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Students will develop respect for Native American cultures, traditions, and beliefs.
Students will participate in activities that are special to or originated with the Native
Americans.
Students will identify at least three different Native American tribes and the area they are
from.
Students will describe the reasons for and uses of the different activities that we cover in
the lesson.
TOPIC
CONTENT
This unit is comprised of seven lessons, all of which have a Social Studies basis. All of
the lessons will be centered on Native American culture, traditions, and beliefs. The seven
Keresztes, DeCourcey, Fabrizio
2. Social
Studies and
Music
3. Social
Studies and
Science
4. Social
Studies and
Visual Arts
Adaptation.
5. Social
Studies and
Phys. Ed.
6. Social
Studies and
Health
7. Social
studies and
Math
Grade/Content Area
Lesson Title
Standards
Common Core or
GLE/GSE (state level)
AND
National Standards (in all
areas except Math and
ELA-use Common Core
for those)
Grade 3
Social Studies history and traditions
English Language Arts comparing and contrasting details
A Native American Spoken Tradition: Origin Stories
Social Studies (Rhode Island GSEs)
C&G 5 (3-4) 1 Students demonstrate an understanding of the
many ways Earths people are interconnected by locating where
different nations are in the world in relation to the United States.
HP 5 (3-4) 1 Students demonstrate an understanding that a
variety of factors affect cultural diversity within a society by
comparing cultural differences and similarities between
individuals, groups, or communities (e.g., customs, beliefs,
language, religious faiths).
HP 5 (3-4) 3 Students demonstrate an understanding that
various perspectives have led individuals and/or groups to
interpret events or phenomena differently and with historical
consequences by comparing how people with different
perspectives view events in different ways.
ELA (Common Core)
ELA.3.RI 9 Compare and contrast the most important points
and key details presented in two texts on the same topic.
ELA.3.SL 1d Explain their understanding in a discussion.
ELA.3.SL 4 - Report on a text with appropriate facts and
relevant descriptive details, speaking clearly at an understandable
pace.
As a part of the third grade social studies curriculum, students
are expected to study the Cultures and Contributions of groups
in North America.
This lesson will discuss four different Native American
groups and discuss a major point of each groups culture,
more specifically to the oral tradition of storytelling.
We will look at four different origin stories (Iroquois,
Lakota, Cherokee, and Penobscot) and determine if certain
points are addressed in the story, as outlined in a table.
The Common Core State Standards expect third graders to read
more informational texts and to compare texts on the same
topic.
It will take about 50 minutes to complete this lesson.
Opportunities to Learn
Sources:
http://www.sioux.org/index.php/main/inner/sioux/lakota_sioux_creati
on_myth_wind_cave_story
http://www.celebrate-american-holidays.com/Native-AmerocanCreation-Stories.html
Students will be able to work with their peers and individually
in this lesson. Before they begin working, there will be a readaloud of one story so students can fill out the chart without
concentrating specifically on the text.*
Students will have many opportunities to apply what they
learned:
They will teach the other groups about the story that they
read.*
They will identify and write a comparison and a difference
between at least two stories.*
To differentiate instruction and group the class I will:
Locate the region each Native American group is
historically from on a map of the United States so students
will be aware of what areas we are learning about.*
Conduct a read-aloud where we will fill in the chart for one
story as a whole group.*
Allow students to read texts with their reading groups and
discuss which details apply to their story.*
Ask students to teach a new group about what they just
read.*
Regroup and make sure that we all agree about the key
details in each story.*
Ask students to individually determine one similarity and
one difference between the stories.*
To get students attention I will use one of the clap
sequences.*
Materials for the lesson:*
One copy of the worksheet for each student
Enough copies of each groups story for the students in
each reading group
One clipboard per student
Conditions necessary for the lesson:*
Access to the SmartBoard (to find each group on the map
and to go through the boxes together as a class)
Three separate areas for groups to meet
Instructional
Procedures
Lesson Title
Standards
Common Core or
GLE/GSE (state level)
AND
National Standards (in all
areas except Math and
ELA-use Common Core
for those)
Opportunities to Learn
Grade 3
Social Studies history and traditions
Music percussion and dance
Rain Dance
Social Studies (Rhode Island GSEs)
C&G 5 (3-4) 1 Students demonstrate an understanding of the
many ways Earths people are interconnected by identifying
multiple Native American tribes located in the United States and
recognizing that aspects of their culture such as the ceremonial
Rain Dance are practiced despite geographical location.
