Native American Lesson Plan
Content
Jacob Schmudlach 10.2.13
History Lesson Plan Lesson: Native Americans-The Study of Tribes
Grade: 5 Subject: History-Native American Culture; Hurricanes- This lesson is part of a weeklong unit on Native American Tribes. Each lesson focuses on a tribe and their special traits, along with their geographic location in America. 1. Objectives and Background Knowledge needed a) Objective: Given videos from the internet, pictures and books from the library, the students will have a solid understanding of many different Indian tribes and where they live. b) Goals of the lesson: Students will learn about the Native American Culture Students will learn how each tribe differs Students will learn specific characteristics of Native Americans Students will relate history to Geography (Where the tribes are located) Students will write a story or act one out with a group representing the North Americans. c) Background Knowledge: The background knowledge that students need for this lesson include: Students will need to have an idea of what a Native American is. Students should know a little bit about culture. Students should know that all Indians aren’t exactly the same (Live in different places.) Students will be coming into this lesson pretty open to learn. Not a ton of knowledge will be expected at this point. As long as they are motivated and engaged they will learn new things in this lesson series. 2. NCSS Standard The social studies strand that this lesson focuses on is People, Places, and Environments. This lesson focuses on this because students learn about people and their cultures. They learn about how each environment is a little different because of the region they live in. The Iowa Core Standard followed “understands how geographic and human characteristics create culture and define regions.” 3. Materials, Procedures, and Assessment a) Materials Computers Projectors
Writing Utensils Library Books Pictures Crayons Markers Possible Art Indian Memorabilia
b) Procedures Direct Instruction (20 min): This portion of the lesson will include whole-group instruction, in which the teacher and the students discuss the characteristics of Indians. We are going to work through a book called “A, B, C’s The American Indian Way” This book focuses on all of the different tribes and characteristics of Indians. Meanwhile, As I am reading this book and stopping periodically, the students will have a graphic organizer out to write down all the different tribes we talk and learn about “Alright class. Today we are going to continue to work through the book, “The American Indian Way.” In this book we learn many different things about the Indian tribes and their lifestyle. The tribes we are going to focus on are the Choctaw, Cherokee, Cheyanne, Shawnee and Chippewa. Every one of these tribes is different in their own way but they are also similar in a lot of ways. Let’s break down each tribe as a class!” Choctaw- “This tribe lives in the SE part of North America. Mississippi, Alabama, Louisiana and Florida. Their houses are made of river cane walls. Their clothing was usually deerskin and the men were the hunters while the women farmed. The women could even be chiefs in this tribe.” Cherokee- “This tribe lived mainly in the eastern part of North America. Georgia, North and South Carolina, Virginia, Kentucky and Tennessee. A fun fact is that I have Cherokee ancestry in my family and blood. The children helped around the house, they played a game called stick-ball which is lacrosse. Men were hunters and women farmed. They loved storytelling and living near rivers.” Cheyenne- The Cheyenne tribe is where the Cheyenne River came from. They lived in Wyoming, South Dakota, North Dakota, Nebraska and Kansas. The kids had toys and dolls to play with and they also helped around the house. Do you students help your mother around the house? The men were hunters. They lived in Tepees. They were good at building rafts and they were known for wearing Moccasins.” Shawnee- “This tribe lived around the Ohio, Kentucky and Indiana area. They are mainly known for their building of wigwams. They also were known for wearing Ponchos. The men had Mohawk haircuts and they were very good at making canoes.” Chippewa- “The last tribe lived around Minnesota, Wisconsin and Michigan. The men were great hunters and workers. The Women were story tellers and they took care of their homes which were wigwams. They had the best canoes and they were popular for eating rice, buffalo meat and fish.”
-
-
-
-
-
Guided Practice (10 min): The guided practice for this lesson will include the group work, in which students complete.
-
- “So we have now worked through the book and discussed some very important tribes in our American History. There was a lot of information being talked about in a short period of time so what I want you to do now is get into groups of 2-3 people and compare your information you have written down in your graphic organizers. Make sure you all have the same types of descriptions for each tribe and are on the same page. Talk about your favorite tribes and your least favorite tribes. If you know a fact about a tribe that your partner doesn’t then tell them and write it down. I want every group to discuss these Indian tribes and compare their worksheets. The last thing I want you to do is form an Individual question that you have about the Indians or any specific tribe. Do not lose this question.” “While all of you are doing this, I am going to walk around and pass out a map of North America that shows what Indian tribes live where. This will help you visualize how many tribes there are across North America. Talk about this map with your group members when finished with the previous activity.”
