DAY 1
Description – TTW remind TS that we have been talking about “Indians” of what would be
now-day Alaska and Mexico, but now we are going to learn about Native Americans – the first
true settlers of America (before it was even declared America). TTW fill out the graphic
organizer and read the parts in the Chapter 2 Lesson 1 that pertains to the Eastern Woodland
Indians’ culture (location in North American, food sources, mode of travel, hunting practices,
religion, housing, and additional cultural practices). TTW display the map using the ELMO and
have TS use their books to find where the Eastern Woodland Indians lived. TSW shade in the
area with a color pencil. TTW then show a short video clip to close the lesson and will have 5
questions from BrainPop Jr. to check for video comprehension.
Focus Question - Describe how the Eastern Woodland Indians developed a variety of cultures
based on hunting and farming.
National
Standar
d
NCSS #1
Culture
and
Culture
Diversity
ALCOS
Standard
Objective
Activity Description
Assessment
Materials
3.)
Compare
major
Native
American
cultures
in respect
to
geograph
ic region,
natural
resources
,
governm
ent,
economy,
and
religion.
TSW fill
out a
graphic
organizer
to show
their
understan
ding of
the
Eastern
Woodland
Indians’
culture.
TTW read part of
Chapter 2 aloud
with TS and as a
class we will fill in
the graphic
organizer (as a
class) on the
Eastern
Woodland’s
culture.
TS should be
thorough in their
answers on the
graphic organizer.
(TTW fill out her
own organizer on
the board for TS to
copy as needed)
Graphic organizer
Examples
:
Southeast
,
Northeast
,
Southwes
t, Pacific
Northwes
t, Plains
TSW color
on a map
where the
Eastern
Woodland
Indians’
lived.
TTW show TS on
the map where the
Eastern
Woodland’s lived
and TS will color in
the map
accordingly.
Social Studies –
Building A Nation
Blank Map of the
United States
Video for closure
The map should be
filled out correctly
from example from
TT.
http://www.brainpop
jr.com/socialstudies/
nativeamericans/iroq
uois/
“Hard quiz” from
BrainPop Jr. to
check for
comprehension of
video
click on “Hard quiz”
after video
TTW walk around
and do a quick
notebook check
Indian books on
display for leisure
reading for TS
• Locatin
g Native
American
groups by
geograph
ic region
DAY 2
Description – TTW review quickly what we talked about the day before by using the graphic
organizer. TTW fill out the graphic organizer and read the parts in the Chapter 2 Lesson 2 that
pertains to the Great Plains Indians’ culture (location in North American, food sources, mode of
travel, hunting practices, religion, housing, and additional cultural practices).. TTW display the
map from Day 1 using the ELMO and have TSW again use their books to find where the Great
Plains Indians lived. TSW shade in the area with a color pencil. TTW will then begin working on
the Buffalo Facts (math) worksheet aloud with the class as a whole.
Focus Question – Describe the effect of the buffalo on Great Plains Indians culture.
National
Standard
NCSS #1
Culture and
Culture
Diversity
ALCOS
Standard
Activity
Description
3.) Compare TSW fill out a TTW read part of
graphic
Chapter 2 aloud
major
organizer to
with TS (as a class
Native
show their
we will fill in the
American
understanding
graphic organizer)
cultures in
of The Great
on the Great Plains
respect to
Plains
Indians’
Indians’ culture.
geographic
culture.
region,
TTW show TS on
natural
TSW
color
on
the map where the
resources,
a
map
where
Great Plains
government,
The Great
Indians’ lived and
economy,
Plains
Indians’
TS will color in the
and
lived.
map accordingly.
religion.
Examples:
Southeast,
Northeast,
Southwest,
Pacific
Northwest,
Plains
• Locating
Objective
TSW complete
a buffalo fact
math
worksheet –
to incorporate
double digit
addition and
multiplication
into social
studies
Assessment
Materials
TS should be
thorough in
their answers
on the graphic
organizer.
(TTW fill out
her own
organizer on
the board for
TS to copy as
needed)
Graphic
organizer
The map
should be filled
out correctly
from example
from TT.
TTW do a quick
notebook
check
Social Studies –
Building A
Nation
Blank Map of
the United
States
Buffalo Facts
worksheet
Indian books on
display for
leisure reading
for TS
Native
American
groups by
geographic
region
DAY 3
Description – TTW review the culture of the Great Plains Indians from the graphic organizer
(location in North American, food sources, mode of travel, hunting practices, religion,
housing, and additional cultural practices).. TTW Remind TS of where they lived and
how they lived because of hunting the buffalo. TTW show a video on the Plains Indians
and buffalo hunting. TTW have TS answer the questions about the video on the back of
the Native American and Horses” worksheet. As a class we will read the worksheet aloud
and answer questions together in a discussion format.
Focus Question - Describe how the Great Plains Indians adapted their cultures when the horse
was presented to their lives.
Nation
al
Standar
d
NCSS
#1
Culture
and
Culture
Diversit
y
ALCOS
Standard
Objective
Activity
Description
Assessment
Materials
3.)
Compare
major
Native
American
cultures in
respect to
geographi
c region,
natural
resources,
governme
nt,
economy,
and
religion.
TSW watch a
video on the
buffalo and
how they
hunted the
buffalo. TTW
ask TS a few
questions to
check for
comprehensi
on on the
video – TS
may answer
the questions
on the back
of the
“Native
American
and Horses”
worksheet.
TTW quickly
go over the
TTW review
about the
horse
wandering
north and
the
Cheyenne
Indians
taming and
using them.
