my native native americans americans book unit · the navajo raised livestock such as sheep, the...

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My Native Americans Book

By: ______________

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Native Americans Unit

“Everyone who is successful must have dreamed of something”

Maricopa Tribe

Kelli Schwerdt and Kaitlyn ConleyEdgewood Elementary School

Mrs. Jones/Mrs. Schmidt 3rd Grade

ACB Dr. ConteSpring 2013

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My Native Americans Book

By: ______________

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Table of ContentsUnit Rationale Pages 1-2

Concept Map Page 3

Extensions of Core Content Areas Page 4

Learning Environment Pages 5- 7

Unit Goals Page 8

Essential Questions Page 9

Content Information Pages 10-18

Lesson Plans - Introduction to Native Americans Pages 19- 21 - Kwakiutl: Natural Resources and Plank Houses Pages 22- 25 - Kwakiutl: Totem Poles: Art and Stories Pages 26- 30 - Cheyenne: Buffalo Pages 31- 34 - Cheyenne: Tipis Pages 35- 38 - Navajo: Resources, Environment, and Hogans Pages 39- 42 - Navajo: Weaving Pages 43- 46 - Navajo: Sand Painting Pages 47- 49 - Guest Speaker/Storytelling Pages 50- 52 - Culminating Activity: Native American Feast Day Pages 53- 55

Assessment Pages 56- 58

Guest Speaker Page 59

Home/School Connection Pages 60- 62

Appendix A: Student Activity Book

Appendix B: Supplemental Worksheets and Rubrics

Appendix C: Book List and Annotated Bibliography

Unit Rationale

Native Americans were the first people to live in the United States of America. It is

important for students to learn about the groups of people that lived in the same country long

before they were born. Native American culture, like any culture, has unique practices,

ceremonies, and beliefs. The students will be exposed to different ways of life and will be able

to compare how they live to the way Native Americans lived. Students need to understand that

the world is made up of many different people and many different cultures. America itself is

made up of a multitude of different cultures. In this unit, students will learn about three different

tribes, the Kwakiutl, the Navajo, and the Cheyenne. Each of these tribes had their own culture

which was shaped by their beliefs and their environment.

Students will learn how the environment can be used to meet needs of people. Today, we

use the environment to meet our basic needs, but it is not as evident as it was in the past. For

example, we do not always realize that the food we eat comes from animals and crops. We buy

our food at the grocery store. Native Americans did not have grocery stores or other places to

buy their food. They had to rely on the land around them and their environment to survive.

They used the natural resources available to them for their food, clothing, and shelter. Students

will learn that Native American tribes were different mainly due to their environment. The

Kwakiutl lived near the ocean, therefore fish and seafood was the main part of their diet. The

Cheyenne moved around a lot, therefore their houses were designed to be portable. The Navajo

raised livestock such as sheep, the wool from the sheep allowed them to weave clothes and

blankets. This unit will teach students that natural resources are needed for survival and that

there are many natural resources they use in their own lives.

One of the main goals of this unit is that students will realize not all Native Americans

were the same. It is a common misconception that all Native Americans lived the same way and

that they all lived in tipis. Native American tribes all had their own cultures and ways of life

which were largely influenced by the environment. By teaching the students about the different

locations of the Native Americans, we hope to convey to them that there were distinct differences

between all tribes.

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The teaching methods being used in this unit focus on a hands on approach to learning.

Students will be creating objects relating to the culture of the Native American tribes. Their

projects will include plank houses, tipis, totem poles, and many more. Students will have a short

instructional lesson and then they will be able to create. This way students will be constructing

their own knowledge of Native American culture. Rather than just describing the types of houses

and objects used by the Native Americans, students will be able to make them which will give

them a better understanding of how they were used. This unit will be very student-centered.

Students will be working on their own projects for the majority of the time rather than listening

to a teacher deliver a lecture.

This unit will also address different learning styles. Books and stories will be read aloud

and there will be some miniature lectures by the teacher which will be beneficial for auditory

learners. Videos describing Native American life as well as pictures of Native American objects

and resources will be shown to the students, these will be useful for the visual learners.

Kinesthetic learners will appreciate the hands-on projects. Students will be able to create their

own items representing Native American culture. By addressing these different learning styles,

we hope to make this unit interesting and interactive for each student in our class.

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Concept Map

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Extensions of Core Content Areas

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Writing• Buffalo Writing Assignment• Writing Original Myths• Writing Stories or Descriptions for

Totem Poles

Native Americans

Music• Navajo Thunder

Song• Rain Sticks

Math• Symmetry in Weaving• Patterns• Dimensions of Plank

Houses, Canoes, Totem Poles

Science• Natural Resources• Adaptation to Environment• Different Geographical Regions• Use of Plants and Animals

Reading• Non-fiction about Individual Tribes• Myths/Folktales• Poetry• Picture Books• Short Stories

Art• Totem Poles• Plank Houses• Weaving• Sand painting• Tipis

Learning Environment

The optimal goal of the classroom learning environment is to ensure that all students are

comfortable and aware of their surroundings. All classroom decorations will directly relate to

the Native American Unit with a consistent and bold color scheme. The students will be

embraced with the neutral colors of brown, tan, red, orange, and yellow to reflect on the lives of

the Native Americans. We hope for our classroom to resemble the lively environment of the

Native American lifestyle. As the unit progresses, student work will be displayed on the walls

and hanging from the ceiling of the classroom. There are many creative and vibrant art projects

that directly relate to the different artifacts used by the Native Americans. The students will be

surrounded by tribal influences to create an atmosphere that is alive and fun for them.

The back wall of the classroom will create the general atmosphere of the three main tribes

that will be discussed in the unit. The students will be able to distinctly tell the difference

between the three tribes that will be represented on the wall. The Kwakiutl tribe will include

scenery that focuses on the forest and water that hey relied on to survive. There will also be a

small description discussing the important key facts about the tribe. The Cheyenne Indians were

very reliant on the buffalo, which makes this a key component in their lifestyle of traveling. This

tribe will be represented through the traveling of the buffalo across the land and the resources

that the Cheyenne gained from the buffalo. Tipis will be placed on this section of the wall where

a small description of the tribe will be written on a tipi. The Navajo Indians are also very

different from the Kwakiutl and Cheyenne making this section of the wall contrast with the

others. This section will resemble a desert and the very dry land where the Navajo Indians lived.

The Navajo celebrated and told stories with sand paintings that will also be presented on the

wall. The small description written on the Navajo Indians will discuss their lifestyle and make

reference to the library table.

The library table will be located on the far side of the classroom at a small round table.

The students will have easy access to this table and all of the books included in our library. The

table will be covered with brown paper and painted with tribal symbols to enhance the Native

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American theme. The library table will have a wide range of books to accommodate different

reading levels for differentiation among the students. The variety of different books will account

for many other Indian tribes and resources that will not be mentioned in the lessons. The

students will be exposed to outside information that they can familiarize themselves with

independently.

The bulletin board in the classroom will focus on the Cheyenne Indians. The board will

be interactive for the students to use and reference to throughout the unit. It will follow the same

color scheme that is presented throughout the entire classroom. The background of the board

will be brown with red, orange, and yellow activities and letters. There will be a large map of

the United States with three color-coded regions that will represent the different areas where

each tribe lived. There will be a distinct dotted path that will symbolize the route that the buffalo

traveled. Along the path you will find brown buffalo with both red and orange male and female

Native Americans. There are 11 male and 8 female Native American cut-outs to represent the 11

boys and 8 girls in the class. Each student will receive a Native American cut-out and be given a

writing prompt to complete. The students will be prompted with the scenario: "Imagine yourself

as a Cheyenne Native American Indian. How would you find the buffalo to be helpful on your

journey across the land?" This writing prompt will be done after the students have acquired

knowledge about the Cheyenne and the buffalo. Each Native American figure will have Velcro

adhered to the back of it so that the students are able to move their figures and "follow the

buffalo" on their journey. The title of the bulletin board is "Travel With the Buffalo."

Our classroom door will be decorated and completed during the first day of our unit. The

door will be covered in brown paper to keep consistency with the classroom theme. There will

be a large Native American headdress that exhibits many colors and shapes. We need the

students' participation on the first day to create and decorate a large feather with their name on it.

Each feather will be placed around the outside of the headdress to represent the family of the B-6

students. Inside of the headdress will be the title and focus of our new unit, "Welcome to the

Tribe of B-6!"

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The students will also be making their own headbands to wear on the first day of the unit.

This will correspond with our large class headdress that will be on the classroom door. Each

student will receive a sentence strip to write his or her name on to decorate. Construction paper

feathers will also be given to the students so that they can attach them to the top of the headband.

This will help create a "Native American" feel and sense of what they will be learning in the

upcoming lessons. The students will be able to rely on the resources and decorations around the

room to help better their understanding with a detailed orchestration of our Native American

Unit.

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Unit Goals

Students will be able to...

1. Explain how the Kwakiutl used the environment to meet their needs.

2. Explain the importance of natural resources.

3. Identify the type of houses the Kwakiutl built.

4. Determine how plank houses were beneficial to the Kwakiutl.

5. Explain how the Kwakiutl used wood.

6. Discuss how the Kwakiutl used totem poles.

7. Identify ways the Cheyenne depended on the buffalo.

8. Determine the type of shelter used by the Cheyenne.

9. Explain how the Cheyenne used symbols in their daily lives.

10. Predict why the Cheyenne traveled so much.

11. Describe the environment where the Navajo lived.

12. Identify how the Navajo used natural resources from the land.

13. Explain how the Navajo grew crops in the dry deserts of the Southwest.

14. Determine why hogan houses were beneficial to the Navajo people.

15. Explain why weaving was important to the Navajo.

16. Explain the process the Navajo used to weave.

17. Identify why sand painting was important to the Navajo.

18. Explain why storytelling was important to Native Americans.

19. Identify similarities among the three tribes.

20. Determine differences between the three tribes.

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Essential Questions

1. How did the Kwakiutl use their environment to meet their needs?

2. What is the importance of natural resources?

3. What type of houses did the Kwakiutl build?

4. How did the type of house the Kwakiutl built help them to survive?

5. What uses did wood provide for the Kwakiutl?

6. How did the Kwakiutl use totem poles?

7. How did the Cheyenne depend on the buffalo?

8. What did the Cheyenne Indians use for shelter?

9. How did the Cheyenne use symbols in their daily life?

10. Why did the Cheyenne travel so much?

11. What was the environment like where the Navajo lived?

12. How did the Navajo use the natural resources of the land?

13. How did the Navajo grow their crops in the dry deserts of the Southwest?

14. How were hogan houses beneficial to the Navajo people?

15. Why was weaving important to the Navajo?

16. What was the process the Navajo used to weave?

17. Why was sand painting important to the Navajo?

18. Why was storytelling important to Native Americans?

19. How are the three tribes similar?

20. How are the three tribes different?

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Content Information

Native Americans: General Information• Indigenous people of North, Central, and South America• Also referred to as “American Indians”• The term “Indians” was first given to them by Christopher Columbus when he discovered

America. He wrongly believed he landed in India and dubbed the native people he encountered “Indians.”

