This unit will help intermediate elementary students ... for Native American Lifeways.pdf · This...

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Name:_Jeanne Hendricks______________________________

Title: Lifeways of the Native Americans________________________________

Grade Level: ___4th

_____________

SUMMARY OF THE UNIT

This unit will help intermediate elementary students understand the different

Indian tribes that lived in Indiana. This unit will focus on the customs, culture, and

lifestyles of the Mississippian, Woodland, Shawnee, Miami, Potawatomi, and the

Lenape. This unit will also look at the similarities and differences between these

different tribes.

SUGGESTED RESOURCES

Websites

Historical Reference books

MATERIALS NEEDED

Graphic Organizers – KWL

Compare and Contrast

4 column graphic organizers

Mind Map

Chart paper

White boards

6 Traits Rubric

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STAGE 1 – Identify desired results

Competencies/Standards

Language Arts Standards: 4.1.2 – synonyms and antonyms

4.1.3 – knowledge of root words to determine the meaning

4.5.1 – Write a narrative that includes memories of an event.

Standards for Social Studies:

SS.4.1.1 2007

Native American Indians and the Arrival of Europeans to 1770. Identify and

compare the major early cultures that existed in the region that became Indiana

prior to contact with Europeans.

Example: Paleo-Indians such as the Hopewell, Adena and the Mississippian cultures

Standards for Reading:

EL.4.2.1 2006

Structural Features of Informational and Technical Materials:

Use the organization of informational text to strengthen comprehension.

Example: Read informational texts that are organized by comparing and

contrasting ideas, by discussing causes for and effects of events, or by sequential

order and use this organization to understand what is read. Use graphic organizers,

such as webs, flow charts, concept maps, or Venn diagrams to show the organization

of the text.

EL.4.2.2 2006

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:

Use appropriate strategies when reading for different purposes.

Example: Read and take notes on an informational text that will be used for a

report. Skim a text to locate specific information. Use graphic organizers to show

the relationship of ideas in the text.

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EL.4.2.5 2006

Compare and contrast information on the same topic after reading several passages

or articles.

Example: Read several informational texts about guide dogs, such as A Guide Dog

Puppy Grows Up by Carolyn Arnold, Buddy: The First Seeing Eye Dog by Eva

Moore, and Follow My Leader by James B. Garfield, and compare and contrast the

information presented in each

Writing Standards

EL.4.5.4 2006

Write summaries that contain the main ideas of the reading selection and the most

significant details.

Example: Write a book review, including enough examples and details about the

plot, character, and setting of the book to describe it to a reader who is unfamiliar

with it.

Enduring Understandings (“Students will understand THAT…”)

Overarching Enduring Understandings

Students will understand that each culture has similar components that make

up their culture.

Topical Enduring Understandings

Students will understand that each culture has a creation story.

Students will understand that each culture has rituals and celebrations.

Students will understand that each tribe that settled in Indiana came here from

somewhere else and for different reasons.

Essential Questions (“How…” “Why…” “To what extent…”)

Overarching Essential Questions

To what extent are cultures similar?

Topical Essential Questions

How similar are the different creation stories?

How did the different peoples end up living in Indiana?

To what extent are the different rituals and religious ceremonies similar to each

other?

How are they different from our rituals and ceremonies?

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Enabling Knowledge and Skills (“What skills and conceptual knowledge

must students possess in order to demonstrate understanding – especially on

performance tasks?”)

Students will know

relevant from irrelevant information.

how text is organized.

Main idea and details.

Students will be able to

Compare and contrast information.

recognize information organized in a compare and contrast format.

highlight important information.

recognize main idea and details.

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STAGE 2 – Determine acceptable evidence

Overview of assessment evidence

Briefly describe the types of assessment activities you will use throughout this unit to ensure

students are gaining the enabling conceptual knowledge and skills they need so that ultimately they

can demonstrate understanding through the major performance task.

TYPE OF

EVIDENCE

DESCRIPTION OF THE ASSESSMENT

ACTIVITY

WHICH

FACET OF

UNDERSTANDING IS

EMPHASIZED?

