Project GLAD
Hemet Unified School District
CALIFORNIA NATIVE AMERICANS
(Level 4)
IDEA PAGES
I.
UNIT THEME: Native Americans of California had a diversity of
culture based on: region and natural resources. This in turn
affected the social, political, and economic lives they led.
II.
FOCUS/MOTIVATION:
 observation charts
 inquiry charts
 Big Books
 Poetry chants
 Awards
 Research center
III. CLOSURE/ASSESSMENT:
 assessment of learning logs
 process charts
 conference – portfolios
 Expository writing – compare/contrast with a teacher made
rubric
 Teacher/student made quizzes
IV.
CONCEPTS:
The diverse lives of the early Californian Native Americans were
shaped by their location and natural resources that were available.
V.
ORAL LANGUAGE/READING/WRITING SKILLS ELA AND ELD
Reading:
1.0
Word Analysis, Fluency and Systematic
Vocabulary Development
Word Recognition
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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1.1
Read narrative and expository text aloud with
grade-appropriate fluency and accuracy and with
appropriate spacing, intonation, and expression.
Vocabulary and Concept Development
1.2
Apply knowledge of word origins, derivations,
synonyms, antonyms, and idioms to determine the
meaning of words and phrases.
1.3
Use knowledge of root words to determine the
meaning of unknown words within a passage.
1.4
Know common roots and affixes derived from
Greek and Latin and use this knowledge to analyze
the meaning of complex words.
2.0 Students read and understand grade-level
Appropriate material. They draw upon a variety
of comprehension strategies as needed.
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational
text.
Comprehension and Analysis of Grade-Level
Appropriate Text
2.2 Use appropriate strategies when reading for
different purposes
2.3 Make and confirm predictions about text itself
by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic
sentences, important words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing
them against known information and ideas.
2.5 Compare and contrast information on the same topic
after reading several passages or articles.
3.0 Literary Responses and Analysis:
Narrative Analysis of Grade-level Appropriate
Text
3.2 Identify the main events of the plot, their causes,
and the influence of each event on future actions.
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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3.3 Use knowledge of the situation and setting and of a
character’s traits and motivations to determine the
causes for the character’s actions.
3.5 Define figurative language and identify its use in
literary works.
Writing:
1.0 Writing Strategies
Organization and Focus
1.2 Create multiple-paragraph compositions
1.3 Use traditional structures for conveying information
Research and Technology
1.5 Quote or paraphrase information sources, citing
them appropriately.
1.6 Locate information in reference texts by using
organizational features
1.7 Use various reference materials as an aid to writing.
1.8 Understand the organization of almanacs, newspaper,
and periodicals and how to use those printed
materials.
Evaluation and Revision
1.10 Edit and revise selected drafts to improve
coherence and progression by adding, deleting,
consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their
Characteristics)
2.1 Write narratives.
2.3 Write information reports
2.4 Write summaries that contain the main ideas of
the reading selection and the most significant
details.
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Written and Oral English Language Conventions:
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Use simple and compound sentences in writing and
speaking.
1.2 Combine short, related sentences with appositives,
participial phrases, adjectives, adverbs, and
prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs,
adverbs, prepositions, and coordinating
conjunctions in writing and speaking.
Punctuation
1.4 Use of parentheses, commas in direct quotations, and
and apostrophes in the possessive case of nouns and
in contractions.
1.5 Use underlining, quotation marks, or italics to
identify titles of documents.
Capitalization
1.6 Capitalize names of magazines, newspapers, works
of art, musical compositions, organizations, and
the first word in quotations when appropriate.
Spelling
1.7 Spell correctly roots, inflections, suffixes and
prefixes, and syllable constructions.
Listening and Speaking:
1.0 Listening and Speaking Strategies
Comprehension
1.1 Ask thoughtful questions and respond to relevant
questions with appropriate elaboration in oral setting.
1.2 Summarize major ideas and supporting evidence
presented in spoken messages and formal
presentations.
1.3 Identify how language usage reflect regions
and culture.
Native Americans California Level 4 CA
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1.4 Give precise directions and instructions.
Organization and Delivery of Oral Communication
1.6 Use traditional structures to convey information.
1.7 Emphasize points in a way that help the listener
or viewer to follow important ideas and concepts.
1.8 Use details, examples, anecdotes, or experiences
to explain or clarify information.
1,9 Use volume, pitch, phrasing, pace, modulation, and
gestures appropriately to enhance meaning.
