot (Spotlight on Native Americans), The Zuni (A True Book)
Websites- http://www.native-languages.org/blackfoot.htm, http://www.native-
languages.org/blackfoot_names.htm http://www.bigorrin.org/zuni_kids.htm
Videos- https://www.youtube.com/watch?v=7JKzNvVGlO0,
https://www.bing.com/videos/search?q=zuni+indian+videos+for+kids&qpvt=zuni+in
dian+videos+for+kids&view=detail&mid=5EE22362A34C7700EBF55EE22362A34C7700E
BF5&FORM=VRDGAR
Discussion Questions- one hand out for each day
Hand outs- One for each tribe, given before the power point and turned in after.
PowerPoint including information on both tribes
Quiz- one containing questions gathered from the information learned through out
the lesson plan
 INSTRUCTION- LEARNING PROCESS

Warm up: In your journals, tell

me what ethnicity you are and
what you know about Indians.
 INSTRUCTION- LEARNING PROCESS
Mini-Lesson Plan Day 1: Read from our history books that
introduce the Blackfoot tribe. Start our PowerPoint that
covers the Blackfoot Tribe. Relate back to our objective that
we are trying to cover. Let the students begin to brainstorm
and make a collage that would represent the Blackfoot
Tribe. Guided Practice: Hand-out and Discussion Questions
for Blackfoot Tribe.
Mini-Lesson Plan Day 2: Listen to our tape recorded book
that introduces the Zuni tribe. Start our PowerPoint that
covers the Zuni Tribe. Start planning and creating ideas for
our home or fetish that we will be building. Guided Practice:
Hand-out and Discussion Questions for Zuni Tribe.
 INSTRUCTION- LEARNING PROCESS
Independent Practices (Day 1 and 2 can be used to work on this)
Creating our collages, huts, and fetishes.
*Using Visual Aid to correspond with the Visual Learners making collages.
Interpreting what weve learned thus far in pictures.
*Using our hands and kinetic skills to correspond with Kinetic Learning making
our fetishes or huts.
 INSTRUCTION- LEARNING PROCESS

Exit Slip: What do you guys

appreciate in the different cultures
and ethnicities we have covered?
 RESOURCES PAGE
Websites and Books:
Our Lands. (n.d.). Retrieved December 02, 2017, from http://blackfeetnation.com/lands/
(2011, November 23). Land and Water for the Blackfoot Indians.mov. Retrieved December 02, 2017,
from https://www.youtube.com/watch?v=7JKzNvVGlO0
Zuni Indian Fact Sheet. (n.d.). Retrieved December 02, 2017, from
http://www.bigorrin.org/zuni_kids.htm
P. (2014, October 27). Ancient Native American Homes. Retrieved December 02, 2017, from
https://www.youtube.com/watch?v=1oU6__m8To4
Blackfoot Indian Facts. (n.d.). Retrieved December 02, 2017, from http://native-american-indian-
facts.com/Great-Plains-American-Indian-Facts/Blackfoot-Indian-Facts.shtml
Zuni Indian Tribe Facts. (n.d.). Retrieved December 02, 2017, from http://native-american-indian-
facts.com/Southwest-American-Indian-Facts/Zuni-Indian-Tribe-Facts.shtml
Manning, M. L., Baruth, L. G., & Lee, G. L. (2017). Multicultural education of children and
adolescents (6th ed.). New York ; London: Routledge, Taylor et Francis Group
 REFLECTION
1.What specific subject concepts, skills, applications etc. does the student achieve for the identified
grade level? For this identified grade level the students should be able to achieve everything in the
lesson plan. The subject I focused on was Indian history but, I tried to incorporate other subjects to
make the lesson more approachable for children. I think they can apply all their skills, for instance
when we got to making a collage. Using the internet, cutting magazines, making a representation
of what they have learned about a certain tribe.
2. What specific multicultural knowledge, skills, etc. Has the student achieved? The students have
achieved the knowledge of two different tribes in the nation and a new respect for the Indian
culture. The students have also developed different ways to receive knowledge.
3. Assess the level of student engagement and active learning for the lesson strategies selected for
the Instruction-learning process? Making and assessing the instruction-learning process was the
hardest thing I did. I wanted to make sure that my work wasnt too overwhelming and that
everything tied in together and I used every aspect of the different learning styles. I believe that the
students are fairly engaged in the lesson.
4. Lastly, list the strengths and weaknesses of the lesson plan. I think that the strengths of my lesson
plan consist of, through information with correlating work that follows. I believe I approached all of
the A-V-K learning styles in my plans. I also like that you can gain a new respect for multicultural
education. I think some of my weaknesses were the organization and perfecting details. It is really
hard to make lesson plans and there were a lot of times I was not confident in all the information
whether it was too much or not enough, it was a constant trail and error.