• Europeans first landed in the Americas in 1492 (Columbus) and continued to arrive in mass quantities after that. European contact greatly affected the lives of Native Americans.

• Physical Characteristics:• Most closely resemble Asian populations because they are thought to be descendants of

Asia.• Light brown skin, brown eyes, straight dark hair• Physical appearances vary among tribes. Some characteristics have been influenced by

the environment.• Nine Major Areas for North American Natives: Southwest, Eastern Woodlands, Southeast,

the Plains, California-Intermountain Area, Plateau Region, Subarctic, Northwest Pacific Coast, and the Arctic.

• Archeologists refer to the first/oldest group of Native Americas as the Paleo-Indians. These people are believed to have travelled from Asia over the land bridge into Alaska, possibly as many as 30,000 years ago. About 11,400 years ago, ice and glaciers melted allowing for these people to travel over the continent.

• Pre-European Period:• Paleo-Indian Period: the time when the first people came to the Americas. Began about

13,000 years ago and lasted until the end of the Ice Age, about 10,000 years ago.• Archaic Period: Began at the end of the Paleo-Indian Period and lasted until about

4,000-5,000 years ago. This was when the Paleo-Indians spread across America and developed individual cultures and customs.

• Formative Period: Began about 3,000-5,000 years ago. This was when trends from the Archaic Period became dominant practices. This period ended with (or a little before) European arrival in the Americas.

• At the time of European contact, there were more than 90 million people inhabiting the Americas

• How Europeans Changed Lives of Native Americans

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• Population decreased due to disease, war, and government land removal• Natives easily got sick from European diseases because they did not have immunities.

Smallpox and measles killed many.• Prior to the first American settlement (Jamestown, 1607) there were many conflicts

between Natives and Europeans including kidnapping, slavery, killings, and the conquering of Native American land.

• Timeline of Selected Events:• 1616: Smallpox epidemic for New England area Natives.• 1622-1644: Powhatan Wars (conflicts between Virginians and Powhatan tribe)• 1636-1676: King Phillip’s War (or Metacom’s War)- armed conflict between southern

New England area Natives and English colonists• 1676: Bacon’s Rebellion• 1689-1697: King William’s War- the first of the French and Indian Wars. Conflict

between England vs. France and Native American Allies• 1689-1763: French and Indian War: England vs. France for possessions in North

America• 1700s: Congress negotiated treaties with Native Americans in attempts to establish

friendships among the two groups. However, American people continually broke treaty agreements and illegally settled Native American lands.

• 1756: First Indian Reservation in North America established by the New Jersey Colonial Assembly

• 1763: Proclamation of 1763: King George III prohibited English settlements west of the Appalachian Mountains

• 1776-1794: Chickamauga Wars: continued conflicts of Cherokee Indians vs. white territory encroachment

• 1786: Northwest Ordinance: “the utmost good faith shall always be observed towards the Indians”

• 1789: Indian Commerce Clause of the Constitution: gave the federal government power over the Native Americans

• 1803: Louisiana Purchase: added western territory to the U.S., from the Gulf of Mexico to the Northwest

• 1804-1806: Lewis and Clark’s exploration of the western territory• 1813-1814: The Creek War, began by President Andrew Jackson• 1815: Seminole Wars begin• 1821: U.S. began moving tribes (Cherokee, Creek, Seminole, Choctaw, and Chickasaw)

from the southeast to land west of the Mississippi River• 1830: Indian Removal Act, forced removal of tribes from the east to land west of the

Mississippi River• 1834: Indian Intercourse Act, created Indian territory in all of present-day Kansas,

most of Oklahoma, and parts of what would become Nebraska, Colorado, and Wyoming. This land would be for Indians who were removed from their native lands.

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• 1835-1842: Seminole War, the second and worst of the wars between the U.S. and the Seminole tribe.

• 1838: Trail of Tears, President Jackson sent federal troops to forcefully remove Cherokee Indians who had refused to move west. About 5,000 died in this process.

• 1851: Indian Appropriations Act provided money to move Western Native American tribes to reservations. This was “necessary” because there were no other territories in the U.S. to force the Natives to move.

• 1860-1864: Navajo War in New Mexico from tensions between the Navajo and American military forces.

• 1862: Homestead Act, made western lands that belonged to Native Americans available to non-Native Americans

• Sioux Uprising (Santee War) in Minnesota. War was declared on white settlers by the Sioux, more than 1,000 were killed.

• 1864: “Long Walk to Bosque Redondo” federal government forced 8,000 Navajo people to walk more than 300 miles from their land in Arizona to a reservation at Bosque Redondo in New Mexico.

• 1868: Nez Perce Treaty, the last Indian treaty ratified by the U.S. government• 1871: Indian Appropriation Act amended, “no tribe would be recognized as an

independent nation with which the federal government could make a treaty.”• 1876: Battle of Little Bighorn, U.S. vs. forces of Sitting Bull and Crazy Horse• 1877: Nez Perce War, U.S. vs. the Nez Perce• 1879: First group of students arrive at the Indian Training and Industrial School, a

boarding school in Pennsylvania used to remove young Indians from their native culture and mainstream them into American society

• 1882: Indian Rights Association established to protect the interests and rights of Indians.

• 1883: U.S. Supreme Court ruled an Indian is by birth “an alien and a dependent”• 1887: General Allotment Act gave the President power to reduce landholdings of Indian

nations• 1911: Society of American Indians established by Indians in an effort to create pan-

Indian unity• 1924: Indian Citizenship Act, granted citizenship and voting rights to American Indians• 1944: National Congress of American Indians, creation of the first large-scale

organization to monitor federal policies• 1961: National Indian Youth Council, organization sought to create national pride

among young Indian people and encourage activism• 1968: Indian Civil Rights Act, required states to get tribal consent before extended legal

jurisdiction over reservations• 1996: National American Indian Heritage Month (November), declared by President

Clinton

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http://www.legendsofamerica.com/na-nativeamericans.html




• Today there are more than half a million Native Americans living in the U.S. There are also about 300 federal Indian Reservations and 21 state Reservations.

• Indian Reservation: a piece of land in the United States designated as federal territory and managed by a Native American tribal council. Many reservations are not the ancestral land of the tribe that inhabits them, as Indians were forcibly moved to undesirable lands throughout the 19th century.

• First Indian Reservations were established in Oklahoma from the Indian- Appropriations Act of 1851.

• Quality of life on reservations in extremely poor

Kwakiutl * Also known as the Kwakwaka’wakw I. Lived on the Northwest Coast (Present day Canada) a. Oceans and Rivers b. Forests II. How They Met Their Needs a. Food - Fishing: salmon, halibut, cod, trout - caught fish using hooks made of wood, bone, or horn - also used spears and nets - Mussels, oysters, clams - Sea otters, seals - Hunted land animals: deer, bears, mountain goats - Gathered: strawberries, raspberries, blackberries b. Shelter - Plank houses: large, rectangular, no windows, warm, waterproof. They were made with wood from cedar trees. - Three or four related families would share a plank house c. Clothing - Wore little clothing - Men usually went naked, women wore apron-like skirts - Woven out of cedar bark - Wore hats for the rainy weather - Cold weather: moccasins, fur robes, knee-length tunics - Did not wear headdresses, but wore basketry hats - Women wore their hair long or in two braids - Men wore their hair in a knot on top of their heads - Men often wore mustaches and beards III. Forest as an Important Resource a. Wood - Used to make canoes, chests, dishes, toys, bows, arrows, etc.

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b. Cedar Trees - Used to make rope, mats, clothing IV. Arts and Culture a. Jewelry - Made from shells and wood - Body tattoos b. Made objects - From wood: spoons, bowls, boxes - From cedar bark: baskets, mats, robes, hats - Canoes: made from a cedar tree. A finished canoe could be 50 feet long and hold 40 people. c. Totem Poles - Feature carvings of many animals (each has a meaning) - Used to show high rank - Made from cedar logs which were painted and carved d. Ceremonies - Ceremonial clothing: giant masks painted red, white, and black - Dancers used props such as puppets and rattles - Totem Pole Raising: for weddings, funerals, or other events, a family would raise their totem pole to call attention to brave acts of family members - Most important was Hamatsa: celebrated spirits e. Speechmaker - Talking Stick, Neck Ring, Copper, Blanket V. Leisure Time a. Games - Tag - Staring Game - Betting Games for adults b. Storytelling - Used for teaching children VI. Family and Gender Roles a. Children - Play: toys, games, dolls - Chores b. Women - Gathered plants, herbs, and clams - Cooking - Childcare

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c. Men - Fishermen - Hunters - Warriors - Chief was always a man d. Both genders - Storytelling - Artwork and music - Traditional medicine - Clan leaders could be men or women

