Unit Overview:

This unit will introduce students to Native Americans. It will provide an overview of various Native American groups in different geographical locations across America. The unit will progress into an in-depth study of the Wampanoag Indian Tribe, including examining daily family life and how they met their basic needs.  Furthermore, the unit will cover the Wampanoag’s role in helping the Pilgrims and celebrating the first Thanksgiving.

Unit Objectives:

Students will be able to:

·          Explain how Native Americans came to America from Asia.

·          Identify the reasons why Native Americans migrated to North America.

·          Identify various regions of North America on a map.

·          Use north, south, east, and west to navigate around a map.

·          Explain how Native Americans met their basic needs with natural resources.

·          Describe the daily life of the Wampanoag Nation.

·          Explain the role of men, women, and children in a Wampanoag family.

·          Give an accurate description of the first Thanksgiving feast.

·          Explain the role of the Wampanoag Nation in the first Thanksgiving feast.

·          Compare the first Thanksgiving to their own Thanksgiving celebrations.

Unit Calendar:

Week 1

Week 2

Week 3

Best Practices:

·          Organize Materials Before Lessons

Ø       Make sure all photocopies and transparencies are prepared prior to beginning a lesson

·          Give students access to word lists

Ø       Students should be able to see a word wall or have a photocopied word wall at their desk for writing assignments.

·          Have a book collection

Ø       Assemble a collection of books about Native Americans. Keep the books on display, and allow students to borrow them during free time.

Standards:

National Council for the Social Studies Standards:

I.         Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures   address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        a. Construct and use mental maps of locales, regions, and the world that demonstrate

             understanding of relative location, direction, size, and shape.

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes, 

            and photographs.

        h. Examine the interaction of human beings and their physical environment, the use of land,

            building of cities, and ecosystem changes in selected locales and regions.

V. Individuals, Groups, and Identities

        a. Identify roles as learned behavior patterns in group situations such as student, family

            member, peer play group member, or club member.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy KWL Chart (1 per student); (3) Draw a copy of KWL Chart onto chart paper.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Identify things they already know about Native Americans.

·          Pose questions regarding what they want to learn about Native Americans.

Materials: Vocabulary Cards (see attachment); KWL Chart (see attachment); chart paper, markers, large world map.

Procedure:

1.       Display Vocabulary Card “Native Americans” in the front of the classroom. Ask students: Does anybody know who Native Americans are? Give students time to share their ideas.

2.       Tell students: Native Americans were the first people to live in North America. Sometimes Native Americans are called Indians.

3.       Display a large world map in the front of the room. Ask students: Can anybody come show us where North American is? Call a volunteer to point to the map.

4.       Tell students: Raise your hand if you live in North America. Give students time to think. Then tell students: All of your hands should be up in the air, because the United State is part of North America. Point on the map to show students all of North America (United States, Canada, and Central America).

5.       Distribute KWL Chart. Ask students: What do you already know about Native Americans? Write down three or four answers on the chart, and give students time to copy down the answers on their papers.

6.       Ask students: What do you want to learn about Native Americans? Write down three or four answers on the chart, and give students time to copy down the answers on their papers.

7.       Tell students: We will spend the next few weeks answering all of your questions about Native Americans. Collect KWL Charts for use at the end of the unit.

Assessment: Have students turn to a partner and tell them one thing they learned about Native Americans today.

Benchmark or Standards:

National Council for the Social Studies Standards:

III. People Places and Environments

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Native American Migration (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Explain how Native Americans came to America from Asia.

·          Identify the reasons why Native Americans migrated to America.

Materials: Vocabulary Cards (see attachment), Native American Migration (see attachment), current map of the United States, current world map

Procedure:

1.       Display a current map of the United States. Ask students: What do you notice about this map? Guide students to answer states, and cities.

2.       Tell students: Now I am going to show you a map from a long time ago. What do you notice that is the same? What do you notice that is different? Give students time to share their answers.

3.       Tell students: The land is the same on both maps. However, this map is from a long time ago, before this land was our country, The United States of America.

4.       Ask students: Does anybody know who lived here before it was the United States of America? Guide students to answer Native Americans. Display vocabulary card “Native Americans”.

