Professional Documents
Culture Documents
NCSSTheme(s):Culture(NativeAmericans(Iroquois,Chinook,Cherokee,Navajo,
Sioux,NezPerce))
LearningGoal:
StudentswillbeabletocompareNativeAmericansfromdifferentregionsandthe
UnitedStates.
LearningObjectives:
StudentswillbeabletocomparetheculturesoftheCherokeeandNavajo
tribes.
StudentswillbeabletouseIpadstolocateinformationthatprovidesthem
withanswersaboutNativeAmericans.
StudentswillbeableidentifythemainofpurposeofIfYouLivedwitha
Sioux.
StudentswillrecountkeydetailsfromtheNezPerceofthePlateauRegion
readaloud.
StudentswilluseinformationandillustrationsgainedfromtheNezPerce
activitybooktounderstandwheretheyarelocated.
NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
http://flstandards.org.
Cuttingandpastingfromthe
websiteisallowed.
SS.2.A.2.2
ComparetheculturesofNativeAmericantribesfromvariousgeographic
regionsoftheUnitedStates.
SS.2.A.1.2
Utilizethemediacenter,technology,orotherinformationalsourcestolocate
informationthatprovidesanswerstoquestionsaboutahistoricaltopic.
LAFS.2.SL.1.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
LAFS.2.RL.3.7
Use information gained from the illustrations and words in a print or
digit text to demonstrate understanding of its characters, setting, or
plot.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.
UnitPreAssessment:
Twoweekspriortoteachingthelesson,theteacherwilladministera17
questionquizcontainingtrueorfalseandmultiplechoicequestions.The
studentswilltakethisquizontheinteractivewhiteboard,usingiclickers.The
quizwillbeonthemostimportantaspectsoftheNativeAmerican(Iroquois,
Chinook,Cherokee,Navajo,SiouxandNezPerce)tribes.
UnitPostAssessment:
Thiswillbethesamequestionsfromthepreassessmentusingadifferent
format.Itwillbeadministeredattheendoftheunit,andwillalsocontain17
multiplechoiceandtrueorfalsequestions.Studentswilltakethetestonthe
interactivewhiteboardandusetheiclickertochoosetheiranswers.The
teacherwillbeabletoprintthepreandpostassessmentsinordertocompare
theresults.
Ongoingdaily(progressmonitoring)Assessment:
Theteacherwillconductselfassessmentsbyallowingstudentstousethepin
wheelontheirdesk.Thestudentwillpointthearrowinthedirectionofthe
numbers0,1,2,3,4dependingontheirunderstandingoftheSiouxandNez
Percetribe.Theteacherwillusequestioningstrategiestoobserveandtake
anecdotalnotesofstudentprogress.Theteacherwillalsoassessstudentsby
referringtotheirflipbook.Eachstudentswillcreateaflipbookonthefirstday
ofthelesson,andnoteimportantinformationthroughoutthelesson.Onthelast
day,thestudentswillcreateamuralontheirtribes
flagwhichrepresentsthe5majoraspectsoftheirtribe.Theteachershouldbe
lookingforfood,clothing,housing,language,andtransportation.
Introduction to Unit: Developing Background Knowledge
The student will develop background knowledge about Native Americans by
1. In order to review for previous day, students will be asked to open their
journals, and write 3-4 sentences comparing and contrasting the
Cherokee and Navajo tribes. (Gifted:
2. Students will also include an illustration to accompany their sentences.
(ESOL/ESE accommodation: visual)
3. Students should be able to display their knowledge from the previous
day by accurately completing the assignment.
Introduction to Sioux: Anticipatory Set
Teacher will introduce the topic of Sioux to students by
Students will be introduced to the topic of the Sioux tribe by
1. The teacher will use the interactive white board to explore a website
that includes a map of the regions. (ESOL/ESE accommodations:
complex graphic organizers and diagrams)
http://mrnussbaum.com/flash/indians3.swf
2. The students will have the opportunity to come up to the board and
click on the Sioux tab in the middle of the map.
3. In order to keep students engaged, they will be chosen to come up and
explore the different areas of the Sioux tribe by clicking and pointing at
the tabs. (ESOL/ESE accommodations: gestures with speech)
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
4. The teacher will introduce the tribe by reading the short descriptions.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Review:
Students will compare and contrast the Sioux and Nez Perce tribes by
1. Creating a Venn diagram on the interactive white board.
(ESOL/ESE accommodations: graphic organizer/ diagram)
2. Students will be able to point out where each tribe was located on a
raised map. (ESOL/ESE accommodations: hands-on)
3. Students will take turns coming up to the white board and inputting key
similarities and differences. They will point at each detail they wrote
and explain what it represents. (ESOL/ESE accommodations:
gestures)
4. Picture icons will be provided to use instead of just text. (ESOL/ESE
accommodations: visuals and text)
http://exchange.smarttech.com/details.html?id=d930d006-b0a9-4343-bdaf3205dc5398e3
Map/Globe
Venn Diagrams
http://exchange.smarttech.com/details.html?id=d930d006-b0a9-4343-bdaf3205dc5398e3
- http://www.collectionscanada.gc.ca/settlement/kids/092/021013-tipi-e.swf
- http://mrnussbaum.com/flash/indians3.swf
- If You Lived with a Sioux
- Welcome to Kaya's World, 1764: Growing Up in a Native American Homeland
(American Girl)
- Interactive White Board
- Teacherspayteachers.com/freenativeamericandownaload
- https://www.youtube.com/watch?v=3OZrQf-BLIE
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.
Resources/Materials