Benchley 1
American Indian Unit Plan
Fifth Grade Social Studies
Megan Benchley
Social Studies Methods 309
November 9, 2010
Professor Laninga
American Indians Unit Plan: Fifth Grade Social Studies
Benchley 2
Overview: This unit plan covers all three Native American GLCES for Fifth Grade Social Studies. It should take an estimated
fourteen hours of time (two weeks of one hour classes). The summative assessment will take one additional hour. This estimate
does not take homework time into account. The focus of this unit will be on the Native American Regions of the United States.
The students will learn the location of each region. They will compare the Indians that lived in the Desert Southwest to those
who lived in the Pacific Northwest. Students will focus a great amount of time on researching the Eastern Woodland Indians,
because we live in this region today. They will understand the Eastern Woodland Indian family structure, government, trade and
views on property use and land ownership.
1. KUDs
GLCE – code
and exact
wording.
Verbs
5 – U1.1.1
Use maps to
locate peoples
in the desert
Southwest, the
Pacific
Northwest, the
nomadic
nations
of the Great
Plains, and the
woodland
peoples east of
the Mississippi
River (Eastern
Woodland).
Use
Locate
5 – U1.1.2
Compare how
American
Compare
Adapted to
Modified
Know – What
will students
know upon
learning this?
Students will
know how to
use a map to
locate the
peoples of the
desert
Southwest, the
Pacific
Northwest, the
Great Plains,
the Great Basin,
the Southern
Woodlands, and
the Eastern
Woodlands.
Understand –
What will
students
understand?
Students will
understand
what a region is
and what the
Native
American
regions are.
They will also
comprehend
that Native
American
regions were
determined by
landforms and
climate.
Do – What will
students do to
show they
understand?
Each student
will create a
foldable map of
the Native
American
regions.
Students will
memorize the
Native
American
Regions labeled
on their
foldable.
Students will
know that the
American
Students will
Students will
understand that create and
the desert
perform a skit
Vocabulary
I Can
Maps,
Locate,
Regions,
Desert,
Southwest,
Pacific
Northwest,
nomadic, Great
Plains, Great
Basin, Eastern
Woodland,
Southern
Woodland,
North, South,
East, West, and
Mississippi
River
Compare,
Desert SW
Indians,
I can create a
foldable map of
the Native
American
Regions and use
the map to
memorize the
locations of
these regions.
I can create a
skit and a
foldable to
Benchley 3
Indians in the
desert
Southwest and
the Pacific
Northwest
adapted to
or modified the
environment.
5 – U1.1.3
Describe
Eastern
Woodland
American
Indian life with
respect to
governmental
and family
structures,
trade, and
views on
property
ownership and
Indians adapted
to and modified
their
environment.
Describe
Students will
know the
Eastern
Woodland
American
Indians’
governmental
and family
structures,
trade practices,
and views on
property
ownership.
Southwest and
Pacific
Northwest
Indians lived in
different
environments.
They adapted to
and modified
their
environments
in different
ways.
that depicts
how the Desert
SW Indians and
Pacific NW
Indians adapted
to and modified
their
environment.
Later they will
create a
foldable
contrasting the
Desert SW
Indians’
response to
their
environment
with the Pacific
NW Indians’
response.
Students will
Students will
understand that research the
Eastern
Eastern
Woodland
Woodland
American
American
Indian beliefs
Indians views
regarding
on property
governmental
ownership and
structure,
land use. They
family, trade,
will write a
property
RAFT speech by
ownership and an Eastern
land may differ Woodland
from our views American Chief
Pacific NW
Indians,
Adapt
Modify,
Environment
demonstrate
how the
Desert SW and
Pacific NW
Indians adapted
to and modified
their
environment.
Eastern
Woodland
American
Indians,
Governmental
Structures,
Family
Structures,
Trade,
Property
Ownership, and
Land Use
I can write a
RAFT paper
from the
perspective of
an Eastern
Woodland
American
Indian Chief
that expresses
the tribe’s
views on
property
ownership and
land use.