5.       Tell students: Long ago, before Columbus came to America, the people we call Native Americans came here from Asia. Have a student point to Asia on a current map of the world. Ask students: How do you think the Native Americans got here from Asia? Give students a chance to discuss possibilities. Then tell students: There used to be a piece of land, like a bridge, that connected North American and Asia. Point to the location on the map. Continue to tell students: The bridge was made of land and ice. The Native Americans walked across the bridge from Asia. The bridge doesn't exist anymore, because it sunk into the water a long time ago.

6.       Ask students: Why do you think the Native Americans left Asia? Give students time to share ideas.

7.       Tell students: The Native Americans probably came here because they were looking for food. When they arrived in America, they found land where no other people were living. They had the land all to themselves to hunt for food.

8.       Tell students: You just learned a lot of new information. Now I want you to answer some questions about what you just learned. Remember to answer each question in a complete sentence. Distribute Native American Migration.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Teacher should circulate classroom to ensure students’ responses reflect an understanding of the lesson.

Benchmark or Standards:

National Council for the Social Studies Standards:

III. People Places and Environments

        a. Construct and use mental maps of locales, regions, and the world that demonstrate

        understanding of relative location, direction, size, and shape.

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Map of Native American Nations onto transparency paper for the overhead projector; (3) Photocopy Map of Native American Nations (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Identify various regions on North America.

·          Use north, south, east, and west to navigate around a map.

Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), pointer, overhead projector, crayons

Procedure:

1.       Ask students: Who remembers what we talked about yesterday? How did the Native Americans come to North America? Give students time to share ideas.

2.       Ask students: Do you think that the Native Americans all stayed in the same place when they arrived in North America? Give students a chance to make guesses.

3.       Tell students: Remember, the Native Americans came to North America to find food. So they spread out all over the place to find food.

4.       Use a pointer to show students the Pacific Northwest. Display vocabulary card “Pacific Northwest”. Tell students: This is the area where the Native Americans first arrived. Some of the Native Americans stayed in the Pacific Northwest, and some of the Native Americans moved to other areas and formed new groups. We call these groups Nations.

5.       Display vocabulary card “nations”. Tell students: Nations are different groups of Native Americans.

6.       Distribute copies of Map of Native American Nations to students. Instruct students to point to the Pacific Northwest region on their maps and to color that region with a yellow crayon.

7.       Call a student up to the front of the classroom. Tell the student: Point to the Pacific Northwest. Now move the pointer south to the Great Basin.

8.       Display vocabulary card “Great Basin”. Tell the class: The Great Basin was another region of Native Americans. On your maps move south from the Pacific Northwest and color the Great Basin brown.

9.       Continue to call students to the overhead projector, display vocabulary cards, and give directions to color in the remaining regions: Southwest (blue), Plains (green), and Woodlands (orange).

Modifications: For students with special needs, provided one-on-one assistance with identifying regions on the map as necessary.

Assessment: Teacher should circulate classroom to ensure students are following the oral directions and identify regions correctly.

Benchmark or Standards:

National Council for the Social Studies Standards:

III. People Places and Environments

        a. Construct and use mental maps of locales, regions, and the world that demonstrate

        understanding of relative location, direction, size, and shape.

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Map of Native American Nations onto transparency paper for the overhead projector; (3) Photocopy Pacific Northwest Nation onto transparency paper for the overhead projector; (4) Photocopy and assemble Book of Native American Nations (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Use a map to locate where Pacific Northwest Native Americans lived.

·          Explain how Pacific Northwest Native Americans met their basic needs with natural resources.

Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), Pacific Northwest Nation (see attachment), Book of Native American Nations (see attachment), overheard projector, pointer.

Procedure:

1.       Display Map of Native American Nations on overheard projector. Tell students: Yesterday, we learned that Native Americans settled in many different areas after they arrived in North America. Does anybody remember what we call the different groups of Native Americans? Give students a chance to answer nations. Display vocabulary card “nations”.

2.       Tell students: The first Native American nation we are going to learn about is Pacific Northwest. Call a volunteer up to the map to point to the Pacific Northwest. Display vocabulary card “Pacific Northwest”.

3.       Display vocabulary card “needs”. Ask students: Do you remember what needs are? What are our needs? Take student answers and compile a list of three needs on the board (food, clothing, shelter).

4.       Now ask students: Do you think the Pacific Northwest Native Americans had the same needs that we have today? Take a class vote, and then tell students: Yes they did.

