Origins & Diversity of Native American Cultures: Earliest Americans & Natives Unit - Prof., Apuntes de Historia de los Estados Unidos

¡Descarga Origins & Diversity of Native American Cultures: Earliest Americans & Natives Unit - Prof. y más Apuntes en PDF de Historia de los Estados Unidos solo en Docsity! The Earliest Americans/Native Americans Grade Level: Third Presented by: Kim Iraggi and Montie Sisco Nichols Hills Elementary, Oklahoma City, OK Length of Unit: Fourteen lessons and culminating activity I. ABSTRACT The Earliest Americans/Native Americans is a three-week unit. Students will learn about Asians who crossed the land bridge and settled on North America. They will also learn about the ancient tribes and Native American tribes listed in the third-grade sequence. The unit culminates with a celebration of Native American Day. II. OVERVIEW A. Identify concept objectives: 1. Students will understand that Native Americans originally came from Asia 2. Students will understand that these early Nomadic people spread throughout North and South America and are the ancestors of Native Americans 3. Students will gain an understanding that the concern for ethics and human rights is universal and represents the aspirations of men and women in every time and place. 4. Students will gain an appreciation of the differences in Native American cultures. B. This unit covers the Earliest Americans/Crossing the Land Bridge/Native Americans section of the third-grade sequence. C. Skills to be taught: 1. Restate/recall basic facts about tribes 2. Identify facts and opinions 3. Write a paragraph 4. Follow written and oral directions 5. Sequence and follow directions 6. Identify homonyms 7. Read and comprehend written text III. BACKGROUND KNOWLEDGE There are some books listed in the bibliography section that contain good resource material. There are too many books available to list. Although it helps to have some background knowledge of Native American tribes and cultures, most of the information needed to teach this unit is in the written material. IV. RESOURCES The teacher should have several books available for the students to read and enjoy about Native Americans. The books should be fiction and nonfiction. Many books are listed in the bibliography section. The books do not need to be limited to the tribes in this unit. The students will want to read about all tribes. V. LESSONS Lesson One: Earliest/Native Americans Fun Facts A. Daily objective 1. Lesson Content: Earliest Americans 2. Concept Objectives: The students will understand that Native Americans originally came from Asia. 3. Skill Objectives: The student will recall facts about the Earliest/Native Americans B. Materials: "The Earliest/Native Americans Fun Facts" sheet (Appendix A) C. Key vocabulary: N/A (vocabulary will be included on the sheet) D. Procedures: 1. Introduction: Tell the students that you are beginning a new unit on the Earliest Americans and Native Americans and that at the end of three weeks they will know 49 fun facts about Native Americans. Read over the facts together. Tell the students that each day they will be tested on the square root of forty-nine facts (seven questions each day) and that the tests will be self-graded. If they study the facts independently each day they will know all of the facts by the end of the unit. The fun facts will be incorporated into a Jeopardy game at the end of the unit. 2. Group practice: Read or discuss the fun facts throughout the unit as time permits. 3. Independent practice: Each day, ask the students seven questions. Tell the students which number that the question correlates with on the fun facts sheet. The student writes the number and the answer on a piece of paper and then checks their own work. At the end of the unit the students can take a test on all the fun facts. 4. Closure: At the end of the unit, the students play a Jeopardy with the fun facts. E. Evaluation/Assessment: Teacher made test or oral test. F. Benchmark R/20 The student will monitor their own comprehension. Lesson Two: The Land Bridge A. Daily objective: 1. Lesson Content: the Land Bridge 2. Concept Objectives: The students will understand that Native Americans originally came from Asia. The students will understand that these Nomadic people spread throughout North and South America and are the ancestors of Native Americans. 