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The
Totem Project
http://mrkay.org © 1999 Khristian E. Kay
a constructivist
multiple-intelligences based
cross-curriculum
spiritual self-discovery
for students of all ages
Introduction:
The main impetus of this unit is a "self-discovery"
of one's personal and behavioral mannerisms within
their own culture. The Students (and teachers really
should model good teaching skills and do this
assignment alongside the students!) will develop a
personal "Totem" that reflects their own beliefs in
connection with those based on the Native American
Studies of animal spiritualism and mythology.
Students will research animals, their
habitats, and their characteristics.
Students will then compare themselves to
these characteristics. This comparison will
develop into a comparative essay/speech.
Students will research Totems and their
purpose and use with Native Americans.
Students will then develop their own unique
animal Totem based on this research.
Objectives:
Students will:
• define what a "totem" is and how they are used in modern culture
• compare modern "totems" with historical ones
• review different Native American cultures comparing each's idea of
what totems and totem animals represent
• identify various types of totem poles from different Native Tribes
• define their own "totem" animals by utilizing a WebQuest
• create a totem pole which represents their own personal totem
• develop & research a "Potlatch": of authentic Native American foods
and then recreate them for the "Potlatch”
• present their Totems in a "Potlatch"
Constructivism
Based on the philosophies of Jean Piaget,
Seymour Papert, & numerous others:
constructivism is the concept of learning by
“constructing meaning” from an exercise
meaning is constructed through:
project based
“hands-on”
exploratatory
student centered
differential
cooperative learning
What is Multiple Intelligence?
Conceived by Howard Gardner,
Multiple Intelligences are different
ways to demonstrate intellectual ability.
What are the types of learning styles?
•Visual Learners
•Auditory Learners
•Kinesthetic Learners
• Visual Learners:
learn through seeing...
These learners think in pictures and learn
best from visual displays including: diagrams,
illustrated text books, overhead transparencies,
videos, flipcharts and hand-outs. During a
lecture or classroom discussion, visual learners
often prefer to take detailed notes to absorb the
information.
•
• Auditory Learners:
learn through listening...
They learn best through verbal lectures, discussions,
talking things through and listening to what others
have to say. Auditory learners interpret the
underlying meanings of speech through listening to
tone of voice, pitch, speed and other nuances.
Written information may have little meaning until it
is heard. These learners often benefit from reading
text aloud and using a tape recorder.
•
• Tactile/Kinesthetic Learners:
learn through moving, doing and touching...
Tactile/Kinesthetic persons learn best through a
hands-on approach, actively exploring the physical
world around them. They may find it hard to sit still
for long periods and may become distracted by their
need for activity and exploration.
Types of Multiple Intelligences
Verbal/Spatial
Verbal/Linguistic
Logical/Mathematical
Musical/Rhythmic
Interpersonal
Interpersonal
Bodily/Kinesthetic
Crossing the Curriculum with
Multiple Intelligences
Body/Kinesthetic:
•Students will present a
"Potlatch" where they will
provide authentic Native
American foods to a schoolwide audience.
•Students will build a "Totem"
pole which represents
themselves or their families or
their classroom
Musical/Rhythmic:
•Students will study the use for
different instruments and their
meanings when involved in a
Potlatch
•Students will develop a dance
that represents their classroom
Totem and present it at the
Potlatch (like a Pow Wow
ceremony)
Crossing the Curriculum with
Multiple Intelligences
Interpersonal:
•Students will design Totems
for their family and/or
classroom; discussing the
different complexities that
create a "dynamic" social
environment.
•Students will discuss their
Totems how they chose their
animals; why they chose them;
how they built their Totems in a
school-wide "Potlatch”
Intrapersonal:
•Students will do a selfdiscovery as they interpret their
own individual Totems; and/or
Power Totems
•Students will develop a
personal Totem Pole, Totem
Book; essay/speech etc.
Crossing the Curriculum with
Multiple Intelligences
Verbal/Linguistic:
•Students will read or be read
to from different Native
American stories like:
"Coyote Stories" by Susan Strauss
"Coyote Stories" by Mourning Dove
"Animal Speak" by Ted Andrews.
•Students will go “on-line” and
do a WebQuest searching for
Totems; Totem Poles; and
Spiritual Animal Guides
Visual/Spatial:
•Students will make paper
Totems and use color to
enhance them; using paper,
paints, chalk, etc.
•(Most of these objectives
overlap with other intelligences)
These objectives include:
graphing, measuring, mapping,
photographing, exploring,
visualizing with their other
senses.
Crossing the Curriculum with
Multiple Intelligences
Logical/Mathematical:
Naturalist:
•Students will need to compute
ratios; make measurements;
and other calculations when
developing their Totem poles.
•Students will develop Totem
poles by recycling milk
containers; plastic bottles; old
computer parts; etc.
•Students will develop a multimedia presentation of their
Totems
•Students will investigate the
importance of different animals
within an ecological
environment and how man has
changed these habitats instead
of working with them.
Assessment of the Totem Project
Assessment can be made in the following ways:
a multi-media presentation of their Totem
application of gathered data and figures
production of Potlatch and foods
written assessment of their presentations
essay/speech concerning ecological conservation
compare/contrast essay/speech regarding different
Tribes and cultures
technical skills pertaining to computer, writing, and
communication use
use of color and design in artistic motif
construction of Totem (following plans etc)
application of environmental conservation information
Examples of Assessment
pillow books of their Personal Totem
posters created of their totems
multi-media presentations
posters of poems
Totem Poles made from wood;
computer parts; milk cartons; soda cans;
etc
Essays and/or speeches presented to
the class or student body
examples of assessment
Elementary: “My Totem Power Animal”
Middle School: “My Family Totem”
High School: “My Personal Totem”
My Totem Power Animal
Totems made from elementary school students
using cinquain poems & computers
My Totem Power Animal
Totems made from elementary school students
using cinquain poems & computers
My Totem Power Animal
Totems made from elementary school students
using cinquain poems & computers
My Family Totems
Totems made from middle school students
using aluminum cans and paper maiche
My Family Totems
Totems made from middle school students
using aluminum cans and paper maiche
Our Family Potlatch
Potlatch foods researched via the internet
& served to the school
My Personal Totem
Totems made by high school students
using multimedia technology
My Personal Totem
Totems made by high school students
using multimedia technology
My Personal Totem
Totems made by high school students
using multimedia technology
My Personal Totem
Totems made by high school students
using multimedia technology
My Personal Totem
Totems made by high school students
using multimedia technology
a spiritual self-discovery
this lesson has been developed using emergent
technology to explore some very old traditional values: a
cooperative sense of deriving meaning…
By following the footsteps of our elders through myth,
tradition, & belief we can address those principles which
guide us through our existence.
From this we gain a sense of our own individuality &
purpose, as well as a reckoning within our spiritual
ideologies.
walk in balance
The Totem Project
can be accessed on-line at
http://mrkay.org just follow
“Coyote”
© 1999 Mr. Kay