5.       Tell students: Let’s think about shelter. If the Pacific Northwest Native Americans wanted to build a house, do you think they could go to a hardware store to buy a hammer, nails and wood to make their house? Give students time share thoughts. Then ask: If they couldn’t go to a store, what did they use to build their houses? Guide students to answer wood from trees.

6.       Display Pacific Northwest Nation on overhead projector, and show students the Longhouse pictures, keeping the other pictures covered. Tell students: The Pacific Northwest Native Americans were very good woodworkers. They used cedar trees to make things, because that was the kind of tree available in their environment. Their houses were called longhouses. They even used nails made of wood to build. Ask students: Why do you think they were called longhouses? Give students time to share responses. Review with students: What were longhouses made from?

7.       Ask students: What do you notice attached to the house in the second picture? Give students time to share, and guide them to answer totem pole. Tell students: The Pacific Northwest Nation constructed totem poles out of wood. They are decorated with family symbols and tell visitors to what family the house belongs and about  the family rank. Display picture of the totem pole from Pacific Northwest Nation on the overheard projector. Give students time to share observations.

8.       Ask students: Does anybody have an idea of what the Pacific Northwest Nation ate? Think about the area they lived. What is it near? Guide students to answer they ate fish because they live near the ocean. Tell students: The ocean was a very important part of their everyday life. They used the ocean to get all of their food. They ate things such as salmon and whales. Display picture of food from Pacific Northwest Nation on the overheard projector. Give students time to share observations.

9.       Ask students: Now we know what the Pacific Northwest Nation did for shelter and food. What other need is there? Guide students to answer clothing. Ask students: What do you think they did for clothing? Give students time to share ideas. Tell students: The Pacific Northwest Nation carved clothing out of cedar trees; the same trees they used to make their houses and totem poles. They carved hats out of bark to shield them from rain and wind. They also wore necklaces with clamshells and beaver teeth on them. Display picture of clothing from Pacific Northwest Nation on the overheard projector. Give students time to share observations.

10.    Tell students: We have learned that the Pacific Northwest Nation used trees, the ocean, and animals to meet their needs. These are all natural resources. Display vocabulary card “natural resource”. Explain to students: Natural resources are things people use from the land. Wood was a natural resource, because it came from the land and the Native Americans used it to build homes and make clothing.

11.    Ask students: Do you think wood is still a natural resource for us today? Guide students to answer yes because we still use wood to build our buildings.

12.    Tell students: You have learned a lot of information about the Pacific Northwest Nation. Now you are going to get your very own book to record all of it. Distribute Book of Native American Nations to each student. Instruct students to put their names on the covers and then to complete page one. At the bottom of the page instruct students to write one thing they learned in a complete sentence. Leave Pacific Northwest Nation displayed on the overheard projector for students to see while working.

13.    Collect books for use the following day.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Map of Native American Nations onto transparency paper for the overhead projector; (3) Photocopy Great Basin Nation onto transparency paper for the overhead projector; (4) Photocopy and assemble Book of Native American Nations (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Use a map to locate where Great Basin Native Americans lived.

·          Explain how Great Basin Native Americans met their basic needs with natural resources.

Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), Great Basin Nation (see attachment), Book of Native American Nations (see attachment), overheard projector, pointer.

Procedure:

1.       Display Map of Native American Nations on overheard projector. Tell students: Yesterday we learned all about the Pacific Northwest Native Americans. Can anybody tell me something you learned about them? Give students time to share answers.

2.       Tell students: Today we are going to learn about the Great Basin Native American Nation. Display vocabulary card “Great Basin”.

3.       Display Map of Native American Nations on the overheard projector, and call a student up to point out where the Great Basin Nation was located.

4.       Tell students: The Great Basin Native Americans had to meet their needs just like the Pacific Northwest nation. Let’s think about how their life might have been. The Great Basin region is a desert. Who can tell us what a desert is? Allow students time to give ideas, and then tell them: A dessert is an area with very little water.

5.       Continue to tell students: Only certain animals and certain plants can grow with little water in a desert. The Great Basin Native Americans were always moving around in order to find that food. Display vocabulary card “nomad”. Tell students: A nomad is a person that is always moving and never stays in one place.

6.       Display Great Basin Nation on overhead projector, and show students the picture of Great Basin housing. Tell students: The Great Basin Nation lived in houses that looked like tents. They had to have shelter they could pick up and take with them because they were nomads who were always on the move.