2.0 Speaking Applications (Genres and their
Characteristics)
2.1 Make narrative presentations.
2.2 Make informational presentations.
2.4 Recite brief poems, soliloquies, or dramatic dialogues
using clear diction, tempo, volume, and phrasing.
Listening and Speaking (Grades 3-5 ELD California Standards)
Comprehension
B:
Speak with few words/sentences
Answer simple questions with one/two word
response
Retell familiar stories/participates in short
conversations/using gestures
EI: Ask/answer questions using phrases
simple sentences
Restates/execute multi step oral
directions
I:
Ask/answer questions using support
elements
Identify key details from stories and
information
EA: Identify main points/support details
from content areas
A:
Identify main points/support details
from stories and subject areas
Respond to and use idiomatic expressions
Appropriately
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Comprehension, Organization, and Delivery of Oral
Communication
B:
Uses common social greetings
EI: Identify main points of simple conversation/
stories (read aloud)
Communicates basic needs
Recites rhymes/songs/simple stories
I:
Speak with Standard English grammatical
forms/sounds
Participates in social conversations by asking
answering questions
Retells stories/share school activities using
vocabulary, descriptive words/paraphrasing
EA:
A:
Retells stories including characters, setting,
plot, summary, analysis
Use Standard English grammatical forms
sounds/intonation/pitch
Initiate social conversations by asking and
answering, questions/restates and soliciting
information
Appropriate speaking based on purpose,
audience, subject matter
Ask/answer instructional questions
Use figurative language and idiomatic
expressions
Question/restate/paraphrase in social
conversations
Speak/write based on purpose, audience, and
subject matter
Identify main idea, point of view, and fact
fiction in broadcast and print media
Use Standard English grammatical forms
sounds/intonation/pitch
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Reading – Word Analysis
Concepts about Print, Phonemic Awareness,
Decoding, and Word Recognition
B:
Recognize familiar phonemes
Recognize sound/symbol relationship
in own writing
EI: Read orally recognizing/producing phonemes
not in primary language
Recognize morphemes in phrases/simple
Sentences
I:
Read aloud with correct pronunciation of
most phonemes
Use common morphemes in oral and
Silent reading
EA: Use knowledge of morphemes to derive
meaning from literature/texts in
content areas
A:
Use root and affixes to derive meaning
Reading – Fluency and Systematic Vocabulary
Development
Vocabulary and Concept Development
B:
Read aloud simple words in stories/games
Respond to social and academic
interactions (simple questions/answers)
Demonstrate comprehension of simple
vocabulary with action
Retell simple stories with drawings,
words, phrases
Uses phrases/single word to communicate
basic needs
EI: Use content vocabulary in discussion/reading
Read simple vocabulary, phrases, and
sentences independently
Uses morphemes, phonics, syntax, to decode
and comprehend words
Recognize and correct grammar, usage, word
choice in speaking or reading aloud
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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I:
EA:
A:
Read own narrative and expository text
aloud with pacing, intonation, expression
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar
words in texts
Recognize and correct grammar, usage, word
choice in speaking or reading aloud
Read grade level narrative/expository text
aloud with pacing, intonation, expression
Use content vocabulary in discussions/
reading
Recognize common roots and affixes
Uses morphemes, phonics, syntax, to decode
and comprehend words
Recognize multiple meaning words in content
literature and texts
Use common roots and affixes
Use standard dictionary to find meaning
Recognize analogies and metaphors in
content literature and texts
Use skills/knowledge to achieve independent
reading
Use idioms in discussion and reading
Read complex narrative and expository
texts aloud with pacing, intonation,
expression
Apply common roots and affixes knowledge
to vocabulary
Recognize multiple meaning words
Apply academic and social vocabulary
to achieve independent reading
Use idioms analogies, and metaphors in
discussion and reading
Use standard dictionary to find meaning
Read complex narrative and expository
texts aloud with pacing, intonation,
expression
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Reading Comprehension
B:
Answer fact questions using one/two word
response
Connect simple text read aloud to personal
experience
Understand and follow one-step directions
Sequence events from stories read aloud
using key words/phrases
Identify main idea using key words/phrases
Identify text features: title/table of
content/chapter heading
EI: Use simple sentences to give details from
simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple
sentences
Read and identify main ideas to draw
inference
Identify text features: title/table of
content/chapter heading
Identify fact/opinion in grade level text
read aloud to students
I:
Orally respond to comprehension questions
about written text
Read text features: titles, table of content,
headings, diagrams, charts, glossaries,
indexes
Identify main idea to make predictions and
support details
Orally describe connections between text
and personal experiences
Follow multi-step directions for classroom
activities
Identify examples of fact/opinion and
