Curriculum Framework for Equity - Jess Huskisson

Big Concept: Perspective

Essential Question: How does perspective influence us?
Grade Level: 3rd
Part 1: Outcomes: What do we want them to know? List standards within
subheadings.
3.3.11 Describe how Native Americans and early settlers of Indiana adapted to
and modified their environment to survive.

The different tribes of Native Americans:

o The Illini Indians
o The Miami Indians (Wea)
o The Shawnee Indians

The different tools they made and used:

o Adze
o Arrow Straightener
o Axe
o Billet
o Celts
o Crescent
o Core
o Drift
o Flaking Tool
o Hammerstone
o Jawbone
o Microliths
o Saw
o Scrapers
o Tranchet

The different homes they built:

o Hogan
o Chickee
o Wikiup
o Plank and Bark lean
o Plank house
o Pit house
o Pueblo
1

Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

o Tipi
Part 2: Assessments: How do we know what students know? How will they
show what they know?
Formative (Ongoing) Assessments: How do we know they are learning while they
are learning? What multiple techniques can you use?
Formative Assessment 1: 3-2-1 Activity
Useful to me as a teacher This shows the teacher any misconceptions
that the students may have and helps the teacher plan for future lessons
by catering to the students' current knowledge and interests.

Meaningful to the child This format allows students to express what they
know in an open ended way. They will feel valued because they get to ask
questions about something that interests them about the topic.

Equitable to the child This allows students to express anything and

everything they learned from the activity. Any and all answers are
accepted. This also allows them to ask questions they might not feel
comfortable asking in front of their peers.

Formative Assessment 2: Tic-Tac-Toe

Useful to me as a teachergives the teacher insight into what the
students are interested in knowing and what types of activities they like.
Provides a variety of assessments.
Meaningful to the child they get to express themselves in a way that
they choose and they get to learn more about something that interests
them.
Equitable to the child the students get to engage with activities that they
feel most comfortable doing.
Summative Assessment: Performance-Based Assessment (PBA) What authentic
product are students creating to show they understand the big idea, essential
question, standards, and unit concept? (See Possible PBA & Activities handout)
Name of PBA: Diorama
How is PBA developmentally appropriate?
2
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

Students should be able to work with the materials provided. They will be able to
reference their journals that have thoughts and ideas from the whole unit. Many
students by 3rd grade have began playing computer games that allow them to
create their own worlds by building things so the concept won't be new to them.
Description of PBA: Consider how it meets Universal Design for Learning (UDL).
How can students show what they know in different ways?
Students can choose to write about the things in their diorama in paragraph form
or they can insert little flaps to be opened around the display so they only have to
write small sentences about each item. They can also video tape themselves,
using the Ipads, talking about the diorama and the items they included.
Note: Prior to PBA: Create a rubric with student input for assessment.
Offer checklists, peer editing, conferences, etc. for students to self-assess their
progress.
Part 3: Path- How do we get there? What meaningful activities, centers or
invitations am I planning so all students can learn the big concept, standards,
and essential question?
Relationship Building: How well do you know me? How will you get to know me
throughout the year? List multiple activities with a short description.
Activity 1: Tweet Tweet! Have students come up with a statement about
themselves in 140 characters or fewer to share with the class. Have a Twitter wall
and let them go up and update or post new tweets throughout the day or week
and have time to share with the class.
Activity 2: Each One Introduce One Students are randomly selected to spend a
few minutes getting to know each other and then introduce their partners to the
class.
Prior Knowledge: How do you value what I already know? How can we show this
for all to see and refer to throughout our learning? (Refer to Part 1) As a class,
create large graphic organizers or anchor charts for multiple concepts. Post in
room and continually add new information.
Activity & Topic
Give students a paper that has a box for every letter of the alphabet and then
work in pairs to brainstorm a word or phrase that starts with each letter that they
know about Native Americans and people who first came to Indiana. For
example, for f they might put feathers, t tribes, etc. Have a spot on the wall to
display students initial understanding of Native Americans.
3
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

Culturally Responsive Activities: What materials do we use in school that

represent my culture and me? What learning activities can I participate in? What
products can I create that connect to my learning?
Activity 1: Resources + Activity + Product Created
Resource: Woven Basket (see primary sources)
Activity: Students will flip through laminated pictures pulled from magazines,
websites, and the Eitlejorg to get an idea of what the various baskets looked like.
They'll read about all of the different purposes for the baskets and about what
materials the baskets were made out of, depending on what was available. They
will sift through a variety of materials to decide which ones would be best to
make a basket. They will follow instructions to make the basket and write a
response as to what materials were easier to use and why they chose those
materials.
Product Created: Woven Basket and response
Activity 2: Resources + Activity + Product Created
Resource: Native American Tools & Artwork
Activity: Students will watch the video about the tools and items made by Native
Americans. They will fill in a Venn diagram comparing the name of items that the
Native Americans used to what we use today. Theyll list the similarities
(functions) in the middle and then on the bottom of the paper theyll write at least
3 questions they have after watching the video.
Product Created: Venn Diagram
People Society Marginalizes: How can I learn about people society
marginalizes? These include societys isms. See above format.
Activity 1: Resources + Activity + Product Created
Resource: A River Ran Wild by Lynne Cherry
Learn how the modern-day descendants of the Nashua Indians and European
settlers were able to fight pollution and restore the beauty of the Nashua River in
Massachusetts.
Activity: Read the book to the class. Then complete the activity "Fred the Fish"
http://classroom.jc-schools.net/sci-units/activity/runyan.htm. Have the supplies
prepared for multiple groups to perform the different actions described. At the
very end give students time to talk to each other about what happened, how Fred
must feel, and how the environment looks. Then have students write letters to a
family member explaining what they learned, why they should care about their
community, and what they can do going forward.
Product Created: Photographs of "fish" and a letter
4
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