7.       Tell students: Let’s move onto food. We know the Great Basin Nation was in the desert. Does anybody have a guess how they got their food in the desert? Give students time to make guesses. Then tell students: The Great Basin Nation gathered their food. That means they collected whatever plants and nuts they could find to eat. They also hunted small animals, such as rabbits. Show students the food picture on the overheard projector.

8.       Ask students: Now we know what the Great Basin Nation did for shelter and food. What other need is there? Guide students to answer clothing. Ask students: What do you think they did for clothing? Give students time to share ideas. Tell students: The Great Basin Nation used rabbit skin or rabbit hide to make their clothes. Display vocabulary card “hide” and tell students: Hide is another word for skin. Show students the clothing picture on the overhead projector.

9.       Tell students: One more important part of the Great Basin Nation is basket-making. They were experts at weaving baskets. Since they lived in the desert, they needed to catch and save water whenever they found it. So they used baskets to store water. They also used baskets to store all the  food they gathered. Show students the basket picture on the overhead projector.

10.    Tell students: You have learned a lot of information about the Great Basin Nation. Now you are going to record this information in your book. Distribute Book of Native American Nations from the previous day. Instruct students to complete page two. At the bottom of the page instruct students to write one thing they learned in a complete sentence. Leave Great Basin Nation displayed on the overheard projector for students to see while working.

11.    Collect books for use the following day.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Map of Native American Nations onto transparency paper for the overhead projector; (3) Photocopy Southwest Nation onto transparency paper for the overhead projector; (4) Photocopy and assemble Book of Native American Nations (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Use a map to locate where Southwest Native Americans lived.

·          Explain how Southwest Native Americans met their basic needs with natural resources.

Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), Southwest Nation (see attachment), Book of Native American Nations (see attachment), overheard projector, pointer.

Procedure:

1.       Display Map of Native American Nations on overheard projector. Tell students: Today we are going to learn about the Southwest Native American Nation. Display vocabulary card “Southwest”.

2.       Display Map of Native American Nations on the overheard projector, and call a student up to point out where the Southwest Nation was located.

3.       Tell students: The Southwest Native Americans had to meet their needs just like other Native American nations. Let’s think about what their life was like. Give students time to share ideas.

4.       Tell students: One of the biggest tribes in the Southwest region was the Pueblo Nation. Many of you might have heard of the Pueblos. We are going to learn about them today. Display vocabulary card “Pueblo Nation”. Tell students: The Pueblo Nation is the biggest tribe in the Southwest region.

5.       Continue to tell students: The Pueblo Tribe built homes called Adobe Houses. Display Southwest Nation on the overheard projector and show students the adobe house picture. Continue to tell students: Adobe is clay. The Southwest Native Americans baked this clay into hard bricks to build homes. Adobe houses were more like apartment buildings. Many families lived inside one house. What do you notice about this house? Give students time to share observations.

6.       Ask students: Does anybody have a guess how the Pueblo Native Americans got food? Give students time to share ideas, and then tell them: Pueblo Native Americans were farmers. They mostly grew corn and beans. Men also hunted buffalo. Show students pictures of Southwest food on the overheard projector. Explain to students: Corn was very important to the Pueblo diet. They ground the corn into a meal that used like flour. Give students time to make observations about the pictures.

7.       Tell students: Pueblo Native Americans also used buffalo for their clothing. Does anybody remember the name for buffalo skin? Give students time to answer hide and display vocabulary card “hide”. Show students picture of clothing on overhead projector, and give them time to make observations.

8.       Tell students: The last important thing we will discuss is pottery. The Pueblo Native Americans were experts at making pottery. They made their pottery from clay, and used it for storing water and for cooking. Show students the pottery picture on the overhead projector, and give them time to make observations.

9.       Tell students: You have learned a lot of information about the Southwest Nation. Now you are going to record this information in your book. Distribute Book of Native American Nations from the previous day. Instruct students to complete page three. At the bottom of the page instruct students to write one thing they learned in a complete sentence. Leave Southwest Nation displayed on the overheard projector for students to see while working.

10.    Collect books for use the following day.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Map of Native American Nations onto transparency paper for the overhead projector; (3) Photocopy Plains Nation onto transparency paper for the overhead projector; (4) Photocopy and assemble Book of Native American Nations (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Use a map to locate where Plains Native Americans lived.

·          Explain how Plains Native Americans met their basic needs with natural resources.

Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), Plains Nation (see attachment), Book of Native American Nations (see attachment), overheard projector, pointer.

Procedure:

1.       Display Map of Native American Nations on overheard projector. Tell students: Today we are going to learn about the Plains Native American Nation. Display vocabulary card “Plains”. Call a student up to point out where the Plains Nation was located.

2.       Tell students: The Plains Native Americans had to meet their needs just like other Native American nations. Let’s think about what their life was like. Give students time to share ideas.

3.       Tell students: The Plains Native Americans lived in grassland. Buffalo were very common in this area, and the Plains Native American hunted buffalo. They used buffalo for food, clothing, and shelter.

4.       Continue to tell students: The Plain Native Americans built homes called teepees. Display Plains Nation on the overheard projector and show students the teepee picture. Ask students: What do you know about teepees? Give students time to share ideas. Continue to tell students: Teepees were made out of buffalo hide and pine trees. Long poles from pine trees made up the frame. And the frame was covered with buffalo skin. They left a hole at the top for smoke to come to out when they were cooking, like a chimney. The hole could be closed up in bad weather. Large teepees used as many as twenty buffalo hides to make. Give students time to make more observations.

5.       Ask students: Does anybody have a guess how the Plains Native Americans got food? Give students time to share ideas, and then tell them: Plains Native Americans hunted buffalo. That was their main source of food. They also gathered vegetables that grew wild such as onions and turnips. Show students picture of buffalo on overhead projector, and give them time to make observations.

6.       Tell students: Plains Native Americans also used buffalo for their clothing. Show students picture of clothing on overhead projector, and give them time to make observations.

7.       Tell students: The last important thing we will discuss is quillwork. Does anybody know what a quill is? Give students time to make guesses, and then tell them: Quills are the spikes on porcupines. Plains women would die the quills and then embroider or sew them onto clothing and baskets. Only certain women were trained to do this, and it took them years to learn. Show students the quillwork pictures on the overhead projector, and give them time to make observations.

8.       Tell students: You have learned a lot of information about the Plains Nation. Now you are going to record this information in your book. Distribute Book of Native American Nations from the previous day. Instruct students to complete page four. At the bottom of the page instruct students to write one thing they learned in a complete sentence. Leave Plains Nation displayed on the overheard projector for students to see while working.

9.       Collect books for use the following day.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Map of Native American Nations onto transparency paper for the overhead projector; (3) Photocopy Eastern Woodlands Nation onto transparency paper for the overhead projector; (4) Photocopy and assemble Book of Native American Nations (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Use a map to locate where Eastern Woodlands Native Americans lived.

·          Explain how Eastern Woodlands Native Americans met their basic needs with natural resources.

Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), Eastern Woodlands Nation (see attachment), Book of Native American Nations (see attachment), overheard projector, pointer.

Procedure:

1.       Display Map of Native American Nations on overheard projector. Tell students: Today we are going to learn about the Eastern Woodlands Native American Nation. Display vocabulary card “Eastern Woodlands”. Call a student up to point out where the Eastern Woodlands Nation was located.

2.       Tell students: The Eastern Woodlands Native Americans had to meet their needs just like other Native American nations. Let’s think about what their life was like. Give students time to share ideas.

3.       Tell students: One of the biggest tribes in the Eastern Woodlands region was the Wampanoag Nation. How many of you have heard of them before? Let students share ideas and then display vocabulary card “Wampanoag Nation”. Tell students: Let’s practice saying Wampanoag. It is pronounced WOMP-ah-nog. Give students time to practice.

4.       Continue to tell students: The Wampanoag Tribe built small round houses called wigwams. Display Eastern Woodlands Nation on the overheard projector and show students the wigwam picture. Continue to tell students: Wigwams were very small. The base of the house was a wood frame. The frame was covered in woven sheets of bark. Ask students: What do you notice about this house? Give students time to share observations.

5.       Ask students: Does anybody have a guess how the Wampanoag Native Americans got food? Give students time to share ideas, and then tell them: Wampanoag Native Americans did a little bit of everything. They farmed corn, squash, and beans. They hunted deer and turkey. They also gathered nuts and berries. Show students pictures of Eastern Woodlands food on the overheard projector. Give students time to make observations about the pictures.

6.       Tell students: Wampanoag Native Americans also used deer for their clothing. They made their clothing out of deer hide. The Wampanoag also dressed in beaded belts and headbands. Show students picture of clothing on overhead projector, and give them time to make observations.