Benchley 4
land use.
today. They
will
comprehend
that different
views are
beneficial to
our society.
R.CM.05.04
apply
significant
knowledge
from gradelevel science,
social studies,
and
mathematics
texts.
W.PR.05.01 set
a purpose,
consider
audience, and
replicate
authors’ styles
and patterns
when writing a
narrative or
informational
piece.
Apply
S.RS.05.17
Describe the
effect humans
Describe
Have
Set (a purpose)
Consider
Replicate
Writing
Students will
know every
speech has a
specific
purpose,
audience and
format (style
and patterns.)
Students will
understand that
they need to set
a purpose,
consider the
audience and
replicate the
author’s
(chief’s) style
and pattern
when writing
the RAFT
speech.
to a US
Governor about
property and
land use.
Students will
apply their
knowledge of
setting a
purpose,
considering an
audience and
replicating an
author’s style to
writing a RAFT
speech similar
to Chief
Canassatego’s
oration.
Students will
Students will
Students will
know that
understand that investigate how
humans have an the Native
the Pacific
Purpose,
Audience,
Style,
Informational
Text and RAFT
(Role, Audience,
Format, Topic)
I can consider
the purpose,
audience and
other authors’
styles and
patterns when
writing a RAFT
speech.
Effects,
Balance,
Natural World,
I can explain
how the Pacific
Northwest and
Benchley 5
and other
organisms have
on the balance
in the natural
world.
effect on the
balance in the
natural world.
Americans had
an effect on the
balance in the
natural world.
Northwest and Environment,
Desert
Adapt, and
Southwest
Modify
Indians adapted
to and modified
their
environments.
Desert
Southwest
Indians adapted
to and modified
their
environment.
2. Assessment: See Assessment Instructions and Rubrics at the End of the Unit Plan
1.) Formative:
a.) Part One: U1.1.1 Native American Region Foldables
b.) Part Two: U1.1.2
c.) Part Three: U1.1.3 Eastern Woodland Indians RAFT
2.) Summative:
a. Part One: U1.1.1 Short Response Assessment: Native American Regions
b. Part Two: U1.1.2 Performance Assessment: Desert SW and Pacific NW Indian Posters
c. Part Three: U1.1.3: Eastern Woodland Indians, “Claims, Evidence, Support”
3. Sequence of Instruction:
 Anticipatory set: The teacher will show the students a PowerPoint about Native American Regions. The
class will review what a region is and discuss attributes of Native American Regions (see Lesson Plan 1
below)
 Lessons: How will you take them where they need to go?
 Gradual release
 Bloom’s Taxonomy
 Instructional strategies and Social constructs: How will they work? (explained in the lesson plans)
 Technology
 Exit Cards
 Foldables
 Graphic Organizers
 Modified Jigsaw Activity
 Skit
 “Think, Pair, Share”
 Graffiti Wall
Benchley 6




RAFT speeches
Formative assessment/checking for understanding as they go along
Summative assessment: SRA and Performance Assessment,
o including a “Claims, Evidence, Support” strategy
Resources needed:
 Resources: computers with Internet access, projector, PowerPoint software, PowerPoint document,
projection screen,
 Materials: student notebooks, pencils, cardstock, colored pencils, scissors, school glue, butcher paper,
markers, graphic organizers, loose leaf paper, American Indian images, and specified books on
Eastern Woodland Indians (see bibliography). Documents that are included with the lesson plan will
also be used.
 Realia: Students will bring props from home for their skits on Desert Southwest and Pacific
Northwest American Indians.
 Texts, articles and web sites: See the bibliography at the end of the lesson plan.
Lessons: How will you take them
where they need to go?