-
Extension Activity-Small Group/Independent Practice (35 min): “Now we are going to have a little fun with all of the things we have gone over in class so far. I know we are now familiar with 5 important tribes, but I also know that many of you have questions about what some of the things we talked about were. With that being said, we are going to take a visit to the library. I want you to stay in the groups you were in before in order to work together on this activity. I have made a worksheet with possible things you may not have known about. Your job is to answer these questions by searching the internet. This will allow you to understand the tribes in greater detail. You will also learn things you didn’t know before. I want you to work together and have fun on this activity. You may need to print out things on the computer as well.” b) Grouping: This lesson will feature whole-group, cooperative groups, and independent activities. The whole-group format will be used in the direct instruction portion of the lesson. The small group and independent practice will be done through the extension activity and guided practice. I like the students being able to work together in this lesson series because some students may have more prior knowledge on Native Americans than others and they can help them out. c) Modifications Advanced students: For students who are advanced, the following adaptations will be made: These students will do their group activity like everyone else in the computer lab. When they are finished I will have them search the web to find a new tribe we have not yet talked about. The students will study this tribe and write two-paragraphs to me explaining the tribe, where they are from, their lifestyle and what they may look like. This will expand their knowledge on the American Indians.
-
Students needing extra help: For students needing extra help, the following adaptations/accommodations/modifications will be given: I will group these students together and while everyone is working in the computer lab, we will have our own designated spot with a computer. I will work through the worksheet with the students
showing pictures and short videos to help the students understand these tribes a little better. This will also be done in a fun manner with no stress on these students. Depending on their individual culture or heritage, we will discuss relationships between theirs and the specific Native American’s. I will do this because, in the Des Moines community, there is a good chance the classrooms will be very diverse. These diverse students need opportunities to share their culture and backgrounds in order to feel more comfortable in the classroom. d) Assessment: The assessment in this lesson involves both informal and formal types of assessment.
Informal: The informal assessment will involve the teacher asking questions throughout the lesson. The questions and responses will guide the teacher in how to proceed in the lesson. The teacher will also observe the students and make comments to students when needed. These comments will assist the teacher in determining what students know, are able to do, and what they still need assistance on. The observations will assist teachers in planning and instructing future lessons. Formal: The formal assessment will involve the groups of students to complete a worksheet that has been made for them. The answers should be answered in complete sentences. There will also be a few questions that require a photo. The grading will be pretty evident to the students when given the worksheet.
e) References http://nativeauthors.com/index.php?productID=1963 http://www.bigorrin.org/shawnee_kids.htm http://www.native-languages.org/ioway.htm http://www.indians.org/articles/chippewa-indians.html
Native Americans Worksheet
Name: Date: (Remember to answer every question with complete sentences and don’t forget to write down the websites that you used for your answers!)
1) What are Wigwams?(Include Photo)
2) What are Tepees?(Include Photo)
3) What are moccasins?(Include Photo)
4) What are Mohawks and why did men have them?
5) What are ponchos? (Include Photo)
6) What Indian Tribes lived in the Iowa and Illinois area?
7) Write your question down that you had from your in class group
discussions. (Find the answer to that question.)
History Lesson Plan Lesson: Native Americans-The Study of Tribes
Grade: 5 Subject: History-Native American Culture; Hurricanes- This lesson is part of a weeklong unit on Native American Tribes. Each lesson focuses on a tribe and their special traits, along with their geographic location in America. 1. Objectives and Background Knowledge needed a) Objective: Given videos from the internet, pictures and books from the library, the students will have a solid understanding of many different Indian tribes and where they live. b) Goals of the lesson: Students will learn about the Native American Culture Students will learn how each tribe differs Students will learn specific characteristics of Native Americans Students will relate history to Geography (Where the tribes are located) Students will write a story or act one out with a group representing the North Americans. c) Background Knowledge: The background knowledge that students need for this lesson include: Students will need to have an idea of what a Native American is. Students should know a little bit about culture. Students should know that all Indians aren’t exactly the same (Live in different places.) Students will be coming into this lesson pretty open to learn. Not a ton of knowledge will be expected at this point. As long as they are motivated and engaged they will learn new things in this lesson series. 2. NCSS Standard The social studies strand that this lesson focuses on is People, Places, and Environments. This lesson focuses on this because students learn about people and their cultures. They learn about how each environment is a little different because of the region they live in. The Iowa Core Standard followed “understands how geographic and human characteristics create culture and define regions.” 3. Materials, Procedures, and Assessment a) Materials Computers Projectors
Writing Utensils Library Books Pictures Crayons Markers Possible Art Indian Memorabilia
b) Procedures Direct Instruction (20 min): This portion of the lesson will include whole-group instruction, in which the teacher and the students discuss the characteristics of Indians. We are going to work through a book called “A, B, C’s The American Indian Way” This book focuses on all of the different tribes and characteristics of Indians. Meanwhile, As I am reading this book and stopping periodically, the students will have a graphic organizer out to write down all the different tribes we talk and learn about “Alright class. Today we are going to continue to work through the book, “The American Indian Way.” In this book we learn many different things about the Indian tribes and their lifestyle. The tribes we are going to focus on are the Choctaw, Cherokee, Cheyanne, Shawnee and Chippewa. Every one of these tribes is different in their own way but they are also similar in a lot of ways. Let’s break down each tribe as a class!” Choctaw- “This tribe lives in the SE part of North America. Mississippi, Alabama, Louisiana and Florida. Their houses are made of river cane walls. Their clothing was usually deerskin and the men were the hunters while the women farmed. The women could even be chiefs in this tribe.” Cherokee- “This tribe lived mainly in the eastern part of North America. Georgia, North and South Carolina, Virginia, Kentucky and Tennessee. A fun fact is that I have Cherokee ancestry in my family and blood. The children helped around the house, they played a game called stick-ball which is lacrosse. Men were hunters and women farmed. They loved storytelling and living near rivers.” Cheyenne- The Cheyenne tribe is where the Cheyenne River came from. They lived in Wyoming, South Dakota, North Dakota, Nebraska and Kansas. The kids had toys and dolls to play with and they also helped around the house. Do you students help your mother around the house? The men were hunters. They lived in Tepees. They were good at building rafts and they were known for wearing Moccasins.” Shawnee- “This tribe lived around the Ohio, Kentucky and Indiana area. They are mainly known for their building of wigwams. They also were known for wearing Ponchos. The men had Mohawk haircuts and they were very good at making canoes.” Chippewa- “The last tribe lived around Minnesota, Wisconsin and Michigan. The men were great hunters and workers. The Women were story tellers and they took care of their homes which were wigwams. They had the best canoes and they were popular for eating rice, buffalo meat and fish.”