7.       Tell students: The last important thing we will discuss is beads. The Wampanoag Native Americans crafted beads out of shells. They used beads like money to buy things. They also made belts and headbands out beads. The belts had very special designs on them that often told the story of family’s history. Show students the bead pictures on the overhead projector, and give them time to make observations.

8.       Tell students: You have learned a lot of information about the Eastern Woodlands Nation. Now you are going to record this information in your book. Distribute Book of Native American Nations from the previous day. Instruct students to complete page five. At the bottom of the page instruct students to write one thing they learned in a complete sentence. Leave Eastern Woodlands Nation displayed on the overheard projector for students to see while working.

9.       Instruct students to decorate the front cover of their book once that they have completed every page. Hang student books in the classroom for the remainder of the Knowing Native Americans unit.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

Introduction: Prior to beginning the lesson: (1) Photocopy I am a Wampanoag Child (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Describe daily life of the Wampanoag Nation.

·          Describe the role of men, women, and children in Wampanoag life.

·          Write a brief story from the point of a view of a Wampanoag child.

Materials: I am a Wampanoag Child (see attachment), pencils, crayons.

Procedure:

1.       Ask students: Who can tell me something you learned about the Eastern Woodland Wampanoag Nation? Give students time to share ideas.

2.       Tell students: Today, we are going to take a closer look at their daily life. We know that the Native Americans spent a lot of their time meeting their needs. In fact, they spent most of their time getting food.

3.       Ask students: Did you know that each person in a Wampanoag Family was responsible for helping to get food? The men did the hunting. Does anybody remember what animals they hunted? Give students time to answer, and continue: The women did the farming. Does anybody remember what kinds of food they grew? Give students time to answer. And the Wampanoag children did the gathering. Does anybody remember what kinds of food they gathered?

4.       Ask students: What do you think life was like for Wampanoag children? Do you think they went to school like you go to school everyday? Give students time to make guesses. Tell students: The children did not have formal school like you do. Instead, they spent time with their elders and learned how to do things by watching them. Girls would stay with their mothers and learn how to farm, cook, and sew clothing. Boys would stay with their fathers and learn how to hunt, build wigwams, and craft bows and arrows.

5.       Ask students: How many of you have learned to do something around your house by watching your parents? Tell me about it.

6.       Tell students: The Wampanoag tribe was always working hard in order to prepare for the winter. They had to grow all of their food in the spring, summer, and fall to make sure they had enough stored up for the winter. They also had to make sure that they sewed enough blankets and clothing to keep them warm though the cold and snowy winter.

7.       Tel students: Wampanoag children had one more important job. They often had to sit in the cornfields to drive away birds and small animals that tried to eat the corn.

8.       Tell students: Even though Wampanoag children had a lot of work to do, they still had time for some fun. They played games with their friends, such as swimming and lacrosse. Running was important in their games because it trained their bodies to be strong  for the hard work they had to do.

9.       Continue to tell students: Wampanoag children didn’t have many toys. But they did have dolls made out of cornhusks.

10.    Ask children: How many of you have a pet? Do you think Wampanoag children had pets? Give students time to make guesses. Tell students: Wampanoag children sometimes had small animals such as skunks and rabbits as pets. They had to watch their pets very closely to make sure they didn’t become someone else’s dinner. Sometimes Wampanoag children even had baby bears as pets. But this got very dangerous when the bears got big!

11.    Tell students: Now you are each going to pretend that you are a child living in the Wampanoag Nation. You are going to write a story about it. Distribute I am a Wampanoag Child. Go over the word bank at the top and tell students: Here are some words you may need to write your story. You do not have to use every word.

12.    Teacher can do an example story on the board.

13.    Give students time to write stories. Circulate the classroom, helping students when necessary. Instruct students to illustrate their story on the second page.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

V. Individuals, Groups, and Identities

        a. Identify roles as learned behavior patterns in group situations such as student, family

        member, peer play group member, or club member.

Introduction: Prior to beginning the lesson: (1) Obtain a copy of Squanto’s Journey: The Story of the First Thanksgiving by Joseph Bruhac; (2) Photocopy Thanksgiving Venn Diagram onto transparency paper for the overhead projector; (3) Photocopy Thanksgiving Venn Diagram (1 per student).

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Give an accurate description of the first Thanksgiving feast.

