Академический Документы
Профессиональный Документы
Культура Документы
Knowledge: Skills:
Students will know: Students will be able to:
how decisions were made in Native discuss the roles of members in their
American tribes community
the roles of members of the Native map the major Native American tribes of
American communities in California California
how geography influenced the way
Native American tribes lived in
California
where the main indigenous tribes of
California lived
Performance Tasks (Think about G. R. A. S. P. S.): Other Evidence (e.g., texts, quizzes, prompts, work
samples, observations, self-assessments, reflections):
Goal: Hupa government map
Your goal is for you and your group to create a California Map Quiz: Label the four
museum exhibit of either the Hupa, Chumash, major CA regions and where the Hupa,
1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados
Miwok, Yuma and Cahuilla Native American Chumash, Miwok, Yuma, and Cahuilla
Tribe. tribes lived.
Double Bubble Thinking Map: Compare
Role: the roles/ occupations of members of your
You are a museum coordinator at the community and roles/occupations of
Smithsonian’s American Indian Museum. members of Native American tribes.
Quick Write: What makes your classroom
Audience: community successful?
The audience is the Smithsonian’s American Observation and Reflection: Now that
Indian Museum visitors and the school you have learned that the economy of
community. Native American tribes was based on
bartering you will participate in a
Situation: simulation in which you will barter with
You have been asked by your boss at the your peers to obtain all the items in the list
Smithsonian’s American Indian Museum to create you were given.
a museum exhibit on how the Hupa, Chumash, o Reflection: Did you find bartering
Miwok, Yuma, or Cahuilla Native American tribe to be easy or hard? Why? Did you
lived. like to barter to obtain your items?
Would you prefer for our current
Product, Performance, and Purpose: society to barter like Native
American tribes did or continue
You will create an exhibit of the Hupa, Chumash, using paper money?
Miwok, Yuma, or Cahuilla Native American tribe Cause and Effect Chart: What effect did
that will include written descriptions, visuals, and the following laws passed by the state of
other relics that will help the museum visitors California and U.S. government have on
learn about the lifestyle of these Northern Native Americans and their tribes?
California tribes. Before your exhibit is shipped *The following are the laws and
off to the Smithsonian’s American Indian Museum ordinances that are included in the
in Washington D.C. it will be displayed in the assignment:
school’s auditorium for your parents, other grade o 1790 Naturalization Act: Denies
levels, members of the school and the community Native American U.S.
can view it, and you will have the opportunity to citizenship
discuss what you have learned. o 1830 Indian Removal Act
o Indian Civil Rights Act of 1968
Standard and Criteria for Success:
Your exhibit needs to include written descriptions
with information on the following topics:
a map which includes the tribe’s location
(does not need written description)
the region your tribe lived in
o describe the landscape and climate
o list the natural resources available
o list the animals that live in the
region
2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados
*See attachment.
3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados
Bartering Reflection
Cause and Effect Chart (Worksheet)
Performance Task
Stage 3--
Learning
Matrix
4
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados
5
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados
6
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados
7
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)