Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title:The Indian in the Cupboard of America |
Author(s):Donna Moran, Susan Jones |
| Grade Level: 2 Length of unit: approximately 3 weeks |
School Address: Holy Family
School |
| Subject Area: Native Americans |
School Phone/Fax (315)788-7011 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Brainstorm aloud with the children and put on the board what they already know about Native Americans. Further their interest in Native Americans by showing the movie The Indian in the Cupboard
Connection to State Learning Standards
Content Area: Social Studies – Native Americans
Level: 2
| Benchmarks:
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Benchmarks:
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| Standard: SS1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in history of U.S. |
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Standard: ELA 1 Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas, and use knowledge generated from oral, written, and electronically produced texts. |
Unit Theme: Native Americans
| Standard:SS3 Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live, including the distribution of people, places, and environments over the earth. |
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Standard: |
| Benchmarks
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Benchmarks: |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| 4 major tribes of North America according to geographic area
Ways of life of different tribes
Contributions to America |
Art activities
Encarta
Literature Books(see above) Encarta |
Teacher Instruction and Guidance Note Taking Vocabulary Map Work Cooperative Learning
Teacher Instruction Think Aloud KWL Independent Learning Modeling Pair and Share or Independent class presentation
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Read and discuss material in text together Compile a list of vocabulary words to learn. When learned, play Vocabulary Jeopardy. Students will work in pairs or groups to complete worksheets for each literature book read orally
Review through discussion the textbook material Each student will familiarize themselves with computer program before the end of the unit Students will make hogans, teepees, color posters, and paper dolls to illustrate housing, clothing, etc. Use symbol alphabet to write a story about the way of life of one of the tribes studied
Using computer program and class literature books, a matrix chart of 4 major tribes will be made illustrating contributions to American society such as housing, foods, arts, etc. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Compare/Contrast
Read maps
Make models
Research through reading
Write stories |
Direct instruction -Teacher/textbooks Talk aloud/think aloud Computer program Researching through literature Use terminology and handouts Completion of pertinent art projects
Handouts
Art Activities
Literature books and computer programs (including Encarta) will be provided in the classroom Use symbol alphabet handout |
During instruction and activities in class, students will be integrating knowledge about Native Americans in order to contrast and compare tribes and promote an understanding of their influences on our culture
Children will work in pairs or groups to complete map of Native American tribes
Children will construct models of types of housing of Native Americans Children will work in groups or pairs reading books about various aspects of Native American cultures, and also use the computer programs Children will write a story using symbol alphabet about way of life of one of the tribes studied |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Ways of life of different tribes according to geographic area
Native American Contributions |
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Class will read text pages dealing with 4 major tribes and complete a graphic organizer comparing the 4 tribes, make models comparing housing and dress, and locate areas on maps
After reading literature books in class, students will complete a matrix chart classifying the contributions of native American tribes |
| Planning Guide |
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Unit: Native Americans |
Culminating Activity/Children will choose one
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| Culture and contributions of Native Americans
Understand book read Use oral language appropriately to report Make a replica of something used by Native Americans according to directions given |
[X] Decision Making |
Products/Performances 1. Art Project – complete art project. Include a report related to the tribe and be able to explain how your project was made. Teacher approval is needed before beginning. You may get ideas from teacher resources or your own. 2. Book report – pick a book available at either the school library or the local library. Read, write a report, make some illustrations, and also be prepared to report to the class. 3. Map – obtain an outline map of the United States from teacher or make your own. On the map, show the locations of 4 – 6 major tribes of the U.S. Illustrate with pictures of housing, habitat, products made and used, geography of the area. Discuss and explain your map. 4. Poster – complete a poster to illustrate the way of life of one tribe. Include housing, work, family life, habitat and geographic location. Discuss and explain your poster. |
| Criteria for evaluation 1. Completed according to directions and is functional. Understands its use and importance to Native Americans 2. Shows knowledge of book. Write ideas clearly and legibly. Proper grammar, punctuation and spelling. 3/4 Illustrates knowledge of culture, tribes and other details of Native Americans. Can explain. Clear, detailed, attractive, neat. |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements Scale |
