Implementing Contextual Learning into Georgia History
Ginger Thompson
August 27, 2003
Implementing Contextual Learning into Georgia History
Exploring the Prehistoric Indian
Civilizations of Georgia
Research
Studies have proven that students are constantly
searching for relevance and meaning in their educational curriculum.
Today’s generation of young students are driven by the need
to understand how their instructional tasks are related to actual
events and future life situations on the job or in society (Weinbaum
and Rogers 1995). Contextual learning can be described as a process
by which “knowledge is socially shared, thinking is shaped
by interaction with tools, comprehension is engaged with objects
and events, students learn in a situation specific environment”
(pg. 5).
An essential factor in education is the creation of interest
among students in a given classroom setting. If an educator can
provide instruction with elements that spark interest in the students
they are establishing lifelong knowledge and applicable skills.
It is vital for school systems to evaluate new techniques in
education using insight related to an agenda that is consistent
with the future (Darrell, 2001). The world is everchanging and
educational instruction should compliment that change. Public
schools must prepare to educate a vast number of diverse learning
levels and styles. A single focused college preparatory curriculum
will not meet the needs of the student body.
“According to the contextual
learning theory, learning occurs only when students (learners)
process new information or knowledge in such a way that it makes
sense to them in their own frames of reference, including prior
knowledge” (Inner Worlds of Memory, Experience, and Response).
Self directed learning has been shown to have positive effects
on learners. One of the strongest points in favor of this method
of learning is that it closely simulates the way students will
be expected to perform the rest of their lives, engaged in lifelong
learning (Harwell & Blank, 2001).
To become effective educators we must be open to change. In
doing so we can accept adjustments in our teaching methods and
curriculum in order to provide consistent, high-performance results
for all students (Parnell, 1995).
Content
This lesson is designed to actively engage students in identifying
and analyzing prehistoric Indian periods. It will enable the learner
to better understand the customs, culture, and beliefs that found
their origins in the periods of prehistoric Indian history in
Georgia. Students will learn first hand how the customs, culture,
and beliefs of this early era have been passed down through oral
tradition, and artifacts that were discovered in surrounding areas.
This study will further investigate these early civilizations
and how they influenced history and European culture, particularly
the impact on the southeastern region of the United States. The
objective is for students to establish critical thinking skills,
and obtain the knowledge necessary to describe and analyze Georgia’s
prehistoric Indian civilizations. Our lesson will be used in
Georgia History classes at Cass Middle School. Students will
be provided resources such as use of the Internet, encyclopedias,
and Georgia History books to help them examine and understand
the prehistoric Indian civilizations.
Objectives
A complete list of Georgia’s
Quality Core Curriculum Standards can be found at http://www.glc.k12.ga.us/.
ˇ
Standard 8.6 - Describes
and analyzes Georgia’s prehistoric Indian civilizations.
Essential Question: What were Georgia’s prehistoric Indian civilizations?
ˇ
Standard 8.8 –
Explain the impact of Spanish and English conquest on civilizations
of North America and the impact of the Indian Civilizations of
the European settlers.
Essential Question: What was the impact
of the interactions between the European’s and the Indians?
ˇ
Standard 8.41 –
Identifies contributions made by various ethnic groups to the
development of Georgia past and present.
Essential Question: How have various ethnic groups contributed to the development
of Georgia?
Materials
Personal computers equipped with Internet and Microsoft Word
Encyclopedias
Georgia History books
5 gallon buckets
Dirt
Clay pots
Permanent markers
Industrial glue
Cherokee alphabet list
List of places with Indian names in Georgia
Blank chart with the four prehistoric Indian periods labeled
Graphic organizers
Handouts
Procedures/Activities
Day One – Students will be introduced to the lesson plans and
given a synopsis of the assignments and activities they will be
undertaking during the next ten days. Students will then be given
an introduction to prehistoric Indian civilizations that were
present in Georgia.
ˇ
Anticipation guide
- brainstorming
ˇ
Basic terms consistent
with unit
Day Two – Teacher led discussion explaining the difference between
perception and reality. Teacher will compare current stereotypes
and explain how stereotyping can have a negative influence and
how situations involving it relate to everyday life.
Day Three – Students will be placed into groups and use graphic
organizers to record their perception of the culture, customs,
and beliefs of prehistoric Indians. Discuss the belief system
compared to today’s society. Would certain laws work in
our present society?
Day Four – Teacher led discussion. Students will be divided
into groups and using the resources provided, fill in the Prehistoric
Indian Chart. When the students are finished, interpret completed
charts; involve students in discussion – Was the student’s
perception right or wrong? Have they changed their mind? If
so, how?
Day Five – Archaeological dig. Designed to promote student
discovery and interpretation. Students will be given pots, dirt,
permanent markers, the Cherokee alphabet, and each group will
write a short message to bury in the dirt (the pots will be broken
up). Each group will be given another group’s bucket to interpret
the artifact and its writings.
Day Six – Continuation of dig. Identify the written message
on the pots. Using archaeological simulation to reconstruct
artifacts; report steps and findings to class. Discuss relevance
of historical records and problem solving skills. Students will
describe the dig using previously learned vocabulary words and
a systematic step by step procedure.
Day Seven – Students will identify on a grid chart, according
to geographical regions, local counties with archeological sites.
They will pick two counties from the sites and research their
ancestry to discover what artifacts were found there and by what
period of Indians.
Day Eight – Students will research and identify ten Georgia
place names, such as cities, rivers, and National Parks, which
come from Indian origin. The student will state what tribe the
name came from, if possible, and why that name was given. The
student will also research how the Indian heritage in Georgia
influenced historical events. Identify historical events in and
around our area such as Gordon, Bartow, Murray, Polk, and Floyd
Counties.
Day Nine – There will be a guest speaker from Bartow Historical Museum to discuss
Indian customs. A simulation of an Indian camp will be displayed
outside of the classroom. Various artifacts will be included in
the trunk of treasures.
Indian tools, weapons, and pottery will be on display.
Day Ten – Students will turn in a written research paper and give an oral presentation
on the prehistoric periods discussed in this unit.
Day Eleven – Students will give their responses on a written assessment covering
material on this ten day lesson plan.
Assessment:
Results of student assessment will be
recorded and posted at a later date upon completion of Lesson
Unit II: Prehistoric Indians of Georgia.
Bibliography:
Parnell, Dale. (1995).Why Do I Have to
Learn This? Texas: CCI Publishing.
Parnell, Dale. (2001).Contextual Teaching
Works! Texas: CCI Publishing.
Harwell, S.H. & Blank, W.E. (2001). Promising Practices
for Contextual Learning. Texas: CCI Publishing.
Inner Worlds of Memory, Experience, and Response. Contextual Learning Resources.
Retrived August 24, 2003, from the World Wide Web: http://www.cord.org/lev2.cfm/56
Brown, Bettina Lankard. (1999). Self-Efficacy Beliefs and Career Development.
ERIC Digest No. 205. Retrieved August 25, 2003, from the World
Wide Web: http://ericir.syr.edu/lweb-cgi/obtain.pl
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