Cheyenne I. Lived on the Great Plains (Present day South Dakota, Wyoming, Nebraska, Colorado, and Kansas) a. Middle of North America, stretches from the Mississippi River to the Rocky Mountains. b. Extreme weather: snowy winters and scorching summers c. Nomadic lifestyle, moved all throughout the Plains II. How They Met Their Needs a. Food - Hunting: buffalo, deer, rabbits - Farming: “The Three Sisters” beans, corn, squash b. Shelter - Tipis, made out of buffalo hides sewn together - Frame of wooden poles in a cone shape - Could be easily put up and taken down, portable - Decorated outside with paintings that represented the family c. Clothing - Made out of buffalo hide - Women wore long deerskin dresses and high fringed boots - Men wore breechcloths with leather leggings and moccasins - Leaders wore long warbonnets (long headdresses with feathers) - Men wore their hair in a long braid or in a knot on top of their heads - Women wore their hair loose or braided - Painted their faces for special occasions (different patterns for war paint, religious ceremonies, and festive decoration) d. Other (tools, utensils, toys) - Made from buffalo bones, horns, and hair - Weapons: bows and arrows, war clubs, spears, hide shields * The buffalo was the great provider

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III. Means of Travel a. Followed the buffalo b. Used horses to aid transportation (could travel further and faster) - After the horse, farming stopped. Cheyenne always travelled to find food. IV. Family and Gender Roles a. Men - Hunting and warfare - Responsible for feeding and protecting the family - Trained and made weapons - Leaders, decision makers - Only men could be the chief b. Women - Tended fields and homes - Built the home (tipi) and carried the heavy posts during travel - Houses belonged to women in the Cheyenne tribe - Made clothing, hauled firewood, cooked meals - Cared for infants and children c. Children - Chores - Played with dolls and toys - Lacrosse was a popular sport V. Arts and Culture a. Sun Dance - Yearly event - Community dancing, chanting, praying - Give thanks to spirits and celebrate the Creator b. Medicine Dance - Story that explains changes that repeat over and over again: the cycle of life - This dance was used to ask for help from the spirit powers around them, to ensure the cycle of life would continue. - Tipis would be arranged in a circle for 8 days - Tree= most important symbol - Dancing and feasting c. Quill Embroidery d. Beadwork e. Pipestone Carving f. Pottery

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Navajo I. Lived in the Southwest (Present day Four Corners Region: Arizona, New Mexico, Utah, and Colorado) a. Mostly rocky desert: harsh environment b. Dry, average rainfall is 4-20 inches per year c. Summers are extremely hot, winters are freezing * Originally from Canada, 1000 years ago they began moving South. The Navajos began farming and raising sheep after the 1600s. II. How They Met Their Needs a. Food - Farming: corn, squash, pumpkins - Farmed near streams - Corn was the most important crop - Livestock - Sheep: used for food and wool - Goats, horses - Gathered wild fruit, nuts, seeds, edible plants b. Shelter - Hogan houses: framework of logs covered with bark or mud. A hogan always faces east, to greet the Sun. - One room house - Men sat on the south side, women sat on the north side, and the west side was for guests - Center of house there was a fire with a hole in the roof above it for the smoke to escape c. Clothing - Women wore simple knitted dresses - Men wore long cotton shirts - Hairstyles: men and women both wore their hair behind their heads in a large, elaborate knot. - Moccasins - Men wore cloth headbands tied around their foreheads (not headdresses) d. Tools/Weapons - Bows and Arrows - Rawhide shields - Wooden hoes and rakes - Spindles and looms - Pump drills III. Family and Gender Roles a. Children - Chores

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- Games: footraces, archery - Rode horses b. Men - Hunters - Warriors - Political Leaders - Only men could be chief - Artwork: men made jewelry c. Women - Farmers - Tended livestock - Childcare - Cooking - Artwork: women wove rugs and sculpted clay pots IV. Arts and Culture a. Weaving - Believed to be a gift from the Spider Woman (spirit) - Blankets (made from colored wool dyed from plants) - Designs: zigzags, diamonds - Used a wooden loom b. Jewelry - Silver: bracelets, belts, buckles - Decorated with turquoise c. Sand Painting - Religious works of art made with bits of crushed rock, plants, and other dry materials - Tell stories about the world and Navajo spirits - Learned from other nearby Indians d. Ceremonies - Chants - Sand Paintings

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Introduction to Native Americans

Mrs. Jones/Mrs. Schmidt- Grade 3School of Education

The College of New Jersey

Essential Questions:• Who were the Native Americans?• How did they get to North America?

Standards• NJ CCCS 6.1.4.D.13: Describe how culture is expressed through and influenced by the

behavior of people.• NJ CCCS 6.1.4.D.10: Describe how the influence of Native American groups

manifested in different regions.• NJ CCCS 6.1.4.D.20: Describe why it is important to understand the perspectives of

other cultures in an interconnected world. Learning Objectives and Assessments

Objectives Assessments

SWBAT identify who the Native Americans were.

The students will be introduced to Native Americans in this lesson. They will learn that Native Americans were the first people who lived in North America and they lived all over the country. The students will be asked questions throughout the lesson to reinforce what they are learning.

SWBAT describe why feathers were important to some Native American tribes.

Students will listen to a story explaining why some Native American tribes valued feathers. They will also each be making their own Native American feather headdress. If students listen to the short story, they will understand the importance of the feathers.

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Materials• Computer• Projector• National Geographic Video• Do All Indians Live In Tipis?• Picture of United States Map (the laminated one)• Pre-made headband for all students• Markers or Crayons• Student Activity Books• Brass Fasteners• Rubber Bands

Prior Knowledge The students’ prior knowledge about Native Americans was assessed using a word web. This will be the introductory lesson for the unit. Students do not know much about Native Americans, other than the first Thanksgiving. This lesson will give students basic background information about Native Americans including how they got to North America. It will also serve as a way to dismiss misconceptions. Many of the students may believe that all Native Americans wore feathers for decorations. They will be read a short story to inform them that not all Native American tribes wore feathers and the ones who did wear feathers wore them for a reason.

Lesson Beginning This lesson will begin with the teacher showing the students a video from National Geographic called “History: Native Americans.” This will be shown from the beginning until 1:05. This video addresses how the Native Americans came to North America and also the different regions where they live. It also states how Native Americans used their environment to meet their needs. All of these are topics that will be addressed throughout the unit. Instructional Plan 1. After watching the video, the teacher will ask the students if they have any questions about Native Americans that they would like to learn during the unit. The teacher will record students’ questions on a piece of poster paper. 2. Students will be receiving their student activity books. In the front of their books, students will be gluing in vocabulary words that will be essential for the rest of the unit. Students will be introduced to the words and then this page will later be used as a reference sheet and study guide. 3. After the words have been discussed, the teacher will read from Do All Indians Live in Tipis? The story that will be read is “Why do Indians wear feathers? Why are eagle feathers so important to Indians?” This story addresses the fact that feathers are important and prized to certain tribes, particularly the Plains Indians. 4. After reading the story, the teacher will explain that Native Americans lived in all different areas of the country and tribes in different places did different things. Just like the teachers are from New Jersey and the students are from Pennsylvania. The students 20

call sandwiches “hoagies” and the teachers call them “subs.” People do and say different things depending on where they live. Not all Native Americans wore feathers, it was mainly the ones who lived on the Great Plains in the middle of United States. 5. Even though not all Native Americans wore feathers, today the students will each be receiving a feather headdress that has been made for them. It is a sentence strip with four feathers attached. 6. The students will be asked to decorate their headdress. They can color the headband and draw on the feathers, whatever they want! When they have finished decorating, the teacher will come around and measure the headband to each student’s head and then attach the two ends with brass fasteners and a rubber band. By the end of the lesson, each student will have their own headdress. (Students will be able to keep these in the classroom to wear when Native American lessons are taught.) 7. As students finish decorating their headdresses, they will also be asked to decorate a larger feather that will be used as a door decoration. Each student will need to write his/her name on the feather and then decorate it whatever way they want. 8. If there are early finishers of both activities, students may go over to the Native American Library Table and choose a book to read (or they can read another book they have).

Closure The lesson will end by the teacher asking the students some questions to reinforce what they have learned in the lesson. Questions will include: where do Native Americans live? Do all Native Americans wear feathers? Why were the feathers important? How did Native Americans get to North America? Then the teacher will go over the questions the students asked in the beginning of the lesson and ask if there are any other questions.

Differentiation This lesson will be differentiated by the methods of instruction. There will be a short video, a short story, and an art activity. This will allow the visual, auditory, and kinesthetic learners to learn to the best of their ability. Using multiple methods to introduce the Native Americans unit will be beneficial to the students because they will have an idea of how the lessons will be structured for the coming weeks. All of the lessons will include technology, read alouds, or arts and crafts projects.

Classroom Management There will be clear instructions about what they are supposed to be working on and what they should do if they finish early. This class is generally well-behaved while listening to stories or watching a short video. To gain the students’ attention, the teacher will use a saying such as: “Hocus, pocus, everybody focus,” or “Macaroni and cheese, everybody listen please,” or “Hands, eyes.” The teacher will also be using a rain stick that has been made as a signal for students to stop what they are doing and pay attention. It will also be used as a signal that a Native Americans lesson is beginning.

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The Kwakiutl Native Americans:Natural Resources and Plank Houses



Essential Questions:• How did the Kwakiutl use their environment to meet their needs?• What type of houses did the Kwakiutl build? Why did they build those houses?

Standards• NJ CCCS 6.1.4.B.8: Compare ways people choose to use and divide natural resources.• NJ CCCS 6.1.4.C.9: Compare and contrast how access to and use of resources affects

people across the world differently.• NJ CCCS 6.1.4.D.13: Describe how culture is expressed through and influenced by the

behavior of people.

Pennsylvania Standards:• 4.5.3.A: Identify resources humans take from the environment for their survival.• 7.1.3.A: Identify and locate places and regions as defined by physical and human

features.• 7.2.3.A: Identify the physical characteristics of places and regions.

Learning Objectives and Assessments


SWBAT understand and define “natural resources.”

The lesson will begin with an introduction about how the Native Americans used natural resources. Throughout the lesson, the teacher will ask questions to determine if the students have an understanding of how natural resources are used.

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SWBAT describe how the Kwakiutl were able to use the environment to meet their needs.