cause/effect in literature/content texts
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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EA:
Give main idea with supporting detail from
grade level text
Generate and respond to text-related
comprehension questions
Describe relationship between text and
personal experience
Identify function of text features: format
diagrams/charts/glossary
Draw conclusions and make inferences
using text resources
Find examples of fact, opinion, inference,
and cause/effect in text
Identify organizational patterns in text:
sequence, chronology
A:
Make inferences/generalizations, draw
Conculsions from grade level text resources
Describe main ideas with support detail
From text
Identify patterns in text: compare/contrast
Sequence/cause/effect
Writing Strategies and Applications
Penmanship, Organization, and Focus
B:
Write alphabet
Label key parts of common objects
Create simple sentences/phrases
Write brief narratives/stories using
Few standard grammatical forms
EI: Write narratives that include setting
and character
Respond to literature using simple
sentences, drawings, lists, charts
Write paragraphs of at least four
sentences
Write words/simple sentences in content
area
Write friendly letter
Produce independent writing
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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I:
EA:
A:
Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing
central idea using grammatical
form
Use complex vocabulary and sentences
in all content areas
Write a letter with detailed sentences
Write detailed summary of story
Arrange compositions with organizational
patterns
Independently write responses to
literature
Use complex vocabulary and sentences
in all content areas
Write a persuasive letter with
relevant evidence
Write a multi-paragraph narrative and
expository for content areas
Write short narrative for all content areas
Write a persuasive composition
Write narratives that describe setting,
character, objects, events
Write a multi-paragraph narrative and
expository composition
Independently use all steps of writing
process
Writing Conventions
B:
Begin own name and sentences with a
capital letter
EI: Begin proper nouns and sentences
with a capital letter
Use period at end of sentence/use
some commas
Edit for basic conventions
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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I:
Produce independent writing
Use standard word order
EA: Produce independent writing with correct
capitals, punctuation, spelling
Use standard word order
Edit for basic conventions
A:
Use complete sentences and correct
order
Use correct parts of speech
Edit for punctuation, capitalization
spelling
Produce writing with command of
standard conventions
Reading Literary response and Analysis
Narative Analysis of Grade Level Appropriate Text
B:
One/two word oral responses to factual
comprehension questions
Word/phrase oral response identifying
characters and setting
Distinguish between fiction/non-fiction
Identify fairy tales, folk tale, myth,
legend using lists, charts, tables
EI: Orally answer factual question using
simple sentences
Orally identify main event in plot
Recite simple poems
Orally describe setting of
literature piece
Orally distinguish among poetry, drama,
short story
Orally describe character of a selection
I:
Paraphrase responses to text using
expanded vocabulary
Apply knowledge of language to derive
meaning from text
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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EA:
A:
Describe figurative language (simile,
metaphor, personification)
Distinguish literary connotations
from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how
it is resolved
Recognize first and third person in
literary text
Describe characteristics of poetry,
drama, fiction/non-fiction
Evaluate author’s use of techniques to
influence the reader
Describe directly stated and implied
themes
Compare/contrast motives of characters
in work of fiction.
VI. SOCIAL STUDIES STANDARDS – Grade 4
4.1
Students demonstrate an understanding of the physical
and human geographic features that define places and
regions in California.
3. Identify the state capital and describe the various
regions of California, including how their characteristics
and physical environments (e.g. water, landforms,
vegetation, climate) affect human activity.
5. Use maps, charts, and pictures to describe how
communities in California vary in land use, vegetation,
wildlife, climate, population density, architecture,
services, and transportation.
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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4.2
Students describe the social, political, cultural, and
economic life and interactions among people of California
from the pre-Columbian societies to the Spanish mission
and Mexican rancho periods.
2. Discuss the major nations of California Indians,
Including their geographic distribution, economic
activities, legends, and religious beliefs: and describe
how they depended on, adapted to, and modified the
physical environment by cultivation of land and the use
of sea resources.
VII. SCIENCE STANDARDS – Grade 4
Investigation and Experimentation
Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding
this concept, and to address the content the other three
strands, students should develop their own questions and
perform investigations. Students will:
c. Formulate and justify predictions based on cause-and-effect
relationships
VIII.