3. Skill Objectives: The student will restate basic facts about the crossing of the land bridge. B. Materials: World map or globe, copy of "The Land Bridge" (Appendix A). C. Key vocabulary: Beringia-what we call the land bridge today. D. Procedures: 1. Introduction: Ask the students who they think were the first Americans. Ask the students if they think people lived on North America before Native Americans. Tell the students that the people that lived on our continent before Native Americans are called the "Earliest Americans." 2. Group practice: Read the poem "The Land Bridge." Discuss the poem. Have students locate Asia, the Bering Strait, and Alaska on the world map. Remind students of the boundaries of North and South America and discuss some of the countries and tribes that they may have studied in earlier Core Knowledge Units. 3. Independent practice: Have the students circle the letter of the correct answer on the sheet. 4. Closure: Challenge the students to memorize the poem. E. Evaluation/Assessment: Check worksheet F. Benchmark R/7 The student will skim text to locate information. Lesson Three: The Inuits: Then and Now A. Daily objective: 1. Lesson Content: the Inuit culture 2. Content Objectives: The students will understand that these early Nomadic people spread throughout North and South America and are the ancestors of Native Americans. 3. Skill Objectives: The student will distinguish between facts and opinions about the Inuit people. E. Evaluation/Assessment: participation only Lesson Eight: Pueblos: The Zuni A. Daily objective: 1. Lesson Content: the Zuni culture 2. Concept Objectives: The students will gain an appreciation of the differences in the Native American cultures. 3. Skill Objectives: The student will illustrate a Zuni pueblo village. B. Materials: Blank paper, colored pencils C. Key vocabulary: N/A D. Procedures: 1. Introduction: Tell the students that the Zuni are a tribe of North American Indians that now live in a pueblo on the Zuni Indian Reservation in Zuni, New Mexico. In appearance, culture, and social organization they are much like the Hopi. Discuss the characteristics of an old pueblo: they are compact, apartment-like villages. In Spanish, "pueblo" means "village." The rooms are square and they have thick, flat roofs. They are built in terraced stories. The roof of one level is reached by a movable ladder. Traditionally, the first stories did not have doors. They had trapdoors in the roof. This way, if the ladder was moved, enemies could not get inside the house. 2. Group practice: Describe various ways to draw a pueblo. 3. Independent practice: Draw and color a pueblo village. 4. Share your pictures. E. Evaluation/Assessment: participation only. F. Benchmark R/5 The student will create mental images from text. Lesson Nine: The Dine (Navajo) A. Daily objective: 1. Lesson Content: the Navajo culture 2. Concept Objectives: The students will gain an appreciation of the differences in the Native American culture. 3. Skill Objectives: The student will write a one paragraph summary of a story. B. Materials: Annie and the Old One (see bibliography) C. Key vocabulary: hogan-a Navajo home that is six-sided and built from horizontally laid logs, sometimes covered with packed earth. D. Procedures: 1. Introduction: Tell the students that you are going to learn a little about the Navajo. The Navajo call themselves Dine. They are a Southwest tribe and their traditional homes are hogans. Many Navajo still live in hogans today, although modern housing is available. It is believed that the Apache left the Navajo during the prehistoric period. 2. Group practice: Listen to Annie and the Old One. Discuss the elements of the story. 3. Independent practice: Write a paragraph and summarize the story. List the main character, the setting and the problem of the story. 4. Closure: Share paragraphs. E. Evaluation/Assessment: Grade correct mechanics of the paragraph as well as well as story elements. F. Benchmark L/18 The student will use a writing process to develop and refine writing. Lesson Ten: The Apache culture A. Daily objective: 1. Lesson Content: the Apache 2. Concept Objectives: The students will gain an appreciation of the differences in Native American cultures. 3. Skill Objectives: The student will sequence and follow instructions to make a clay basket. B. Materials: Native Americans: Projects, Games, and Activities, enough clay for each student to make a small basket, sentence strips, wax paper C. Key vocabulary: N/A D. Procedures: 1. Introduction: Read "Meet the Apaches" and "A Day in the Life of an Apache Child" from Native Americans: Projects, Games and Activities. If this is not available, read factual information about the Apache from any resource book. Then tell the students that baskets were important to the Apache people. The women made bright, strong baskets from plants, reeds and herbs that grew wild. Baskets were necessary to carry supplies, food and water. 