Primary

performance

task

Write a compare and contrast essay in which

the student compares and contrasts each

Native American tribe’s culture with our

culture.

application

Written prompts/

journals

Compare and contrast information found

within different sources.

interpretation

Small

projects/skill

demonstrations/

supporting

performances

Use on line sources effectively to gather

information on particular topics.

Create a colleague represents information

learned.

application

Student self-

assessments

Use self assessment rubrics to set goals and

evaluate progress throughout the project.

explanation

Observing

/conferencing

Use white boards to evaluate understanding of

vocabulary.

evaluation

Quizzes/ tests

Vocabulary quiz application

Other

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GRASPS details for the primary performance task

Use the GRASP format to provide more detailed information about the primary performance task

through which you will assess students’ growing understanding.

GRASPS Use of GRASPS in this Unit

Goal

Provide a statement of

the task.

Establish the goal,

problem, challenge, or

obstacle in the task.

Students in 4th

grade have a belief about how Earth came to be. They

understand our patriarchal society as well as the gender roles that go

along with this society. Many students have lived in Richmond all their

lives or could tell why their families moved here. The challenge of this

project is to help students see the similarities and differences between

the different groups of people.

Role

Define the role of the

students in the task.

State the job of the

students for the task.

Students will work in groups to identify the differences between their

culture and others.

Audience

Identify the target

audience within the

context of the

scenario.

Example audiences

might include a client

or a committee.

The audience for the students will be other students, the teacher and

others in the school.

Situation

Set the context of the

scenario.

Explain the situation.

Product

Clarify what the

students will create

and why they will

create it.

Students will write a compare and contrast essay for each tribe

explaining the similarities and differences between their culture and the

different Native American cultures.

Standards and Criteria

Provide students with

a clear picture of

success.

Identify specific

standards for success.

Issue rubrics to the

students.

A successful project will compare and contrast

The different creation stories.

The different roles men, women and children had in society.

Our different rituals and holidays with that of the Native

Americans’.

Our patriarchal society to their matriarchal society.

Why their family moved to Indiana, or remains in Indiana, to

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that of the Native American tribes that lived here.

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STAGE 3 – Design learning activities

Use the WHERETO model to identify the type – but not the sequence – of instructional activities

required to promote the desired results. Following the WHERETO model is an optional calendar

for actually scheduling the sequence of learning activities. Note that assessment activities (the

second “E” and to some extent the “R” in WHERETO) are embedded throughout the unit.

WHERETO

W

How will you ensure that all

students know where they are

headed in the unit, why they

are headed there, and how

they will be evaluated?

“W” Ideas I will begin the unit by explaining that the students will be

learning about 6 different Native American tribes. We will

be comparing their holidays or celebrations, how they

believe earth was created, how work was divided between

men, women, and children, and finally how the different

tribes ended up in Indiana.

I will explain that one way to understand a culture is to

understand the organization of the culture as well as what it

believes.

The students will be evaluated on their understanding s of

the different cultures and how they compare to ours.

H

How will you hook students at

the beginning of the unit? “H” Ideas

For this lesson, have the students list

All the holidays they celebrate and why we

celebrate them.

What chores they have at home.

How they believe Earth was created

List how long they have lived in Richmond.

E

What events will help

students experience and

explore the big ideas and

questions in the unit? How

will you equip them with

needed skills and knowledge?

“E1” Ideas KWL charts

Children’s read alouds

DVD

Primary sources

Reflections

Research for information about the different tribes

R

How will you cause students

to reflect and rethink? How

will you guide them in

rehearsing, revising, and

refining their work?

“R” Ideas Class discussions

Peer discussions

Journaling

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E

How will you help students to

exhibit and self-evaluate their

growing skills, knowledge,

and understanding throughout

the unit?

“E2” Ideas Provide students with rubrics to self-

evaluate

Conferencing

Exit tickets

Reflections

Revisit the KWL chart

T

How will you tailor

instruction to meet student

need in readiness, learning

style, and interest while

remaining true to the desired

result?

“T” Ideas Graphic organizers

Exit Tickets

Journal entries

Research

O

How will you organize

learning experiences to

maximize engagement and

understanding and minimize

misconceptions?