VOCABULARY
head dress
games
traditions
hunting
deer skin
settlements
reservations
sweat house
loyalty
asphalt
artifacts
diversity
granaries
Cahuilla
pottery
trade
rock painting
gathering
salmon
religion
shaman
tattoo
ceremonies
ominous
archaeology
loin cloth
physician
Yokutes
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
celebrations
dance
net
tomol
harvest
basket
irrigation
shelter
cultures
ancestors
resources
elevation
Chumash
Shasta
acorn
trap
dye
tools
tule
Pomo
region
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IX.
RESOURCES AND MATERIALS – Teacher
* National Geographic
* May 2004, “Great Plains”
* September 2004, “American Indians”
* June 1994, “Pow Wow”
* July 1990, “Salmon”
* Open Court Reading, 2002
* Adventures in Time and Place, McGraw-Hill, 2000
RESOURCES AND MATERIALS – Fiction
* Girl Who Loved Wild Horses, Paul Goble
* Rainbow Bridge, Audrey Wood and Robert Florczak
* The Sugar Bear Story, Ernestine Ygnacio-Desoto/Mary Yee
* The Legend of the Indian Paintbrush, Tomie dePaola
* The Legend of the Bluebonnet, Tomie dePaola
* The Rough Face Girl, Rafe Martin
RESOURCES AND MATERIALS – Non-fiction
* The Chumash (New True Book), Jill Duvall
* California Indian Fact Cards, Toucan Valley Publication, 1996
* Tribes of Native America – Chumash, Marla Felkins Ryan
* Indians (New True Book), Children’s Press, 1982
TECHNOLOGY
* Google advanced search
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Project GLAD
California Native Americans
Level 4
UNIT PLANNING PAGES
I.
FOCUS/MOTIVATION
*
*
*
*
*
*
*
II.
INPUT
*
*
*
*
*
III.
Cognitive Content Dictionary with Signal Word
Big Book
Observation Charts
Inquiry Charts
Realia
Awards
Personal interaction
pictorial – Life of Chumash
Narrative – Rainbow Bridge
Graphic Organizer – Four region of California
Read aloud
United States map
GUIDED ORAL PRACTICE
* T-graph/team points
* Picture files – observe, classify, categorize, label – why?
* Poetry
- Chumash here/there
- I know a Native American
- Chumash Sound-off
- Regions- Yes Ma’am
- BUGALOO
* Sentence Patterning chart (Farmer-in-the-Dell)
* Expert groups – Chumash
* Team Tasks
* Process grid
* Personal interactions
* Oral book sharing
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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PLANNING PAGE
Page 2
IV.
READING/WRITING
A.
TOTAL CLASS
* coop strip with responding, revising, and editing
* Poetry Frame and Flip Chant
* Narrative – Story Map
B.
FLEXIBLE GROUP
* Team tasks
- Mind Map
-Process Grid
- picture
- Personal CCD
- Flip Chant
- labeling of charts
- Strip Book
- Poem
- Narrative
- Expository Paragraph
* ELD Review
* Ear to Ear Reading
* Flexible Reading Groups (leveled)/SQ3R
* Focused Reading
* Big Books
* Expert Groups
C.
INDIVIDUAL
* Learning Logs
* Journals
* Personal Response
* All team tasks taken to individual tasks
D.
READING/WRITING WORKSHOP
* Mini Lesson
* Write
* Author’s Chair
* Conference
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Hemet School District - Project G.L.A.D (08/07 JB)
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PLANNING PAGE
Page 3
V.
CLOSURE/EVALUATION/ASSESSMENT
*
*
*
*
Portfolio Assessment: Teacher and self-assessment
Assessment of skills in Group Frames and Learning Logs
Assessment of personal Process Grid
Team Exploration
- Teacher/Student Rubric
* Teacher and student made quizzes
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Project GLAD
Hemet Unified School District
Native Americans of California
(Level 4)
SAMPLE DAILY LESSON PLAN
Day 1:
FOCUS/MOTIVATION
 Scientist Awards – standards
 Cognitive Content Dictionary with Signal Word
 Observation Charts
 Inquiry Chart – “What do you know about California Native
Americans?” “What do you wonder about California Native
Americans?”