Activity 2: Resources + Activity + Product Created
Resource: Teepee, Wigwam, and other housing Pictures (Eiteljorg and online
sources)
Activity: Give students an opportunity to look at a variety of pictures pulled from
many sources. Let them read the descriptions of what the houses were used for,
what they were made of, and who tribes/nations used them. Give the students
time to work independently to draw/sketch the different kinds of housing they see
and then list a few words on the page about it. Students will be paired up and
they will have to guess which type of housing the other one drew.
Product Created: Drawings and descriptions
Relevance: How does this learning relate to my life outside of school? What
study trips, guest speakers, or activities could you do to connect school and
childs community?
Activity 1: Resource + Activity + Product Created
Resource: Study trip to the Eiteljorg Museum
Activity: Visit the Eiteljorg Museum and tell the students to take pictures with
their Ipads. Have them focus on the tools, items, toys, art, clothing, and "houses"
they see. When you return to school the students will create a collage of all of the
pictures they took and group items together according to their uses.
Product Created: Collage
Activity 2: Resource + Activity + Product Created
Resource: Anderson Mounds Park (http://www.in.gov/dnr/parklake/2977.htm)
Activity: Take the students to Anderson Mounds Park for a day. Have them carry
around an observation notebook and write down everything they notice about the
people they see, the environment, and the items they see. When back at the
school, the students will create a storyboard in which they will draw pictures in a
sequence of how their day went at Mounds Park.
Product Created: Storyboard
Empowerment: How can I co-create my learning? What are multiple ways I can
engage and express my learning? (Student choices offered- also satisfies UDL)
Activity 1: Choice of Resources or Activities or Products Created
Woven Basket: Students can make another tool that theyve researched. For
instance, the teacher could get clay from the art teacher, lots of newspaper,
sticks, etc.

Activity 2: Choice of Resources or Activities or Products Created

5
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

Students could illustrate what they envision happening as the teacher reads
"Fred the Fish". Their drawings could be compared to the actual results of the
students completing the activity.
Resources: What primary sources, critical literacy books, informational texts, and
websites are you going to use that relate to the big concept, essential question,
unit concept, and standards?
Primary Source: Digital, visual (including the arts and photography), oral, written,
and community resources to visit.
http://www.project562.com/gallery%20

6
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

7
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

8
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

Critical Literacy Books: What will you use that connects to Culturally Responsive
and People Society Marginalizes? Need 4.
Tree of Life (2002) by Barbara Bash
About the life cycle of a tree that lives on the African savannah and the
insects, birds, and animals that rely on it for home, food, and survival.
A River Ran Wild (2002) by Lynne Cherry
Learn how the modern-day descendants of the Nashua Indians and
European settlers were able to fight pollution and restore the beauty of the
Nashua River in Massachusetts.
Jingle Dancer (2000) by Cynthia Leitich Smith
A story about a little girl living in a contemporary world, but surrounded by
Muscogee (Creek) Nation culture. She wants to perform the jingle dance
like her grandmother, but has no jingles on her dress. Students can get a
sense of Native American culture and how it is carried on.

9
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.

Curriculum Framework for Equity - Jess Huskisson

Chicora and the Little People: The Legend of the Indian Corn, a Lumbee Tale
(2011) by Arvis Boughman & Delora Cummings
A story about a young Native American girl that speaks to little people and
tries to convince the elders in the tribe that what they have to offer is good
for them. The story is mostly about the relationship between children in
Native American nations and the elders.
Website: What website might students use? How?
http://www.native-languages.org/languages.htm
Students can search through an alphabetical list of all of the Native American
tribes and nations. Each link provides information about the language and
people of the tribe/nation and history about them.
http://www.kidport.com/reflib/socialstudies/nativeamericans/Environment.htm
This website offers a lot of information on culture, traditions, art, and much
more! This would be a good site for students to use as an introductory to see
how Native Americans adapted to the environment.
http://www.warpaths2peacepipes.com/native-american-houses/tepee.htm
Students could read about one of the various types of houses that Native
Americans built, the tepee, and, more importantly, why they used that specific
type of house. They could learn about the inside of the tepees and how and
why the villages were arranged.

10
Curriculum Framework for Equity by Lonni Gill, PhD is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.