2. Group practice: Have the following directions written on sentence strips: Clear off your desk. Lay your wax paper on your desk. Carefully, open your clay. Rub and roll your clay in your hands to soften the clay. Use all of your clay and form a basket. When finished, lay your basket on the table to dry. Throw away your wax paper and clay wrapper. Read quietly until everyone else is finished. Scramble the sentence strips. Have eight students hold them up in front of the class while the rest of the class puts them in sequential order. 3. Independent practice: Make a basket. 4. Closure: Discuss what things we use as containers today instead of baskets. E. Evaluation/Assessment: none Lesson Eleven: Little Thunder A. Daily objective: 1. Lesson Content: the Eastern Woodland Indians 2. Concept Objectives: The students will gain an appreciation of the differences in the Native American cultures. 3. Skill Objectives: The student will identify homonyms. B. Materials: What Your 3rd Grader Needs To Know (see bibliography), homonym worksheet (Appendix A) C. Key vocabulary: confederacy - group of people joined together for a special purpose D. Procedures: 1. Introduction: Read pages124-127 of the book to your students as an introduction to the Eastern Woodland Indians. Discuss homonyms with your class. Tell them that they are going to listen to one day in the life of an Algonquin boy. Tell them to listen for words that have homonyms. 2. Group practice: Listen to pages 128-131. 3. Independent practice: Complete the homonym worksheet 4. Closure: Tell the students that although there are many Eastern Woodland tribes that you will be concentrating on the tribes of the Iroquois Confederacy: the Mohawk, Oneida, Onondage, Cayuga, Seneca and Tuscarora. E. Evaluation/Assessment: grade homonym sheet F. Benchmark R/30 The student will use homonyms correctly. Lesson Twelve: The Mohawk A. Daily objective: 1. Lesson Content: the Mohawk culture 2. Concept Objectives: The students will gain an appreciation of the differences in Native American cultures. 3. Skill Objectives: The student will follow directions to play the Mohawk Bowl Game. B. Materials: Native Americans: Projects, Games and Activities, bingo markers with "1" on one side and "2" on the opposite side, small, plastic bowl for each group C. Key vocabulary: N/A D. Procedures: 1. Introduction: Ask the students if they have ever seen anyone with a Mohawk haircut. Ask them if they know where that style originated. Read "Meet the Mohawk" and "A Day in the Life of a Mohawk Child" from Native Americans: Projects, Games and Activities. Discuss the stories. 2. Group practice: Listen to the directions for the Mohawk Bowl Game (adapted from Native Americans: Projects, Games and Activities) Directions: Get into groups of three or four. Taking turns, each student places six bingo markers in the bowl and shakes and tosses them gently. The students add up the numbers that are showing. High score wins the round. 3. Independent practice: Play the Mohawk Bowl Game. 4. Closure: Determine overall winners E. Evaluation/Assessment: participation only Lesson Thirteen: The False Face Society A. Daily objective: 1. Lesson Content: the False Face Society 2. Concept Objectives: The students will gain an appreciation of the differences in Native American cultures. 3. Skill Objectives: The student will make a false facemask. B. Materials: One plastic, one gallon milk or juice jug for each student, permanent marker, several roles of masking tape, yarn feathers, strong, single -hole punches, brown tempra paint, paint brushes, construction paper C. Key vocabulary: N/A D. Procedures: 1. Introduction: When the Iroquois became sick they would send for members of the False Face Society. The False Face Society was a secret group of men. They wore scary masks made from tree trunks. (More information about the False Face Society can be found in Native Americans, Projects, Games, and Activities and Native American Activity Book.) 2. Group practice: Listen to the directions for making a False Face: Look carefully at your container. Determine where you want your mask to be cut. Draw the outline of your mask on your container. Have an adult help you cut out your mask. Cover the mask completely with 1" strips of masking tape. Then paint your mask brown. When it is dry, decorate it with raffia, yarn and construction paper. 