How Great to Communicate

• 1 overhead projector or other classroom technology (optional)
• 1 overhead transparency (or equivalent) of the following:
  • "2017 Native American $1 Coin reverse (back)" image available on the 2017 Native American $1 Coin page 
  • Cherokee Syllabary, available at https://www.nlm.nih.gov/nativevoices/timeline/270.html
  • Cherokee Phoenix Newspaper (optional), available at https://www.loc.gov/exhibits/treasures/trr125.html 
• Copies of the following:
  • "2017 Native American $1 Coin reverse (back)" image available on the 2017 Native American $1 Coin page
  • "My Coin Checklist"
• Websites that provide background information on Sequoyah and the Cherokee Syllabary, including:
  • /coins/coin-medal-programs/native-american-dollar-coins/2017-native-american-dollar 
  • https://www.nlm.nih.gov/nativevoices/timeline/270.html 
  • https://www.loc.gov/exhibits/treasures/trr125.html
• 1 copy of an age-appropriate text that gives information about Sequoyah and the Cherokee Syllabary
• Chart paper
• Markers
• Pencils
• Crayons
• Blank sheets of paper for the coin design assignment

• Make an overhead transparency (or equivalent) of the following:
  • "2017 Native American $1 Coin reverse (back)" image available on the 2017 Native American $1 Coin page 
  • Cherokee Syllabary, available at https://www.nlm.nih.gov/nativevoices/timeline/270.html
  • Cherokee Phoenix Newspaper (optional), available at https://www.loc.gov/exhibits/treasures/trr125.html 
• Make copies of the following:
  • "2017 Native American $1 Coin reverse (back)" image available on the 2017 Native American $1 Coin page
• Bookmark websites that provide background information on Sequoyah and the Cherokee Syllabary, including:
  • /coins/coin-medal-programs/native-american-dollar-coins/2017-native-american-dollar 
  • https://www.nlm.nih.gov/nativevoices/timeline/270.html 
  • https://www.loc.gov/exhibits/treasures/trr125.html
• Locate an age appropriate text that provides information about Sequoyah and the Cherokee Syllabary.
• Prepare chart paper for class discussion
• Prepare blank sheets of paper for the coin design assignment

Session 1

1. Discuss the word "communication" with the students. Tell the students that communication is a means of exchanging information or news. It helps connect people. 
2. Ask students to provide some examples of how they communicate. They may suggest talking, phone calls, texting, etc.). Write the communication methods they mention on your chart paper.
3. Introduce students to the selected text on Sequoyah and the Cherokee Syllabary. Preview the text and illustrations and allow the students to generate observations.
4. Read the text aloud. During the reading, address any unfamiliar vocabulary.
5. Discuss the importance of Sequoyah's invention. Explain that before Sequoyah invented the syllabary, Cherokee people had no way to write down words in the Cherokee language. They could only communicate verbally.
6. Explain that once the Cherokee people had a way to write down words, they were able to write letters to each other, they could write and follow recipes. They could even publish and read newspapers like the Cherokee Phoenix. 
7. Ask the students to provide other examples of things the Cherokee people might have documented in writing, once they had the ability to do so. Capture their ideas on the chart paper

Session 2

1. Review the previous session and the discussion on Sequoyah, the Cherokee Syllabary, and methods of communication.
2. Display the "2017 Native American $1 Coin" reverse image. Explain that the coin commemorates Sequoyah, inventor of the Cherokee Syllabary. Remind students that Sequoyah provided the Cherokee people with a means of written communication when he invented the syllabary. Point out that the coin's reverse includes the phrase "Sequoyah from Cherokee Nation" written in syllabary along the border of the design.
3. Distribute the blank sheets of paper and have students create a circle to fill the sheet.
4. Have students design a coin representing their favorite method of communication. Tell them that like the Sequoyah coin, their coin should include their name and where they're from, their favorite method of communication, and their initials as the artist.
5. Have the students complete the "My Coin Checklist" as they work to show that they've included all of the coin elements.
6. Have the students present their coins to the class and explain why they chose the communication method they did.

• Allow students to work in pairs to design a coin.
• Have students use texts at various reading levels to learn more about Sequoyah.
• Allow students to use clip art for the coin.

• Explore other communications-related lesson plans, including Follow the Flag, Memories from the National Sites, and Sounding Out the Symbols.
• Find age-appropriate texts about different forms of communication to include as part of the first session discussion

• Take anecdotal notes about the students' participation in class discussions
• Evaluate the students' worksheets for understanding of the assignment.

Worksheet: My Coin Checklist

My Coin Checklist

Name: _________________________________________

Directions: Circle each as you add it to your coin drawing.
 

• I included my name and where I'm from
• I added a value to my coin
• I included my initials on my coin

My Coin Checklist

Name: _________________________________________

Directions: Circle each as you add it to your coin drawing.
 

• I included my name and where I'm from
• I added a value to my coin
• I included my initials on my coin

My Coin Checklist

Name: _________________________________________

Directions: Circle each as you add it to your coin drawing.
 

• I included my name and where I'm from
• I added a value to my coin
• I included my initials on my coin

• About the Native American $1 Coin Program
• Native American $1 Coin Program Lesson Plans
• Code Talkers Recognition Act of 2008 Lesson Plans