2011 Native American Studies 500 Nations
Unit Title
Grade Level
Timeframe
Subject or topic area
Summary of unit
500 Nations
11 and 12
Three Weeks
Unit 1 The Ancestors and Clash of Cultures
You know how it is.
People come here and they want to know our
secret of life.
They ask many questions but their minds are
already made up.
They admire our children but they feel sorry for
them.
They look around and they do not see anything
except dust.
They come to our dances but they are always
wanting to take pictures.
They come into out homes expecting to learn
about us in five minutes.
Our homes, which are made of mud and straw,
look strange to them.
They are glad they do not live here.
Yet they are not sure whether or not we know
something which is the key to
understanding.
Our secret of life would take them forever to find
out.
Even then, they would not believe it. (Many
Winters by Nancy Wood)
The concepts most students are familiar with regarding
Native American cultures are Euro-American based. You will
discover the ancient cultures and civilizations from Indian
perspectives through the analysis of visual and literary texts.
American (this includes North, Latin and South America)
Indian cultures span over two millennia before there was
written language. The natural physical environment and
climatic determinants contributed to and influenced the
development of ancient cultures that reflected the natural
ecosystems of the regions they inhabited. The environment
provided materials and resources for domiciles, medicines,
sustenance, and religious beliefs.
Students will learn about the regional environments and
resources, cultures and diversity, adaptation and changes and
conflicts and discrimination in the Pre-European and
European contact times.
Students will also explore the spiritual connection and
Overarching/Essential
Questions
Topical Questions
Established Goals:
(Grade Cluster
Expectations (GCEs) and
Standards)
relationship with nature of the ancient cultures as they study
the Aztec, Inca, Maya, and ancient North American cultures
such as the Anasazi and Mound Builders. They will also
analyze the impact of the “Six G’s –God, gold, greed, glory,
guns and germs” on Indian cultures.
Students will make clear connections to the Five Big Ideasgeography/environment, politics, economics, social/cultural
and science/technology and the unit’s Overarching/Essential
and Topical Questions evidenced and shared through the
creation and writing of, e.g., constructed responses, reflective
pieces, Student Response Logs, journals, essays and creative
activities.
Native American Studies Overarching/Essential
Questions1. What is the meaning of having an enduring
understanding of what you learn and how does this
affect concept of identity in a culture? (6.1, 6.4, 6.9,
6.12, 6.13,6.1.6)
2. From whose perspective or angle are you seeing,
reading and/or hearing from? (6.2, 6.4, 6.12, 6.13,
6.16)
3. What happens when cultures collide?
( 6.9, 6.12)
4. What impact do leaders have on changing or
continuing the course and power of a nation? (6.4,
6.9, 6.12, 6.14)
5. Who’s Story is it? (6.2, 6.4, 6.13)
1. Why do cultural norms and historical events affect
and define the development of identity in a society?
(6.1, 6.2, 6.9, 6.12, 6.13)
2. Ask yourself, “What would be my course of action
and why?” (6.1,.6.9, 6.12, 6.13, 6.16)
3. What is meant by the premise that “all men are
created equal?” (6.4, 6.12, 6.13, 6.16)
4. What is progress and to what extent is Native
American history a history of progress?
5. How are events and people connected to each
other? (6.1, 6.4,6.13, 6.16)
6. What is too much or too little national power?
7. What is the impact of media, e.g., History v.
Hollywood and images, in Native American and
American
Culture? (6.1, 6.4,6.13, 6.16)
6.1 Causes and Effects in Human Societies:
6.2 Uses of Evidence and data
History:
6.4 Historical Connections.
6.7 Geographical Knowledge
6.9 Meaning of Citizenship:
6.12 Human Rights
Economics:
6.16 Impact of Economic Systems:
Vital Results:
1.8 Reports
1.19 Research
1.21 Selection
1.22 Simulation and Modeling
2.1 Types of Questions
3.3 Respect
3.10 Teamwork
3.11 Interactions
4.1 Service
4.2 Democratic Processes
4.3 Cultural Expressions
4.4 Effects of Prejudice
4.5 Continuity and Change
Introductory Activities
Enabling Activities
1. Students are given the Theme, Topic, and Purpose of the
Unit, Standards, Overarching/Essential and Topical
Questions, the Five Big Ideas and the unit Performance
Assessment.
2. Cooperative Groups will participate in a Brainstorming
activity reflecting their prior knowledge of the unit theme
and topic asking themselves what they know and why they
know it.
3. Students will view the primary source documentary 500
Nations, Episodes One through Three and create a Mind
Map connecting to the
Overarching/Essential and Topical Questions and the Five
Big Ideas and share in class.
4. Students will write a Constructed Response that
demonstrates their knowledge of one of the unit’s
Overarching/Essential Questions and one Big Idea of their
Choice connecting directly to their readings including
direct quotations to support their response.
5. Students will write reflective responses to literature and
visual texts and share in class.
