Lesson Plan for Native American
Unit
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
SPI's
| 4.1.1 |
Identify pre-Colonial Native American groups (i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, Mississippi Mound
Builders). |
| 4.1.3 |
Determine how various groups resolve conflict (i.e., school,
tribal councils, courts). |
| 4.1.4 |
Examine how Native American Culture changed as a result of
contact with European cultures (i.e., decreased population, spread of
disease, increased conflict, loss of territory, increase of trade). |
| 4.2.1 |
Recognize the concept of supply and demand. |
| 4.3.3 |
Recognize the reasons settlements are founded on major river
systems (i.e., transportation, manmade boundaries, food, and water sources). |
| 4.5.1 |
Identify Native American groups in Tennessee before European
exploration (i.e., Cherokee, Creek, Chickasaw). |
Day 1
- vocabulary
- agriculture
- civilization
- irrigation
- nomad
- Text - Read pages 28-31 "People Arrive in the Americas" & "Civilizations
Develop" (The Mound Builders)
- United Streaming
Native Americans: The First Peoples (21:00)
- On a map of North America have students color the area where the Mound
Builders lived.
- Begin a timeline. (Save to add additional events in future lessons.) Have students mark events for the following events:
- 27,000 years ago First humans came to North America.
- 10,000 years ago Migration across Beringia stopped.
- 9,000 Paleo-Indians began to practice agriculture.
- 3,000-500 years ago Mound Building Civilizations
- Discuss graphic organizer
(Picture Version
http://www.mce.k12tn.net/indians/blueprint/early_civilizations2.htm)
(Word Version
http://www.mce.k12tn.net/indians/blueprint/early_civilizations.htm)
- Artifacts Website
http://www.mississippian-artifacts.com/ Photo
http://www.earthwatch.org/expeditions/kelly/overviewpicturefullinfo.html
- Corn -- Discuss corn being an important food
for the Mound Builders. Make an "ear of corn".
http://www.kidsdomain.com/craft/collage.html
http://www.easyfunschool.com/ThemeFunCorn.html
-
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 2
- Review vocabulary
- agriculture
- civilization
- irrigation
- nomad
- Text - Read pages 32-33 "The Olmec", "The Maya", and "The Aztecs"
Have students color areas
on a map of North America where showing where the Olmec, Maya,
and Aztec lived.
- Write the name of each civilization on the
timeline started in Day 1.
http://www.coreknowledge.org/CK/resrcs/lessons/01_3_LandBridge.pdf
- Discuss graphic organizer
(Picture Version
http://www.mce.k12tn.net/indians/blueprint/early_civilizations2.htm)
The Olmec is known as the Mother of Civilization because it was the region tha
twas home to one of the oldest civilization in the Americas - that of the
Olmecs.
- WordVersion
http://www.mce.k12tn.net/indians/blueprint/early_civilizations.htm)
-
- Complete one activity for each group.
Olmec
Maya
Aztecs
- Read excerpts from Lost Temple of the
Aztecs by Shelley Tanada
-
Aztec Sun Craft Ideas
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 3 Northwest Indians
- Review vocabulary
- agriculture
- civilization
- irrigation
- nomad
- Text - Read pages 36-37
- Color area on North America map where NW Indians lived.
- United Streaming
Native Americans: People of the Northwest Coast (26:17)
Native Americans: American Heritage Series (20:00)
- View NW Indians section of
PowerPoint Presentation
- Assign each student one Native American village to build:
NW Plank house, SW Pueblo, Plains Teepee, Iroquois Longhouse, Seminole Chickee
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 4 Southwest
- Review vocabulary
- agriculture
- civilization
- irrigation
- nomad
- Text - Read pages 38-39
- Color area on North America map where SW Indians lived.
- United Streaming
Native Americans: People of the Desert (28:34)
- View SW Indians section of
PowerPoint Presentation
- Work on Native American village.
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 5 Plains
- Review vocabulary
- agriculture
- civilization
- irrigation
- nomad
- Text - Read pages 39-41
- United Streaming
Native Americans: People of the Plains (26:26)
- Color area on North America map where Plains Indians lived.
- View Plains Indians section of
PowerPoint Presentation
- Reading Rainbow - The Gift of the Sacred
Dog (30 minutes)
- Work on Native American village.
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 6 Eastern Woodlands
1. Review vocabulary
- agriculture
- civilization
- irrigation
- nomad
2. Text - Read pages 44-47
3. Discuss barter (p. 46)
4. Color area on North America map where Eastern Woodlands Indians lived.
5. View Eastern Woodlands Indians
section of
PowerPoint Presentation
6. Work on Native American village.
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 7 Review and Test
1. Chapter 2 Review
2. Chapter 2 Test
3. Presentation of Native American villages.
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 8 The Cherokee
- Vocabulary
- plaza
- council
- settlement
- conflict
- Text p. 54-57 The Cherokee
- United Streaming
Native Americans: People of the Forest (29:22)
- Give students a copy of Cherokee ABC
Coloring Book - Read and discuss
- ...If You Lived with the Cherokee by Peter
and Connie Roop
- Show video from MCE Library Cherokee:
Indians of North America (30 minutes)
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 9 The Chickasaw, Shawnee, and the Creek
1. Review vocabulary
- plaza
- council
- settlement
- conflict
2. Text p. 58-61
3. On a map of Tennessee have
students pinpoint where each tribe (Cherokee, Chickasaw, Shawnee, and Creek)
lived.
Have students memorize the names of the groups of Native Americans that
lived in Tennessee.
3. Barter Activity
http://www.powellcenter.org/uploads/spg02/fieldtrip.html
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Day 10 Review and Test
1. PowerPoint
Native Americans in Tennessee from 1500-1700
2. Chapter 3 Review page 64-65
3. Chapter 3 Test
4. Unit 1 TCAP Test Practice
5. Native American Craft Project
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
White Men
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Sequoyah
- Read Sequoyah : The Cherokee Man Who Gave
His People Writing or Sequoyah: Cherokee Hero (Comprehension Questions)
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Trail of Tears
**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**~~^^~~**
Resources
-
Identify pre-Colonial Native American
groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and
Mississippi Mound Builders).
-
Examine how Native American culture
changed as a result of contact with European cultures (i.e., decreased
population, spread of disease, increased conflict, loss of territory, and
increase of trade.)
-
Identify Native American groups in
Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw).
-
Read and interpret a passage about the
Trail of Tears.