1.) Anticipatory Set: The teacher will show
students the Native American Regions
PowerPoint. Through the presented visual
maps, the students will discuss many
questions. They will review, “What is a
region?” They will investigate, “How were
Native American Regions shaped by
landforms?”, “How were Native American
Regions shaped by climate?” and “Why do
different groups living in the same region
share a similar culture?” The students will
fill out an exit card before they leave the
classroom. They will answer two
questions. “What did you learn today?”
“What would you like to know more
Instructional strategies/Social
constructs: How will they work?
Resources needed: What
materials and resources will
they need?
Instructional Strategies: Technology in
The resources that will be
Education (PowerPoint) and exit cards.
needed are the classroom
Whole Class Participation: Students will
computer, projector,
compare maps of different regions to
PowerPoint software and a
review the definition of a region. They will projection screen. The
compare a map of US landforms to a map of materials needed are
the Native American Regions in the United notebooks, pencils and
States in order to investigate the effect of
Document #1 (Native
landforms on a region. They will also
American Regions
compare a map of US climates to a map of
PowerPoint.)
the Native American Regions in order to
analyze how regions can be shaped by
climate.
Benchley 7
about?” (This activity will take one hour.)
2.) The teacher will show a foldable of the
Native American Regions to the class. She
will demonstrate how to make tabs. She
will walk the class through the step to
make a Native American Regions Foldable.
The steps and the map will be projected
onto the screen overhead. After the
students have each created a foldable, I
will ask them to assemble together in
pairs. They will be asked to use their
foldables to quiz each other about the
Native American Regions. (1 hour)
3.) The teacher will model using the District
25 website, “Learn About Native
Americans”
(http://www.ahsd25.k12.il.us/
curriculum/nativeamericans/index.html).
The class will research Native Americans,
in regards to their clothing, dwellings and
environment. The teacher will model
researching about the Eastern Woodland
Indians (or the Plains Indians). She will
demonstrate how to use a graphic
organizer to record her research. The
teacher will remind the children that as
they research different Native American
regions, they should specifically look for
how the tribes adapted to and modified
their environment. (one hour)
4.) The teacher will ask the students to recall
the steps they used to research the Eastern
Woodland Indians. She will write these
steps on the board. The students will use
Strategy: Foldables are three dimensional
graphic organizers. They can help the
students to remember which Native
American tribes live in each region. The
tabs allow the students to guess and check.
Students can use the foldable to study for
the quiz at the end of the unit.
Whole Class Participation: creating
foldables.
In pairs: Students will quiz each other
using the foldables.
Strategies: Graphic Organizers and
Gradual Release (see lessons 4 and 5)
Whole Class Participation: The entire class
will observe the teacher modeling research
techniques. The teacher will ask the
students questions, to keep them engaged
during the modeling experience. The
students will take notes on their graphic
organizer worksheet along with the
teacher.
Strategies: Modified Jigsaw Activity and
Gradual Release (continued.)
Whole Class Participation: The entire class
will create a research procedure.
The resources are the
classroom computer, projector,
PowerPoint software and an
overhead screen. The
materials that will be needed
are copies of the Native
American Region map,
cardstock, colored pencils,
scissors and school glue,
Document #1 and Document
#2 (Native American Regions
Foldable.)
The required resources are the
classroom computer, projector
and an overhead screen. The
materials that will be needed
are butcher paper, markers,
graphic organizer worksheets
and a pointer. The teacher will
draw a graphic organizer
outline on the butcher paper
ahead of time. The teacher and
students will fill in the chart
with notes as a class.
(See document #3 and
document #4: blank graphic
organizer worksheet and
graphic organizer of the
Eastern Woodland Indians.)