1. Students will view the visual text documentaries 500
Nations, Episodes One, Two and Three - The Great
Indian Wars, Maya, Inca, and Aztec and participate in
writing activities, e.g., Student Response Log, Journal,
Exit Cards and content assessments connecting what they
have learned to the Overarching/Essential and Topical
Questions and the Five Big Ideas.
2. Students will conduct research using a variety of sources
in the library and on the internet to investigate the history
Performance Tasks
of The Ancestors and Clash of Cultures and the relevance
to their learning.
3. Students will maintain a portfolio of their work and selfassessments.
4. Students will be active participants in activities such as,
e.g., Exit Cards, verbal discussions and free writes relating
to the visual and literal texts making connections to the
Overarching/Essential and Topical Questions and the Five
Big Ideas, and respond to feedback for improvement of
their work to be placed in their portfolio.
5. Students will create an original Cultural Identity Analogy
of Tree format visual piece entitled The Ancestors and
Clash of Cultures that clearly demonstrates connections to
the Overarching/Essential and Topical Questions, the Five
Big Ideas and complete a verbal presentation of their work
to their peers.
Performance Assessment: Reflective Essay using Many
Winters
Part 1- You will write a Reflective Essay meeting the
following requirements The Performance Assessment will beo Three to five pages in length
o Written in the first person
o Word-processed Times Roman 12
o Presented verbally to the class
o LCEAF format
o Include properly cited direct quotations from Many
Winters and other primary and secondary sources that
support your “L” and “C” part of your reflection
o Writing/Peer Review processes completed on time
o Rubric completed and handed in with your written
work
o Rubric choices verbally supported in a meeting with
me during callback times.
Part 2 – Written part You will choose one of the cultures you studied in
the unit
 One Overarching/Essential Question –write it out
 One of the Five Big Ideas-be very clear on which
one and why you feel it supports your “L”
 The results of white contact
 Include quotes from Many Winters by Nancy
Wood.
 Include quotations from other primary and
secondary sources that support your “L” and “C”
 Complete research on your own during callback
and/or at home (do not use Wikipedia or any other
encyclopedia source)
 Include a reference from a real book
You will complete the writing process –
 First draft
 Rewrite
 Second draft
 Rewrite
 Peer evaluation
 Final copy connects to the Overarching/Essential
Question and the Big Idea you chose.
The writing and peer review process must be completed on
time in order for you to receive credit for your work.
Part 3- Verbal Presentation- you are to present your work
verbally to the class and any guest speaker who may be
invited. All components of the writing/peer review process
must be handed in on time to receive full credit.
Part 4 – Self-assessment A completed self-assessment rubric is required in
order to receive credit with clear evidence. You will
need to explain the reason for your placement on the
rubric to me. You will come in during callback time to
complete this part of the Performance Assessment
Many Winters by Nancy Wood
All my life is a dance.
When I was young and feeling the earth, my steps were quick
and easy.
The beat of the earth was so loud that my drum was silent
beside it.
All of my life rolled out from my feet
Like my land which had no end as far as I could see.
The rhythm of my life was pure and free.
As I grew older my feet kept dancing so hard
That I wore a spot in the earth.
At the same time I made a hole in the sky.
I danced to the sun and the rain and the moon lifted me up
So that I could dance to the stars.
My head touched the clouds sometimes
And my feet danced deep in the earth
So that I became the music I danced to everywhere It was the
music I dance to everywhere It was the music of life.
Now my steps are slow and hard
And my body fails my spirit,
Yet my dance is still within me and
My song is the air I breathe.
My song insists that I keep dancing forever.
My song insists that I keep rhythm
With all of the earth and the sky.
My song insists that I will never die.
Reflective Essay Rubric
2 – Approaching
Standards
4 - Above
Standards
3 - Meets
Standards
“L” part clearly
stated
“L” names the
topic of the
reflective essay
and outlines the
main points to be
discussed.
“L” names the topic “L” briefly names
of the reflective
the topic of the
essay
reflective essay
“L” not clearly stated.
Support for
Position
Includes 3+
quotations from
Many Winters and
2 quotes from
additional primary
and/or secondary
sources
Includes 2-3
quotations from
Many Winters and 2
quotes from
additional primary
and/or secondary
sources
Includes 1 quotation
from Many Winters
and 1 quote from
additional primary
and/or secondary
sources
Either includes 1
quotation from Many
Winters or 1 quote
from additional
primary and/or
secondary sources
Transitions
A variety of
thoughtful
transitions are
used. They clearly
show how ideas
are connected
Transitions show
how ideas are
connected, but there
is little variety
Some transitions
work well, but some
connections between
ideas are fuzzy.
The transitions
between ideas are
unclear OR
nonexistent.
The conclusion is
recognizable. The
author's position is
restated within the
first two sentences
of the closing
paragraph.
The author's position There is a very weak
is restated within
or no conclusion - the
the closing
paper just ends.
paragraph, but not
near the beginning.
Category
Closing paragraph The conclusion is
strong and leaves
the reader solidly
understanding the
writer's position.
Effective
restatement of the
position
statement begins
the closing
paragraph.