3. Independent practice: Make a False Face mask. 4. Closure: Share masks. E. Evaluation/Assessment: participation only Lesson Fourteen: The Iroquois Federation Constitution A. Daily objective: 1. Lesson Content: the Iroquois Federation Constitution Appendix A Earliest/Native American Fun Facts 1. People from ____ came to North America over 12,000 years ago. (Asia) 2. They walked across a natural +» Cand bridge) 3. The land bridge covered the . (Bering Strait) 4. The ocean waters were Jow due to the __. (ice) 5. The Asians were nomadic and following____. (game) 6. In Algonquin "Eskimo” means « (eater of raw meat) 7. "nuit" means . (the people) 8. Prehistoric Inuits did not farm, they « (iunted and fished) 9 They traveled by over land. (sled) 10. On the water they used and umiaks, (kayaks) 11. The Anasazi lived at what is now called . (Mesa Verde, Colorado) 12. They lived in a 200-room apartment like —. (dwelling) 13. The dwelling was built in the side of a steep -.—.-- (mountain) 14 A is a round room dug into the ground. (kiva) 15. By the year , the Anasazi had left their cliff dwelling. (1300) 16. The Hopi lived in . (pueblos) 17. The pueblos were built on _ - (mesas) 18. The Hopi people were farmers, not - (warriors) 19. The is to be kind to everyone and everything. (Hopi Way) 20. The women owned the . (houses and land) 21. Hopi children worked from the time they were about . (eight) 22. The Hopi believed in or great spirits. (Kachinas) 23. The Zuni also lived in . (pueblos) 24. In Spanish, "pueblo" means - (village) 25. Theroofs of the pueblo are reached by a movable + (adder] 26. The Zuni are much like the . (Hopi) 27. The Zuni now live in Zuni, 2. +. (New Mexico) 28. The Navajo call themselves _ + (Dine) 29. The Dine live in houses called . (hogans) 30. Hogans have sides, (six) 31. The Navajo, or Dine, weave beautiful . (rugs) 32. Many Navajo still live in today. (hogans) 33. Itis believed that the left the Navajo in prehistoric time. (Apache) 34. Thename "Apache" means . enemy) 35. The Apache were . (wanderers) 36. Apache homes were called - (wickiups) 37. Apache sometimes got food by - (raiding) 38. - was a famous Apache. (Geronimo) 39. The Apache medicine man was called the . (shaman) 40. The lroquois lived in an area known as the . (Easter Woodlands) 41 or "maize' was the most important crop. (corn) 42, were tents made of animal skins or bark. (wigwams) 43. The Iroquois lived in . (longhouses) 44. There were tribes originally in the Iroquois confederacy. (five) 45. The Iroquois Society wore masks. (False Face) 46. Later, the Joined the confederacy. (Tuscarora) 47. admired the Iroquois Constitution. (Ben Franklin) 48. "Mohawk" means . (eater of men) 49. Mohawk villages were surrounded by a —. (palisade) Appendix A Appendix A TIC-TAC-TOE PROJECTS Name: Date: Pick three projects in a row to make a tic-tac-toe. All three projects are due on Make a model ofa longhouse. Imagine that you are an Tnuit child that lived long ago. Write a journal entry and tell about one day in your life. Find and memorize a poem written by a Native American. Pick any Native American tribe and write an acrostic poem describing it. Write a five paragraph story using picture symbols wherever possible. Make a model ofa pueblo. Corn or "maize" was important to Native Americans. Find a recipe that uses corn and copy it neatly. Make a model ofa snowhouse. Write five Native American related story problems. Solve your problems and be ready to explain them. Appendix A Appendix A The Land Bridge Over twelve thousand years ago, the Earth was covered with ice and snow. No one lived where we live today- Or at least, that's what historians say. The oceans (all four) were quite low. The Bering Strait frozen with ice and snow. Over that Land Bridge, ancient Asians came, they were nomadic, and following game. These Asian tribes were not all the same, and different tribes they all became. They were the ancestors of the Sioux, the Aztec, the Maya, and many more, too. They were the first of all Americans, Long before the Europeans, they made their home where we live today. At least, that?s what historians say. - People began to come to North America about: (a) 500 years ago (b) 12,000 years ago (c) 2,000 years ago . Scientists believe the first people to come to North America were from: (a) Canada (b) Bering Strait (c) Asia . The oceans were low, and the people were able to walk across a natural: (a) land bridge (b) nomadic (c) ocean . In this poem, "game" means: (a) a contest (b) a