 Big Book (California Regions)
 Portfolios
INPUT
 Graphic Organizer – Map of the United States
o 10/2 Discussion
o Learning Logs
o ELD review of Map of United States
 Pictorial Input Chart – California Regions
o Personal Interaction
o 10/2 discussion
o Learning Log
o ELD Review
GUIDED ORAL PRACTICE
 Chants –
 T-graph – Team points
 Picture File
o Free Exploration
o Classify/Categorize
o Exploration Report
INPUT
 Narrative Input Chart
o ELD review
o Learning Log
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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SAMPLE DAILY LESSON PLAN
Page 2
READING/WRITING
 Writers Workshop
o Mini-lesson
o Write
o Author’s Chair
CLOSURE
 Process Charts
 Interactive Journals
 Home/School Connection – “Why did your family settle in California?”
Day 2:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home School Connection
 Review with word cards – Graphic Organizer (Map of the United
States)
 Review with word cards – Input Chart (Regions Of California)
 Big Book (Chumash)
 Narrative Input – review with Word Cards and Conversation Bubbles
INPUT
 Pictorial Input Chart – Chumash Native Americans – 10/2
o Personal Interaction
o Learning Logs
o ELD review
GUIDED ORAL PRACTICE
 Chant
o “Bugaloo”
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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SAMPLE DAILY LESSON PLAN
Page 3
READING/WRITING
 Flex Groups – Pull 2 Expert Groups
 Team Tasks
 Writer’s Workshop
o Mini-lesson
o Write
o Author’s chair
CLOSURE
 Process Charts
 Journals
 Home/School Connection – “What games do you play at home?”
Day 3:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Review input with Word Cards (Chumash Pictorial)
INPUT
 Listen and Sketch
GUIDED ORAL PRACTICE
 Chant
o “Here/There”
 Sentence Patterning Chart
o Reading Game
o Trading Game
o Flip Chant
READING/WRITING
 Flex Groups – experts
o Team Tasks
GUIDED ORAL PRACTICE
 Mind Map of Chumash
 Process Grid
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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SAMPLE DAILY LESSON PLAN
Page 4
READING/WRITING
 Cooperative strip paragraph
o Respond
o Revise
o Edit
 Interactive Journals

CLOSURE
 Process Chants – highlight and sketch
 Home School connection – Compare and Contrast
Day 4:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home-School Connection
 Story Map with Narrative Input
GUIDED ORAL PRACTICE
 Strip Book – Native Americans were…., Native Americans were not…
READING/WRITING
 Flexible Group Reading
o Clunkers and links – At or above grade level students
o Group Frame/ELD Story Retell
 Team Tasks
 Writer’s Workshop
o Mini-lesson
o Write
o Author’s chair
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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SAMPLE DAILY LESSON PLAN
Page 5
Day 5
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal word.
 Chants/Poetry
 Process Home/School Connection
READING/WRITING
 Flexible Reading Groups
o Cooperative Strip Paragraph with Struggling Readers
o Team Tasks
o Team Presentations and Oral Evaluation
 Found Poetry
 Writer’s Workshop
o Mini-lesson
o Write
o Author’s chair
 Ear to ear reading with Poetry Booklet
 Focused reading with personal Cognitive Content Dictionary
CLOSURE
 Where’s My Answer?
 Teacher/Student made quizzes.
 Expository Writing – Compare/contrast Native Americans from
different regions with Rubric.
 Process Charts – Inquiry Chart
 Process Week – “What did you learn?” “What helped you learn?”
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Super Scientist Awards
**Add picture to match definition**
ACORN – Major food source of all California Native Americans
TOMAL – Chumash canoe used for travel and fishing
TULE REED - A natural resource used for shelter and clothing.
SWORDFISH – An important ceremonial symbol
CALIFORNIA REGIONS – Mountain, Coastal, Desert, Central
Valley
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Just Thought You Might
Like To Know
By: T. Yodites
L. Hollenkamp
N. Ruddell
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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I just thought you might like to
know…..
Archaeologists believe that the
first people of North America
came from Asia over 40,000 years
ago. Tools unearthed in California
have led archaeologists to believe
that people have lived in California
for at least 12,000 years.
I just thought you might like to
know.
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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I just thought you might like to
know…..
There are four geographical
regions in California: the
Mountains, Coast, Desert, and the
Central Valley. In these regions,
there were over fifty early
Californian groups or tribes.
However, these early people did
not consider themselves as tribes
for they spoke different languages
and did not have a name by which
they called themselves.
I just thought you might like to
know.
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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I just thought you might like to
know…..
