Alvarado Intermediate School 2015-2016
Teacher: Medina
Week: 9/28-10/2
Grade: 4 Grade
Unit: Unit 2 American Indians before
Content Area: Social Studies
European Exploration
th
Content TEKS Covered:
Cross-Curricular STAAR TEKS Supported:
4.1B identify American Indian groups in Texas and North America before
Research skills
European exploration such as the Lipan Apache, Karankawa, Cadddo, and
Reading comprehension
Jumano
4.1C describe the regions in which American Indians lived and identify
American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo,
Alabama-Coushatta and Kickapoo
4.1D compare the ways of life of American Indian groups in Texas and North
America before European exploration
4.10A explain the economic activities various early American Indian groups in
Texas and North America used to meet their needs and wants such as farming,
trading, and hunting
4.14A compare how various American Indian groups such as the Caddo and
the Comanche governed themselves
Objectives:
We will compare the ways of life of American Indian groups.
We will explain the economic activities of American Indian groups in Texas.
We will compare how American Indian groups governed themselves.
Essential /Guiding Question(s):
Academic Vocabulary:
The desire to meet basic needs and wants motivates people to adapt to and

Trueque (Barter)
modify the environment.

Sistema económico (Economic
system)
How did the economic, political, and social way of life of American Indian

groups in Texas compare prior to European exploration?
Nómadas (Nomadic)

Sistema político (Political system)

Sedentarias (Sedentary)

Necesidades (Needs)

Quiere (Wants)

Origen (Origin)
What were the basic economic activities used by American Indian groups to
meet their needs and wants?
WICOR Components (highlight):
Writing
Learning
Inquiry
Engage
Collaboration
Explore
Objective(s):
Explain
Organization
Elaborate
Reading
Evaluate
Closing
Task(s):
Monday
We
1.
Students
1.
Facilitate
I will…write
will…research
tap into their
a discussion to
examples for
the political,
background
help students
each system on
economic, and
knowledge
recognize
a note and post
social systems
about the
economic,
of the Texas
characteristics
social, and
Indians.
of American
political
Indian groups
systems that
by participating
characterize
in a Step Out
civilizations and
activities.
influence the
•
way groups
Students
line up along a
organize
wall.
themselves.
•
Students
•
step forward if
Economi
they believe the
c System – How
statement read
groups make a
is true; they
living and
should remain
exchange
where they are
goods and
if they believe
services.
the statement is
•
false.
System – How
•
Read
Social
groups live their
aloud the
life (culture);
statements
includes
below about
language,
American
religion,
Indian groups
customs,
in Texas (that
celebrations,
students step
homes, dress,
it on the door.
forward or
etc.
remain in place
•
as they think
System – How
the statement is
groups are
true or false).
governed
1.
Political
The
Comanche and
2.
Apache were
students into
fierce warriors.
pairs or small
(True)
groups of four
2.
American
Organize
or fewer.
Indian groups
respected the
3.
earth.
to each
3.
(True)
All
Distribute
pair/group one
American
of the cut-apart
Indians Texas
strips of the
lived in tepees.
Handout:
(False)
Reading Cards.
4.
The
Caddo were
4.
primarily
to each
farmers. (True)
individual a set
5.
of the Handout:
The
Karankawa
Distribute
Note Cards.
tattooed their
entire bodies.
5.
Make
(True)
available a
6.
The
variety of
Jumano lived
primary and
along the
secondary
Colorado River.
sources about
(False)
American
7.
Indian groups
Comanc
in Texas and
he were the
North America
friendliest
before
American
European
Indians in
exploration.
Texas. (False)
8.
Horses
6.
Students,
were always
working
used by
together,
American
investigate
Indians in
information
Texas. (False)
about American
Indian groups
2.
After
using the
students have
Handout:
finished
Reading Cards
“stepping out,”
and other
review the
reliable
statements and
resources and
correct the false fill in the
statements and
Handout: Note
state the
Cards.
objective of the
lesson.
3.
Facilitate
a brief
discussion of
prior content
knowledge
students have
of
characteristics
of the American
Indians in
Texas.
Tuesday
Teacher will
Students will
We will…create
review some
use a variety of
I will…create a
a poster
research
resources to
poster for an
describing one
methods and
research their
Indian tribe of
of the Indian
divide students
assigned tribe’s
my choice.
groups that we
into five groups/ economic,
have been
tribes.
researching.
political, and
social systems.
Show students
the grading
rubric showing
them what
should be
included in their
presentations.
Wednesday
Complete
I will… present
We will…
group
my poster to the
present my
presentations
class and take
poster with the
then display for
notes on the
Indian tribe we
a gallery walk.
other
have been
researching.
presentations
Students will
participate in
gallery walk to
fill in any
missing
information on
their rubric.
Thursday
Review for Unit
We will… review
2 and complete
I will…review for
for our Unit 2
any
the Unit 2 Test.
Test and finish
presentations.
presentations.
Friday
Unit 2
We will… take
Assessment
I will… read
our Unit 2
each question
assessment.
carefully,
eliminate wrong
answers, and
take my time.
Individual Customized Learning
Differentiated Academic Support:
Bilingual/ESL Language Support:
*See attached
*See attached
Mon: B; J; C; I
Tues: G; L; I
Weds: C; D; E; I
Thurs: C; I
Fri: H; I;