Brittany Kollmer EDU 685 Unit Plan Native Americans Gallaudet University

This unit is created based on the New York State Standards for fourth grade students. It will focus on the first inhabitants of present day New York, specifically the Iroquois. The unit will consist of five lessons, taught one per day over the five day school week. On Friday, our final lesson will be held at the National Museum of the American Indian in New York City.

The standards used to create goals and objectives for this lesson were taken directly from the New York State Common Core Social Studies Framework (grades k-8) and the English Language Arts Core Curriculum (prekindergarten12th grade).

4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking groups, inhabited the region that became New York. Native American Indians interacted with the environment and developed unique cultures. (NCSS Standards: I. Culture, III. People, Places, & Environments, V. Individuals, Groups, & Institutions) A. Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing, and shelter. Students will examine the locations of early Native American groups in relation to geographic features, noting how certain physical features are more likely to support settlement and larger populations. Students will investigate how Native Americans such as the Iroquois (Haudenosaunee) and the Algonquian- speaking peoples adapted to and modified their environment to meet their needs and wants. B. Native American groups developed specific patterns of organization and governance to manage their societies. Students will compare and contrast the patterns of organization and governance of Native American groups such as the Iroquois (Haudenosaunee) and Algonquian-speaking peoples, including matrilineal clan structure, decision-making processes, and record keeping with a focus on local Native American groups. C. Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.
For this document, the term Native American is used with the understanding it could say American Indian. Grades K8 Page 51

Students will examine Native American traditions and ceremonies; job specialization; the roles of men, women, and children in their society; transportation systems; and technology. Students will examine contributions of Native Americans evident today.

Standard 1: a. Students will read, write, listen, and speak for information and understanding. b. Ask clarifying questions c. Summarize d. State a main idea with supporting examples and details e. Explain a line of reasoning f. Present a short oral report, using a variety of sources g. Speak loudly enough to be heard by the audience h. Use gestures appropriate to convey meaning i. Use complete sentences, using age- and content-appropriate vocabulary j. Use logical order in presentations

Daily Schedule

Monday

8:00-8:20 Pre-assessment

8:20-8:50 Introduction and read Encounter

8:50-9:05 PowerPoint

9:05-9:25 Online activity

9:25-9:45 Discussion/Wr ap-up

Tuesday

8:00-8:10 Introduction and family discussion 8:00-8:10 Introduction and family discussion 8:00-8:05

8:10-8:35 Power Point 8:10-8:15 Pick groups 8:15-8:30

8:35-8:55 Writing assignment 8:15-9:15 Research

8:55-9:00 Wrap-up and share 9:15-9:25 Wrap-up and share 9:30-9:45 Wrap-up 3:15-3:30 Wrap-up and share

Wednesday

8:05-8:15 Power Point 8:10-9:00 Travel

Thursday

Introduction 8:00-8:10 Expectations

Group preparation 9:00-2:00 Museum

8:30-9:30 (flexible) Presentations 2:35-3:15 Post Assessmen t

Friday

1:45-2:35 Travel

Lesson #1 (Monday) Goal: Students will examine geographic and climactic features that influenced early settlements.

Objective (referencing standards 4.2A): Using the website http://iroquoisgroup24.weebly.com/setting-and-location.html, the student will work with a partner to identify a minimum of two key features in the physical environment, two climate conditions, and two ways the environment/climate impacted sources of food with a minimum score of 8 out a possible 9 according to the rubric. 3 The student correctly identifies two or more features of the physical environment. The student correctly identifies two or more climactic conditions. The student correctly identifies two or more ways the climate and or physical environment had an impact on food. 2 The student correctly identifies one feature of the physical environment. The student correctly identifies one climactic condition. The student correctly identifies one way the climate and or physical environment had an impact on food. 1 The student does not identify any correct features of the physical environment The student does not correctly identify any climactic conditions. The student does not correctly identify any ways the climate and or physical environment had an impact on food.