The resources that will be
needed are student computers,
with Internet access. The
materials that will be needed
Benchley 8
this procedure to research either the
Pacific Northwest Indians or the Desert
Southwest Indians. Student will be
assigned to groups of four. Two people
will research the Pacific Northwest Indians
and the other two people will research the
Desert Southwest Indians. (one hour)
5.) The students will return to their groups of
four and share their research with each
other. From that research they will write a
skit. The students who researched the
Pacific Northwest Tribes will represent
Pacific Northwest Indians in the skit. The
students who researched the Desert
Southwest Tribes will represent the Desert
Southwest Indians in the skit. In the skit,
the tribe members will discuss their
environment and how they
adapted/modified it, specifically in regards
to clothing and dwellings. (2 hours/
classes)
6.) The students will perform their skits.
(2 hours)
In Groups of Four: This activity is similar
to a jigsaw activity where students meet in
expert groups to learn knowledge or a skill.
They bring that skill back to their home
groups. This activity is very similar, except
that there are only two types of expert
groups.
Strategies: Modified Jigsaw Activity and
Gradual Release (continued.)
Groups of Four: sharing their knowledge
and writing a skit.
are graphic organizer
worksheets and writing
utensils.
Groups of Four
7.) The teacher will demonstrate how to
create a two tab foldable. She will also
show students an example of the foldable
they will make. The students will create a
foldable with two tabs, contrasting the
Desert Southwest Indians and the Pacific
Northwest Indians. First the students will
get into groups of two and participate in a
“Think, Pair, Share” Activity. During the
activity, they will contrast the way that the
Strategy: Foldables and “Think, Pair,
Share”. “Think, Pair, Share” is a designed
to provide students with processing time
to form individual ideas and share these
ideas with another student. The students
will pair up and share their ideas to a
discussion question with another student.
Finally, the class will come together and
some of the students will be called upon to
share what they discussed in their groups.
The materials needed are
student created scripts and
props.
The necessary materials are
colored cardstock, markers,
scissors, pictures of Desert
Southwest and Pacific
Northwest American Indian
dwellings, lands and clothes.
The materials that are needed
are the graphic organizers
(they should be filled out by
the students now), notebook
paper and pencils. The
students can be encouraged to
bring in props to use in their
skit during the next class
period.
Benchley 9
Pacific Northwest and Desert Southwest
Indians adapted to and modified their
environment. Then the students will create
their foldables individually. (1 hour)
The students will read an excerpt from
Chief Canassatego’s speech. This primary
source can be seen by visiting the
“Smithsonian Source” website:
http://www.smithsoniansource.org
/display/primarysource/viewdetails.aspx?
PrimarySourceId=1195. The students will
discuss the following questions: “What
emotions did you feel when you read the
speech?”, “What did you learn from the
speech?” and “Do you agree with Chief
Canassatego?” Following this activity the
teacher will announce that the children
will write their own speech from the
perspective of a past chief of the Eastern
Woodland Indians. The teacher will tell
the students that the main topic of the
speech will be the Eastern Woodland
Indians’ views on property ownership and
land use. The students will talk about the
elements the speech should include and
the subtopics the speech should cover. (2
hours)
8.) The students will begin to research the
Eastern Woodland Indians, specifically
how they adapted to and modified their
environment. The students could refer to
document #5 for a list of Internet sites that
will support their research. The teacher
will also provide specific books for the
Strategy: Graffiti Wall.
First the students will assemble in groups
of four and use the Graffiti Strategy to
write about what they think the speech
should contain. Each group will be given
four minutes to brainstorm. When the
groups have decided on their responses,
one person from a group will write their
group’s responses on the butcher paper in
the front of the classroom. The groups will
present their answers to the class and then
the entire class will evaluate the answers
and add any new ideas to the butcher
paper. At first, the teacher can sit back and
let the students think for themselves. Later
she can steer the students thinking to
include any pertinent information that they
may have missed.
The resources needed are the
classroom computer, Internet
access, butcher paper and
markers.
The students can research the Eastern
Woodland American Indians in groups of 4.
They are permitted to share their
information with one another.
The resources needed for this
activity are computers (at least
two for every group of four).