Social Studies National Standards (NCSS)
Ic. describe ways in which language, stories, folktales, music,
and artistic creations serve as expressions of a culture and
influence the behavior of people living in a particular culture
by recognizing that the music in the Native American Rain
Dance is part of a tradition expressing their need for rain to
water their crops.
Music (National Standards)
This lesson is to give students a chance to recognize a rain
dance as a characteristic of a Native American culture. Students
are able to make the connection that the ceremony is celebrated
by many different tribes in different geographical locations.
Students will also be able to relate the sounds they hear in the
rain dance to an actual thunderstorm. The musical aspects that
they identify such as soft and loud sounds during this lesson
helps deepen their understanding of the specific techniques
which are used in the Native American traditions. This lesson
will take approximately one hour.
Rain was essential for Native Americans to grow their crops so
they often performed a rain dance when experiencing a drought.
Sources:
http://www.dosits.org/science/sound/characterizesound
http://teachers.net/lessons/posts/2050.html
http://www.indians.org/articles/rain-dance.html
Students are given the chance to perform a Rain Dance as a
class with the guidance of the teacher. They will create and
perform a rain dance in groups. This gives students a chance to
apply their musical knowledge and while including specific
attributes of different Native American tribes. *
Students will gain interest in the activity from listening to the
Native American song at the start of the lesson. The book,
Dancing Drum will help them learn about culture while
engaging students in a narrative text. The class performed rain
dance in an engaging and hands-on activity. Motivation is
Objectives
instilled when groups are able to create their own rain dance
because choice plays a main role in engagment.*
This lesson engages multiple types of learning styles. Students
who are visual learners will benefit from the Dancing Drum
story as well as the map of Native American tribes, students
who are auditory learners will benefit from listening to the rain
dance and identifying the sounds, students who are kinesthetic
learners will benefit from the whole class and small group rain
dance performances using the instruments and students who are
interpersonal learners will benefit from working in small
groups.*
This lesson starts as a whole class teacher-guided activity
because students are learning new information. After the
whole-class rain dance students will break into small groups so
they will be able to apply the new information they had
learned.*
Prior to this lesson students should at least have a general idea
of who Native Americans are, some of their attributes and also
recognize that they are both a part of history but also exist in the
present.*
Materials for the lesson:*
Musical instruments such as rain sticks
The book The Dancing Drum
Rain Dance group presentation hand-outs
Rubrics for assessing the presentations.
Conditions necessary for this lesson:*
There must be enough instruments for all of the students to
use.
The SmartBoard is a part of technology that will be utilized
by the teacher.
There will also need to be an ample amount of space
preferably on a rug in the classroom for all of the students to
sit in a circle.
Students will be able to:
Identify at least one attribute of a Native American ceremony
Identify loud and soft sounds in the Rain Dance
Perform a Rain Dance
The objective is measureable because the teacher can observe the
students who are performing the soft and loud sounds during the class
Rain Dance by marking down their progress. A rubric will also be
used to grade their group performances of the rain dance which
includes one attribute from a specific tribe. The objectives are
appropriate because during the rain dance activity they will students
will be able to learn new information such as soft and loud sounds
which is one objective. Performing a rain dance in groups is the
second objective. The last objective is practiced during the
10
Instructional
Procedures
11
Assessment
12
13
Lesson Title
Standards
Common Core or
GLE/GSE (state level)
AND
National Standards (in all
areas except Math and
ELA-use Common Core
for those)
Context of the Lesson
Opportunities to Learn
Grade 3
Social Studies- History
Science- Weather and Engineering
Adapting Homes to the Environment
Social Studies (Rhode Island GSEs)
HP 2(304) -2 Describing, defining, and illustrating by example
Rhode Islands historical individuals, groups and events.
HP 4 (3-4)-1 Students demonstrate an understanding that geographic
factorsaffectchanges in civilization.