Physical Environment

Climate Conditions

Environment and climates impact on food

PROCEDURES

1. Introduction. After briefly explaining that we will be learning about Native Americans this week, I will administer the pre-assessment (see appendix). After, the lesson will begin. I will get the students attention by projecting an image of an Iroquois chief on the board. I will use this to introduce our next topic of Native Americans. Using this image, I will ask the students about Christopher Columbus, explaining that he in fact did not discover America, as the Native Americans were here long before he arrived. Followed by this brief introduction, I will read the book Encounter by Jane Yolen. This story is told by the perspective of the Tiano, a group of Native Americans who lived in what is now known as San Salvador as Christopher Columbus arrived.

2. Lesson Content. The content for this lesson will be covered using a power point presentation. The presentation does not feed the students much information, but has them use their knowledge about the state that they live in and pictures to make conclusions. The will first talk about what geography they see as important features to live by (power point slide 4). Then we will talk about the Iroquois and where they lived by viewing a map of the USA (power point slides 5 and 6). The last slide before the activity is a map of New York to show the students more specifically where each clan lived and the natural resources that surrounded them (power point slide 7).

3. Lesson/Activity. To meet the objectives, I will be having the students do some of their own research. Using the website provided

(http://iroquoisgroup24.weebly.com/setting-and-location.html), I will have them use computers to read about the Iroquois. They will be told specifically to look at the physical environment and climate conditions, and then address how this impacted what type of food the Native Americans ate. They will write up this information with a partner and upon completion come back to their desks to discuss what information was found. The students will be grouped according to abilities; the students who have a strong social studies foundation will be paired with someone who is still working to develop this foundation. These pairs will be determined using the results from the pre-assessment. It is important to have a final discussion so that I can make sure key points were touched upon and if necessary, explain them more in depth. Key Points: Extreme seasons Blizzards make it hard to gather food Hot summers dry out crops Live near water (Lake Ontario, Lake Erie, Lake Champlain, Hudson River) Most of the land had rich and fertile soil East was forest and good for hunting

4. Wrap-Up. After our group discussion, I will remind the students that we will continue to talk about Native Americans this week, followed by a field trip to the

National Museum of the Native American on Friday. Tomorrow we will be looking at the organizational patterns and governance of the Iroquois.

MATERIALS/TECHNOLOGY: The material and technology that will be used include: an overhead projector, power point presentation, pencils, paper, and computers.

RESOURCE: Who are the Irpquois. Iroquois. Retrieved April 24, 2014, from http://iroquoisgroup24.weebly.com/setting-and-location.html

Lesson #2 (Tuesday) GOAL OF THIS LESSON: Students will learn more about the organization and governance of the Iroquois.

OBJECTIVE (referencing standards 4.2B): The student will write a journal entry from the perspective of someone who is an Iroquois Native America. Their journal will include which clan they are apart of, their role in the clan, how their government works, and how records are kept with a minimum score of 10 out of a possible 12 according to the rubric.

Detail 1

3 The student identifies which Iroquois clan they are apart of.

Detail 2

A minimum of two details about the role of the individual is correctly identified. The governmental structure is clearly and correctly explained. How the Iroquois keep record is correctly identified.

2 The student attempts to identify which clan they are apart of but does not choose an Iroquois clan. One detail about the role of the individual is correctly identified.

1 The student does not identify a clan they are apart of.

Detail 3

The structure of the government is vague. How the Iroquois keep records is attempted but incorrect.

Detail 4

No details are identified or details are incorrectly identified regarding the individuals role in the family. The student does not, or incorrectly writes about the government structure. The student does not identify how the Iroquois keep records.

