Teachers Guide

Lesson Plan 1- The First Natives

HSS Standard 5.1.1  Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

ELA Standard 2.0 Reading Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

2.3  Writing Strategies. Writing a research report.

Objectives

Students will understand how geography and climate impact the way the First Natives adapted to their natural environment by comparing and contrasting the daily lives of American Indians living in different regions of America.

Resources

Native American Regions -
http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/Index.html

Optional website:

Carnegie Museum of Natural History -
http://www.carnegiemnh.org/exhibits/north-south-east-west/index.html

In the Classroom

Step 1: Students will choose two regions to investigate on the Native Americans Regions website. 

Students will read and follow directions on the website. 

Step 2: After reading through two of their favorite regions, students will compare and contrast the daily lives of  American Indians living in those regions using the guide below.  Students must record the bibliographic information on the website citing sources in proper MLA format.

Region 1                                                                      Region 2

Step 3

After completing notes students will write an essay comparing and contrasting the two regions they chose?

Assessment

First Natives Assignment

After reading through two of their favorite regions, students will compare and contrast the daily lives of  American Indians living in those regions using the guide below.  Students must record the bibliographic information on the website citing sources in proper MLA format.  After completing notes students will write an essay comparing and contrasting the two regions they chose.

Assessment Rubric – Lesson Plan 1

First Natives Compare & Contrast Essay Rubric

Vocabulary List

Teepee, Hogan, ceremony, buffalo, clan, tribe, prairie, myth, arid, treaty, environment

Lesson Plan 2 – Native Cultures

HSS Standard 5.1.2  Describe their varied customs and folklore traditions

ELA Standard 2.2  Deliver informative presentations about an important idea, issue, or event by the following means:  Develop the topic with simple facts, details, examples, and explanations.

Objective

Students will understand the lifestyle, customs and traditions of the Native Peoples through the use of legends and folklore.

Students will create their own buffalo hide depicting their own culture and contrasting it to that of the Native Peoples.

Resources

What Story Does it Tell? - http://americanhistory.si.edu/kids/buffalo/hideactivity/

Printable Worksheet - http://americanhistory.si.edu/kids/buffalo/questions.html

Buffalo Hide Directions - http://www.dickblick.com/multicultural/buffalohides/

In the Classroom

1. Introduction to legends and folklore

Read and discuss  “The Return of the Buffaloes” by Paul Goble.

2. What Story Does it Tell?
   1. Place students into groups of two to investigate the buffalo hide story.  Students will print out the printable worksheet to help guide their investigations and record their findings.
   2. Instruct students to read the sidebars and look for clues to locating information on the buffalo hide.
   3. Students will present an oral presentation to the class developing a topic, with simple facts, details, and examples of their buffalo hide; pursuant to English Language Arts Standards.

Assessment

Buffalo Hide Creation

Students will create their own buffalo hide depicting their own family, traditions, and lifestyle assuming the role of one of the Native American tribes.  Materials needed for buffalo hide could be; butcher paper, fabric, wood, etc.

Assessment Rubric – Lesson Plan 2

Buffalo Hide Drawing Rubric 

Vocabulary List – Origin story, culture, clan, theory, shaman, famine, renewal

Lesson Plan 3 - Early Civilization of American Indian Cultures

HSS 5.1.2. Describe the varied folklore, cultures and traditions of the American Indians.

Objective

Students will understand the various cultural aspects of the Native Americans living in the United States.

Resources
The Olmecs - http://ctct.essortment.com/olmecnativeind_rehp.htm

The Anasazi - http://www.cdli.ca/CITE/anasazi.htm

The Mound Builders - http://asms.k12.ar.us/armem/hopper/Builders.htm  

In the Classroom

1. Students will go to each of the websites gathering information about the three different Native American groups.  They will record their notes on 3 x 5 cards.  Each card will have a focus/ theme; i.e. language, clothing, religion, diet, etc.  On the back of the note card students will record the bibliographic information for the website using correct MLA citations. (See this website for examples) http://www.liu.edu/cwis/CWP/library/workshop/citmla.htm
2. Students will create a persuasive essay presenting the most advanced Native American people group.

Assessment Rubric – Lesson Plan 3

Early Civilization of American Indian Cultures

Students will create a persuasive essay presenting the most advanced Native American people group.

Compare and Contrast the Olmecs, Mound Builders, and the Anasazi people.  Describe their different beliefs, languages, and ways of life. 

Early Civilization Compare & Contrast Rubric

Lesson Plan 4 - Online Visit to Kitigaaryuk

HSS - 5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

Objective

Students will read and play the game Journey to Kitigaaryuk.  They will see the differences in culture today as compared to the Native Americans of yesterday. 

Students will understand how the lives of the Native Americans in Canada as well as the United States are different due to geography and climate.

Resources

Journey to Kitigaaryuk - http://www.civilization.ca/kids/kitigaaryuk/index.html#

In the Classroom

1. Explain the game and how it is to be managed.  One computer classroom: setup a rotation for students to play the game. 
2. Allow a week to move all students through the game, when they have completed other work.
3. As students complete the game have them mark on their venn diagram the things that are different, and the same for the native and non-native peoples.
4. Students will re-create their venn diagram drawing pictures and labeling the venn to show the comparisons and contrasts of the native and non-native peoples.

Assessment

Online Visit to Kitigaaryuk

Students as a whole class will create a venn diagram (whole class) comparing some of the things they found in the game that were similar & different to the lives of the Native peoples in the United States.  Each student must contribute items to the diagram.

Journey to Kitigaaryuk Venn Diagram Assessment Rubric

Vocabulary List

Teepee, Hogan, ceremony, buffalo, clan, tribe, prairie, myth, treaty, caribou, kayak