Art Project |
Book Report |
Map or Poster |
Written activity sheets and tests |
| Weights |
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| 4 |
Exceptionally attractive and creative. Thorough understanding.of use and importance. Followed directions precisely. Finished on time. |
Thoroughly demonstrates knowledge of book. Expresses ideas clearly and legibly. Uses sentences and a varied vocabulary. Always uses proper grammar, punctuation, caps, and spelling. Finished on time |
Thoroughly illustrates and shows knowledge of tribal customs and ways of life. Precisely detailed and clear map or poster. Exceptionally neat and attractive. Finished on time. |
Score above 93 |
| 3 |
Very attractive and creative. Accurate understanding of use and importance. Followed directions accurately. Finished on time |
Shows accurate knowledge of book. Expresses most ideas clearly and legibly. Uses sentences and a somewhat varied vocabulary. Uses proper grammar, punctuation, caps, and spelling most of the time. Finished on time |
Accurately illustrates and shows knowledge of tribal customs and ways of life. Clear detailed map or poster. Neat and attractive. Finished on time |
Score between 85 - 92 |
| 2 |
Somewhat attractive and creative. Shows some understanding of use and importance. Followed directions most of the time. Finished on time. |
Shows knowledge of book with some inaccuracies. Expresses some ideas clearly and legibly. Uses sentences most of the time, but does not vary vocabulary. Sometimes uses proper grammar, punctuation, caps, and spelling. Finished on time |
Adequately illustrates and shows knowledge of tribal customs and ways of life. Somewhat clear with some details on map or poster. Somewhat neat and attractive. Finished on time |
Score between 76 - 84 |
| 1 |
Lacking in creativity. Inaccurate understanding of use and importance. Did not follow directions. Not finished on time. |
Does not show knowledge of books. Does not express ideas clearly and legibly. Does not always use sentences and does not vary vocabulary. Rarely uses proper grammar, punctuation, caps and spelling. Not finished on time. |
Inadequately illustrates and shows knowledge of tribal customs and ways of life. Unclear, with few details on map or poster. Lacks neatness and attractiveness. Not finished on time. |
Score 75 or below |
NOTE: Rubric or other performance assessment instruments may be used.
SOCIAL STUDIES UNIT – GRADE LEVEL TWO
THE INDIAN IN THE CUPBOARD OF AMERICA
Prepared By: Sue Jones & Donna Moran
Approximate Length: 4 weeks
Class Periods: 30 – 60 Minutes daily
WEEK ONE
Day One: Initiating Activity –
Brainstorm aloud with students using the chalkboard, discussing what they already know and think about Native Americans and their culture. (Time: 30 min.)
Day Two: Movie –
Further students interest by showing the movie, "The Indian in the Cupboard". After the movie discuss again their ideas and knowledge, and what they have learned from watching the movie. (Time: length of movie + 15 Min.)
Day Three: Textbooks –
Read and discuss textbook chapters:
The World and Its People – p. 118-138
Living In Communities – p. 130-151
(Time: 40-45 min.)
Day Four: Vocabulary – Map Work –
Introduce vocabulary list to be used and referred to throughout the unit. Each student receives a copy of the list. Distribute copies of map/worksheet/word find "Where did American Indians Live?" Discuss and complete together. Also complete topographical map outline of U.S. which corresponds with the map showing tribes and the geographical areas in which they lived. (Time: 45-50 min.)
Day Five: Housing –
Discuss Indian housing emphasizing the 4 tribes discussed in the text The World And its People. Use handout "Indian Houses of Long Ago"- teepee (Sioux), adobe village/pueblo (Hopi), longhouse (Seneca/Iroquois), hogan (Navajo). Students will then make their own illustrations of the 4 types of houses. (Time: 30-45 min.)
Items for Assessment: - Week One
a. Participation in brainstorming sessions.
b. Participation in reading of and discussion of textbook chapters.
c. Completion of map/word find "Where Did American Indians Live?"
d. Completion of topographical map outline of the United States.
e. Completion of poster "Indian Houses of Long Ago".
WEEK TWO
Day Six: Spelling/Vocabulary –
Introduce spelling list #1 – a list of 10 words pertaining to Native Americans – practice their spellings and discuss their meanings orally.
Read from worksheet paragraph "About the Tipi" for background information for the students.
Have them illustrate a typical scene from a village with teepees, using outline of teepee scene available as a handout. Next each student will construct a teepee from art poster and decorate it accordingly (see example).
We will then gather them together on a table to make a village - other things may be added as desired. (Time: 40-45 min.)
Day Seven: Spelling/Literature/Art
Distribute spelling list worksheet for spelling list #1. Have students complete and hand in for a grade.
Read "Nannabah’s Friend" from the The Way Of The World reading text.
Discuss Navajo, hogan, and other pertinent vocabulary from the story as well as the theme and character of the story.
Read from the handout "About The Hogan". Then have each student construct a hogan from art paper (see instruction sheet), and gather hogans into a Navajo village.
(Time: 60-80 min., incorporating Art, Social Studies and Reading class periods.)
Day Eight: Indian Clothing
Discuss types of Indian clothing, why, how and from what it was made. Display Indian dolls showing typical clothing. Each student will complete a poster entitled, "Indian Clothing of Long Ago", showing illustrations and facts about Native American clothing and how it was made. Use handouts for outlines.
