Content Focus: The lesson plan is specifically designed for high school Newcomer/Atlas class for English language learners. The purpose of the class is to bridge the education gaps and build the necessary skills for the students to transit to co-taught main stream classes.

Language Focus: By the conclusion of this lesson, students will proficiently apply their knowledge of indigenous architecture, integrating geographical considerations and sustainable resource usage. They will demonstrate effective oral communication skills by articulating the rationale behind their design choices, actively listening to their peers’ presentations, and engaging in constructive dialogue to provide feedback and insights.

Vocabulary Focus: Indigenous, Tipi, Region, Resources, Adaptation, Construction, Collaboration, Shape

Standards: SS.Geog2.b.h Evaluate the impact of major international migrations, both past and present, on physical and human systems.

Arts Integration: A.A.Pr.11.h: Analyze and describe the impact that an exhibition or collection has on personal awareness of social and cultural beliefs, and contextual understandings.

Lesson Objectives: By the end of this lesson, students will be able to understand the principles of indigenous architecture, particularly in relation to the geographical features of their land and the sustainable utilization of local resources. They will be able to identify key characteristics of indigenous homes, analyze how they are adapted to local environments, and demonstrate their understanding by designing their own indigenous-inspired dwelling suited to a specific geographical region.

Activities: Students will design their own indigenous inspired dwelling suited to a specific geographical location using the resources that are provided by the teacher.

Engagement/Introduction: 

• Background Knowledge: Students have been studying the diverse regions inhabited by indigenous tribes in North America, focusing on their adeptness at adapting to local environments and developing unique cultural traditions. The formula used is:  Region + resource = culture of the specific region
• Engagement: Show students images of different indigenous homes from various regions. Ask students what they notice about the shapes of these homes and why they think they differ. Discuss student responses and introduce the concept of how the shape of indigenous homes reflects the region and available resources.

Assessment Procedure: Evaluate students’ presentations and explanations of their tipi designs, focusing on their understanding of how the shape reflects the region and available resources. Use a rubric to assess students’ collaboration, effortful thinking, and purposeful practice during the construction process. Provide written feedback to each group highlighting their strengths and areas for improvement.

Materials: Canvas fabric, cardboard to set the tipi

Contact: Huma Malik