Emily Martinson
Module 4
1
Washington State Standards
2.2.1 (Economics) Understands how the economic systems of groups are influenced by
laws, values, and customs.
3.1.2 (Geography) Understands the physical, political, and cultural characteristics of
places, regions, and people in North America including the location of the fifty states
within the regions of the U.S.
3.2.2 (Geography) Understands the cultural universals of place, time, family life,
economics, communication, arts, recreation, food, clothing, shelter, transportation,
government, and education.
4.2.2 (History) Understands how contributions made by various cultural groups have
shaped the history of the community and world.
Learning Targets
1.
2.
3.
4.
I can identify how communities change over time.
I can explain the resources Native Americans used and why they used them.
I can describe the environment of the Pacific Northwest Native Americans.
I can name a few tribes we learned about during the unit.
Emily Martinson
Module 4
Wk
1
2
Monday
Tuesday
(40-60 mins)
(40-60 mins)
*Introduction to unit *Finish GLAD
(10 mins)
pictorial- map
of the pacific
*Inquiry Chart (20
northwest/tribes
mins)
(10 mins)
*GLAD pictorialmap of the pacific
northwest/tribes (20
mins)
*GLAD Focus
& Motivation
Strategy:
Observation
Chart (40
mins)-have
students jot
down notes
*Whole class
discussion (10
mins)
2
*GLAD cognitive
content dictionary2nd word part 1.
(15mins)
*Students add word
information to their
dictionary (5-10
mins)
*GLAD
cognitive
content
dictionary-2nd
word part 2. (15
mins)
*Students add
word
information to
*GLAD
their dictionary
pictorial/Discussion- (5-10 mins)
Housing (30 mins)
*Housing
expert groups
(30 mins)
Wednesday
(20-30 mins)
*GLAD
cognitive
content
dictionary-1st
word part 1.
(10 mins)
Thursday
(40-60 mins)
*GLAD
cognitive
content
dictionary-1st
word part 2.
(10 mins)
*Students add
word
information to
their
dictionary (510 mins)
*Students
add word to
their
dictionary (510 mins)
*Have class
pick a tribe
(10 mins)
*Students
share expert
group
information
with their
group while
adding to
graphic
organizer. (20
mins)
Friday
(40-60 mins)
*Continue
discussing
clan
jobs/students
choose a job.
(30 mins)
*Compare
and contrast
activity-start
adding to the
comparative
input chart.
*Discuss clan (15 mins)
jobs. (30
mins)
*GLAD
cognitive
content
dictionary-3rd
word part 1.
(10 mins)
*GLAD
cognitive
content
dictionary3rd word part
2. (10 mins)
*Students
add word
information
to their
dictionary (510 mins)
*Students
add word
information
to their
dictionary
(5-10 mins)
*Class
discussion
about
housing/add
housing
information
to process
grid. (30
mins)
*Add to the
comparative
input chart
(if possible).
(15 mins)
*Read aloudNative
American
book (20
mins)
Emily Martinson
Module 4
3
*GLAD cognitive
content dictionary4th word part 1. (10
mins)
*Students add word
to their dictionary
(5-10 mins)
3
*GLAD
cognitive
content
dictionary-4th
word part 2. (10
mins)
*Students add
word to their
*GLAD
dictionary (5pictorial/Discussion- 10 mins)
Clothing (30 mins)
*Clothing
expert groups
(30 mins)
*Students
share expert
group
information
with their
group while
adding to
graphic
organizer. (20
mins)
*Discuss
clothing/ Add
clothing
information
to process
grid. (30
mins)
*Team tasks
(20 mins)
*Finish team
tasks (20
mins)
*Add to the
comparative
input chart
(if possible).
(15 mins)
*Read aloudNative
American
book (20
mins)
*Revisit
Inquiry Chart
(10 mins)
4
*GLAD cognitive
content dictionary5th word part 1. (10
mins)
*Students add word
to their dictionary
(5-10 mins)
*GLAD pictorialResources (20 mins)
*Introduce ABC
book assignment/
Start Working on
ABC book (15
mins)
5
*GLAD
cognitive
content
dictionary-5th
word part 2. (10
mins)
*Students add
word to their
dictionary (510 mins)
*Resources
expert groups
(25 mins)
*Students
share expert
group
information
with their
group while
adding to
graphic
organizer. (20
mins)
*Discuss
resources/
Add
information
to process
grid. (30
mins)
*Work on
ABC book
(30 mins)
*Work on
ABC book
(20 mins) – if
time allows
*Work on ABC
book (15 mins)
*Performance Task- students will
work in groups to create a Powerpoint
(40 mins each day)
*Group
presentations
(60 mins)
*Potlatch (60
mins)
*Work on
ABC book
(20 mins)
*Add to the
comparative
input chart
(if possible).
(15 mins)
*Read aloudNative
American
book (20
mins)
*Revisit
Inquiry Chart
(10 mins)
*Final
Assessment
(40-60+
mins)
Emily Martinson
Module 4
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4
The activities in blue are activities that involve some form of assessment, whether
it be a discussion, a brief writing activity, or a project.
Wednesdays are early release days; therefore the social studies/science block is
much shorter.
This unit has a lot of discussion and requires student engagement.
I will communicate with students in a whole class setting, when they work in
groups, and when they work individually as well. I will give feedback orally as
well as jot down notes on papers or sticky notes for students.
I chose to leave the assessment how it was but decided to add in an ABC book
and a performance task as part of the unit assessment. This will give me a better
sense of whether students have met standards.
The team tasks will include questions for each group to answer that will be in the
form of selected response and extended response. This will give each student the
opportunity to practice using both forms, which they will see on future tests.
Emily Martinson
Module 4
5
Native American Assessment
1. Name 3 ways the Native Americans used cedar wood. (3 pts.) (Knowledge
Mastery)
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________
2. In complete sentences, describe the environment where the Pacific Northwest
Native Americans lived. (3 pts.) (Knowledge)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. List 3 Pacific Northwest Native American tribes (3 pts.) (Knowledge Mastery)
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________
4. What is a potlatch and why do Native Americans have them? (2 pts.) (Knowledge)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. List 3 things Native Americans ate. (3 pts.) (Knowledge Mastery)
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________
6. How is the life of a Native American the same as your life? How is different?
(Think of jobs and what everyday life looks like!) (9 pts.) (Reasoning)
Native Americans
Both
You
Emily Martinson
Module 4
6
The following rubric is for Number 6:
In order to get a….
4
3
2
1
I must…
Each column will have more than 3
bullet points or sentences that show
I understand how my life is similar
and different from the life of Native
Americans. I will provide additional
information to show Ms. Martinson I
am an expert on Native Americans.
Have 3 bullet points or sentences in
each column that show I understand
how my life is similar and different
from the life of Native Americans.
Have less than 3 bullet points or
sentences in each column that show I
understand how my life is similar and
different from the life of Native
Americans.
Write down information that shows
Ms. Martinson I’m not sure about the
similarities and differences.