PROCEDURES: 1. Introduction. To get my students interested, I will start by asking them questions about their family roles. Who does what in the family? Who decided? After, I will explain that today we will be looking more at the Iroquois and the roles of the different people in the clan. 2. Lesson Content. For this lesson I will be using a power point to bring up the topics of clan structure (power point slide 10), government (power point slide 11), decision making (power point slide 12), and record keeping (power point slide 13) of the Iroquois Native Americans. After this lesson students will know more about how the Iroquois function as a group of people. 3. Lesson/Activity. To meet the objective of this lesson, the student will create a journal entry as if they were apart of one of the Iroquois nations. The student will be required to include information on: which clan they are apart of, their role in the clan, the government structure, and record keeping. These requirements will be visible during the activity to remind the students what needs to be included. 4. Wrap-Up. To wrap up this lesson, I will have a few students volunteer to share their journal entries.

MATERIALS/TECHNOLOGY: The materials and technology that will be used include: an overhead projector, a power point presentation, paper, and pencils.

RESOURCES: Engstrom, D. (n.d.). Exploring Northeast Native Americans: The Iroquois. Retrieved April 24, 2014, from http://www.dpsk12.org/programs/almaproject/pdf/theiroquois.pdf The Hodenosaunee: Dawn of Democracy. 500 Nations, 44-52. Retrieved April 24, 2014, from http://hardin3.wikispaces.com/file/view/Scans.pdf

Lesson #3 (Wednesday) GOAL: Students will learn more about one tradition or ceremony of the Native Americans.

OBJECTIVE (referencing standard 4.2c): Using the Internet, students will work in groups of three to research one of the traditions or ceremonies of the Native American societies.

PROCEDURES 1. Introduction. I will first introduce the topic by asking students about traditions or ceremonies their family has. As a group, we will share some of these traditions. I will then explain that we will be learning about some of the traditions and ceremonies of the Native Americans. They will be reminded that these do not only apply to the Iroquois, although some may, these are different traditions and ceremonies used by Native Americans across the country. 2. Lesson Content. The content of this lesson will for the most part by developed by the students. The student will research about one custom or tradition of the American Indians. 3. Lesson/Activity. For this activity, I will have 21 pieces of paper in a hat. Seven ceremonies and traditions will be written, one on each paper. The ceremonies and traditions will be placed in the hat three times, so that the students are randomly grouped into threes, each with a different topic. The students will be told to find their group once they pick a topic. Together they will gather

information that will be presented to the class tomorrow. The topics will include: - Dance - Legends and Myths - Death Ceremonies - Healing Rituals - Pow-Wows - Vision Quest - Lacrosse To meet this objective, students will gather in their groups and begin researching. I will instruct them that I will be walking around the room to help them find information and make sure their websites are legitimate. They will be informed that they can use whatever they need to teach the class about their topic. Poster boards, markers, and glue will be at the front of the class. Students can write information on their poster and print pictures. They will also be permitted to share short video clips. The guidelines I will provide are as follows: - If you have a big topic (dance, legends and myths) describe what they are and then pick one specific dance or legend/myth to focus on. - Make sure you tell the class what your topic is. - What happened during this tradition or ceremony? - What was the reason for this tradition or ceremony? - Who participated?

- Do you know what tribes partook in this tradition/ceremony? - Any additional or interesting information you find - Document where you found your information - Try your best to write in your own words

The students will be given one hour to gather and put together all of their information. They will be told to make their presentation in-depth, as they will have plenty of time to teach the class what they have learned tomorrow. 4. Wrap-Up. To wrap-up the lesson, I will ask each student to share something new they have learned about the traditions and ceremonies of the Native Americans.

MATERIALS/TECHNOLOGY: The materials used for this lesson include: computers, projector, poster boards, glue, and markers.

RESOURCE Native American Rituals and Ceremonies - History and Information - Native American Rituals and Ceremonies - History and Information. Retrieved April 24, 2014, from http://www.legendsofamerica.com/na-cermonies3.html#Peyote%20Worship

Lesson #4 (Thursday) GOALS OF THIS LESSON: Students will learn about six new traditions or ceremonies of the Native Americans. The student will also work to improve their presentation skills.