The materials needed for this
activity are documents #5 and
#6, the specified books on
American Indians, notebook
Benchley 10
students that highlight the Eastern
Woodland American Indians. The titles of
these books can also be included on
document #5. If the students are having a
difficult time knowing what to focus on,
the teacher can provide them with a list of
questions (document #6). (1 hour)
9.) The students will write a RAFT speech
(F=Format) from the point of view of an
Eastern Woodland Indian Chief (R=Role)
to a US Governor (A=Audience). The topic
(T=Topic) will be the Eastern Woodland
Indians’ views on property ownership and
land use. (They will begin the speech in
class and finish it for homework.) Later,
they can present their speeches to the
class. (2 hours)
paper, and pencils.
Strategies: RAFT Individual Speeches and
Bloom Taxonomy’s higher order thinking.
The students are using synthesis to create
something new with the information they
learned.
The materials needed are
paper and pencils.
Documents:
1.) Native American Regions PowerPoint: attached to Weebly: www.meganbenchley.weebly.com
2.) Native American Regions Foldables: included in unit binder
3.) Blank Graphic Organizer:
Native American Groups: Attributes By Region
Region:
Major Tribes:
Land Conditions:
Dwellings: Name,
Plants: Natural Animals
Materials
and Grown
Eastern
Woodland
Desert
Clothing
Benchley 11
Southwest
Pacific
Northwest
4.) Graphic Organizer Answer Key:
Region:
Major Tribes:
Eastern
Woodland
Iroquois,
Algonquin
Desert
Pueblo, Hopi,
Southwest Zuni, Navajo,
Apache
Native American Regions by Attribute
Land Conditions:
Dwellings: Name,
Plants: Natural
Materials
and Grown
Hot and humid
Longhouses (Cedar Natural:
summers, cold
Wood), Wigwams
strawberries,
winters, lots of
(Saplings)
mushrooms,
rain; many rivers,
birch trees,
lakes and forests.
maple trees.
Grown: the
three sisters;
corn, beans and
squash.
Most important
crop: wild rice.
Tall mountains
Hogans (mud and
Natural: cactus,
and deep canyons adobe), Pueblos
juniper,
where rivers flow; (adobe)
sagebrush,
Animals
Clothing
Black Bear,
rabbits, deer,
wild turkeys
Clothes made
from deerskin,
breechcloths,
moccasins, fur
robes, beaded
clothes.
Jack rabbit,
rattlesnake,
coyote,
Clothes from
sheep hide or
wool, loincloths,
Benchley 12
not much rain;
days are hot
Pacific
Chinook, Haida,
Northwest Nootka, Tlingit
5.) American Indian Resources:
Narrow strip of
land between the
mountains and the
Pacific Ocean; the
weather is cool
and wet.
Cedar Plank
Longhouses (no
windows, hole in
roof)
pinion pine
Grown: the
three sisters;
corn, beans and
squash.
Natural: Camas,
hemlock,
spruce,
huckleberry
Most important:
Cedar Trees
Pronghorn
Antelope, Longhaired Goats
and Sheep
Caribou, Sea
Otter, Grisly
Bear, clam,
salmon (most
important)
moccasins,
leggings;
jewelry of
beads, feathers
and silver.
Animal skin
clothes, grass
breechcloths,
woven cedar
shirts; even in
the winter
people went
barefoot.
References
Bial, Raymond. Lifeways: the Navajo. Tarrytown: Marshall Cavendish Corporation, 1999. Print.
Calloway, Colin. The First Americans: Indians of the Northeast. New York: International Book Marketing Ltd., 1991. Print.
Chapur, Donald. Michigan Indians: A way life changes. Hillsdale: Educational Publishers Inc., 1970. Print.
Cubbins, Elaine M. “Techniques for Evaluating American Indian Web Sites.” 25 July 2000. The University of Arizona.
http://www.u.arizona.edu/~ecubbins/webcrit.html.
dePaola, Tomie. The Legend of the Indian Paintbrush. New York: G.P. Putnam’s Sons, 1988.