The students will learn about where the Kwakiutl lived. Once the students are aware of the location of the Kwakiutl, the teacher will ask them what they think the environment is like. The teacher will also ask what resources they think the Kwakiutl might have had access to and what they would use them for.

SWBAT identify and construct the plank houses the Kwakiutl built.

The students will create their own plank houses, which the Kwakiutl built out of cedar trees. The students will create their own plank houses out of popsicle sticks and tissue boxes.

Materials• Computer• Projector• PowerPoint Presentation• Map of the United States• Worksheet for each student• Pictures of Natural Resources

•Ocean: Fish/Seafood•Trees: Masks, Totem Poles, Canoes, Plank houses

• Tissue Boxes• Popsicle Sticks• Glue• Markers• Construction Paper

Prior Knowledge The students’ prior knowledge about Native Americans was assessed using a word web. In this lesson, students’ prior knowledge about environments and natural resources will be accessed. The lesson will begin with asking the students what they can infer about the region where the Kwakiutl lived: the Northwest Coast. The teacher will also question the students about what they know about natural resources and if they can identify any natural resources.

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Lesson Beginning Before starting the lesson, the teacher will ask the students if they know the names of any Native American tribes. Have you ever heard of this tribe? Write the name “Kwakiutl” on the whiteboard. Then inform the students of the proper way to pronounce “Kwakiutl.” This lesson will begin by showing the students a map of the United States. The teacher will tell the students that the Kwakiutl lived in the Northwest Coastal region and see if the students can identify the area on the map. Each student will have a worksheet with a map of the United States and some questions on it. Once the students have identified where the Kwakiutl lived, the teacher will ask if the students can infer what the weather/environment might be like there. Students should be able to use their schema to infer that this environment would be cold since it is up north and also that it is near to the ocean. Instructional Plan 1. The teacher will continue with the map activity and inform the students that the Kwakiutl lived both near to the ocean and near to a forest. Using this information, what types of resources do you think the Kwakiutl may have used? The students will fill in their worksheets as the questions are answered. 2. Before the students answer, ask the students to define the term natural resource. Once the students identify what a natural resource is, go back to the original question. What resources might be available for the Kwakiutl to use? How do you think the Kwakiutl could have used those resources? 3. After the students have finished answering the questions the teacher will tell them that the Kwakiutl used the ocean for food such as fish, oysters, and clams. The Kwakiutl used the cedar trees from the forest to make canoes, masks, totem poles, and their homes which were called plank houses. 4. The teacher will project pictures of the natural resources the Kwakiutl used onto the board. This way the students will have a visual representation rather than trying to think about what the natural resources might look like on their own. 5. The students will then be creating their own plank houses. They will use tissue boxes as the base of their houses and they will use popsicle sticks as their planks. 6. Each student will receive a tissue box and a handful of popsicle sticks. The students will glue the sticks onto their boxes. The popsicle sticks represent the cedar planks the Kwakiutl used to build their plank houses. 7. This activity will give students a better idea of how the Kwakiutl built their homes.

Closure The teacher will close this lesson by asking the students to explain how the Kwakiutl were able to use the environment to meet their needs. How do the characteristics of a plank house help the Kwakiutl to live comfortably? Plank houses allow the people inside to keep warm. There is usually only one door and no windows, which traps heat inside the large house.

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The teacher will also ask the students if they can think of any ways they (or their family) use the environment to meet needs they have.

Differentiation This lesson will be differentiated with the worksheets the students will be given. The first worksheet will contain the questions the teacher will be asking to the class. Students will respond orally as well as writing the answers on their worksheet. Some of the questions are lower order thinking and others are higher order thinking. This should allow each student to feel confident answering at least one question. The instructions for creating a plank house will be given orally as well as typed out on a worksheet. For students who are able to follow verbal directions, the worksheet will not be necessary. For students who need to be reminded of directions or what they should be doing, the worksheet will be beneficial for them. The closure of the lesson will again include different levels of thinking. One of the questions will be about recalling something from earlier in the lesson and another question will force the students to think about comparing their lives to the lives of the Kwakiutl. Another question will be about applying the knowledge they learned in today’s lesson. They learned about plank houses and their characteristics, they will then be asked to determine why the Kwakiutl lived in those types of houses.

Classroom Management There will be clear instructions given at each stage of the lesson so students will know what they are supposed to be doing and what will be expected of them. The students will have worksheets for them to follow along with the lesson. This way they will have something to focus on while the teacher is talking. Students will be working independently while creating their plank houses. Explicit directions will be given verbally as well as written on a worksheet. To get the students’ attention back, the teacher will use a saying such as: “Hocus, pocus, everybody focus,” or “Macaroni and cheese, everybody listen please,” or “Hands, eyes.” If there are early finishers of both activities, students may go over to the Native American Library Table and choose a book to read (or they can read another book they have). The teacher will also be using a rain stick that has been made as a signal for students to stop what they are doing and pay attention. It will also be used as a signal that a Native Americans lesson is beginning.

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The Kwakiutl Native Americans:Totem Poles: Art and Stories



Essential Questions:• How did the Kwakiutl use totem poles?• What significance did totem poles have in the Kwakiutl culture?


behavior of people.• NJ CCCS 1.3.2.D.1: Create two- and three-dimensional works of art using the basic

elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

• NJ CCCS 1.3.2.D.2: Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories as a basis for pictorial representation.

• CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• CCSS.ELA-Literacy.W.3.3c: Use temporal words and phrases to signal event order.



SWBAT understand what a totem pole is and how the Kwakiutl used totem poles.

The lesson will begin with the teacher asking if any of the students know what the words “totem pole” mean. This will get the students to think about what it may be or access any prior knowledge they may have. During the lesson, they will be creating their own totem poles. By the end, they should be able to define what a totem pole is and also explain how it is used.

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http://www.corestandards.org/ELA-Literacy/W/3/3/

http://www.corestandards.org/ELA-Literacy/W/3/3/

http://www.corestandards.org/ELA-Literacy/W/3/3/c/

http://www.corestandards.org/ELA-Literacy/W/3/3/c/

SWBAT describe how the Kwakiutl made their totem poles.

Building off of the information taught in the previous lesson, the teacher will ask the students if they can figure out which natural resource the Kwakiutl used to make totem poles. The teacher will explain that totem poles were carved out of wood and then painted.

SWBAT make connections between the totem poles and storytelling or describing a person or event.

The students will learn that totem poles were used to describe a person or event or to tell a story. They will learn that each symbol on the totem pole represents a part of the story or event. They should be able to make connections between the sections of the totem poles and the parts of the stories.There will be a rubric to assess the students’ stories and totem poles.

SWBAT construct their own totem poles. The students will understand how totem poles are built and they will be able to produce their own. They will understand that there are different symbols on a totem pole and that they each represent something different.

Materials• Computer• Projector• PowerPoint Presentation• Cups (stacked and taped together)• Glue/Tape• Paper Mache (glue and water mixture)• Markers• Tissue Paper• Newspaper• Paint brushes• Scissors• Example of Totem Pole• Construction Paper• Symbol Templates

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Prior Knowledge The students’ prior knowledge about Native Americans was assessed using a word web. The students will also have been exposed to the Kwakiutl culture in the previous lesson. The students will have learned where the Kwakiutl lived and what natural resources they used. This lesson will continue to build the students’ knowledge and will be introducing them to the artistic aspect of the culture. The students will also be asked questions in the beginning of the lesson to determine if they have any prior knowledge about totem poles. Some of them may have heard of a totem pole before or maybe they have seen pictures. The students will also be asked if they have any idea why there are different pictures on the totem pole and what they could mean.

Lesson Beginning The lesson will begin by the teacher asking the students if they have ever heard the word “totem pole” and if they know what it means. If there are no answers or if answers are vague, the teacher will project a picture of a totem pole on the board and also show the class a totem pole that she has already made. (The students will be making this later in the lesson.) Once they have seen the example, are there any new ideas about what a totem pole might be? What observations can you make about the totem pole? What do you see? What do you think is used to make a totem pole? Why do you think there are different pictures on the totem pole? Do you think they mean anything?

Instructional Plan 1. After the initial questioning in the beginning, the teacher will read a story from Do All Indians Live in Tipis? called “Did All Tribes Have Totem Poles? Does Anyone Still Carve Them.” This story will help the students to understand that a totem pole is a wooden pole decorated with different figures. Each figure stands for a character that was important to the Kwakiutl. Totem poles were used to tell stories, or to describe people or events. The students will be on the rug for this part of the lesson. 2. The teacher will explain to the students that each part of the totem pole can refer to a specific part of a story (beginning, middle, end, etc.) or each part can be used to show something about a person or event. 3. The teacher will tell the students that they will be creating their own totem poles today. In addition to creating the totem pole, they will also be writing something to go along with it. Students can choose to write an original story or describe a person or event. If they are choosing to describe a person or event, they should explain how each symbol describes the person or event. If they are choosing to tell a story, they should write their story. Their writing does not have to be long, but it should be at least five or six sentences. It also must correspond to their totem pole. 4. The teacher will model how to apply the tissue paper to the cups. The teacher will use the paint brush, dip it into the glue and water mixture and place the mixture onto the cup. Then he/she will pick up a piece of tissue paper and carefully place it over the glued area.

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5. Students will be instructed to go back to their seats and they will be given a blank piece of paper to jot down any ideas they have about what they would like to write and what they think their totem pole will look like. The teacher should allow the students to spend about five minutes planning. The students will raise their hands when they are done planning so the teacher can come over to check their ideas. Once the teacher has approved their ideas, the student will receive three different colors of tissue paper (their choice) and a paintbrush. 6. Then each student will receive a stack of cups that are taped together. They will also receive strips of tissue paper, paint brushes, and a glue and water mixture that will be shared between two students. The students will be asked to mix the glue and water together. 7. After watching the teacher, students will be able to create their own totem poles. Students will carefully dip their paint brushes into the glue, paint it onto the cups, and then place the tissue paper on the cups. They will do this until their stack of cups is covered and they have at least two layers of tissue paper on them. Students will then wait for their projects to dry. 8. Students will then be given a worksheet on which they can write the final draft of their story or description. The students will be told to write in pencil first and then have a teacher come over to check their work before they go over it in marker. 9. When the totem poles have dried (that afternoon or the next day) the students can draw on them with markers, draw pictures on construction paper, or use symbol templates to decorate their totem poles. Their decorations should match the writing assignment they completed to go along with it. As the students complete their totem poles, the teacher will go around the room and take a picture of each student with his/her pole. The teacher will be using the pictures for the students to paste onto a piece of paper with their writing assignment to be hung in the hallway. 10. When the students are done with their writing, they can paste it onto a piece of large colored paper while leaving room for a picture to be added the next day. 11. The students will need more than one class period to complete this project. Their totem pole will need to completely dry before they add any pictures to it. Students will be given time later or the next day to, first, finish their writing assignment if they have not already done so, and second, finish decorating their totem pole.