scheme or plan (c) wild animals . These nomadic people were the ancestors of: (a) the Europeans (b) all Americans (c) Native Americans Appendix A Appendix A The Mound Builders The Mound Builders had a very interesting culture, Their culture flourished for over two thousand years. Scientists have divided the Mound Builders into three separate periods. The oldest Mound Builders (who lived 2500 years ago) are called Adenas. They are named after the region in Ohio where their mounds were discovered. The Adenas built cone-shaped mounds for graves and animal- shaped mounds that probably had religious significance. The Adenas were mainly hunters and gatherers, although they did grow a few crops. The second group of Mound Builders is referred to as the Hopewell Indians. They are named after M. C. Hopewell, a 19" century farmer, who found more than thirty mounds on his farm in Ohio. Mr. Hopewell had archeologists carefully dig up the mounds. Inside the mounds the scientists found copper, she!ls, pearls, mica, soapstone, and obsidian. They also found teeth from sharks and bears. All of these things came from different areas of North America (and even the ocean). What did the scientists learn from this? They concluded that the Hopewell Indians were great traders. The Hopewell were creative. They left behind many beautiful carvings, pottery, jewelry, and interesting tools. The third group of Mound Builders is called the Mississippians. Their culture began to emerge approximately 1000 years ago. When corn was brought from Mexico, the Mound Builders were able to farm and to stay in one area. The government became more organized. The mounds became more complex. Temples and leaders had homes on top of the mounds. However, this culture of Mound Builders did not flourish. Their diet was mainly made up of corn products and they may have felt less free than their ancestors. By the 1500's, when newcomers came to North America, the Mound Builders were not a significant tribe. Later, diseases would destroy the rest of the Mississippians. Appendix A Appendix A Little Thunder Homonyms Circle the correct homonym. == . Little Thunder was asleép on a (bear, bare) skin rug. 2. His father used (red, read) bear grease to protect him from mosquitos. 3. Colonists didn't (no, know) that a mosquito bite could kill them. 4. Little Thunder's father's (hair, hare) was mostly shaved off. 5. Little Thunder must (wait, weight) until he is sixteen to grow his hair long. 6. Little Thunder was going out of the tall (would, wood) fence. 7. He was going to (see, sea) if he had trapped any small animals. 8. All of the Algonquin believed in the (one, won) Great Spirit. 9. They will (meat, meet) the Great Spirit after death. 10.He passed a wigwam (wear, where) a person was being treated by a shaman. 11.If the chief sachem had no (sun, son) his daughter would become chief sachem. 12.(When, Win) his team wins, Little Thunder jumps for joy! 13.The chief sachem had (too, two, to) things to say. 14.The French came to (buy, by) furs from the Indians. 15. The drum (beet, beat) was loud. 16.More braves join (in, inn) the dance. 17. (Some, sum) of them are afraid to go to war. 13.They raise (their, there) weapons to show that they will fight. 19.They gain courage (bye, by) joining in the dance. 20.1 liked the (tale, tail) of Little Thunder. Appendix A Appendix A The Iroquois Federation Constitution An Troquois legend tells that the five original Iroquois tribes were united after a holy man named Dekanawidah had a wonderful dream. Tn his dream, Dekanawidah saw the five tribes sitting together under a tree. A huge eagle sat on top of the tree with its wings outstretched, protecting all of the Troquois people. The Iroquois united and made a constitution. The constitution was passed down orally until the 1800's when it was written down. Read the first paragraph of the constitution: This is wisdom and justice of the part of the Great Spirit to create and raise chiefs, give and establish unchangeable laws, rules and customs between the Five Nation Indians, viz the Mohawks, Oneidas, Onondagas, Cayugas and Senecas and the other nations of Indians here in North America. The object of these laws is to establish peace between the numerous nations of Indians, hostility will be done away with, for the preservation and protection of life, property and liberty. Answer the questions below: 1. List the five original Iroquois tribes in alphabetical order: 2. What was the name of the holy man? 3. What was the object of the laws written in the constitution? Appendix A