Role Plays Using Native American Sign Language to Learn About Contemporary Native American Cooperation, Conflict or Compromise

Authors: K. McGuigan, C. Difonzo, & S. Orlosky Consultant/Editor: Dr. Mary Beth Henning (henninma@mountunion.edu)

Grade Level: 4^th/5h grade

Subject: Northern Cheyenne Language & Culture: Role Play

• Context for Teaching/Learning:
  This lesson was taught to 30 fourth grade students at Alliance Intermediate School in Alliance, Ohio in the classroom of veteran teacher, Mrs. Danielle Gleason. Over 25% of the students are non-White. All children receive free and reduced lunch.  The class included 15 girls and 15 boys, including 8 students with an IEP plan. The IEPs focus on reading remediation or visual impairment. The children in this 4^th grade class have articulated that they prefer working together rather than alone. Student groups are assigned to have at least one typical reader. The classroom is set up with 8 tables seating 3 to 4 students each facing each other for easy communication.
• This lesson builds on some prior knowledge students have Native Americans, but also recognizes that many of the students recall little about Native American history or culture. These children enjoy working collaboratively, and this lesson appeals to groups who need more hands-on interactive learning.
• This lesson models’ Vygotsky’s Sociocultural Theory because students talk to each other and learn from each other through role play, de-briefing, and small group planning. This lesson privileges oral and sign language and helps students shape their own thoughts through peer observation and collaboration.

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