Closure This lesson will end with the students sharing their totem poles and writing pieces. Since the totem poles probably will not be dry yet, the students can share their writing and describe what they envision their pole will look like after they finish. Depending on the amount of time, the teacher can determine how many volunteers will fit into the lesson. The teacher will ask the students how their story or description relates to their totem pole,

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if they have not already explained it to the class. The teacher will continue to emphasize that totem poles were used by the Kwakiutl as pieces of art and as ways to convey information.

Differentiation This lesson will be differentiated with the choice of writing assignment and the choice of creating symbols. Students can either write their own story or a description of a person or event. Creating their own story would be more of a challenge than choosing to describe something. Giving the students a choice will allow each student to work on something that they are comfortable writing. The students will also be given a choice of creating their own symbols or coloring pre-made symbols. Some students are more artistically inclined than others. If every student had to create their own symbols from scratch, some may feel uncomfortable and not want to share their work. The students can choose whatever they are comfortable with so that each student can work to the best of his/her ability.

Classroom Management There will be clear instructions given throughout the lesson so students will know what they are supposed to be doing and what will be expected of them. The teacher will repeat the steps to the students multiple times and also ask the students to repeat the directions back to her. While the students are working independently, the teacher will continue to give the students time checks and make sure that they are on track. If students do not finish their work during this lesson, they can finish during down time on another day. To get the students’ attention back, the teacher will use a saying such as: “Hocus, pocus, everybody focus,” or “Macaroni and cheese, everybody listen please,” or “Hands, eyes.” If there are early finishers of both activities, students may go over to the Native American Library Table and choose a book to read (or they can read another book they have). The teacher will also be using a rain stick that has been made as a signal for students to stop what they are doing and pay attention. It will also be used as a signal that a Native Americans lesson is beginning.

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The Cheyenne Native Americans:Following the Buffalo



Essential Question - How did the Cheyenne depend on the buffalo?

Standards- NJ CCCS 6.1.4.D.10 Describe how the influence of Native American groups manifested in different regions.- NJ CCCS 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.- CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


SWBAT identify the region where the Cheyenne lived.

The students will be given a worksheet of a map of the United States. The teacher will also have the same map blown up on the projector for all students to see. The teacher will explain the region of the Great Plains by shading this area on the board and instructing the students to shade the same area on their map. The teacher will also provide pictures and real life examples to help the students visualize this area of the United States.

SWBAT explain how the Cheyenne used the buffalo to survive.

The students will be able to make predictions and use their schema to decide what the different parts of the buffalo are used for. They will be given a writing prompt where they can create their own use for the buffalo to promote creativity and imaginative learning.

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Materials: Computer Projector PowerPoint Vocabulary Cards- Cheyenne Indians, The Great Plains, Buffalo, Hide Map of the United States Buffalo Worksheet Construction Paper Lined Paper Glue Markers Pencil

Prior Knowledge The students have been introduced to Native Americans and are familiar with the Kwakiutl tribe. The students may or may not have heard of the Cheyenne Indians. The Cheyenne are one of the many groups of Plains Indians. During this lesson the teacher will further explore this tribe and the area in which they lived.

Lesson Beginning The teacher will begin the lesson by reading the book, The Cheyennes by Virginia Driving Hawk Sneve, to the students on the carpet. This book will help familiarize the students with the tribe’s history, structure, and way of life. Throughout the story the teacher will stop to stress importance or ask questions to help the students understand the different lifestyle of the Cheyenne Indians. After the story is read, the teacher will allow the students to ask any questions they may have or be interested in knowing about the Cheyenne Indians.

Instructional Plan 1. The teacher will instruct the students to return to their seats and pass out a worksheet with a large map of the United States. There will also be a map of the Unites States projected on the white board for the students to see. The teacher will identify the area of The Great Plains. The students will color this portion of their map. 2. The teacher will explain that the Cheyenne are one of the groups of Indians that lived on the Great Plains. Pictures will be shown through the projector to help students visualize what this area of land looked like when the Indians lived there.

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3. One of the pictures that will be shown to the students will be a buffalo. The teacher will ask the students if anyone can identify this animal. If students are immediately familiar with the buffalo, the teacher will then further explain the importance of the buffalo in the Cheyenne Indians' lives. 4. There will be a labeled picture of the different parts of the buffalo displayed for all students to see on the whiteboard. The teacher will go over each part of the buffalo and ask the students to brainstorm a list of different uses for the buffalo. The students will be given a worksheet where there are three different columns: 1. the part of the buffalo 2. possible uses 3. actual uses 5. After allowing time for the students to brainstorm their ideas, the teacher will ask for volunteers and then provide the students with accurate information for the students to fill in the third column of their worksheet. 6. The students will be given the prompt "Imagine yourself as a Cheyenne Indian. What would you use the buffalo for?" The students will be reminded to use their imagination and told that they do not have to write about one of the uses that was listed. 7. Once the students finish their writing prompt, they will have their work checked by a teacher, and then directed to paste their writing on a piece of construction paper if there are no changes that need to be made. 8. The students will have the option of decorating the border of the construction paper with their choice or markers or crayons and then attach their writing to a cutout of a buffalo.

Differentiation The students have the option to write about using the buffalo in whichever way they would like. They are given the freedom to use their imagination and creativity throughout the lesson. If there are students who finish this task earlier than others, they will have the option to go to the library table and choose any Native American book to read. Each book on the library table has instructions in the front of the book to help guide the students in their reading. The students may also have the option of using the learning center on Native Americans with a partner (or individually) if they have not done so yet. The pair of students may choose any activity to play that is on the board as long as they are working quietly and efficiently.

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Classroom Management The students will be working independently and will be aware of the behavior that is expected of them. The teacher will be walking around and monitoring the classroom to ensure that all students are working efficiently and paying attention. The teacher will have a rain stick that is hand-made to use as a signal to get the students' attention and stop what they are doing. The teacher will also use the phrase that the students are very familiar with, "hands, eyes."

Closure The teacher will provide the students with vocabulary cards to cut and paste into their student activity books. The teacher will ask for volunteers to read the vocabulary word and its definition. This will serve as a study tool for the students to use to prepare them for the formal assessment at the end of the unit.

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The Cheyenne Native Americans:Tipi Homes



Essential Questions- What did the Cheyenne Indians use for shelter?- How did the Cheyenne use symbols in their daily life?

Standards- NJ CCCS 1.3.2.D.1: Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.- NJ CCCS 6.1.4.D.13: Describe how culture is expressed through and influenced by the behavior of people.


SWBAT identify and construct a tipi. The students will be given a stencil to trace and create their own self-made tipis. They will be given brown construction paper to trace the stencil onto and decorate, cut, and tape to create a 3-D tipi. Each student will have their own tipi, so that the class can display the houses as a Cheyenne village.

SWBAT use symbols to describe different parts of their life and personality.

To decorate the tipis, the students will be instructed to use pictures, symbols, and words to describe themselves. The teacher will show the students different examples of symbols that represent actual objects and emotions. This will help guide the students in making their own symbols on their tipi.

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Materials Computer Projector PowerPoint Vocabulary Cards- Tipi, Symbol Brown Construction Paper Scissors Tape Markers Crayons

Prior Knowledge The students have been introduced to the Cheyenne Indians and are familiar with the area of the United States where they lived. They also know how much the Cheyenne depended on the buffalo and the different uses the buffalo provided. On the informal pre-assessment, many students knew that Native Americans lived in tipis. The students are now aware that the Cheyenne used the buffalo hide to make tipis and will learn about them in greater depth.

Lesson Beginning The teacher will begin the lesson by reading a short excerpt from the book, Do All Indians Live in Tipis? After the reading there will be an opportunity for students to ask any questions they may have developed from the short story. The teacher will connect the use and making of tipis to the previous lesson on the buffalo and ask the students if the remember what tipis are made from. The teacher will use the projector to show students pictures of real tipis and explain the importance of tipis and how they were used.

Instructional Plan 1. The teacher will provide the students with a worksheet to help contribute to a better understanding of Cheyenne Indian home and tribal life. There will be questions for the students to answer on their own and together as a class, using the continuation of the PowerPoint presentation. 2. After the students finish the worksheet they will be instructed that they will be making their own tipis like the Cheyenne. 3. The teacher will pass out brown construction paper to each student. There will also be

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cone shapes stencils for the students to trace onto the construction paper with a black marker.

4. The teacher will model the tracing of the stencil and will remind students not to cut out the shape until instructed to do so. 5. After tracing the stencil on to their own paper, the students will then be told to decorate their tipi using symbols that describe their personality, hobbies, or any of their favorite things. The teacher will encourage the students to use pictures (symbols) or words when decorating their tipi. 6. The teacher will show the class an example of the tipi that she made which represents her personality. The students will be able to use this as a reference when completing their own tipi so that they know exactly what is expected of them. 7. The students can use markers, crayons, or colored pencils to decorate their tipi. They will also have access to all of the books on Native Americans to use as a guide as well. 8. After decorating their tipi, the students will cut out the cone and write their name on the back of the paper. 9. Once all of the students have cut out their tipi, we will assemble the tipi together as a class. The teacher will pass out two pieces of tape on each student’s desk to avoid any confusion. The teacher will model how to put the tipi together, as the class watches and follows the same process.

