Title of Unit: History Title of Lesson: Peoples of the East Submitted By: Denise Crosby

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn more about the life of the American Indians in the Eastern Woodlands, and how some of their nations united and worked together. The lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History Volume 1 (pg. 68-71). B. Target Population: Grade Level: 5th grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: Houghton Mifflin 5th grade Social Studies Book: United States History (pg. 68-71) Pencils and paper Vocabulary & Study Guide (Unit Resource p. 22) copy for each child D. Objectives: o NV State Social Studies Standards o H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact.

Student-Friendly Standards I can describe the life and culture of the Woodland Indians.

E. Procedure: 1. Refer to notes on TE pg. 68 Get Set to Read Explain the Study Guide students will complete as we read. Call students attention to the reading strategy of compare & contrast: students may list differences in climate and shelter. (TE pg. 68) Call students attention to the map on TE 69 and have students notice place names related to the nations of the Haudenosaunee League. Introduce vocabulary (longhouse, confederation, wampum, barter)

2. As a class, read pg. 68-71, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: History Title of Lesson: Peoples of the East Submitted By: Denise Crosby

4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about history, citizenship & critical thinking: (TE p. 69) History What types of resources were found in the Eastern Woodlands? (TE p. 69) History In what way did homes in the Southern Woodlands differ from homes in the Northern Woodlands? (TE p. 70) Citizenship How were decisions reached at League meetings? (TE p. 70) History What type of government did the Haudenosaunee form? (TE p. 70) Critical Thinking The Haudenosaunee tribes shared a common language. Why would this make it easier for their confederacy to make decisions? (TE p. 71) Ask the questions in the Lesson Review.

5. CLOSURE: Discuss the two statements in the Review/Assess section of TE p. 71. F. Assessment: What will you use to measure student understanding? Drama Activity (TE p. 71): Students will work in pairs and prepare a skit in which two people barter food. What foods do they barter? Do they end up getting what they want? Explain how you will know students understand the concepts from the lesson. Students will show understanding of the Haudenosaunee life and culture of bartering by including details; skit conveys concept effectively and is performed well. (see rubric) G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach will be the Study Guide. They are used to this format. 2. Which part will be most challenging for you to teach? I think the most challenging part of this lesson for some students will be the critical thinking questions, evaluating and explaining their answers. 3. How will you follow up or extend this lesson? As Individual work - continue As an extension to this lesson, I would use the Montessori Native American Card Set. Introduce early civilizations by exploring a familiar geographic regionthe United
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: History Title of Lesson: Peoples of the East Submitted By: Denise Crosby

States. Cards detail the traditional foods, clothing, shelter, defense, and arts for the five main indigenous culture areas of Native Americans: Woodlands, Plains, Southwest, California, and Northwest. European impact is touched upon, but not emphasized. Includes 12 cards for each of 5 culture areas: one introduction card, one location card, and one picture card with matching reader card for each of 5 lifestyle topics. 120 cards in all. The students will work independently or in pairs reading & matching the cards. Another extension I would use for this lesson is the Extend Lesson 5, (TE p. 72-73). 4. What will you do for students who dont grasp the concepts? For the students who are having trouble understanding the concepts of this lesson, I would use the Reteach Minilesson described on the bottom of TE p. 71. 5. Which part of the lesson, if any, do you think might need to change? This lesson is very complete and concise as it is written. 6. When you were writing this lesson plan, what was the most difficult part? As with any lesson, I find the assessment to be the hardest part. It is also hard to gauge just how long the upper grade lessons will exactly take since Im more used to the younger students.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3