3rd Grade Quarter #: 1 Unit #: 3 Enduring Understanding: Location and Human Environmental Interaction Unit Focus: American Indians Anticipated Duration: 4 Weeks Elaborated Focus: In this unit, students will understand the American Indians both past and present. By studying the regions of the United States and which cultures settled in each region, students will be able to compare and contrast within regions and across regions, as well as discuss how tribes continue to use their environments and cultures to contribute to American life. Standards SS3H1: Describe the early American Indian cultures and their development in North America. SS3G3a: Explain why American Indian groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not. Learning Targets SSH1.a. Locate the regions where American Indians settled in North America: Arctic, Northwest, Southwest, Plains, Northeast, and Southeast. • I can locate the Arctic regions where American Indians settled in North America. (Knowledge) • I can locate the Northwest regions where American Indians settled in North America. (Knowledge) • I can locate the Southwest regions where American Indians settled in North America. (Knowledge) • I can locate the Plains regions where American Indians settled in North America. (Knowledge) • I can locate the Northeast regions where American Indians settled in North America. (Knowledge) • I can locate the Southeast regions where American Indians settled in North America. (Knowledge) SS3H1b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. • I can describe how American Indians in each region used their environment to obtain food. (Knowledge) • I can describe how American Indians in each region used their environment to obtain clothing. (Knowledge) • I can describe how American Indians in each region used their environment to obtain shelter. (Knowledge) • I can compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. (Reasoning) SS3H1c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature). • I can discuss how American Indians continue to contribute to American life (e.g., arts and literature). (Knowledge) SS3G3a. Describe how physical systems affect human systems. • I can explain why American Indians occupied the Arctic. (Knowledge) • I can explain why American Indians occupied the Northwest. (Knowledge) • I can explain why American Indians occupied the Southwest. (Knowledge) • I can explain why American Indians occupied the Plains. (Knowledge) • I can explain why American Indians occupied the Southeast. (Knowledge) • I can explain key reasons why some American Indians developed permanent villages and others did not. (Knowledge) For additional guidance on appropriate use of HMH Student Magazines, please reference the HMH Resource Guide for Teachers and K-5 HMH Guidance with Titles documents via the following Henry County Schools Henry Connects Platform Updated August 2022 3rd Grade Quarter #: 1 Unit #: 3 Enduring Understanding: Location and Human Environmental Interaction Guiding Questions • • • How does where we live shape how we live? What aspects of culture are shaped by the environment? How do the contributions of early American Indian cultures remain visible in our lives today? Map and Globe Skills Information Processing Skills • • • • • MGS7 Use a map to explain the impact of geography on historical and current events. • • • • • • Teachers, please note the grade level responsibility of introduction, development, mastery and continued application of map/globe skills. SS Map and Globe Skills IPS1 Compare similarities and differences. IPS2 Organize items chronologically. IPS4 Distinguish between fact and opinion. IPS5 Identify main idea, detail, sequence of events, and cause and effect in a social studies context. IPS6 Identify and use primary and secondary sources. IPS7 Interpret timelines, charts, and tables. IPS8 Identify social studies reference resources to use for a specific purpose. IPS10 Analyze artifacts. IPS11 Draw conclusions and make generalizations. IPS13 Translate dates into centuries, eras, or ages. Teachers, please note the grade level responsibility of introduction, development, mastery and continued application of information processing skills. SS Informational Processing Skills Cross-Curricular Connections Reading Standards for Literacy in Social Studies • ELAGSE3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 • ELAGSE3RI7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). • ELAGSE3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic. Writing Standards for Literacy in Social Studies • ELAGSE3W3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. • ELAGSE3W3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. • ELAGSE3W3c: Use temporal words and phrases to signal event order. • ELAGSE3W3d: Provide a sense of closure. • ELAGSE3W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. • ELAGSE3W7: Conduct short research projects that build knowledge about a topic. • ELAGSE3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Suggested Student Activities Aligned with Securing the Foundation & Setting the Purpose All Lessons, Resources and Activities are located in Henry Connects under 3rd Grade Social Studies-Unit 3 (Choose from these activities or select others to meet the needs of students.) For additional guidance on appropriate use of HMH Student Magazines, please reference the HMH Resource Guide for Teachers and K-5 HMH Guidance with Titles documents via the following Henry County Schools Henry Connects Platform Updated August 2022 3rd Grade Quarter #: 1 Unit #: 3 Enduring Understanding: Location and Human Environmental Interaction SSH1.a. Locate the regions where American Indians settled in North America: Arctic, Northwest, Southwest, Plains, Northeast, and Southeast. SS3H1b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. SS3H1c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature). SS3G3a. Describe how physical systems affect human systems. (Note that these instructional tasks can be used interchangeably during the opening. It is not expected that teachers complete all of the activities included on this plan) 1. Analyze a Map (Opening) ● Introduce the standard, learning target and vocabulary words for this standard. ● View the map with students. Use the last map (map 4) to show students how to identify the regions where American Indians settled in North America. Allow students to use map skills to identify the region locations. Effective Questions to ask while viewing the map - How could I use a compass rose to help identify American Indian regions? - How can I use the names of the regions to help me identify the locations where the North American Indians settled? - In what direction did the Arctic Native Americans settle? - In what direction did the Plains Native Americans settle? 2. Interactive PowerPoint ● Together, view and discuss the American Indian PowerPoint. Allow students to read the slides orally. Questions can be asked during the presentation to make it interactive. 