(Time: 30-40 min.)
Day Nine: Graphic Organizer/Matrix/Vocabulary
Complete graphic organizer using p. 120-125 of textbook The World And its People, Chapter 5 – American Indian Tribes and hand in for a grade.
Using a pocket chart to play vocabulary jeopardy with words from original vocabulary list as well as spelling list #1.
(Time: 30 min.)
Day Ten: Spelling/Literature/Social Studies
Spelling test #1, for a grade.
Read "little Wolf" from People Need People reading text.
Discuss the story and make one or two illustrations for display.
Read rebus story "Kiwa, the Indian Boy" with children, discuss picture writing. Children may color and keep their copies of the story.
(Time: 45 min.)
ITEMS FOR ASSESSMENT – Week Two:
a. Construction of teepees.
b. Construction of Hogans.
c. Spelling worksheet for list #1.
d. Poster "Indian Clothing of Long Ago".
e. Participation in discussion of literature selections read.
f. Graphics organizer "American Indian Tribes".
g. Spelling test #1.
WEEK THREE
Day Eleven: Social Studies/Literature/Spelling
Introduce spelling list #2 - a list of 10 more words pertaining to Native Americans. Practice their spelling and discuss their meanings.
Use "Animals In Our World" picture to discuss what they do and do not know about the buffalo. Refer to page 135 in text The World And its People to familiarize students with Indian uses for buffalo.
Read Where the Buffaloes Begin by Olaf Baker.
Complete mini-booklet "Geography of the Plains".
(Time: 45 min.)
Day Twelve: Literature/Social Studies –
Read Squanto – A Warrior’s Tale. Discuss what is known about Squanto and the pilgrims.
Read Arrow to the Sun – A Pueblo Indian Tale, by Gerald McDermott. Discuss the Indians of the Southwest.
Complete, for a grade, worksheet "American Indian Stories" (Squanto, Arrow To The Sun, Where The Buffaloes Begin).
Have these books available for the students to refer to if necessary.
(Time: 60 min.)
Day Thirteen – Spelling/Vocabulary/Social Studies
Complete worksheet for spelling list #2 for a grade.
Discuss the buffalo and complete, in pairs "Buffalo Pictograph", weight and size of buffalo. Also refer to p. 137 of text The World And its People, for a list of products made from the buffalo.
(Time: 30 min.)
Day Fourteen – Spelling/Social Studies/library
In the library have students find facts and pictures of the buffalo using books, reference books and Encarta or other available sources.
Discuss picture writing as practiced by Native Americans. Distribute copies of sample story and picture writing dictionary to pairs of students to discuss and write their own stories. Students will share stories with other members of the class upon completion of final copies.
(Time: 60 min.)
Day Fifteen: Spelling/Social Studies –
Test on spelling list #2, for a grade.
Divide students into pairs and read, discuss and complete handout,: Native Americans and Horses". Teacher help as needed. Encourage students to use other sources to find additional information on the horse and the Native American.
(Time: 30-40 min.)
Assign individual projects. Students choose project they would like to complete, with teacher approval. Use project book Indian Art Projects. Projects will be due in one week.
ITEMS FOR ASSESSMENT – Week Three:
a. Mini-booklet- Geography of the Plains.
b. Literature worksheet - American Indian Stories.
c. Spelling worksheet for List #2
d. Picture writing stories.
e. Spelling test for List #2.
WEEK FOUR
Day Sixteen: Project Work/Computer Program –
Make available a variety of sources in the classroom and in the library for discovery of information on various tribes and other aspects of Indian cultures, including Encarta.
Load computer program in classroom computers, Native Americans and Their Cultures" and provide each student the opportunity to use the program during the week.
Allow time for work on individual projects.
Make available a large sheet of paper for students to make a class mural of different aspects of Native American culture, using chalk, crayons, markers and/or paint.
(Time: 60 min.)
Day Seventeen: Continuation of Day 16
Day Eighteen: Literature –
Read Brother Eagle, Sister Sky - Chief Seattle Illustrated by Susan Jeffers.
Discuss vocabulary and ideas on board, emphasizing meaning of "Respect Of The World And its People".
Complete question worksheet and discuss.
Distribute drawing paper to make illustrations.
Announce written test for Day 20.
(Time: 45 min.)
Day Nineteen:
Review and discussion day.
Time for work on projects.
(Time: 45 min.)
Day Twenty:
Written unit test.
(Time: 30 min.)
Projects due.
ITEMS FOR ASSESSMENT – Week Four:
a. Participation in mural completion
b. Literature worksheet on Brother Eagle, Sister Sky.
c. Illustrations from Brother Eagle, Sister Sky.
d. Written test.
e. Individual projects.