Greene, Jaqueline. The Chippewa. New York: Franklin Watts, 1993. Print.
“Hopi and Pueblo Indians Doing the Eagle Dance.” 1 February 2007. YouTube. 19
October 2010. http://www.youtube.com/watch?v=QO2g9tgWjbU.
Benchley 13
“Lakota Thunder: Sitting Bull Memorial Song.” 17 August 2008. YouTube. 18 October 2010.
http://www.youtube.com/watch?v=rwQFmTwbQpE&feature=related.
Landau, Elaine. The Hopi. New York: Franklin Watts, 1994. Print.
“Learn About Native Americans.” 2010. Arlington Heights School District. 18 October 2010.
http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/index.html
“Native American Spiritual Music: Ceremony to Mother Earth.” 24 July 2009. YouTube. 18 October 2010.
http://www.youtube.com/watch?v=P1_xmj4mkgs.
“North, South, East, West: American Indians of the Natural World.” 1998. Carnegie Museum of Natural History. 18 October 2010.
http://www.carnegiemnh.org/educators/online/indians/about.html.
Reading Rainbow: The Legend of the Indian Paintbrush. Videotape. Paramount Home Video, 13 August 1992.
Smith-Baranzini, Marlene, and Howard Egger-Bovet. US Kid's History: Book of the American Indians. New York: Little,
Brown and Co., 1994. Print.
"Ten Famous Native Americans" 12 September 2007. HowStuffWorks.com. 19
October 2010 http://history.howstuffworks.com/native-american-history/10-famous-native-americans.htm.
“The Buffalo and Native Americans.” 2010. The History Channel website. 18 October 2010.
http://www.history.com/videos/the- buffalo-and-native-americans.
Benchley 14
6.) Focus Questions for Research on the Eastern Woodland Indians:
1.) Family Structure:
a.) What was the women’s role?
b.) What was the men’s role?’
2.) Government Structure:
a.) Who was the head of the tribe?
b.) How did Eastern Woodland Indians choose their leaders?
c.) Name and describe a famous Eastern Woodland Indian chief.
3.) Trade:
a.) What did the Indians use to trade?
b.) What did the Indians trade for?
c.) What did the Indians give in trade?
d.) Who did the Indians trade with?
4.) Views on Property Ownership:
a.) Who did the Indians believe owned the land? (Should anyone own land?)
b.) Why were the Indians unhappy with the American government in regards to property ownership?
5.) View on Land Use:
a.) How did Indians treat the land? Compare and contrast their land use to land use by American settlers.
b.) How did the Indians feel about land use? How should the land be used? Why did they feel this way?
Formative Assessment Rubrics:
Student Name:_________________________________________________
Native American Regions Foldable Rubric
Labels
Boundaries
Distinctions
Neatness
(6 pts.)
(6pts.)
(4pts.)
(4pts.)
Total
(20pts.)
Benchley 15
Labels= each of the six regions are labeled correctly (1 pt. each).
Boundaries= the boundaries for each of the six regions are drawn correctly (approximately).
Distinctions= the map includes a title and each of the six regions are a different color (1pt. for title, ½ pt. for each region).
Neatness= Cutting and gluing are at a fifth grade level.
Three Native American Regional Tribes
Region
Land
Plants and
Clothing
Total
and
Conditions Animals
(2pts.)
(25pts.)
Major
and
(8pts.)
Tribes
Dwellings
(6pts.)
(9pts.)
Eastern Woodland
Desert Southwest
Pacific Northwest
Region and Major Tribes= 2pts. for region and 2pts. per major tribe (2)
Land Conditions and Dwellings=3 pts. for climate, 3pts. for landform, and 3 pts. for a dwelling type and description
Plants and Animals: 1pt. per plant (4) and 1 pt. per animal (4)
Clothing: ½ pt. per clothing item (4)
RAFT Speeches
Student Name
Land Use: (6 pts.)
