Students create a case study of one of the three tribes of American Indians still living in Texas. First they develop inquiry questions and conduct research to answer them. Then they following the writing process to create a written report. Next they work in small groups to prepare and deliver an oral report. Finally, they evaluate their presentation using a rubric.
Students are introduced to the idea of a case study and learn that they will research one of three federally recognized tribes in Texas, write a report, and give an oral presentation. They view an image and caption showing how Texas Indian tribes maintain customs while living in the modern world, then respond to a poll predicting how many recognized tribes live in Texas today.
Teacher MovesExplain the overall project, timeline, and expectations, including that students will work in small groups later and use a rubric to self-evaluate their presentations. Clarify that the three recognized tribes—the Alabama-Coushatta, Kickapoo, and Ysleta Del Sur Pueblo—arrived after European settlement, and connect the lesson to your current social studies unit. Review the objectives and key vocabulary, then discuss the poll results to reveal that there are three recognized tribes in Texas.
Students locate the three recognized tribes on a map and identify which tribe they have been assigned to study. They read about using the “5Ws and the H” (who, what, when, where, why, and how) to guide research and think like reporters and detectives when forming questions. Using a shared response space, they generate and post a list of possible inquiry questions about their assigned tribe, aiming to include all six types of questions.
Teacher MovesModel and brainstorm possible inquiry questions with the class, then support students as they create their own lists. Help students narrow their questions to one or two strong inquiry questions that will guide their research, steering them toward cultural or historical focuses that align with your current unit. Monitor time for this step and ensure that each student has clear, focused questions before moving on.
Students conduct research to answer their inquiry questions, using a variety of sources such as books, websites, and other available materials. They record their findings and links to sources in a note space or linked document, organizing information that will later support their written reports.
Teacher MovesTeach and reinforce research skills, including how to search effectively online, locate relevant print resources, and evaluate the reliability of sources. If possible, introduce primary sources or contacts such as individuals or organizations connected to the tribes. Review students’ notes to check for accuracy, relevance, and completeness, and provide additional guidance or support to students who need help before they begin writing.
Students learn about the five steps of the writing process—prewriting, drafting, revising, editing, and publishing—and how good writers plan and improve their work. They use this process to plan and write a draft of their case study report about their assigned tribe in a space shared with the teacher, then revise, edit, and publish a final version of the report to share with classmates.
Teacher MovesProvide mini-lessons on each stage of the writing process, modeling how to organize ideas, draft, revise for clarity and structure, and edit for conventions. Give feedback on students’ drafts and guide them through revising and editing. Facilitate opportunities for peer reading and commenting on published reports, encouraging students to incorporate main and supporting ideas effectively in their writing.
In small groups, students use their written reports as primary sources to plan an oral presentation about their assigned tribe, selecting multimedia elements to enhance their talk. A group note taker outlines the presentation in a shared space. Students read guidance on effective public speaking—such as clear enunciation, eye contact, appropriate volume and rate, answering questions, and purposeful gestures—and rehearse their presentations. As groups present, classmates complete a listening chart by recording at least one question for each group to demonstrate active listening.
Teacher MovesExplain expectations and guidelines for the oral presentations, including length, required multimedia, and participation of all group members. Confer with each group to help them choose a clear focus, brainstorm ideas, and finalize an outline, and, if needed, offer a mini-lesson on incorporating multimedia. Teach or review public speaking and active listening skills, and share the presentation rubric from the Student Pack so students understand how they will self-evaluate. During presentations, monitor student engagement, support respectful listening, and, if time allows, select some student questions for presenters to address. After all presentations, lead a discussion about what generalizations students can make about Indian tribes living in the United States today based on the case studies.
Students complete a self-evaluation rubric for their group’s oral presentation, rating content coverage, use of multimedia sources, organization, delivery, and collaboration. They total their points and respond in writing about what they could improve for their next presentation.
Teacher MovesGuide students through the rubric criteria so they understand each category and how to score themselves honestly. Collect and review the self-evaluations to gauge students’ perceptions of their performance, identify common strengths and areas for improvement, and use this information to plan future instruction in research, writing, and oral presentation skills.
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