3. View Video (Opening) Allow students to view the Map (individual copies if possible) in order to locate the regions while watching the videos (Making Connections). You could use the Arctic as an example of how to identify and record information (Instead of using videos to introduce all regions). Then, allow students to complete the rest of the graphic organizer information (or create an anchor chart) as they continue with their learning. Also, included are different resources to obtain information to complete the graphic organizer. This will allow students to analyze different sources. ● Arctic, Northwest, Southwest, Plains, Northeast, and Southeast videos/Google Slides can be played as an introduction to the regional locations. How American Indians Continue to Contribute to American Life can be viewed. ○ It is suggested that students answer the following effective questions while watching the video. ○ The questions may be asked in a class discussion format, pausing video to discuss answers with class, or independently on paper. Students can also use the Native American graphic organizer to write information about the American Indians. If you use the graphic organizer during the video, it is suggested that you stop and allow students time to write down information. Students could also create this graphic organizer in their social studies journals. ○ Arctic, Northwest, Southwest, Plains, Northeast, and Southeast Questions that can be answered during or after the video/Google slides. It is suggested that not more than one video be shown at a time. Effective Questions to ask with the videos and incorporate informational processing skills - How did American Indians in each region use their environment to obtain food (IPS1, IPS5 & IPS11)? - How did American Indians in each region use their environment to obtain clothing? For additional guidance on appropriate use of HMH Student Magazines, please reference the HMH Resource Guide for Teachers and K-5 HMH Guidance with Titles documents via the following Henry County Schools Henry Connects Platform Updated August 2022 3rd Grade Quarter #: 1 Unit #: 3 Enduring Understanding: Location and Human Environmental Interaction - How did American Indians in each region use their environment to obtain shelter? - How did American Indians in each region contribute to American life? 4. HMH Activity- Together, you can also use the following resources to help complete the graphic organizer: HMH Magazine 9: Homes Across the Land: This will give a visual map display of homes in the regions where American Indians settled.If you use the digital version, you can click on the location and receive a short description. You could also use the Google Slides listed above to complete the graphic organizer. Suggested Work Session Tasks (I do, We do, You do) SS3H1: Describe the early American Indian cultures and their development in North America. SS3G3a: Explain why American Indian groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not. (Note that these instructional tasks can be used interchangeably during the work period. It is not expected that teachers complete all of the activities included on this plan) 1. HMH Magazine Lessons and Activities (Visual Representation and Modeling, Effective Questioning)I PS 2&13 skills embedded in lessons ● Magazine 9: The First People - Allow students to read selected passages and write down three things that they learned that are relevant to the questions embedded in the text. - Adapting to the Land - Adapting to the Land: In the West - Government and Trade - Customs and Folklore - HMH Magazine 9: The First People Activity: Topic 10: Reading Skill: Cause and Effect - HMH Magazine 9: The First People Activity: Topic 11: Chart and Graph Skill: Reading a Table - HMH Magazine 9: The First People Activities: There are several activities included at the end of this section that students can complete. 2. GaDOE Lessons and Activities (Step-by-step instructions will be under the title of the student lessons and activities) ● Regions of Our Continent ● From Specific to General, Tribes Within Regions ● American Indians Today ● The Literary Legacy of American Indians ● American Indians: Past and Present 3. Primary Sources (Analyzing Details) ● Primary Source Document Set Unit 3: Students can analyze the primary source and write down three facts that they can identify from analyzing resources in their social studies journal (IPS1,4,6,7,8, and 10) 4. Newsela Articles (Effective Questioning & Visual Representation and Modeling) ● Native American tribal members return to Yellowstone every year to hunt bison ● Where the Buffalo no Longer Roamed 5. Independent Activities (Attend to Precision) For additional guidance on appropriate use of HMH Student Magazines, please reference the HMH Resource Guide for Teachers and K-5 HMH Guidance with Titles documents via the following Henry County Schools Henry Connects Platform Updated August 2022 3rd Grade Quarter #: 1 Unit #: 3 Enduring Understanding: Location and Human Environmental Interaction ● Lap Book: Students can complete the lap book activity. Please see directions included within the link. ● Native American Childhood comprehension passage: Students can read the passage and complete the comprehension questions. ● Compare and Contrast Regional Information: Students can select two different regions and compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter with the attached Venn Diagram (paper or digital) Suggested Student Activities to Secure the Learning (Choose closing activities from the list provided or other resources that align to the standard (s) being addressed). SS3H1: Describe the early American Indian cultures and their development in North America. SS3G3a: Explain why American Indian groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not. 1. Exit Ticket Questions (American Indian Cultures) ● Students can share responses to the learning target or other questions presented in the lesson in pairs or small groups. -Question 1: What similarities and differences are there between the Northwest and Northeast (compare and contrast)? -Question 2: What similarities and differences are there between the Southwest and Southeast (compare and contrast)? -Question 3: What similarities and differences are there between the Arctic and Plains (compare and contrast)? 2. Think-Pair-Share (Guiding Questions for all standards) ● Students can share responses with a partner concerning the information learned from this unit (teacher selected questions) or those listed below. -Question 1: How does where we live shape how we live? -Question 2: What aspects of culture are shaped by the environment? -Question 3: How do the contributions of early American Indian cultures remain visible in our lives today? 3. Quiz Over Standard and Learning Targets (Regional Locations) ● Give students a blank map outline and have them label the American Indian regions. 4. Sketch It Out (American Indian Cultures) ● Allow students to sketch out (in their journals) an outline of North America and label the American Indian regions. ● Allow students to sketch out (in their journals) the food, clothing, and shelter of the American Indians. 5. Picture Matching Activity (American Indian Cultures) ● Native American Picture Matching Chart: Students can use the map to locate information and match the pictures under the correct categories. For additional guidance on appropriate use of HMH Student Magazines, please reference the HMH Resource Guide for Teachers and K-5 HMH Guidance with Titles documents via the following Henry County Schools Henry Connects Platform Updated August 2022