Next Generation Science Standards
G 4 (3-4) 1 Students explain how humans depend on their
environment by a. identifying how needs can be met by the
environment (e.g., we grow food to eat.)
The purpose of this lesson is to introduce how Native American
tribes built their homes to adapt to their environment. Also learning
about the indigenous tribes of Rhode Island. This lesson will require
about one class period or one hour.
The students will first learn about the housing of the people of
Rhode Island and how they adapted to the environment. After
we will broaden the lesson to other types of housing across the
country. Students will play a matchng game where they will
match the type of house to the region of the country where they
feel it would best be placed.*
The lesson requires students to understand and apply the term
adaption, and how tribes adapted their homes to different
weather situations. *
To accommodate different learning styles there will be both
pictures and words to describe the houses. The pictures will
engage students in discussion about different portions of the
house. If students are struggling to understand then I could
show more pictures from different viewpoints, etc. to further
facilitate their learning.*
The beginning of the lesson will be done whole group as it is
explaining concepts. Once the students break off to do the
activity they will work with partners who will not distract them,
and will facilitate their learning. For example it may be helpful
to have a high and low level student working together. The high
level students will be able to apply meaning by helping out the
lower level student. While at the same time the low level
student is benefiting from peer to peer talk and instruction.*
The students need to have an understanding of geography and
weather in different parts of the country. This will help them in
the application part of the lesson.*
Materials:*
Pictures of the Narragansett Tribe houses and also
descriptions of it.
14
Objectives
Instructional
Procedures
15
Assessment
mud to melt.
Teepees are good for extreme weathers, also a lot of rain and
are very sturdy.
To help facilitate students they will be giving me their
observations of the Native American homes. This will help
them to get more engaged, and also help me to see if they ened
more scaffolding.
This will also help me to monitor their learning and making
sure that all students are participating equally.
Closure:
The closure of this lesson will consist of matching activity.
Now that the students have been exposed to several different
types of housing I am going to hold up a map with different
Native American regions outlined.
Under each region will be a description of the weather that
occurs there such as hot, dry, very cold, etc.
Students will work in partners so they can feed off of eachother
using peer-to-peer talk.
They will each have a map infront of them and read the
description of the weather from that region.
From there they will have pictures of different types of houses
that we talked about prior in the engagement.
Students will glue the type of house to the region based off their
knowledge of what we learned in class of which types of houses
are good for which reason.
At the end I am going to ask several students to place one of the
houses they chose and place it in the correct reasoning. They
will have to explain to the class their reasoning for placing it
there.
Once one is placed we wil have a class vote, to see if everyone
agrees on the placement. If one group does not, I will have them
place their house in the region and also explain their reasoning.
Once all of the houses are placed we will talk about the term
adaptation.
I will describe how the native american tribes adapted to the
weather by building certain types of houses with different
features.
After I will bring it back to their lives. We will talk about how a
peron in the north may not have air conditioning in their house,
while that is essential in the south.
We will describe features of their houses, and compare them to
houses around the country.
The first assessment will be during the active engagement how
the students are answering questions about the different features
of the Native American houses.
16
17
Lesson Title
Standards
Common Core or
GLE/GSE (state level)
AND
National Standards (in
all areas except Math
and ELA-use Common
Core for those)
Opportunities to Learn
Grade 3
Social Studies history
Visual Arts making a dream catcher
What is a dream catcher really used for?
Social Studies (Rhode Island GSEs)
HP 5 (3-4) 1 Students demonstrate an understanding that a
variety of factors affect cultural diversity within a society by
comparing cultural differences and similarities between
individuals, groups, or communities (e.g., customs, beliefs,
language, religious faiths).
HP 5 (3-4) 3 Students demonstrate an understanding that
various perspectives have led individuals and/or groups to
interpret events or phenomena differently and with historical
consequences by comparing how people with different
perspectives view events in different ways.
Visual Arts ()
VAD 1 (3-4) 2a Students demonstrate knowledge and skill of
media, tools, techniques, and processes of Visual Arts by
creating three-dimensional works of art and design.
VAD 2 (3-4) 1b Students demonstrate knowledge and
understanding of the role of Visual Art and Design in personal,
cultural, and historical contexts by describing the connections
between Visual Arts and design and other disciplines.