“O” Ideas Use whiteboards

KWL charts

Journals

Exit tickets

Sequence of unit learning and assessment activities

Calendar

Monday Tuesday Wednesday Thursday Friday

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

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Lesson 6

Final Project

Final Project Due

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Lesson # 1

Title: Vocabulary Introduction

Duration: 2 days Learning Goals Based on Standards:

Students will be able to:

Identify key concepts

Essential Questions:

What is culture?

What is a matriarchal society? A patriarchal society?

What are customs?

What is a tribe or clan?

Students will Know:

The difference between a

matriarchal society and a

patriarchal society.

What the word culture entails.

What customs are.

Students will Understand:

The students will understand that

every society has a culture and

customs within that culture. The

students will also understand that

certain cultures are patriarchal

and others are matriarchal.

Finally, the students will what a

tribe and a clan are.

Students will Do:

Students will work

in groups to define

the concepts.

Assessment: How will students demonstrate the desired understandings? (Performance tasks,

quizzes, tests, journals, homework, observations, etc.) How will understanding be judged?

Students will be provided with a definition of each word. Once the definition is read the

student will write the word on their whiteboard. The students will hold up the white board

for the teacher to see and check for understanding. Students will also be asked to use these

concepts throughout the unit.

Instructional Activities/Sequence:

Students will work with their assigned group to look up definitions to the concepts being

introduced. Once they have a definition, they will create a mind map. After they have

created this mind map, they will take turns sharing it with another group. After some

discussion, each group will then present it to the whole class.

The next day a short review of the terms in which the teacher will read the definition and

give some examples and non-examples and the students will write the concept on a white

board and hold it up for the teacher to check for understanding.

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Resources:

Mind map graphic organizer

Dictionaries

White boards and dry erase markers

Definitions of the concepts and examples and non-examples

Lesson # 2

Title: Hook and Introduction to the Mississippian Indians

Duration: 4 days Learning Goals Based on Standards:


Identify different aspects of the Mississippian culture.


How does understanding cultures from the past help us understand our culture?

How do different cultures compare to ours?

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Students will Know:

By the end of the unit, students

will know how the Mississippian

Indians arrived in Indiana, where

they lived. They will also know

the different roles men, women,

and children played in society.

They will also know at least one

ceremony they performed and

why they performed it.


Students will understand that

there are some similarities to this

society but there are a lot more

differences.

Students will Do:

Students will begin

by building

background.

Students will

identify different

aspects of their lives.

Students will then be

asked to complete a

KWL chart about

Mississippian

Indians.

Next students will be

asked to write down

information

provided during a

read aloud and on a

DVD.



Students will be provided a 4 column graphic organizer. The first column will be labeled

ceremonies, the second column labeled how Earth was created, the third column jobs, and

the final column how they ended up in Indiana. Students will be asked to find the

information that relates to each column. Finally, the students will be asked to write what

they learned about the Mississippian Indians.


Students will be asked to write down the different holidays they celebrate and why they

celebrate them. After a few minutes, they will be asked to share with a partner. Next, I will

write their responses in the first column of chart paper under the title “holidays and

celebrations.”

Next, students will be asked to write down their belief about the creation of the Earth. The

students will talk to a partner and then I will record their response on the chart paper in the

second column under “How Earth was created.”

Then the students will be asked to write down what chores they do around the house. They

will share with a partner and then under “chores” in the third column, I will write their

responses.

Finally, I will ask them to write how long they have lived in Indiana. I will write down their

responses with their names in the fourth column.

Once this is done and we have discussed the anchor chart, I will put it away for a few days.

I will then tell them that we will learn about a Native American tribe known as the

Mississippian tribe. I will give a little background knowledge about this tribe such as where

they were located and that they lived here hundreds of years ago.

I will make a KWL chart. The students will write anything they know about the

Mississippian Indians. If there is any information, it will be put on the chart.

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The students will then put any questions they might have or anything they might want to

learn about them on the chart under W.

The students will be provided a four column graphic organizer with the headings-

“Ceremonies or holidays, How Earth Was Created, Chores, and Indiana.

As I read, CMMS Advisory Committee. Journey to Cahokia: An Educational Activity Book.

