O Indian's day is celebrated annually on April 19th. In schools across the country, Kindergarten and Elementary School teachers work this date in the classroom and to help you in this process we have selected several tips and ideas for your Indigenous Day Class Plan for Elementary School.
Song for the Indian's Day:
The little indian:
Index
Indigenous Day Lesson Plan for Elementary School: Living the Indigenous Day at School
Duration: around an hour
Local:In the classroom or on the patio.
Material: Device for reproducing a dvd with image and sound.
Proposal: The teacher will propose a circle with the children comfortably seated to watch a DVD of the Brazilian singer Baby Consuelo, singing the song composed by Jorge Ben “Every day was Indian day!”, while images of the Indians.
Lyrics:
Curumim calls the wedge that I'm going to tell
Cunhata calls curumim that I'll tell
Curumimm, Cunhataa
Cunhataa, Curumimm
Before men here set foot on the rich and fertile
Brazilian lands
Who were inhabited and loved by millions of Indians
Real happy owners of the land of pau Brazil
Because every day and every hour was an Indian's day
But now they only have one day
one day in april
Lovers of purity and nature
they are really incapable
of mistreating females
Or to pollute the river, the sky and the sea
Protecting the ecological balance
From the land, fauna and flora as in its history
The Indian is the purest example
more perfect, more beautiful
Along with harmony, fraternity
And the joy, the joy of living
the joy of loving
But however now
your war song
It's a cry of an innocent race
Who was already very happy
because in the old days
every day was indian day
Afterwards, the teacher will ask the children to comment on what they saw and heard. Realizing that he can intervene in the children's conversations in order to go deeper into the subject, he should allow himself, with caution and subtlety.
After the conversation, in an inviting tone, he urges the children to dance to the rhythm of this song and in some moments, the teacher will ask the children to see “statues” and remain still. At this point, the sound should also stop and the teacher should move through the children urging them to become Indian statues: one moment fishing, another shooting an arrow, sitting on a wheel, crouching like the indigenous peoples.
At the end, he will invite the children to do a survey, together with their families, about the Indians and their beliefs, such as feed, what they do and combine with the children that in the next moment, they will talk about what each one researched. The teacher should reinforce with the children's parents about this research.
Duration: Approximately 2 hours.
Local: In the classroom or in another environment of the Institution where children can build objects quietly and comfortably.
Material: Feathers, stones, enough sisal rope for the number of children in the group.
Proposal: The teacher must gather the group in a circle to talk about the requested research, so that everyone has the opportunity to comment and comment on what they researched. He must be aware to be able to contribute with the information.
After the reports and conversations, the teacher makes an invitation: “Let's get to know a little more about the Indians!”
Invitation accepted, the teacher talks about an indigenous artifact, the headdress and its importance for those who wear it. He will invite children to build a “headdress of power!”,
The teacher will explore about this object and its importance for the Indians, proposing that in a similar way, it will be important for the children if they build their artifacts using their inner strength, giving wings to their imagination, which is very peculiar in this range of age. The teacher should put an enigmatic, mystical and challenging tone in the conversations about this proposal so that the children “immerse themselves” in their proposal.
The teacher will be able to prepare the necessary materials for this construction with the children searching in nature for “things” necessary to compose the headdress. This moment can be organized in a trip to a park, woods, square, etc. It will be important to visit the place beforehand and hide feathers, stones, pieces of sisal rope along the way, so that each child will have their own piece and access to different materials. In case of impossibility, the teacher will hide the materials necessary for the construction of the headdress for each child in the institution and will ask them to look for it. Both, after in possession of the ropes and artifacts of nature collected, in case you do not leave the Institution, the teacher, in the same way, will leave in the way things that he himself will have to collect previously before the class. It is the pedagogical “will” having to be activated again. Once you have all the materials at hand, “let's get to work!”.
Duration: An hour approximately.
Local: At the institution or outdoors.
Material: Materials collected from nature, pieces of sisal rope, hot glue and glue gun, colored paper with a stronger texture to attach to the head.
Proposal: This proposal can be made at the institution or in the surroundings, as long as favorable and comfortable weather conditions are observed.
The teacher should invite the children to a circle and propose a laze thinking about the animals, which could be the cat and the dog. Afterwards, the teacher will ask the children to use the ropes, measuring the head of each one of them, at forehead height. Once this is done, he will tie a knot so that when putting it on his head, the rope can stay tight. After this stage is completed, the teacher will ask the children to attach the ornaments collected from nature to their headdresses. Depending on the material, the teacher can fix them with hot glue (which will be used only by the adult and with the proper security organization, so that children do not have access, but can follow the process).
The teacher should make a varied selection of indigenous sounds that are pleasant to the environment of this “workshop”.
At the end, the teacher will ask the children to show their headdresses, sort of “parading” each one in their own way to the liveliest indigenous sound.
Indigenous Day Class Plan for Elementary School - Maternal to 2nd Year
According to the PCN, the student must know and value the plurality of Brazilian sociocultural heritage, as well as sociocultural aspects of other peoples and nations, taking a stand against any discrimination based on cultural, social class, belief, sex, ethnic or other individual characteristics and social.
This project aims to awaken children to the importance of valuing indigenous culture. It is important that children discover that, after all, there is no single way to live, feel, eat and speak and that a large part of our habits today are heritage of the indigenous culture which is an integral part of our roots. In contact with the indigenous universe, we will also take an important step towards moving away from prejudice towards those who seem different to us in addition to giving the little ones the opportunity to better see the characteristics of our own culture.
When the student comes into contact with the content in a pleasurable way, he can develop better in the teaching-learning process, or that is, it ceases to be a passive student to become a participatory, critical-reflective student raising hypotheses in relation to the object of study.
Thus, the school has a fundamental role in bringing the student to the knowledge of the main cultural manifestations existing in their environment, relating to them in a respectful way. In this way, it is up to the school institution to address this theme, providing relevant information to its students so that they can expand their knowledge.
"The achievement of the necklace"
The class divided into 4 teams must answer questions, by drawing lots, on a subject already taught in class. For each correct answer, the team will receive material to make the necklace (pieces of string or nylon thread and assorted beads, which must be the color of each team – up to 8 beads per student).
Questions
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