Native American Activities and Research Project for Grade 7

This free set of Native American activities for Grade 7 helps students research a Native American nation, connect culture to place, and present what they learn. It works well as a stand-alone unit or during Native American Heritage Month.

Overview

Students investigate one Native American nation through guided research, geography work, and a hands-on artifact build. They gather notes in an organized way, translate research into a clear written product, and practice speaking and listening during short presentations. The unit emphasizes respectful language, accurate use of sources, and evidence-based claims.

Subject Connections

Students practice English Language Arts skills by paraphrasing information, writing claims supported by evidence, and presenting orally. Geography skills are developed through mapping landforms and locations, while art and design skills are used during the artifact construction and display. The lesson also supports research and media literacy through source evaluation.

Learning Goals

• Identify key cultural features of a Native American nation (homes, food systems, roles, ceremonies, governance)
• Explain how geography and environment shaped daily life and choices
• Gather, organize, and paraphrase information from multiple sources
• Create an artifact or model that represents a researched cultural feature
• Present findings clearly and respond to peer questions using evidence

Materials

• Print and/or digital reference sources (library books, curated websites, database articles)
• Research organizer (note-catcher or graphic organizer)
• Map resources (blank regional maps, physical feature maps, atlases)
• Presentation tools (poster paper/markers or slide software)
• Artifact-building supplies (cardboard, clay, paper, string, paint, recycled materials)
• Optional: image curation tool or shared class folder for saving source images with citations

Preparation

• Select a short list of appropriate Native American nations for students to choose from (or assign), based on your available resources
• Create a simple research organizer with headings such as: Location, Environment, Food, Homes, Clothing, Work Roles, Ceremonies, Tools/Technology, Trade, and Notable Contributions
• Prepare blank maps and decide the geographic focus (local region, state, or North America)
• Set expectations for respectful language and accuracy (for example: use the nation name, avoid stereotypes, cite sources)
• Choose a product format: a one-page report, a poster, or short slides, plus a small artifact/model

Teaching Procedure

Each session fits a standard class period of 45–50 minutes. The artifact build may need one extended session (60–90 minutes) depending on materials.

Session 1 – Launch the Inquiry and Choose a Nation

1. The teacher introduces the unit purpose and explains that students will research one Native American nation and connect culture to geography using evidence. Students complete a quick warm-up: list three questions they have about Native American life, then share one question with a partner.
2. Activity: The teacher tells students, “You will choose one Native American nation and create a focus question you can actually answer with research.” Materials: nation choice list, research organizer, pencil. Students select a nation, write a focus question (example: “How did geography shape housing and food?”), and demonstrate understanding by sharing the question with the teacher or a partner for feedback.
3. The teacher models how to paraphrase a short paragraph into a single note, then how to record the source title/URL next to the note. Students practice with a short teacher-provided excerpt and produce two paraphrased notes.
4. Students exit with a plan: nation selected, focus question written, and two sources they will use next session (teacher checks quickly for feasibility).

Session 2 – Research Notes and Source Reliability

1. The teacher reviews what makes a source usable for school research (author, date, purpose, evidence). Students preview two sources and decide which one is more reliable, then explain why in one sentence.
2. Activity: The teacher tells students, “Take notes that answer your question, not notes that copy the page.” Materials: research organizer, sources. Students read and record 8–12 short paraphrased notes under the organizer headings, and demonstrate understanding by highlighting three notes that directly answer their focus question.
3. The teacher circulates and checks for paraphrasing, not copying. Students revise any notes that are too close to the original wording.
4. Students end by writing a short claim they can support (example: “The environment shaped food choices through seasonal harvesting and local materials.”) and underline two notes that support it.

Session 3 – Map the Nation and Connect Place to Daily Life

1. The teacher provides a map task: students locate the nation’s region, mark key physical features, and label how those features could influence food, shelter, or travel. Students review a brief example together.
2. Activity: The teacher tells students, “Your map must show where and why, not just where.” Materials: blank map, atlas/online map, colored pencils. Students create a labeled map with at least five labels (region, water, landform, climate clue, neighboring peoples or trade routes) and demonstrate understanding by adding a short caption that links one feature to one cultural practice (example: “Rivers supported fishing and travel.”).
3. The teacher introduces vocabulary students can use accurately (region, migration, resource, trade, adaptation). Students add at least three of these words correctly in their map caption or notes.
4. Students do a quick peer check: partners verify that labels are readable and the caption is specific and supported by notes.

Session 4 – Create an Artifact or Model With an Explanation Card

1. The teacher explains that the artifact/model is a representation of one researched cultural feature (home type, tool, clothing detail, food preparation method, trade item, or symbolic design). Students choose one focus and sketch a simple plan.
2. Activity: The teacher tells students, “Build a small model and write an explanation card that teaches someone else what it represents.” Materials: craft supplies, note organizer, index card. Students build a simple artifact/model and create an explanation card that names the nation, describes the object, and explains how environment or needs influenced it; students demonstrate understanding by including two research-based details and one cited source on the card.
3. The teacher checks that students are representing ideas respectfully and accurately (no costume stereotypes, no generic “tribe” language, no fantasy imagery). Students revise the explanation card for accuracy.
4. Students photograph the artifact/model (optional) and save the image with the nation name for presentation day.

Session 5 – Present, Listen, and Ask Evidence-Based Questions

1. The teacher sets presentation norms: speak clearly, refer to evidence, and ask questions that start with “What evidence shows…” or “How did you learn that…”. Students review a simple question-stem list.
2. Activity: The teacher tells students, “Your goal is to teach the class one accurate, memorable idea supported by evidence.” Materials: poster/slides, map, artifact/model. Students present for 2–3 minutes using their map and artifact/model, and demonstrate understanding by answering one peer question using a specific note or source.
3. Non-presenting students complete a listening tracker: record one fact, one geography connection, and one question for each presentation.
4. The teacher closes with a short reflection prompt: students write three sentences explaining what they learned about how environment shaped culture and how research helped them avoid assumptions.

Assessment

• Research organizer: completeness, paraphrasing quality, and source tracking
• Map: accuracy, labels, and a clear geography-to-culture connection
• Artifact/model: alignment to research and quality of the explanation card
• Presentation: clarity, use of evidence, and ability to answer questions
• Listening tracker: thoughtful questions and accurate notes from peers

Differentiation

• Provide a curated source pack for students who struggle with open web research
• Offer sentence frames for claims and explanations (example: “Because of ___, the nation ___.”)
• Allow audio notes or speech-to-text for students who need writing supports
• Give advanced students a comparison task: compare two nations on one theme (housing, food, or trade) with evidence

Grade Adaptation

Grade 6 students can work from a reduced source set with guided questions and shorter written responses. Grade 7 students complete the full research process including paraphrased notes, map, artifact, and short presentation. Grade 8 students can expand the project by comparing two nations, writing longer explanations, and citing multiple sources in their presentation.

Extension Ideas

• Create a class gallery walk with maps and artifacts and a peer feedback form focused on evidence and clarity
• Add a mini-lesson on primary vs. secondary sources using one short historical excerpt and one modern summary
• Have students write a short informational paragraph that answers their focus question with two cited details