Activity Overview
Indigenous people of the Southwest are famous leaders, artists, athletes, activists, and many other professions. Researching real people helps students to get a more concrete and compassionate understanding of the culture, lives and perspectives of Native Americans. In this activity, students will research an indigenous person from the Southwest region and then create a biography poster highlighting their life and accomplishments.
Using one of the templates or starting from scratch on the poster layout, students will build up a profile of their chosen figure. Depending on requirements or complexity, students can add timelines to their posters. However, the wide variety of characters, scenes, and items makes it very easy for students to customize their project to fit any guidelines.
Find more biography poster templates to add to this assignment if desired!
Some examples of people to research:
- Geronimo (1829 - 1909)
- Anselmo Valencia Tori (1921–1998)
- Emory Sekaquaptewa (1928–2007)
- Diane J. Humetewa (1964 - )
- Linda Lomahaftewa (1947 - )
- Jacoby Ellsbury (1983 - )
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Research a famous or notable person that is of Indigenous heritage from the Southwest Region. Create a Biography Poster that highlights their major accomplishments.
Student Instructions:
- Choose a person.
- Using school resources, conduct some research and learn more about how it came to pass.
- On the poster, include your person’s name and dates of birth (and death if applicable). Choose a character that resembles your person. Add words and images to describe your person’s accomplishments.
Requirements: Person’s image, name, dates of birth/death, accomplishment.
Lesson Plan Reference
- [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- [ELA-LITERACY/CCRA/R/9] Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- [ELA-LITERACY/WHST/6-8/2/B] Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Needs Improvement | |
|---|---|---|---|
| Description | The description includes at least five important facts about the famous or historic figure. | The description includes less than five important facts or it includes information that is not pertinent to the famous or historic figure. | The description is incomplete and does not contain important information about the famous or historic figure. |
| Artistic Depictions | The art chosen to depict the scenes, characters and items that are appropriate to the famous or historic figure. They enhance the poster by symbolizing or illustrating important facts about the figure. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes, characters and items are mostly accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the scenes, characters and items is too limited or incomplete. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Storyboard text is difficult to understand. |
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Indigenous Peoples of the Southwest
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