·          Explain the role of Wampanoag Native Americans in the first Thanksgiving.

·          Relate the story of the first Thanksgiving to their own Thanksgiving celebrations.

Materials: Squanto’s Journey: The Story of the First Thanksgiving by Joseph Bruhac, Thanksgiving Venn Diagram (see attachment), overhead projector.

Procedure:

1.       Tell students: Today we are going to talk about Thanksgiving. Most of you probably already know the story of Thanksgiving. Who was at the first Thanksgiving celebration? Give students time to answer Pilgrims and Native Americans.

2.       Ask students: We have learned about many different Native American groups. Does anybody know which Native Americans celebrated Thanksgiving with the Pilgrims? Give students time to make guesses, and then tell them: Wampanoag Native Americans.

3.       Ask students: Before we begin, I want you tell me what you already know about Thanksgiving? Make a list of students’ ideas on the board. Display vocabulary card “Pilgrim”, and tell students: Pilgrims were people from England that came to North American to live new lives.

4.       Read Squanto’s Journey: The Story of the First Thanksgiving out loud to students. Pause during story to discuss the role of the Wampanoag Native Americans. Make sure students understand the Pilgrims depended on the Wampanoag tribe to survive in North America.

5.       Display vocabulary card “Squanto”. Ask students: Who was Squanto? Give students time so share ideas. Make sure students understand Squanto was a Wampanoag Chief who served as a guide and translator for the Pilgrims.

6.       Display Thanksgiving Venn Diagram on the overhead projector and distribute copies to the class. Instruct students to label the diagram “The First Thanksgiving”, “Both”, and “My Thanksgiving”.

7.       Fill out the diagram together as a class, taking ideas from the students. Make sure students understand that we still do some of the same things the Pilgrims and Native Americans did at Thanksgiving, but many traditions have changed through the years.

8.       Tell students: We will have a chance to talk about the First Thanksgiving again tomorrow.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Direct students to turn to a partner and tell them something they learned today.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

V. Individuals, Groups, and Identities

        a. Identify roles as learned behavior patterns in group situations such as student, family

        member, peer play group member, or club member.

Introduction: Prior to beginning the lesson: (1) Obtain a copy of The First Thanksgiving by Jean Craighead George.

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Give an accurate description of the first Thanksgiving feast.

·          Explain the role of Wampanoag Native Americans in the first Thanksgiving.

Materials: The First Thanksgiving by Jean Craighead George, blank white paper, crayons.

Procedure:

1.       Ask students: What did you learn yesterday about the First Thanksgiving? Make a list of students’ ideas on the board.

2.       Read The First Thanksgiving by Jean Craighead George out loud to students. Pause during story to discuss important details.

3.       Distribute a piece of blank paper to each student. Tell students: I want you to think about everything you just learned about the First Thanksgiving and draw a picture of it. Make sure that you label your picture. If necessary, demonstrate for students on the board how to make a label.

4.       Teacher should circulate the classroom to ensure students are drawing accurate pictures.

Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.

Assessment: Direct students to turn to a partner and tell them something they learned today.

Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

V. Individuals, Groups, and Identities

        a. Identify roles as learned behavior patterns in group situations such as student, family

        member, peer play group member, or club member.

Introduction: Prior to beginning the lesson: (1) Photocopy Native American Assessment (1 per student)

Group Size: Whole Class

Learning Objectives:

Students will be able to:

·          Explain key concepts about magnets.

Materials: Native American Assessment (see attachment), KWL Chart (from Lesson #1)

Procedure:

1.       Tell students: Today, we are going to think about all that we have learned about Native Americans.

2.       Distribute KWL Chart (from Lesson #1). Tell students: Look over your chart and think about the middle column, what you wanted to learn. Did you learn what you wanted to about Native Americans? Give students a chance to answer.

3.       Call on students for ideas to fill in the last column “What I Learned.”

4.       Distribute Native American Assessment and give students time to complete the final evaluation.

Modifications: For students with special needs, student can dictate answers for teacher to write as necessary.

Assessment: Native American Assessment (see attachment)

Benchmark or Standards:

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        a. Construct and use mental maps of locales, regions, and the world that demonstrate

        understanding of relative location, direction, size, and shape.

        b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,

        and photographs.

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

V. Individuals, Groups, and Identities

        a. Identify roles as learned behavior patterns in group situations such as student, family

        member, peer play group member, or club member