OBJECTIVE (referencing ELA standard 1g,j): The student will present their information in a logical order and speak with an appropriate tone with a minimum score of 12 out of a possible 15 according to the rubric.

OBJECTIVE (referencing standard 4.2 c): The student will learn more about the customs and traditions of the Native Americans by listening to the presentations of their peers and writing about three new things they learned from one specific presentation with a minimum score of 8 out of a possible 9 according to the rubric. 3 Information was presented in a logical order with an introduction and conclusion. The students voice was clear and acceptable volume throughout the presentation. 2 Most of the information was presented in a logical order but an introduction and or conclusion was not provided. The students voice was clear and an acceptable volume for most of the presentation. 1 The order of the presentation was not logical

Logical Order of Information

Voice Level

The student struggled to use a clear voice with an acceptable volume for the presentation.

Participation

Appropriateness of Content

The student contributed to a fair portion of the presentation. The content provided was in depth.

The student made some contribution to the presentation. The content provided was somewhat in depth.

The student made little to no contribution to the presentation. Very basic information was provided.

Item 1

Item 2

Item 3

3 The student documented an accurate piece of information that was related to one presentation. The student documented an accurate piece of information that was related to one presentation. The student documented an accurate piece of information that was related to one presentation.

2 The student documented information but it was not related to one presentation. The student documented information but it was not related to one presentation. The student documented information but it was not related to one presentation.

1 The student did not document any information or information not related to the presentations. The student did not document any information or information not related to the presentations. The student did not document any information or information not related to the presentations.

PROCEDURES 1. Introduction. I will start the lesson by looking down and speaking in a very low tone. I will ask the students if they think this is an effective way to present information to the class. Today your group will present the information you found yesterday. It is important that the students you are teaching can connect with and understand you.

2. Lesson Content. A brief power point will be shared with the class, reminding them of some dos and donts of a presentation. After this lesson, they will know some effective techniques of presenting information. The power point includes the idea that their information should be shared in a logical matter (power point slide 16), and to speak loud enough for everyone to hear (power point slide 17). After this lesson, the students will also be aware of six more customs and traditions of the Native Americans. 3. Lesson/Activity. Each group will be given 15 minutes to decide what each student in the group will talk about during their presentation, as well as to rehearse. One at a time, each group will come to the front of the class and share their work. At the end of each presentation, the audience will be encouraged to ask questions. The audience will be expected to pay attention to each presentation, as the information shared will give us more insight to the lives of those native to our country. 4. Wrap-Up. As a wrap-up, I will ask each student to take out a piece of paper. Each student will select a presentation (different from their own) and write three things they learned from that specific presentation. After turning in their work, we will review slide 20 from the power point regarding tomorrows field trip.

MATERIALS/TECHNOLOGY: What materials used during this lesson include: a computer, projector, and student work from yesterday.

HOMEWORK: 1. Pack a lunch for tomorrow. Please be on time and remember to dress comfortably! 2. In preparation for our field trip, visit the website below and play Culture Quest. http://nmai.si.edu/exhibitions/infinityofnations/culturequest/

Lesson #5 (Friday) GOAL OF THIS LESSON: Students will use the hands on experience of visiting the National Museum of the American Indian to learn more about Native Americans.

OBJECTIVE (referencing standards 4.2c): Using the Museum of the American Indian, the student will make note of a minimum of two contributions from the Native Americans that are evident today with a minimum score of 5 out of a possible 6 according to the rubric.

OBJECTIVE (referencing 4.2c): Using the Museum of the American Indian, the student will use a list provided to find specific items in the museum and write one fact about the item with a minimum score of 5 out of a possible 6 according to the rubric. 3 A contribution of the American Indians that is evident today is documented. A contribution of the American Indians that is evident today is documented. 2 A contribution of the American Indians is documented. A contribution of the American Indians is documented. 1 A contribution of the Native American is not documented. A contribution of the Native American is not documented.