These tribes followed many
different ways of life based on the
natural resources of their
particular region:
Tribes along the Coast were
fishermen. Desert tribes were
farmers, but people of all the
regions were hunters and
gatherers.
I just thought you might like to
know.
Native Americans California Level 4 CA
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I just thought you might like to
know….
Shamans were religious leaders
and healers, whose role was like
that of a doctor today. Every
tribe had a shaman. The shaman
was usually a man, although the
Hupa tribe’s shaman was always a
woman.
I just thought you might like to
know.
I just thought you might like to
know….
Native Americans California Level 4 CA
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Tribes adapted their shelters,
diet, and clothing based on their
region’s climate and resources.
Acorns were plentiful
throughout most of California, so it
was a very important plant food for
the majority of the tribes.
I just thought you might like to
know.
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The Important Book of Chumash
Native Americans
By: T. Yodites
N. Ruddell
L. Hollenkamp
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The most important thing about
the Chumash people is that they
are a part of our California history.
The Chumash lived near the
coast of Santa Barbara and on the
Channel Islands.
The Chumash lived in what is
now Santa Barbara and Ventura
Counties.
But the most important thing
about the Chumash people is that
they are a part of our California
history.
Native Americans California Level 4 CA
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The most important thing
about the Chumash people is that
they are a part of our California
history.
The Chumash shelter was a
circular house made from willow
branches and covered with tule
reeds and grass.
Every village had a sweathouse.
Men of the village visited this
round structure for meetings,
cleansing, and preparing for war.
But the most important thing
about the Chumash people is that
they are a part of our California
history.
Native Americans California Level 4 CA
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The most important thing about
the Chumash people is that they
are a part of our California history.
The Chumash lived along the
coast. Their food came mainly
from the ocean and the acorn was
the most important plant food.
But the most important thing
about the Chumash people is that
they are a part of our California
history.
The most important thing about
the Chumash people is that they
are a part of our California history.
Native Americans California Level 4 CA
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The Chumash were fine boat
makers and basket weavers. They
used these tools to help them to
hunt and gather.
But the most important thing
about the Chumash people is that
they are a part of our California
history.
The most important thing
about the Chumash people is that
they are a part of our California
history.
Native Americans California Level 4 CA
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The climate on the coast was
mild, so the Chumash did not wear
much clothing. Women wore
deerskin or grass skirts and men
wore a belt or net to carry tools.
But the most important thing
about the Chumash people is that
they are a part of our California
history.
The most important thing
about the Chumash people is that
they are a part of our California
history.
Native Americans California Level 4 CA
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The Chumash believed that the
world was always changing. The
tribe’s shaman would guide people
in important decisions and help heal
the sick.
But the most important thing
about the Chumash people is that
they are a part of our California
history.
The most important thing about
the Chumash people is that they
are a part of our California history.
The Chumash dances were done
for religious purposes, but also for
fun and entertainment.
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But the most important thing
about the Chumash people is that
they are a part of our California
history.
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Native Americans California Level 4 CA
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Information for Chumash Tribe Pictorial Input Chart:
Region:
-Southern coast
Food:
-tomol
-canoe used for fishing
-mostly fishermen and gathers
-acorn most important food source
Clothing:
-wore little or no clothing
Women=skirts of grass
Men=belt
Shelter:
-ap
-tule reed
Cultural Rituals:
-swordfish dance brought abundance of food from sea
-Shaman usually a woman
-doctor to the sick
Interesting Facts:
-cave paintings tell of coastal culture
-olivella
-shells=money
-Island Chumash mint for mainland
Native Americans California Level 4 CA
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Narrative Input Chart
“Rainbow Bridge” by Audrey Wood & Robert Florczak
Native Americans California Level 4 CA
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Chumash Here, Chumash There
Chumash here, Chumash there
Chumash, Chumash everywhere!
Resourceful Chumash weaving,
Inventive Chumash beading,
Creative Chumash painting!
Chumash on the Channel Islands,
Chumash along the coast,
Chumash around Santa Barbara Bay
And Chumash in California!
Chumash here, Chumash there
Chumash, Chumash everywhere!
CHUMASH! CHUMASH! CHUMASH!
N. Ruddell,
T. Yodites, L. Hollenkamp
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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NATIVE AMERICAN
I know a Native American
A wise and courageous Native American
A wise and courageous Native American
Who was resourceful.
He respected Mother Earth
Taking only what he needed
Being thankful for her gifts
Which lasted him from womb to the grave.