As a part of the third grade social studies curriculum, students
are expected to study the Cultures and Contributions of groups
in North America.
This lesson will discuss the Ojibway beliefs relating to why
dream catchers are made after a read aloud of
Dreamcatcher by Audrey Osofsky and ask them to apply
the information from the story when they create their own
dream catcher by explaining what they will do with it when
they bring it home.
It will take about 50 minutes to complete this lesson.
Students will listen to me read Dreamcatcher aloud to get a
history of where dream catchers came from and why they are
important in Native American cultures.*
Students will have many opportunities to apply what they
learned:
They will first hear where dream catchers came from and
why they are important.
18
Objectives
Instructional
Procedures
19
Assessment
20
Lesson Title
Standards
Common Core or
GLE/GSE (state level)
AND
National Standards (in
all areas except Math
and ELA-use Common
Core for those)
Grade 3
Social Studies history and traditions
Physical Education games
Apache Toe Toss
Social Studies (Rhode Island GSEs)
HP 5 (3-4) 1 Students demonstrate an understanding that a
variety of factors affect cultural diversity within a society
byidentifying that the Apache tribe childrens games
improved skills which introduced them to hunting and
becoming warriors, a valued part of their culture.
Social Studies National Standards (NCSS)
Ic. describe ways in which language, stories, folktales, music, and
artistic creations serve as expressions of culture and influence
behavior of people living in a particular culture byidentifying
that many Native American practices originate from myths
comparing games from different cultures and writing their own
myths for a game of their choice
Physical Education (National Standards)
Opportunities to Learn
Sources:
http://nativeamericans.mrdonn.org/index.html
Students are given the opportunity to apply the skills they
learned by actively participating in the Archery Game and
collaboratively developing definitions for the terms
coordination, strength and balance. When they write their own
myth by applying their knowledge of legends/origin stories to a
different game as well as actively using the new physical
education vocabulary to their piece of writing.*
The Archery Game activity gives the students a chance to
actively participate in a game the Apache tribe played. They
are able to identify the skills archery improves by through their
own experience. Giving the students a chance to define
21
Objectives
22
Instructional
Procedures
23
Assessment
24
Lesson Title
Standards
Common Core or
GLE/GSE (state level)
AND
National Standards (in
all areas except Math
and ELA-use Common
Core for those)
Grade 3
Social Studies- History
Health- Medicine
The Medicine Man
Social Studies (Rhode Island GSEs)
G 4 (3-4) 1 Students explain how humans depend on their
environment by a. identifying how needs can be met by the
environment (e.g., we grow food to eat).
CDC (National Health Education Standards)
1.5.1 Describe the relationship between healthy behaviors and
personal health
Students will learn about the Native American Medicine man and
what his/her purpose was in society. Students will be able to compare
and contrast modern medicine to the medicine used throughout
Native America. This lesson will take approximately one hour.
Opportunities to Learn
Students will be given the opportunity to apply skills by using a
venn diagram. This will allow students to see in front of them
the differences and similarities between modern and ancient
medicine.*
This lesson allows students to think outside of their comfort
zone. They will be looking at spiritual medicine which is a
concept most of them will not have been exposed to before.
This will also help keep students engaged as it is something
new and interesting.*
This lesson helps to engage many types of learners. It allows for
imagination and visualization of the spiritual man. The venn
diagram also allows students to see details right in front of them
rather than having to imagine it.*
This lesson will be new to all students so it can be done whole
group. It would be best if they are working in partners or in
groups so they can feed off of each other.*
Prior to this lesson all students will need a basic idea of
medicine and what it does to cure you.*
Prior to the lesson, I will need to have the set treatments with
pictures to help the students better understand.*
Students will be able to:
Objectives
gain knowledge of how the Native Americans contributed to
health and medicines in present day.
discover the role the Medicine Man played in Native
American society.
Instructional
Opening:
Procedures
To begin this lesson I will ask the students where they go if they
are sick.
This will activate their prior knowledge and they will answer
Context of the Lesson
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Assessment
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Objectives
Instructional
Procedures
29
Assessment
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