TTW ask
questions using
equity sticks to
check for
comprehension
on the video
watched.
Graphic organizer
Examples:
Southeast,
Northeast,
Southwest
TTW show a
video on
Buffalo
hunting and
horses.
TTW ask
questions to
check TS
comprehensi
on of the
video.
Worksheet (TTW
fill out her on
the board for TS
to copy as
needed)
Social Studies – Building A
Nation
Plains Indian video link http://app.discoveryeduc
ation.com/search?Ntt=buff
alo+hunt
http://www.history.com/vi
deos/the-buffalo-andnative-americans#thebuffalo-and-nativeamericans
“Native Americans and
Horses” worksheet
Indian books on display
for leisure reading for TS
, Pacific
Northwest
, Plains
answers to
the
questions.
• Locatin
g Native
American
groups by
geographi
c region
TSW read
along as TT
reads the
paragraph
aloud. TSW
answer the
questions
with the
paragraph
independentl
y.
TSW will
work on
Native
Americans
and Horses
worksheet
after TT
reads the
directions
and
paragraph
aloud. TTW
answer the
worksheet
together as a
class,
discussing
answers.
DAY 4
Description – TTW review quickly what we talked about the day before by using the graphic
organizer. TTW fill out the graphic organizer and read the parts in the Chapter 2 Lesson 3
that pertains to the Southwest Desert Indians’ culture (location in North American, food
sources, mode of travel, hunting practices, religion, housing, and additional cultural
practices).. TTW display the map from Day 1 & 2 using the ELMO and have TSW again
use their books to find where the Southwest Desert Indians lived. TSW shade in the area
with a color pencil.
Focus Question - Describe how the need for water affected the Southwest Indians and their
culture.
National
Standard
NCSS #1
Culture
and
Culture
Diversity
ALCOS
Standard
Objective
3.) Compare
major
Native
American
cultures in
respect to
geographic
region,
natural
resources,
government,
economy,
TSW fill out a
graphic
organizer to
show their
understanding
of the
Southwest
Desert Indians’
culture.
TSW color on a
map where the
Activity
Description
TTW read part of
Chapter 2 aloud
with TS and as a
class we will fill in
the graphic
organizer on the
Southwest Desert
Indians’ culture.
TTW show TS on
the map where the
Southwest Desert
Assessment
Materials
TS should be
thorough in
their answers
on the graphic
organizer. (TTW
fill out her own
organizer on
the board for
TS to copy as
needed)
Graphic
organizer
The map should
“Picture
Social Studies –
Building A
Nation
Blank Map of
the United
States
and
religion.
Southwest
Desert Indians’
lived.
Indians’ lived and
TS will color in the
map accordingly.
Examples:
Southeast,
Northeast,
Southwest,
Pacific
Northwest,
Plains
be filled out
correctly from
example from
TT.
TTW have TS
quickly check
their neighbors
notebook
TSW write a
short narrative
story about
being an Indian,
using symbols
like the Native
Americans did.
TSW then
translate their
narrative into
English. (Some
students may
have shorter
stories
depending on
IEP
accomidations)
• Locating
Native
American
groups by
geographic
region
Dictionary” for
writing
assignment
Brown butcher
or construction
paper
scissors
Indian books
on display for
leisure reading
for TS
DAY 5
Description – TTW review quickly what we talked about the day before by using the graphic
organizer. TTW fill out the graphic organizer and read the parts in the Chapter 2 Lesson 4
that pertains to the Northwest Coast Indians’ culture (location in North American, food
sources, mode of travel, hunting practices, religion, housing, and additional cultural
practices).. TTW display the map from the previous days using the ELMO and have TSW
again use their books to find where the Northwest Coast Indians lived. TSW shade in the
area with a color pencil. TTW show a video from BrainPop Jr., then use the quiz online
to check for video comprehension.
Focus Question - What natural resources did the Northwest Coast Indians base the development
of their culture on?
Natio
nal
Stand
ard
ALCOS
Standard
Objective
Activity
Description
Assessment
Materials
NCSS
#1
Cultur
e and
Cultur
e
Divers
ity
3.)
Compar
e major
Native
America
n
cultures
in
respect
to
geograp
hic
region,
natural
resource
s,
govern
ment,
econom
y, and
religion.
Exampl
es:
Southea
st,
Northea
st,
Southwe
st,
Pacific
Northwe
st,
Plains
• Locati
ng
Native
America
n groups
by
geograp
hic
region
TSW fill
out a
graphic
organizer
to show
their
understa
nding of
the
Northwes
t Coast
Indians’
culture.
TTW read part
of Chapter 2
aloud with TS
and as a class
we will fill in the
graphic
organizer on the
Eastern
Woodland’s
culture.
TS should be thorough in
their answers on the
graphic organizer. (TTW
fill out her own organizer
on the board for TS to
copy as needed)
TTW show TS on
the map where
the Eastern
TSW color Woodland’s
on a map lived and TS will
where
color in the map
the
accordingly.
Southwes
t Desert
Indians’
lived
BrainPop Jr’s “Hard quiz”
online to check for video
comprehension
The map should be filled
out correctly from
example from TT.
Graphic organizer
Social Studies – Building
A Nation
Blank Map of the
United States
Video link
http://www.brainpopj
r.com/socialstudies/na
tiveamericans/pueblo/
click “Hard quiz”
after the video for
TTW do a quick notebook assessment
check
Indian books on
display for leisure
reading for TS