I know a Native American
A wise and courageous Native American
A wise and courageous Native American
Who was resourceful.
L. Hollenkamp, T. Yodites, N. Ruddell
Native Americans California Level 4 CA
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ARCHAEOLOGY BUGALOO
I’m an archaeologist and I’m here to say,
I study past human life and that’s OK.
Sometimes I dig for artifacts; sometimes I read a
book,
But, mostly, I go and take a look.
Tools, legends, and interviews too,
Doing the archaeology BUGALOO!
I’m an archaeologist and I think you should know
Native American’s natural resources were as good as
gold.
Desert tribes worked the land,
Coastal people gathered shells in the sand.
Baskets, asphalt, tule too,
Doing the archaeology BUGALOO!
N. Ruddell, L Hollenkamp, T. Yodites
Native Americans California Level 4 CA
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Chumash Sound Off
We just know what we’ve been told
Chumash tribes lived long ago.
They gathered seeds and did not farm
Resources were plentiful, so they weren’t alarmed.
SOUND OFF ---- CALIFORNIA
SOUND OFF ----NATIVE AMERICAN
SOUND OFF ---- 1,2,3,4 CHUMASH!
Traveling by water was an easy task,
Graceful, planked tomols were really fast.
Basket weaving was done in might,
This cooking container was watertight!
SOUND OFF ---- FISHERMEN
SOUND OFF ----GATHERERS
SOUND OFF ---- 1,2,3,4 CHUMASH!
Clothing made of bark and grass,
Skirts for the women and little lass.
Britches were not worn by boys
Jewelry and dances they enjoyed!
SOUND OFF ---- CEREMONIES
SOUND OFF ----FAMILY
SOUND OFF ---- 1,2,3,4 CHUMASH!
N. Ruddell, L Hollenkamp, T. Yodites
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Yes Ma’am
Is this the Coastal Region?
Is this the Coastal Region?
How do you know?
How do you know?
What else do you know?
What else do you know?
Yes Ma’am!
Yes Ma’am!
The people used tomols to catch fish.
They harvested acorns in the fall.
Cave paintings were a form of
religious expression.
Dancing and games were a part of
their culture.
Is this the Desert Region?
Is this the Desert Region?
How do you know?
Yes Ma’am!
Yes Ma’am!
The people farmed the land to feed
themselves.
How do you know?
The Shaman was a healer.
What else do you know?
The climate was one of extreme hot
and cold.
What else do you know?
Irrigation was used to water the land.
N. Ruddell, L. Hollenkamp, T. Yodites
Native Americans California Level 4 CA
Hemet School District - Project G.L.A.D (08/07 JB)
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Name: ____________________
Home – School Connection
Why did your family settle in California?
Discuss with your family the reasons they came to California.
In your discussion, ask your family if there were certain
resources and/or living conditions that attracted your family to
California?
Coneccion entre la escuela y la familia
¿Por qué su familia colocó en California?
Discuta con su familia las razones que vinieron a California.
En su discusión, pregunte a su familia si había ciertos recursos
y¿o condiciones que viven que atrajeron a su familia a California?
Name: ____________________
Native Americans California Level 4 CA
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Home – School Connection
What games do you play at home?
California Native Americans loved to play games with their
friends and family. Discuss with your family the games you play
individually and as a group. Make a list of these games. If your
family has adapted or changed the games to make them your own,
please explain these new rules to us.
Coneccion entre la escuela y la familia
¿Qué juegos usted juega en el país?
Los americanos nativos de California amaron jugar juegos con
sus amigos y familia. Discuta con su familia los juegos que usted
juega individualmente y como grupo. Haga una lista de estos
juegos. Si su familia ha adaptado o ha cambiado los juegos para
hacerles sus el propios, explique por favor estas nuevas reglas a
nosotros.
Name: ____________________
Native Americans California Level 4 CA
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Home – School Connection
Compare and Contrast
From the following list, choose one category to discuss with your
parents. In your discussion, compare/contrast the similarities
and differences between your generation and your parents.
Categories: food, clothing, music/songs.
Parent
Both
You
Nombre: ____________________
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Coneccion entre la escuela y la familia
De la lista siguiente, elija una categoría para discutir con sus
padres. En su discusión, compareponga en contraste las
semejanzas y las diferencias entre su generación y sus padres.
Categorías: alimento, ropa, músicacanciones.