Phoenix, Arizona: American Educational Press in cooperation with Cahokia Mounds

Museum Society, 1995, we will stop and discuss any information that we can add to any of

the columns. The students will then add the information.

Then we will visit the website, http://whc.unesco.org/en/list/198, record any

information that can be added to any of the columns.

Once this information is completed the students will write down information they have

learned about the Mississippian Indians in their journal.

Resources:

Chart paper

KWL chart

Sticky notes

Magic marker

4 column graphic organizer

Children’s book

CMMS Advisory Committee. Journey to Cahokia: An Educational Activity Book. Phoenix,

Arizona: American Educational Press in cooperation with Cahokia Mounds Museum

Society, 1995

Website

http://whc.unesco.org/en/list/198

journal note book

Lesson # 3

Title: Woodland Indians

Duration: 3 to 4 days Learning Goals Based on Standards:


Identify different aspects of the Woodland culture.



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How do ancient cultures compare to each other?

Students will Know:


will know how the Woodland

arrived in Indiana, where they

lived. They will also know the

different roles men, women, and

children played in society. They

will also know at least one






society but there are a lot more

differences.

Students will Do:

Students will begin

by building

background.

Students will

identify different



asked to complete a

KWL chart about

Woodland Indians.


asked to write down

information

regarding the

Woodland peoples.







they learned about the Woodland Indians.



Woodland Indians. I will give a little background knowledge about this tribe such as where

they were located and that they lived here hundreds of years ago.

I will make a KWL chart. The students will write anything they know about the Woodland

Indians. If there is any information, it will be put on the chart.

The students will then put any questions they might have or anything they might want to

learn about them on the chart under W.



The students will be divided up into 4 groups, two groups will be conducting research

looking for information for their 4 column graphic organizer using the following website,

http://www.in.gov/dnr/historic/files/prehisindians.pdf

The other 2 groups will be conducting research looking for information for their 4 column

graphic organizer using the following website,


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http://www.piankeshawtrailsedu.org/ Once the students have completed their graphic organizers, they will share the information

with a partner from the other group.

Once this information is completed the students will write down information they have

learned about the Woodland Indians in their journal.

They will then write an essay comparing and contrasting the Woodland Indians and the

Mississippian Indians.

Resources:

Chart paper

KWL chart

Sticky notes

Magic marker


Websites


http://www.piankeshawtrailsedu.org/

journal note book

Lesson # 4

Title: Lenape Indians



Identify different aspects of the Lenape Indians.




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Students will Know:


will know how the Lenape











society as well as difference.

Students will Do:

Students will begin

by building

background.

Students will

identify different



asked to complete a

a graphic organizer

about Lenape

Indians. This

organizer will be

used to compare

information from

one source to

another.


asked to write down

information

regarding the

Lenape peoples.

Finally, the students

summarize their

learning.







they learned about the Lenape Indians.

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I will then tell them that we will learn about a Native American tribe known as the Lenape

Indians. I will give a little background knowledge about this tribe such as why they were also

known as the Delaware Indians .



I will read 2 read aloud,

Hitakonanulaxk. The Grandfathers Speak: Native American Folk Tales of the Lenape

People. Interlink, 1993

Van Laan, Nancy. Rainbow Crow. Dragonfly Books, 1991 As a class, we will discuss each story. The students will create a readers theater of Rainbow

Crow and The Grandfathers Speak: Native American Folk Tales of the Lenape People

Throughout the week we will read Meyers, Albert Cook. William Penn's Own Account of the Lenni Lenape or Delaware Indians. Middle Atlantic Press, 1981

Students will be looking for any information that relates to the columns on the graphic

organizer. They will then write the information in the appropriate column.

In groups of 4 students will then conduct research about the Lenape Indians using the

following website.

Conner Prairie.Interactive History Park.

http://www.connerprairie.org/Teachers/Historic-Areas/Lenape-Camp.aspx

(accessed March 2013)

Once the students have completed their graphic organizers, they will share the information

with partners from the other groups.

The students will then compare how their culture is similar or different from the Lenape

Indians’ using a Venn Diagram.

Once this information is completed the students will summarize what they have learned

about the Lenape in their journal.