Contribution #1

Contribution #2

Item Search

3 Student looks for items and finds 5 or more.

Fact

1 Student does not put in much effort and finds 0, 1, or 2 items. Student documents Student documents Student documents a minimum of one a minimum of one few to no facts. fact for each item fact for each item found. found.

2 Student looks for some items and finds 3 or 4.

PROCEDURES 1. Introduction. As students file into the classroom, they will be reminded of the days schedule. We will be taking a field trip! The students will be reminded of acceptable behavior before departure: - We will stay together as a class - The student you sit with on the bus is your buddy - You are to be sure your buddy is with the group - No running or yelling in the museum - Ask lots of questions and be ready to learn! 2. Lesson Content. This trip will provide the students with more visual and hands on information about Native Americans by viewing art, artifacts, and videos. They will be able to seek information that most interests while using a scavenger hunt to keep them on track. 3. Lesson/Activity. To meet the first objective, the student will use any information they have learned at the museum which shows how Native Americans have made contributions to society that are evident today. To meet

the second objective, the students will explore the museum to find different artifacts and document something about each of them (see appendix). 4. Post Assessment. The students will complete the post assessment (see appendix). 5. Wrap-Up. The students will share what they have discovered about the contributions of Native Americans.

MATERIALS/TECHNOLOGY: This material for this lesson will come from The National Museum of the American Indian. Students will need the scavenger hunt and a pencil.

HOMEWORK The students will be asked to write a reflection about their experience at The National Museum. What did you like, what did you learn, do you think next years class should go to this museum?

RESSOURCES: Welcome to the Gallery . (2014). Infinity of Nations. Retrieved April 26, 2014, from http://nmai.si.edu/exhibitions/infinityofnations/ culturequest/ion/#/gallery/contemporary-art Who are the Haudenosaunee? . (2009). Haudenosaunee Guide for Educators . Retrieved April 26, 2014, from http://www.AmericanIndian.si.edu

Appendix

Pre-Assessment: Name: Directions: Circle the best answer or fill in the blank. 1. Where did the Iroquois live? a. Texas b. New York c. Ohio d. Pennsylvania 2. The Iroquois were comprised of six nations, which included (circle) : Seneca Mohawk Apache Cayuga Blackfoot Tuscaroras Oneida Onondaga Chinook Shawnee Date:

3. What is one geographical feature that benefitted them?

4. What type of weather conditions did the Iroquois live in?

5. Who became the chief of the Iroquois clans? a. b. c. d. The eldest female The eldest male The Iroquois did not have chiefs The first son of the chief who dies

6. The Iroquois formed a confederacy because: a. b. c. d. They wanted allies for future invaders For trading purposes To create peace All of the above

7. How did the Iroquois keep records? a. The Iroquois did not keep records b. They painted on rocks using written English c. They used a pictorial system 8/9. Select two traditions or ceremonies of the Native Americans and describe them:

10. What is one contribution of the Native American that is present today?

Post Assessment: Name: Directions: Circle the best answer or fill in the blank. 1. Where did the Iroquois live? Date:

2. The Iroquois were comprised of six tribes, which included:

3. What is one geographical feature that benefitted them?

4. What type of weather conditions did the Iroquois live in?

5. Who became the chief of the Iroquois clans?

6. The Iroquois formed a confederacy because: a. They wanted allies for future invaders b. For trading purposes c. To create peace d. All of the above 7. How did the Iroquois keep records?

8/9. Select two traditions or ceremonies of the Native Americans and describe them:

10. What is one contribution of the Native American that is present today?

Name:

The National Museum of the American Indian: Scavenger Hunt

Item Name 1. Mapuche Kultrung What does it look like? Fact

2. Apsalooke Warriors Robe

3. Kwakwak wakw Headdress

4. Yoeme Deer Headdress

5. Tiwanaku Four- Cornered Hat

6. Kuna Kantule Hat

7. Shipibo Effigy Jar

8. Inuit Womans Parka

Contributions of the Native Americans that are evident today: 1.

2.