Property Use: (6 pts.)
Authentic: (8 pts.) Components: (5 pts.)
Land Use: The speech illustrates the Eastern Woodland Indians views on land use.
Property Use: The speech illustrates the Eastern Woodland Indians’ views on property use.
Total (25 pts.)
Benchley 16
Authentic: The speech is well researched and authentic.
Components: The speech contains all the components that the class decided speeches should include.
Running Total of All Three Formative Assessments (out of 70): _____
Summative Assessment
Fifth Grade American Indian Unit
Part One: U1.1.1 Selected Response Assessment
Objective: Students will identify the Native American Regions on a given map. They will write the name of the region next to the
number that corresponds to the correct location on the map.
Native American Regions:
Benchley 17
1.)
2.)
3.)
4.)
5.)
Benchley 18
6.)
Rubric:
Native American
Regions
Answer is
Answer is Partially
Completely Correct Correct (2 pts.)
(4 pts.)
Answer is
Completely
Incorrect (0 pts.)
1.) Pacific NW
2.) Great Basin
3.) Desert SW
4.) Great Plains
5.) Eastern
Woodland
6.) Southern
Woodland
7.) Total Points
(out of 24)
Part Two: U1.1.2 Performance Assessment
Objective: Students will create two posters that illustrate how Native Americans adapted to and modified their environment. One
poster will represent the Pacific Northwest Indians and one poster will portray the Desert Southwest Indians
Directions: Students will sort pictures that relate to two different American Indian tribes into two piles. One pile will represent
the Pacific Northwest Indians and the other pile will represent the Desert Southwest Indians. The students will create a poster
for each of the two tribes that explain how they reacted used and influenced their environment. The posters should include the
pictures and how these pictures relate to the tribes’ adaptations to the environment. For example, if the poster was about
Eastern Woodland Indians instead, students could glue a picture of a longhouse to their poster. They would write that Eastern
Woodland Indians built wigwams using saplings, bark and cattails from their environment.
Benchley 19
Example:
Eastern Woodland American Indians
The Indians from the Eastern Woodland Region built
longhouses from saplings, bark and cattails found in this
region.
The Eastern Woodland climate consists of hot, humid
summers and cold, wet winters. Streams, lakes, forests
and plants are numerous in this region.
Deer were especially important to these tribes. Clothing
was tanned from deer hides and the people ate the meat.
One important food for the Eastern Woodland Indians
was wild rice. The women could paddle birch bark
canoes to search for rice plants.
Benchley 20
These Indians used deerskins for clothing. They also
used wampum, which were beads made from shells.
Wampum was also used for trading.
The people of the Eastern Woodlands modified their
environment by becoming farmers. They grew the
three sisters; corn, beans and squash.
Summative Assessment Part Two: Poster Pictures
Benchley 21
Benchley 22
Rubric:
6 Pictures
are Correct
(1/2 pt.
each)
Pictures have a
description
(1/2 pt.each)
Descriptions are related to
adaptation/ modification
(1 pts. each)
Total
Points
(12 pts.)
Desert
Southwest
Pacific
Northwest
Total Points (out of 24): _____
Part Three: U1.1.3 Performance Assessment
Objective: Students will complete graphic organizers, by providing information about Eastern Woodland Indian family structure,
government, trade and views on land use and property ownership. They will provide a facts about each category using the
“Claims, Evidence, Support” framework. Claims must be relevant to the topic and display a high level of understanding related to
the subject matter. For instance, a valid claim would not be, “Eastern Woodland Indians had good families.”
Graphic Organizer: Claims, Evidence and Support about Eastern Woodland Indians
Benchley 23
Topic
Claim
(2 pts. each)
Family
Structure
Government
Trade
Views on
Property/Land
Total Points (out of 24pts.): _____
Total Points for all three parts (out of 72): _____
Evidence
(2 pts. each)
Support
(2 pts. each)