Differentiation The teacher will use different levels of questioning through discussion and a worksheet to differentiate the different levels of learning for the students. The students will be able to use their artistic talents to decorate their tipi. The teacher will allow the students to use pictures or words to accommodate the needs of each student. Some students may prefer to decorate their tipi with words, where others may want to use pictures and symbols. This will also create a diverse range of tipis to display in the classroom.

Classroom Management The students will be working independently and are aware of the behavior expected of them. The teacher will be walking around and monitoring the classroom to ensure that all students are working efficiently and paying attention. The teacher will have a rain stick that is hand-made to use as a signal to get the students' attention and stop

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what they are doing. The teacher will also use the phrase that the students are very familiar with, "hands, eyes."


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The Navajo Native Americans:Resources, Environment, and Hogans



Essential Questions:• What was the environment like where the Navajo lived?• How did the Navajo use their environment?• What type of houses did the Navajo build? Why did they build those houses?

Standards• NJ CCCS 6.1.4.B.8: Compare ways people choose to use and divide natural resources.• NJ CCCS 6.1.4.C.9: Compare and contrast how access to and use of resources affects

people across the world differently.• NJ CCCS 6.1.4.D.13: Describe how culture is expressed through and influenced by the

behavior of people.

Pennsylvania Standards:• 4.5.3.A: Identify resources humans take from the environment for their survival.



SWBAT understand and define “natural resources.”

The students will have had a lesson about natural resources earlier (from the Kwakiutl lesson). Students will learn the natural resources that were available to the Navajo and how they used them.

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SWBAT describe how the Navajo were able to use the environment to meet their needs.

The students will learn about where the Navajo lived. Once the students are aware of the location of the Navajo, the teacher will ask them what they think the environment is like. Students will be able to infer what the environment is like based on their prior knowledge of the area. The students will be filling in a worksheet about natural resources and hogan houses so that the teacher can determine student understanding of the topic.

SWBAT identify and construct the hogan houses the Navajo built.

The students will create their own hogan houses, which the Navajo made out of wood and clay. The students will create their own hogans out of clay.

Materials• Computer• Projector• PowerPoint Presentation• Map of the United States• Worksheet for each student• Pictures of Natural Resources

•Desert: clay, livestock (sheep, goats), farming (squash, beans, corn), wild fruits, berries

• Clay• Paper plates

Prior Knowledge The students’ prior knowledge about Native Americans was assessed using a word web. In a previous lesson the students learned how Native Americans used the environment and natural resources that were available to them. The lesson will begin with asking the students what they can infer about the region where the Navajo lived: the Southwest. The teacher will also question the students about what they can recall about natural resources and if they can identify any natural resources.

Lesson Beginning This lesson will begin by showing the students a map of the United States. The teacher will tell the students that the Navajo lived in the Southwest region and see if the students can identify the area on the map. Each student will have a worksheet with a map of the United States

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and some questions on it. Once the students have identified where the Navajo lived, the teacher will ask if the students can infer what the weather/environment might be like there. Students should be able to use their schema to infer that this environment would be warm since it is in the south. Instructional Plan 1. The teacher will continue with the map activity and inform the students that the Navajo lived in a desert like environment, but they were able to farm. Using this information, what types of resources do you think the Navajo may have used? 2. Before the students answer, ask the students to define the term natural resource. Once the students identify what a natural resource is, go back to the original question. What resources might be available for the Navajo to use? How do you think the Navajo could have used those resources? 3. After the students have finished answering the questions the teacher will tell them that the Navajo used the clay from the ground to build their homes. The Navajo used livestock for milk and materials for clothing. They were able to farm for vegetables and they gathered items such as fruits and berries. 4. The teacher will project pictures of the natural resources the Navajo used onto the board. This way the students will have a visual representation rather than trying to think about what the natural resources might look like on their own. 5. The students will then be creating their own hogan houses. They will use clay to construct their homes since it will be similar to what the Navajo were actually able to use. They will each have a plate to build their hogans on. Once the clay has dried the students can decorate their hogan using markers or paint. 6. This activity will give students a better idea of how the Navajo built their homes.

Closure The teacher will close this lesson by asking the students to explain how the Navajo were able to use the environment to meet their needs. The students will fill in the worksheet they were given about the hogan houses and natural resources. Then students can share their answers and the hogan houses they made out of clay with the rest of the class.

Differentiation The worksheets the students will complete will have different questions on them. The first two questions are fill in the blank and then there is an open-ended question. Based on student responses to the open-ended question, the teacher will be able to determine which students really understand the content of the lesson.

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Classroom Management There will be clear instructions given at each stage of the lesson so students will know what they are supposed to be doing and what will be expected of them. The students will have worksheets for them to follow along with the lesson. This way they will have something to focus on while the teacher is talking. Students will be working independently while creating their hogan houses. To get the students’ attention back, the teacher will use a saying such as: “Hocus, pocus, everybody focus,” or “Macaroni and cheese, everybody listen please,” or “Hands, eyes.” If there are early finishers of both activities, students may go over to the Native American Library Table and choose a book to read (or they can read another book they have). The teacher will also be using a rain stick that has been made as a signal for students to stop what they are doing and pay attention. It will also be used as a signal that a Native Americans lesson is beginning.

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The Navajo Native Americans:Weaving



Essential Questions:• Why was weaving important to the Navajo?• What process did the Navajo use to weave?


behavior of people.• NJ CCCS 1.3.2.D.1: Create two- and three-dimensional works of art using the basic

elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

• NJ CCCS 6.1.4.B.8: Compare ways people choose to use and divide natural resources.



SWBAT identify what weaving is and how the Navajo were able to weave.

The lesson will begin with the teacher asking the students if they know what weaving is and if they know of anything that is woven. The students will learn how the Navajo obtained the wool, made yarn, dyed it, and used a loom to create blankets and many other materials.

SWBAT create their own weaving craft using a paper plate and yarn.

Students will have to follow directions to make their own woven pieces. Students will have to concentrate on making their pieces and they can relate to the process the Navajo went through to weave.

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SWBAT determine how the Navajo used their natural resources to produce woven goods.

Students will learn the process of weaving. They will determine which resource the Navajo depended on to create their crafts.

Materials• The Magic of Spider Woman by Lois Duncan• Computer• Projector• Slide with picture of Loom• Paper Plates• Yarn• Scissors• Worksheets

Prior Knowledge The students’ prior knowledge about Native Americans was assessed using a word web. The students will have prior knowledge about other Native American tribes and their individual cultures. The students will also know that Native Americans use natural resources to meet their needs. Students should be able to infer how the Navajo were able to use some of their natural resources to weave blankets and clothes.

Lesson Beginning In the beginning of the lesson, the teacher will read The Magic of Spider Woman by Lois Duncan aloud to the class. This book is told in the style of a Native American legend. It introduces the type of environment where the Navajo lived, some of their religious beliefs, and the importance of weaving. It explains that weaving was used to create warm clothes and blankets. Weaving is a gift that has been granted, specifically to Weaving Woman, by Spider Woman. This story also teaches lessons such as: not everything is meant to be perfect and that it is important to follow the rules or bad things can happen.

Instructional Plan 1. After the read aloud, the teacher will ask questions pertaining to the book and also questions about weaving in general. This will help the students to better understand what weaving is, if they did not know before. 2. Then the teacher will hand out a worksheet with the steps the Navajo women took to create woven blankets and clothes. The teacher will go over these steps and then ask the students if they can identify which natural resources the Navajo used (sheep, dyes). The teacher will show the students a picture of a loom so they can see how the Navajo were able to weave.

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3. After the students understand how the Navajo wove, they will weave their own pieces. 4. Each student will get a paper plate that had been cut around the edges so that the students will be able to weave on it. The teacher will do the initial threading of the weaving so that it will be easier for them to begin. 5. The students will receive multiple pieces of long yarn in different colors. Starting at the middle of the paper plate, they will weave the yarn by going in and out of the other pieces of yarn. They will put the yarn under one piece of yarn and then over the next, alternating each time. 6. The teacher will demonstrate to the students how to weave through the pieces on the plate (using an in and out technique). The teacher will extensively model the weaving process so the students understand how to do it. If students have questions or concerns while they are weaving, the teacher will be happy to assist them. 6. The students will continue to weave until they have woven on the entire paper plate. 7. Once all the students have completed this project, the teacher will attach the students’ names to their plates and hang them up around the room.

Closure At the end of the lesson, students can leave their work on their desks and the class can walk around the room to look at their classmates’ work. After the students have walked around, the teacher will ask some students to make some observations about the woven plates. Were they all the same or were they different? Why do you think this happened? Do you think when the Navajo wove, everything looked the same or do you think it looked different? Ask the students to restate how the Navajo created their woven pieces. How was the process they just completed different and similar from the Navajo process?

Differentiation This activity might be difficult for some students and they could become frustrated with it. If this happens, they can raise their hand to ask for some assistance from a teacher. The teacher will also have some worksheets about Navajo weaving on had for students who either finish early or who are unable to complete the craft.

Classroom Management There will be clear instructions given throughout the lesson so students will know what they are supposed to be doing and what will be expected of them. The teacher will repeat the steps to the students multiple times and also ask the students to repeat the directions back to her. While the students are working independently, the teacher will continue to give the students time checks and make sure that they are on track. If students do not finish their work during this lesson, they can finish during down time on another day. To get the students’ attention back, the teacher will use a saying such as: “Hocus, pocus, everybody focus,” or “Macaroni and cheese, everybody listen please,” or “Hands, eyes.” If there are early finishers of both activities, students may go over to the Native American

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Library Table and choose a book to read (or they can read another book they have). The teacher will also be using a rain stick that has been made as a signal for students to stop what they are doing and pay attention. It will also be used as a signal that a Native Americans lesson is beginning.

http://www.lessonswithlaughter.com/2012/03/paper-plate-weaving-step-by-step.html

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The Navajo Native Americans:Sand Paintings



Essential Question- Why was sand painting important to the Navajo?

Standards- NJ CCCS 1.3.2.D.2: Use symbols to create personal works of art based on selected age appropriate themes, using oral stories as a basis for pictorial representation.- NJ CCCS 1.3.2.D.1: Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.- NJ CCCS 6.1.4.D.13: Describe how culture is expressed through and influenced by the behavior of people.