-
-
-
-
-
Guided Practice (10 min): The guided practice for this lesson will include the group work, in which students complete.
-
- “So we have now worked through the book and discussed some very important tribes in our American History. There was a lot of information being talked about in a short period of time so what I want you to do now is get into groups of 2-3 people and compare your information you have written down in your graphic organizers. Make sure you all have the same types of descriptions for each tribe and are on the same page. Talk about your favorite tribes and your least favorite tribes. If you know a fact about a tribe that your partner doesn’t then tell them and write it down. I want every group to discuss these Indian tribes and compare their worksheets. The last thing I want you to do is form an Individual question that you have about the Indians or any specific tribe. Do not lose this question.” “While all of you are doing this, I am going to walk around and pass out a map of North America that shows what Indian tribes live where. This will help you visualize how many tribes there are across North America. Talk about this map with your group members when finished with the previous activity.”
-
Extension Activity-Small Group/Independent Practice (35 min): “Now we are going to have a little fun with all of the things we have gone over in class so far. I know we are now familiar with 5 important tribes, but I also know that many of you have questions about what some of the things we talked about were. With that being said, we are going to take a visit to the library. I want you to stay in the groups you were in before in order to work together on this activity. I have made a worksheet with possible things you may not have known about. Your job is to answer these questions by searching the internet. This will allow you to understand the tribes in greater detail. You will also learn things you didn’t know before. I want you to work together and have fun on this activity. You may need to print out things on the computer as well.” b) Grouping: This lesson will feature whole-group, cooperative groups, and independent activities. The whole-group format will be used in the direct instruction portion of the lesson. The small group and independent practice will be done through the extension activity and guided practice. I like the students being able to work together in this lesson series because some students may have more prior knowledge on Native Americans than others and they can help them out. c) Modifications Advanced students: For students who are advanced, the following adaptations will be made: These students will do their group activity like everyone else in the computer lab. When they are finished I will have them search the web to find a new tribe we have not yet talked about. The students will study this tribe and write two-paragraphs to me explaining the tribe, where they are from, their lifestyle and what they may look like. This will expand their knowledge on the American Indians.
-
Students needing extra help: For students needing extra help, the following adaptations/accommodations/modifications will be given: I will group these students together and while everyone is working in the computer lab, we will have our own designated spot with a computer. I will work through the worksheet with the students
showing pictures and short videos to help the students understand these tribes a little better. This will also be done in a fun manner with no stress on these students. Depending on their individual culture or heritage, we will discuss relationships between theirs and the specific Native American’s. I will do this because, in the Des Moines community, there is a good chance the classrooms will be very diverse. These diverse students need opportunities to share their culture and backgrounds in order to feel more comfortable in the classroom. d) Assessment: The assessment in this lesson involves both informal and formal types of assessment.
Informal: The informal assessment will involve the teacher asking questions throughout the lesson. The questions and responses will guide the teacher in how to proceed in the lesson. The teacher will also observe the students and make comments to students when needed. These comments will assist the teacher in determining what students know, are able to do, and what they still need assistance on. The observations will assist teachers in planning and instructing future lessons. Formal: The formal assessment will involve the groups of students to complete a worksheet that has been made for them. The answers should be answered in complete sentences. There will also be a few questions that require a photo. The grading will be pretty evident to the students when given the worksheet.
e) References http://nativeauthors.com/index.php?productID=1963 http://www.bigorrin.org/shawnee_kids.htm http://www.native-languages.org/ioway.htm http://www.indians.org/articles/chippewa-indians.html
Native Americans Worksheet
Name: Date: (Remember to answer every question with complete sentences and don’t forget to write down the websites that you used for your answers!)
1) What are Wigwams?(Include Photo)
2) What are Tepees?(Include Photo)
3) What are moccasins?(Include Photo)
4) What are Mohawks and why did men have them?
5) What are ponchos? (Include Photo)
6) What Indian Tribes lived in the Iowa and Illinois area?
7) Write your question down that you had from your in class group
discussions. (Find the answer to that question.)