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Hitakonanulaxk&search-alias=books&sort=relevancerank


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Resources:


Venn diagrams

Children’s Read Alouds





Van Laan, Nancy. Rainbow Crow. Dragonfly Books, 1991

Reference book

Meyers, Albert Cook. William Penn's Own Account of the Lenni Lenape or Delaware Indians. Middle Atlantic Press, 1981

Website

Conner Prairie.Interactive History Park.


(accessed March 2013

journal note book

Lesson # 5

Title: Miami Indians



Identify different aspects of the Miami Indians.







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Students will Know:


will know how the Miami Indians

arrived in Indiana, where they

lived. They will also know the

different roles men, women, and

children played in society. They

will also know at least one







Students will Do:

Students will begin

by building

background.

Students will

identify different



asked to complete a

a graphic organizer

about Miami

Indians. This

organizer will be

used to compare

information from

one source to

another.


asked to write down

information

regarding the Miami

peoples. Finally, the

students summarize

their learning.







they learned about the Miami Indians.


I will then tell them that we will learn about a Native American tribe known as the Miami

Indians.



Students will be divided up into 4 groups. Each group will be given a 4 column graphic

organizers. They will then research a particular website looking for information relating to

the column heading.

Once the group has completed its research on that particular website, they will be given

another 4 column graphic organizer and will continue the process looking at another

website. Once the students have completed research all 4 websites and recording their

information, they will compare the graphic organizers looking for information that was the

same on each website. They will highlight this information. They will synthesize this

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information and compare how their culture is similar or different from the Miami Indians’

using a Venn Diagram.


about the Miami Indians in their journal.

The following are the websites they will be using

http://www.encyclopedia.com/topic/Miami_Indians.aspx

http://www.indianahistory.org/teachers-students/teacher-

resources/classroom-tools/native-americans/frontier-indiana

http://www.bigorrin.org/miami_kids.htm

http://www.dickshovel.com/mia.html

Resources:


Venn diagrams

Website


http://www.indianahistory.org/teachers-students/teacher-

resources/classroom-tools/native-americans/frontier-indiana



journal note book

Lesson # 6

Title: Potawatomi Indians

Duration: 5 to 6 days


http://www.indianahistory.org/teachers-students/teacher-resources/classroom-tools/native-americans/frontier-indiana









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Learning Goals Based on Standards:


Identify different aspects of the Potawatomi Indians.




Students will Know:


will know how the Potawatomi












Students will Do:

Students will begin

by building

background.

Students will

identify different



asked to complete a

a graphic organizer

about Potawatomi

Indians. This

organizer will be

used to compare

information from

one source to

another.


asked to write down

information

regarding the

Potawatomi peoples.


summarize their

learning.







they learned about the Potawatomi Indians.

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Potawatomi Indians.



I will read the following read alouds to begin to build the students background

Bruchac, Joseph & London, Jonathan. Thirteen Moons on Turtle’s Back: A Native American Year of Moons. Paperstar Books, 1997

De Montano, Marty Kreipe. Coyote in Love With a Star. Abbeville, 1998

The students will be divided up into group to complete their research on different website,

they will be given another 4 column graphic organizer and will continue the process looking

at a website for information. Once the students have completed the research for all 3

websites and recorded their information, they will compare the graphic organizers looking

for information that was the same on each website. They will highlight this information.

They will synthesize this information and compare how their culture is similar or different

from the Potawatomi Indians’ using a Venn Diagram.


about the Potawatomi Indians in their journal.


http://www.bigorrin.org/potawatomi_kids.htm (accessed July 4, 2013)

http://www.mpm.edu/wirp/ICW-56.html (accessed July 4, 2013)

http://www.tolatsga.org/pota.html (accessed July 4, 2013)

http://www.bigorrin.org/potawatomi_kids.htm

http://www.mpm.edu/wirp/ICW-56.html

http://www.tolatsga.org/pota.html

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Resources:


Venn diagrams

Read alouds

Bruchac, Joseph & London, Jonathan. Thirteen Moons on Turtle’s Back: A Native American