SWBAT explain the importance of sand paintings in the everyday life of the Navajo Indians.

The students will be shown example pieces of sand painted artwork by the Navajo. The teacher will then explain the importance of these paintings in the Navajo culture. The students will have the opportunity to tell their own story with these example pieces of art.

SWBAT create their own sand paintings to tell a story.

The students will make their own sand paintings by first sketching a drawing on a piece of construction paper. The students will turn this simple drawing into a beautiful sand painting by tracing their sketch with glue and lightly sprinkling colored sand of their choice on top of the glue.

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Materials Computer Projector PowerPoint Vocabulary Cards- Sand Painting, Chant Construction Paper Glue Colored Sand Markers

Prior Knowledge The students have been introduced to the Navajo Indians and are familiar with the area of the United States where they lived. They have an understanding of the Navajo lifestyle and history from the previous lessons on the Navajo. The students have also already completed a weaving activity, which is another popular art form that the Navajo Indians found to be very resourceful.

Lesson Beginning The teacher will begin the lesson by showing the students examples of Navajo sand paintings on the projector. The teacher will explain the importance of these paintings and the occurrence throughout the Navajo's culture. The teacher will model the telling of a short story to the students based on a famous sand painting. For each following picture that is shown to the students, the teacher will ask for a volunteer to come up with a short and simple story that the painting can be used for.

Instructional Plan 1. Once the students have an understanding of the way sand paintings are used to tell spiritual stories, the students will be instructed to brainstorm a few ideas of pictures they can use to tell their own stories. The students will turn and talk to a partner to discuss different ideas they may have. 2. After a few minutes of brainstorming with a partner, the students will choose a piece of construction paper to create their drawing on. The students will be reminded to keep their drawings simple and use a pencil to first draw their picture! 3. The students will raise their hand when they are completely finished drawing their picture. A teacher will check their work to make sure that the drawing will not be too

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complex to cover with glue and sand.

4. The student will then choose two or three different colored sand samples to sprinkle over their drawing. 5. Elmer's glue will be available for all students to trace over their pencil drawings. This will make the sand paintings appear 3-D so that the colored sand will stick to the drawing. The teacher will model how to sprinkle the sand over the glue to ensure that the students understand the process of completing the sand painting. 6. When the students finish their sand painting they will be instructed to place their artwork in the back of the room to dry.

Differentiation To help differentiate instruction for all students, the teacher will show multiple pictures of sand paintings to the class before they make their own sand paintings. The teacher will model how to tell a story from a sand painting by using clues in the pictures and colors in the painting. It will also be important for the teacher to model exactly how she wants the students to place the glue and sand on their drawings to ensure the most clean and easy process of completing the project.

Classroom Management The students will be working on their art projects individually and the teacher will be walking around the classroom to make sure the students are working with expected behavior. Because the students are working with glue and sand, there are many opportunities for the classroom to become messy. If necessary the teacher will use the phrase "hands, eyes" to get the students attention to stay on task. The rain stick will also be used throughout the lesson to help signal the students to stop what they are doing and pay attention to the upcoming directions. To ensure that clean-up runs efficiently, the teacher will dismiss one group at a time to clean up their materials and work area.


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Guest Speaker: StorytellerMrs. Jones/Mrs. Schmidt- Grade 3

School of Education The College of New Jersey

Essential Question- Why was storytelling important to the Native Americans?

Standards- NJ CCCS 6.1.4.D.13: Describe how culture is expressed through and influenced by the behavior of people.- CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.- CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.- CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


SWBAT retell the important parts of a story through words and pictures.

After listening to the story told by a professional storyteller, the students will be instructed to list the most important details from the beginning, middle, and end of the story. Once the students retell the story in words, they will be able to illustrate each part of the story to create a visual representation of the story.

Materials Storyteller: Denise McCormack; NJ Storytelling Network Storytelling Props Construction Paper Markers Crayons Pencil

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Prior Knowledge The students will have an understanding of Native American tribes. They will be familiar with general information on Native Americans, including their customs and traditions. The students will have read multiple stories on their own that may include but not be limited to different myths, folktales, and poems.

Lesson Beginning Prior to the guest speaker arriving, the students will be reminded of their expected behavior when an outside guest is a visitor in the classroom. As a class, the students will brainstorm any questions they may have for the storyteller. The students will also be reminded to pay close attention to the story, so that they are able to retell the story to their friends and family like the Native Americans would do in the past.

Instructional Plan 1. The storyteller, Denise, will be telling a story to the class about Native Americans. She will give the students any background information that is needed for their understanding of the story. 2. After the story is told, Denise will ask the students if they have any questions or comments on the story. Time will then be given for a short discussion on the Native American story. 3. After the storyteller finishes the discussion, the students will say goodbye and thank her for her time and consideration for coming to our classroom. The students will stay at the carpet and wait for further instructions for the following activity. 4. The students will be instructed to write the main idea/topic from the beginning, middle, and end of the story. 5. The students will fold a large piece of construction paper into thirds labeling each section: beginning, middle, and end. 6. After the students have folded and labeled their paper, they will be allowed to write their short summary for each part of the story. Before continuing to their illustration, the student must raise their hand to have their writing checked. 7. Once a teacher okays the student's writing, they may illustrate and color their drawing to represent the words they wrote about the story. The words and pictures will help the students remember the important key parts of the story so they can retell the story to a family member or friend.

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Differentiation After listening to the story the students are instructed to write and illustrate the main points in the story. The variation in the writing and illustrating will provide the opportunity for students to excel in one area or another.

Classroom Management The students will be reminded what is expected of them while there is an outside guest in the classroom. They will sit on the carpet while giving the speaker their undivided attention during the telling of the story. While the students are working on their own retelling of the story, the teachers will be walking around the classroom to ensure that all students are working and staying on task.

Closure The students will be given the opportunity to show and share their story as if they were the storyteller. The teacher will ask for any volunteers who would like to stand in the front of the room and show the class their illustration while retelling the story in their own words. This will help assess the student's understanding of the story and their ability to summarize.

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Culminating Activity:Native American Feast Day



Essential Questions:• What did Native Americans eat?• What have we learned?


behavior of people.• NJ CCCS 6.1.4.D.20: Describe why it is important to understand the perspectives of

other cultures in an interconnected world.



SWBAT share what they have learned about Native Americans with their parents.

In the beginning of the culminating activity, the class will give a short presentation to their parents, highlighting what they have learned over the last two weeks. Students will also display their work for parents to view.

SWBAT describe the types of food Native Americans ate.

At the feast day, there will be foods such as popcorn, trail mix, tipis (made out of ice cream cones), tortilla chips, and cupcakes decorated to look like oceans, fish, and the Plains.

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Materials• Classroom Decorations: Table Coverings, Feather Headdresses• Student Work: Writing Samples, Art Pieces• Native American Foods• Plates, Cups, Napkins

Prior Knowledge Students will be sharing what they have learned from the Native Americans unit with their parents.

Lesson Beginning The Feast Day will begin around 11:30 with all of the students in the front of the classroom, wearing their headdresses. Each student will say a short line about what they have learned. The teacher will play Native American tribal music in the background. Instructional Plan 1. After the opening presentation, the students and parents will be invited to walk around the room and the hallway to look at students’ work. 2. Once the parents have seen all of the work, the teachers will lay out the food on the back table. 3. Parents and students will be able to pick up some snacks. The parents and children will be able to relax together while they eat. The students will casually talk among themselves and their parents about what they have learned. 4. Parents will leave around 12:30. 5. The teacher and students will clean up the classroom before the class leaves for recess and lunch at 1:00.

Closure The Feast Day will serve as the closure to the Native American unit. The students will share what they have learned, showing the teacher and their parents the knowledge they have acquired from the last two weeks.

Differentiation Each student will be given a line or two to say to their parents in the opening presentation. All of the students will have their lines written down for them and if they need to use it during the presentation, they can.

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Classroom Management The students and parents will be instructed to move around the classroom looking at students work. To get the students’ attention back, the teacher will use a saying such as: “Hocus, pocus, everybody focus,” or “Macaroni and cheese, everybody listen please,” or “Hands, eyes” or “When I say ‘Native‘ you say ‘American.’” The teacher will also be using a rain stick that has been made as a signal for students to stop what they are doing and pay attention. It will also be used as a signal that a Native Americans lesson is beginning.

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Assessment

Part 1: Fill in the Blank. Use the word bank to complete each sentence. Each word will be used only once.

1. Anything found in nature that helps people live is a _________________________.

2. The great provider for the Cheyenne Native Americans was the _______________________.

It provided them with food and material for clothing and shelter.

3. The Kwakiutl used these to build their homes and other objects. _______________________

4. A story that tells something about the world is called a _______________________.

5. An art created by the Navajo out of pieces of crushed rocks and plants was called

_________________________________. It was used to tell a story.

6. The Kwakiutl carved __________________________ out of wood. They were decorated with

pictures of animals and other figures.

7. The Navajo created blankets and clothing out of wool using a process called

________________________.

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Natural Resource Totem Pole Myth Weaving

Buffalo Sand Painting Cedar Trees

Part 2: Matching. Match the tribe to the type of house the people built. Write the letter of the correct answer on the line next to the tribe.

_____ 1. Cheyenne A. Plank House- a house built out of planks of cedar wood

_____ 2. Navajo B. Tipi- a cone shaped tent that was easy to put up and take down

_____ 3. Kwakiutl C. Hogan- a house made out of a wooden frame covered with clay

Part 3: Open-Ended. Answer each question using complete sentences. If you need more space, you can write on the back of the page.

1. How were the three tribes (Kwakiutl, Cheyenne, Navajo) the same? How were they different? Include one similarity and one difference.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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2. Give an example of how one of the tribes (Kwakiutl, Cheyenne, or Navajo) used their environment to meet their needs.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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______________________________________________________________________________

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Guest Speaker

The guest speaker for the Native American unit will be Denise McCormack, a storyteller.

