Students will be able to compare and contrast their life to the lives of Native Americans long ago.
and surrounding natural resources of Native Americans effected
how they met their basic needs and formed their culture.
Goal(s) and Associated Standards.
Students will analyze the American Indian nations in their local region long ago in terms of:
1. The national identities, religious beliefs, customs, and various folklore traditions.
2. How physical geography including climate influenced the way the local Indian nation(s) adapted to their natural environment (e.g., how they obtained their food, clothing, tools).
3. The economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.
1. Students will be able to research Native American tribes in different regions in North America and conduct an oral presentation and complete a written report.
2. Students will be able to compare the daily life of Native Americans to their daily life.
3. Students will describe Native Americans' housing, diet, religious beliefs, customs, and various folklore and traditions.
4. Students will be able to work as a team, share the information they find, negotiate and make decisions, and plan a long term project. They will use problem solving skills to make decisions on how to utilize the information they are finding into a final presentation.
5. Students will understand how Native Americans adjusted themselves in order to live in different regions. They will use critical thinking skills to come to the conclusion of how their tribe lived in harmony with the land.
Real World Connection
The students will compare and contrast the daily life of American Indians to their daily life.
explain the jobs they are to do, ARCHEOLOGIST,
ARCHITECT, SOCIOLOGIST, and CULINARY AND CLOTHING EXPERT . I
will have students pick their 1st and 2nd choice of a job. I will form
groups so that one of each job is in a group. I will take into consideration
GATE students, ADHD students, ELL students, struggling readers, and
spread them out among the groups.
I) ARCHEOLOGIST: As the Archeologist, you
will need to research the artifacts that tell us about how your tribe
used tools, toys, musical instruments, or other ceremonial pieces in
their lives. You must have pictures and/or a model along with your presentation.
II) ARCHITECT: As the Architect, you will research the housing of the tribe. How was the housing constructed? Was it for one family or many? Why do you think the tribe built that type of housing? You must have pictures and/or a model along with your presentation.
III) SOCIOLOGIST: As the Sociologist, you will research the rituals, myths, and ceremonies (such as the powwow) of your tribe. You will need to have pictures and/or a copy of a myth or legend told in your tribe, along with your presentation.
IV) CULINARY AND CLOTHING EXPERT: As the Culinary and Clothing Expert, you will research the basic diet of the tribe and the clothing worn by its members. What did they eat? Did they hunt and fish, grow food, gather food, or was it some combination of these practices? What did they wear? How did they construct the clothing? You will need pictures and/or samples along with your presentation.
(© ED's Oasis www.classroom.com/edsoasis)
Activities and Timeline
-Brainstorming/ prior knowledge
Teams Create their Research Questions
Teach note taking
Week Two- Research
Week Three- Research
Web Quests/ Pictures
Teach encyclopedia CD-Rom
Week Four- Written Report
Week Five- Word Processing
Import picture/Title page
Week Six- Oral presentations
Week Seven- Kindergarten Presentation
Class Book Comprehension Activities
Assessing Prior Knowledge
My name is Kelly K. Hudson. I have taught for
20 years in private and public education. I now teach third
grade in the Mount Pleasant
Unified School District at Valle
Vista Magnet School. I have taught there for the last seven
to Consider When Replicating This Project