Year of Moons. Paperstar Books, 1997

De Montano, Marty Kreipe. Coyote in Love With a Star. Abbeville, 1998

Website

http://www.bigorrin.org/potawatomi_kids.htm (accessed July 4, 2013)

http://www.mpm.edu/wirp/ICW-56.html (accessed July 4, 2013)

http://www.tolatsga.org/pota.html (accessed July 4, 2013)

journal note book

Lesson # 7

Title: Shawnee Indians



Identify different aspects of the Shawnee Indians.




http://www.bigorrin.org/potawatomi_kids.htm

http://www.mpm.edu/wirp/ICW-56.html

http://www.tolatsga.org/pota.html

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Students will Know:


will know how the Shawnee












Students will Do:

Students will begin

by building

background.

Students will

identify different



asked to complete a

a graphic organizer

about Shawnee

Indians. This

organizer will be

used to compare

information from

one source to

another.


asked to write down

information

regarding the

Shawnee peoples.


summarize their

learning.







they learned about the Shawnee Indians.


I will then tell them that we will learn about a Native American tribe known as the Shawnee

Indians.



I will read the following read alouds to begin to build the students background

Fitterer, C. Ann. Tecumseh: Chief of the Shawnee. Child’s World, 2002

Gray-Kanatiiosh, Barbara A. Shawnee. ABDO Publishing, 2004

Gregson, Susan R. Tecumseh: Shawnee Leader. Capstone, 2003

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The students will be divided up into group to complete their research on different website,

they will be given another 4 column graphic organizer and will continue the process looking

at a website for information. Once the students have completed the research for all 3

websites and recorded their information, they will compare the graphic organizers looking

for information that was the same on each website. They will highlight this information.

They will synthesize this information and compare how their culture is similar or different

from the Shawnee Indians’ using a Venn Diagram.


about the Shawnee Indians in their journal.


http://www.bigorrin.org/shawnee_kids.htm (accessed July 4, 2013)

http://www.native-languages.org/indiana.htm (accessed July 9, 2013)

http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1800-

1860/Native-Americans-In-America.aspx (accessed July 9,2013)

Resources:


Venn diagrams

Read alouds

Fitterer, C. Ann. Tecumseh: Chief of the Shawnee. Child’s World, 2002

Gray-Kanatiiosh, Barbara A. Shawnee. ABDO Publishing, 2004

Gregson, Susan R. Tecumseh: Shawnee Leader. Capstone, 2003

Website

http://www.bigorrin.org/shawnee_kids.htm (accessed July 4, 2013)

http://www.native-languages.org/indiana.htm (accessed July 9, 2013)

http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1800-

1860/Native-Americans-In-America.aspx (accessed July 9,2013)

journal note book

Lesson # 8

Title: Final Project



Represent the lifeways of their favorite tribe.

http://www.bigorrin.org/shawnee_kids.htm

http://www.native-languages.org/indiana.htm

http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1800-1860/Native-Americans-In-America.aspx


http://www.bigorrin.org/shawnee_kids.htm

http://www.native-languages.org/indiana.htm



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Students will Know:

The students will know why their

tribe moved to Indiana. Where

the tribe was from and where

they lived once in Indiana. They

will know their creation story.

They will also know ways they

were similar and different from

our culkture.





Students will Do:

Students will create

a replica of their

tribes dwelling. They

will color in on a

map of the USA

where the tribe was

from. They will also

label on a map of

Indiana where their

tribe lived. The

students will draw

what their tribe

wore for clothing.

Finally, they will

write an essay

describing the tribes

creation story and a

particular ceremony

they preformed.



Students will be create a replica of their tribes dwelling. They will color in on a map of the

USA where the tribe was from. They will also label on a map of Indiana where their tribe

lived. The students will draw what their tribe wore for clothing. Finally, they will write an

essay describing the tribe’s creation story and a particular ceremony they preformed.


The students will synthesize all the information they have collected about the tribe of their choice.

They will then create a way to depict their lifeways. They must provide an example of their

dwelling, clothing, where they were from and where they lived in Indiana. They also need to

include how they believe they came to live on Earth and a ceremony that was important to them.

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Resources:


Venn diagrams

Read alouds for their tribes

Websites for their tribes

journal note book

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