COURSE SOCIAL STUDIES GRADE LEVEL 3 TITLE NATIVE CULTURE

Content Standards and Objectives

Learning Targets

SS.3.21

• compare and contrast the cultures of the different Native American groups (e.g., source of food, clothing, shelter and products used).

• make historical inferences by analyzing artifacts and illustrations.

• analyze the Native American interactions with others (e.g., other Native American groups, explorers and settlers).

SS.3.22 Explain the impact of the explorers’ (Separatists) travels on Native Americans and the world.

Kinesthetic timeline

T-chart

Completion of Artwork

DSS.3-5.7 Independently complete routines and learning tasks.

Completion of Artwork

Introduction:

Jump Back in Time Game----This game is very simple and illustrates to young students a time line kinesthetically.  Students stand shoulder-to-shoulder in one line.  Have students jump back each time a statement is read. Have them stop and predict what the next statement will be before reading it. The statements are:

Let’s go back in time, 5 years—there are no SMART phones

about 30 years ago –there are no personal computers

about 60 years ago---no interstate highways

about 80 years ago—very few have flown in an airplane

about 120 years ago—first trains carry people

about 210 years ago—horses are the main form of transportation

about 410 years ago—there are no European colonies; this land that is now America is inhabitited by native cultures

about 500 years ago—Native groups lived here

about 1000 years ago—Native groups lived here

about 2000 years ago—Native groups lived here

about 4000 years ago—Native groups lived here

about 8000 years ago--Native groups and their ancestors lived here

Follow activity with discussion about how transportation and settlement have changed over time.  Pose question, “How did European settlers coming to the new land affect the native peoples?”  Have students hypothesize their thoughts in a journal entry. Plan to revisit the journal at the conclusion of this module; allow students to add newly learned information and/or strike-through misconceptions.

Manage the Process:

Each student will complete a T-chart to compare/contrast Native Americans to European colonists.  Information for this activity can be found using the following websites.  Scaffold T-chart completion by using guide sheet entitled: Native Americans and Colonial T-Chart (see below).  Students may work in pairs to be more productive.

NOTE to TEACHER:  Consider bookmarking the following websites since many of the sites have extremely long URLs.
Colonial Williamsburg (basketmaking)  
http://www.history.org/foundation/journal/spring06/basketmaking.cfm

Cherokee Museum (basketmaking)

http://cherokeemuseum.pastperfect-online.com/35361cgi/mweb.exe?request=record;id=0CDE3796-C448-4827-ADBD-365255245220;type=501

Native American Agriculture in Virginia (farming)

http://www.virginiaplaces.org/agriculture/natagri.html

Social Studies for Kids (farming)

http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfood.htm

Oregon State University-- School of Education (schooling)

http://oregonstate.edu/instruct/ed416/ae1.html

Religious Tolerance (religion)

http://www.religioustolerance.org/nataspir3.htm

Social Studies for Kids (religion)

http://www.socialstudiesforkids.com/articles/ushistory/13colonieschurch.htm

You Tube (Cherokee Morning Song)

https://www.youtube.com/watch?v=pXz8QRsxkqo

NOTE:  You may need to contact the technology division at the West Virginia State Department of Education to get YouTube unblocked for the time period you will be needing the video.

Halcyon Days Music (Fiddle Tunes from Colonial America)

http://www.halcyondaysmusic.com/colonialmusic/

Scroll down the page to choose any minuet, air, country dance, fife midi file types.

Stage 2

Native American Story Reading/Artwork depicting aspects of Native Culture

Additional materials needed:  art supplies for painting, drawing, and/or sculpting such as paper, cardboard, clay, glue, paint, colored pencils, etc…

Read together the text of “Why the Owl Has Big Eyes” from the Native American Wisdom website at http://www.angelfire.com/ca/Indian/OwlHasBigEyes.html. Follow the reading with a discussion making sure students understand that the story is from the Native American (Iroquois) culture; that Native Americans used stories to communicate beliefs; and that some stories carried a moral.  Additionally, focus on Native Americans before and during the colonial period. Following the discussion of the story create artwork by painting, drawing, or sculpting that depicts aspects of the story. Use T-Chart created in STAGE 1 to add additional Native cultural practices to the artwork.   Display student work.

Stage 3

Revisit journal entry from introductory activity.  Add to the journal thoughts from the unit.  Strike-through misconceptions. 

Acquisition of Background Knowledge

Suggestion for Utilization of Resource Cited

Colonial Williamsburg
http://www.history.org/foundation/journal/ spring06/basketmaking.cfm

Use this website to gather information about basketmaking by the colonial settlers.

https://www.youtube.com/watch?v=Wf1BogO56T4

Native Cherokee Basket Making video

Native American Agriculture in Virginia
http://www.virginiaplaces.org/agriculture/natagri.html

Discusses Native American farming –FOCUS on primary source information presented in last paragraph that describes Native American farming by a colonist, William Stachey.

Social Studies for Kids
http://www.socialstudiesforkids.com/articles/ushistory/ 13coloniesfood.htm

Discusses farming by colonists.

Oregon State University-- School of Education
http://oregonstate.edu/instruct/ed416/ae1.html

This site discusses formal schooling for colonists and the Native American informal approach to education.

Religious Tolerance
http://www.religioustolerance.org/nataspir3.htm

This website gives general information about different Native groups’ religion.  It starts with Inuit beliefs, but after that section Eastern Woodland is discussed.

Social Studies for Kids

http://www.socialstudiesforkids.com/articles/ushistory/ 13colonieschurch.htm

Discusses European colonists religious beliefs.

Cherokee Morning Song

https://www.youtube.com/watch?v=pXz8QRsxkqo

NOTE:  You will need to contact the technology division at the West Virginia State Department of Education to get YouTube unblocked for the time period you will be needing the video.  This song reflects the music style of the Native.

Halcyon Days Music(Fiddle Tunes from Colonial America)
http://www.halcyondaysmusic.com/colonialmusic/

Scroll down the page to choose any minuet, air, country dance, fife midi file types for European colonists.

Native American Wisdom
http://www.angelfire.com/ca/Indian/OwlHasBigEyes.html

Use in introduction for text of Native American story, “Why the Owl Has Big Eyes.”

Expansion of Knowledge

Suggestion for Utilization of Resource Cited

Cherokee Museum 
http://www.cherokeemuseum.org/

A wonderful site for all things Cherokee.

National Museum of the American Indian
http://www.nmai.si.edu/

The Smithsonian dedicated to the American Indian.

Products, Investigations, and/or Assessments

Artwork, assessed by Artwork Rubric (see below)

Expert

Master

Skilled

Beginner

Comments

Project completed that reflects a great amount of extra effort and skill

Project completed satisfactorily with one added component

Project completed satisfactorily

Project incomplete

Content is accurate and has added components

Content is accurate

Content is largely accurate, but may have one or two inconsistencies

Content has several inaccuracies

Conveys intended message in a novel message using media creatively

Conveys intended message in a novel way

Conveys intended message adequately

Intended message is not clearly conveyed