1 Below
Standards
Grammar &
Spelling
Author makes no Author makes 1-2
Author makes 3-4
Author makes more
errors in grammar errors in grammar or errors in grammar or than 4 errors in
or spelling
spelling.
spelling
grammar or spelling
Capitalization &
Punctuation
Author makes no
errors in
capitalization or
punctuation
Author makes 1-2
errors in
capitalization or
punctuation
Author makes a 3+ Author makes 4+
errors in
errors in capitalization
capitalization and/or and/or punctuation.
Length
Requirement
4- 5+ pages in
length
3 pages in length
2 pages in length
LCEAF format
LCEAF format –
evidence pieces
and analysis are
well written and
supported.
LCEAF formatevidence supported
but analysis needs
more clarification
and support
LCEAF formatLCEAF format-poor
parts are not
attempt, weak in
clearly stated and evidence and analysis
evidence and
analysis needs work
Met with me
Met with me during
during callback
callback and
and clearly
presented evidence
supported choice- that supports choiceevident
some evidence that
understanding of understanding of the
the essay and
essay and topic was
topic- knows the
not clear-knows
topic well
most of the topic
GRASPS Task Design Prompts
Callback Meeting
to support choice
on the rubric
Goal

Met with me during
callback and
presented some
evidence that
supports choiceunderstanding of the
essay and topic was
not clear and needed
to use notes
Less than 2 pages in
length
Met with me during
callback and the
evidence presented to
support choice weak
and clear that there is
little understanding of
the essay and topic
Your task is to write a Reflective Essay using Many Winters and additional historical primary and/or secondary
sources.
 The goal is to write an original piece (using cited sources in your creation-follow the rubric) representing your
knowledge of The Ancestors and Clash of Cultures in Native American history and sharing it with your
audience.
 The problem or challenge is placing yourself in the time of the original peoples and white contact and
settlement beliefs and practices and disregarding preconceived notions.
 The obstacles to overcome are placing yourself in another continuum in Native and Colonial and American
history and demonstrating your knowledge and empathy for the people involved.
Role
 You are to become a person of the times in pre-white contact and colonial white settlement.
 You have been asked to thoughtfully plan out the components of your Reflective Essay integrating historical
facts and your reflections.
 Your job is to very thorough in your research and make clear connections to the Overarching/Essential
Question and the Big Idea that you chose.
Audience
 Your clients are your peers.
 The target audiences are your peers and people living in current times.
 You need to convince your peers, guests and teacher of your knowledge and ability to convey your topic in an
original creative but historically accurate presentation.
Situation
 The context you find yourself in is current times explaining the pre-white cultures and colonial America and
post-colonial American settlement.
 The challenge involves dealing with preconceived notions and/or misconceptions of Native Americans and
Colonial and American societal attitudes and beliefs about American Indians during the times and the legacy of
white settlement.
Product, Performance, and Purpose
 You will create original written piece that clearly represent your individual thoughts and interpretations of the
times in order to demonstrate your mastery of the topic and your ability to place yourself in another era of
Native American history.
 You need to develop a piece that reflects clear connections to the unit’s Overarching/Essential Question and the
Big Idea you chose so that you will be able to share your knowledge verbally with your peers, teacher and any
guest present.
Standards and Criteria for Success
 Your performance needs to be complete, historically accurate, well-prepared and practiced, and handed in on
time.
 Your work will be judged by your audience (s).
 Your product must meet the following standards planning, organization, historical accuracy in content, original
thinking, use of time in the writing and peer review process, connection to the Overarching/Essential Questions
and the Five Big Ideas you chose, speaking skills and evidence of learning.
 You will complete the self-assessment part during a meeting in Callback with me.
Verbal Presentation Rubric
CATEGORY
4
3
2
1
Preparedness
Student is
demonstrates clear
knowledge of the topic
and is completely
prepared and has
obviously rehearsed.
Student demonstrates
knowledge and for the
most part addresses the
topic in depth, mostly
prepared but needed
more rehearsals for
presentation.
The student is somewhat
prepared, but it is clear
that rehearsal was
lacking as well as clear
understanding of the
topic in depth.
Student is not well
prepared to present and
does not clearly
understand the topic in
depth.
Time-Limit
Presentation is 5-6 or
more minutes long.
Presentation is 4
minutes long.
Presentation is 3 minutes Presentation less than
long.
3 minutes
Speaks Clearly
Speaks clearly and
distinctly in complete
sentences.
Speaks clearly mostly Speaks clearly most of
in complete sentences. the time- not a lot of
complete sentences.
Often mumbles or can
not be understood –
sentences are short or
not complete
Knowledge of topic
and reference for
quotations as well as
other parts for
presentation-some
practice
Little knowledge of
topic and reads most of
the paper –little or no
practice
Knowledge of Topic Obvious knowledge-no
reference to notes
except for direct
quotations-obviously
practiced
Some knowledge of
topic and a lot of
reference in the paper for
quotations as well as
other parts for
presentation-not much
practice