She is a member of the New Jersey Storytelling Network. She presents storytelling programs to

schools, libraries, and other locations which include traditional tales, classic literature, and

myths. In our third grade class she will be telling a Native American myth or folk tale. By

having a storyteller come in to the class, we hope to emphasize the importance Native Americans

placed on stories and folk tales to the students.

Denise McCormack’s Webpage: http://njstorynet.org/wpnjstory/denise-mccormack

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Home/School Connection

The home and school connection aspect of this unit will take place during the unit’s

culminating activity. For the culminating activity, parents will be invited into the classroom for a

Native American Feast Day. The Feast Day will include a short presentation by the class

describing what they have learned, decorations which the students will help to create, and the

students’ work from the Native American lessons will be on display for the parents to see. There

will be writing samples, totem poles, woven pieces, and many more items for the parents to

view! Of course there will be food at the Feast Day as well. Some of the food will include

popcorn, trail mix, tipis (made out of ice cream cones), tortilla chips, and decorated cupcakes.

Parents will also be invited to bring in food if they so choose.

Two letters will be sent home to the parents. The first will be a letter of introduction,

explaining to the parents that there will be two students teachers in the room, full-time for two

weeks. It will also address the unit topic. A second letter will be sent home inviting the parents

to attend the “B-6 Native American Feast Day.”

The Student Activity Book will also serve as a home/school connection. The activity

pages in the book will allow the parents to see what their children are being taught about Native

Americans in school. There are reading passages with differentiated questions, creative activities

such as drawing and poetry, a word search, and vocabulary practice. All of the pages in the

activity book are additional materials for the students which may not be directly addressed

during the teaching of the unit. This book will be used to supplement what the students are

learning in class.

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Dear Families,

We would like to introduce ourselves as your child’s student teachers. Our names

are Kelli Schwerdt and Kaitlyn Conley and we have been working with the class for the past

eight weeks! Beginning on April 19, 2013 we will be in the classroom everyday for a two

week period. We are very excited to become more involved in your child’s education. We

hope to provide the students with useful information and create a fun learning

environment for them. We will be conducting a social studies unit that will focus on Native

American tribes.

We know that this will be a difficult time for everyone with Mrs. Jones leaving, but

we are hoping to make the transition as easy as possible for the children. We will be in the

classroom everyday until May 2, 2013. We will be with the students during Mrs. Schmidt’s

first two weeks. Our everyday presence in the classroom will hopefully provide some

consistency for the class.

On May 2nd, we are planning a fun culminating activity to celebrate the student’s

accomplishments. We would like to invite parents into the classroom for a Native

American Feast. There will be food provided for everyone and the students’ work will be

on display as well. We will send another invitation regarding this event as the date gets

closer.

If you have any questions, please feel free to contact either one of us!

We look forward to seeing you soon!

Sincerely,

Kelli Schwerdt and Kaitlyn Conley

Contact Information

Kelli Schwerdt: 908-675-2304 Kaitlyn Conley: 609-760-9460

[email protected] [email protected]

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mailto:[email protected]




Please Join the B-6 Tribe for a Native American Feast Day!

You are invited to join the class on Thursday, May 2, 2013 at 11:30 a.m. for a Native

American Feast! There will be food to represent each of the three tribes we have

been studying: the Kwakiutl, the Cheyenne, and the Navajo!

The students’ work will also be on display so you can see what they have been working

on for the past two weeks!

Please let Miss Schwerdt or Miss Conley know if you will be attending!

If you would like to bring something in, let us know what you wish to bring.

(It is not mandatory to bring something!)

Thank you and we hope to see you soon!

- Miss Schwerdt and Miss Conley

Contact Information

Kelli Schwerdt: 908-675-2304 Kaitlyn Conley: 609-760-9460

[email protected] [email protected]

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Appendix A: Student Activity Book

Appendix B: Supplemental Worksheets and Rubrics

Appendix C: Book List and Annotated

Bibliography

Native American Booklist

1. Moccasin Thunder: American Indian Stories for Today by Lori Marie Carlson This is a collection of many Native American short stories. It will be used as a part of the classroom library table to reinforce the importance of storytelling and folklore to their culture.2. Shi-Shi-Etko by Nicola I. Campbell This is the story of a little Native American girl who is going to be leaving her home to attend a residential school. Before she leaves, her family members share valuable lessons with her that they want her to remember. This shows the values of Native Americans.3. Jim Thorpe’s Bright Path by Joseph Bruchac This is a biography of a Native American athlete named Jim Thorpe. It focuses on childhood and his journey to becoming an Olympic gold medalist. Non-fiction will be a good addition to the library table and this will probably be interesting to the boys in the class especially.4. How Chipmunk Got His Stripes: A Tale of Bragging and Teasing by Joseph Bruchac This is another Native American myth. This one will be important to include in the classroom library table because it addresses bragging and teasing. This will be a good connection to the harassment, intimidation, and bullying which are essential themes for all students to be aware of.5. Little Firefly: an Algonquian Legend by Vic Warren This is a retelling of a Native American legend. Again, it will be emphasizing the importance of myths and legends for Native American culture. It also includes historical information about the Algonquian tribe. This is not a tribe we will be directly teaching about so students may want to learn more about other tribes on their own.6. Pushing Up the Sky: Seven Native American Plays for Children by Joseph Bruchac This is a book of seven Native American plays. This introduces the topic of drama for students. It also tells stories in a different format than a traditional story. It will be interesting for students to read a book they are not always exposed to.7. Do All Indians Live in Tipis?: Questions and Answers from the National Museum of the

American Indian, compiled by the National Museum of American Indian, Smithsonian Institution

This is a non-fiction text of short stories and ideas about Native American culture. We are planning to use this book as an introduction to each lesson each day. There are many themes addressed in this book which can be connected to our daily lessons.8. A Boy Named Beckoning: The True Story of Dr. Carlos Montezuma, Native American Hero

by Gina Capaldi This is a non-fiction story about a Native American boy who faced many challenges in his life. He was able to overcome those conflicts and become a doctor.9. The Bear Says North by Bob Barton This book consists of many short tales from the Northern Land Indians. It is a collection of folk and fairy tales. This will give the students exposure to different genres of literature.

10. Coyote Walks on Two Legs by Gerald Hausman This story tells many tales of a trickster coyote. It is a book of Navajo myths and legends. The Navajo are one of the tribes the unit will be focused on and this book will give the students an opportunity to learn more about the Navajo beliefs and culture.11. Lord of the Animals by Fiona French The story focuses on the main character, the coyote. The illustrations in the book feature bold colors and geometric designs and shapes based on those found in Native American pottery. It is also a creation myth. Creation myths are often fascinating to read because they allow the reader to compare their idea of creation with the beliefs of another culture.12. Crazy Horse’s Vision by Joseph Bruchac This book tells the story of a brave Native American boy as he grows up to be a warrior. The illustrations in this book are in the traditional style of Plains Indians. The Plains Indians, specifically the Cheyenne, will be addressed in the unit.13. Squanto’s Journey by Joseph Bruchac This is the story of the first Thanksgiving and how the settlers came to America. Although Thanksgiving will not be covered in the course of this unit, it is probably what the students think about when they think about Native Americans. 14. The Cheyennes by Virginia Driving Hawk Sneve This book can help students to understand the history and lifestyle of the Cheyenne Indians. The author of this book describes the tribe’s history, structure, social life, art, and ceremonies.15. First People by David C. King This is an excellent book to reference many different Indian tribes. This book provides history for almost all of the known Native American tribes and it is set up in a visually appealing way. This is a book students will be interested to read.16. Children of the Longhouse by Joseph Bruchac This novel is based on the Mohawk Indian tribe and traditions. It is a chapter book that tells the story of eleven-year-old twins who are caught up in a rivalry with older boys. This story also incorporates the sport lacrosse, which was introduced by these Native American Indians. Including some chapter books with the library table will be a way of differentiating instruction.17. Eagle Song by Joseph Bruchac This story is written by an Abenaki Indian, Joseph Bruchac. He has written many other books on the Native American lifestyle. This story is about taking pride in who you are and accepting that everyone is different. This book will help students relate to how the Native Americans feel, and the struggles they go through.18. First Came the Indians by M. J. Wheeler This book includes short poems that vividly describe several Native American tribes. The poems are descriptive of six different Native American tribes. This book will allow students to gain more information about the different tribes while also exposing them to poetry.

19. From Sea to Shining Sea (textbook) Houghton Mifflin Social Studies This is the main Social Studies textbook we will be working with. It deals with three main tribes: the Kwakiutl, the Navajo, and the Cheyenne. It focuses on the culture of each tribe and their interactions with the environment.20. The Warriors by Joseph Bruchac This chapter book is about an Iroquois boy who has to move from his home to Washington D.C. It will help students to think about cultural differences and similarities. It also focuses on the game of lacrosse which was popular with some Native American tribes. Including some chapter books with the library table will be a way of differentiating instruction.21. Skywoman: Legends of the Iroquois by Joanne Shehahdoah and Douglas M. George This is a book of legends that the Iroquois Native Americans believed. The legends are typically short and they each have a particular theme. This will allow students to see the different aspects of life the Iroquois found to be important.22. The Cheyenne Indians by Liz Sonneborn This is a nonfiction text that will give students more detailed information about the Cheyenne tribe. The Cheyenne will be taught in the unit, but if the students are really interested in this particular tribe they can learn more about them from this book.23. The Iroquois: A First American Book by Virginia Driving Hawk Sneve! This book will help students understand the history and lifestyle of the Iroquois Indians. The author of this book describes the tribe’s history, structure, social life, art, and ceremonies of the Iroquois Indians.24. The Navajos: A First American Book by Virginia Driving Hawk Sneve This book will help students understand the history and lifestyle of the Navajo Indians. The author of this book describes the tribe’s history, structure, social life, art, and ceremonies of the Navajo Indians.25. Buffalo Woman by Paul George This book is based on a legend of the relationship between men and animals. Students can make connections to the relationship between the Cheyenne Native Americans and the buffalo, which they will be learning from the unit.

my native native americans americans book unit · the navajo raised livestock such as sheep, the...

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