Padre/Madre
Los Dos
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California Native Americans: Cultural Diversity
Expert Group: Cahuilla Indians
Region: The Cahuilla Native Americans settled in the
south central part of California. This was a land of
mountain ranges, canyon and valleys, and desert. Water
supply was often a problem. Villages were placed near
water sources, usually springs in canyons.
Shelter: The Cahuilla built several kinds of shelters.
Some were open all across the front. They were made by
setting several poles in a line in the ground and topping
them with a ridge pole. More poles were slanted down
from the ridge pole to form back and side walls, which
were covered with brush. Other houses were domeshaped with an entrance opening.
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Food: Although the men hunted deer and rabbits, the
people depended more on desert plants for their food
supply. Acorns were important to the Cahuilla. A common
food for the desert dwellers was the fruit of the
mesquite tree.
Clothing and Jewelry: The Cahuilla often wore sandals
on their feet. The sole of the sandal was made either of
several layers of deerhide, or of a type of cactus.
Cahuilla women wore skirts made from the bark of a
mesquite tree. Cahuilla men usually wore a loincloth of
deerskin. Blankets were made by sewing together strips
of rabbit skin.
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Cultural Rituals: Singing was important to the Cahuilla.
Both women and men sang as they worked and as they
competed in games. Musical instruments were flutes,
whistles, and rattles made of turtle shells, or gourds.
Interesting Facts: The Cahuilla people were one of the
few early California people to make pottery. They made
pots, bowls, and dishes. The Cahuilla men hunted with
bows made of willow or mesquite wood and strung with a
strip of sinew (animal tendon). The Cahuilla people were
known as expert traders. They traded their crafted
items such as baskets, pottery, bows and arrows.
Native Americans California Level 4 CA
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California Native Americans: Cultural Diversity
Expert Group: Chumash Native Americans
Region: The Chumash Native Americans settled on the
southern coastal part of California. Most of the Chumash
people lived along the coast with only a few villages
settling inland. There were also Chumash villages on
three of the Channel Islands.
Shelter: The Chumash houses were round. They were
made with a frame of poles arranged in a circle, then
arched inward to meet in the middle. The frame was
covered with bundles of grass or tule reeds. Light enters
from a hole in the roof. Each village had a sweathouse,
built around a hole dug in the ground. The door was an
opening in the roof. A ladder was used to climb down
inside.
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Food: The most important food for the Chumash was
the acorn. The Chumash hunted on both sea and land.
Seals, sea otters, and porpoises were taken with
harpoons from canoes. Deer, coyote, fox, rabbits, ducks,
and geese added to the food supply.
Clothing and Jewelry: The Chumash women wore a
double apron of deerskin, hanging from the waist to the
knees, with the edges fringed and decorated with shells.
The men often wore nothing. For cold weather, cloaks
were made from the skins of rabbit, fox, or sea otters.
Feather cloaks were also worn. Necklaces and earrings
were made of shell and bone.
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Cultural Rituals: Each Chumash village had a flat area
for dancing and ceremonies. They used flutes, whistles,
the musical bow, and rattles.
Interesting Facts: The Chumash Native Americans left
rock paintings that are some of the most interesting rock
paintings in the United States. The sites of the
paintings, high in the coastal mountain range, may have
been sacred spots for people.
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California Native Americans: Cultural Diversity
Expert Group: Pomo Native Americans
Region: The Pomo Native Americans settled in the
northern coastal part of California. Some Pomo Native
American groups settled across the Coast Range
Mountains to the ocean on the west, and to Clear Lake on
the east. Other Pomo villages settled in the Russian
River Valley.
Shelter: The Pomo Native Americans had different
types of houses depending on where they lived. The
Clear Lake and Russian River Valley Pomo used tule reeds
that formed circular or oval-shaped buildings. The Pomo
groups closer to the ocean coast, where there was lots of
redwood trees, built cone-shaped houses covered with
slabs of redwood bark.
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Food: The coastal Pomo Native Americans ate fish,
shellfish, seaweed, seals and sea lions from the ocean,
and deer and elk from the redwood forests. The Pomo
tribes living by Clear Lake and the Russian River ate
fresh water fish. Acorns were gathered and eaten by all
the Pomo tribes, as well as, grasshoppers and caterpillars.
Clothing and Jewelry: The Pomo Native Americans
used tule reeds or shredded bark from redwood and
willow trees to make their clothing. Only the more
wealthy people had skirts or robes of deerskin. Women
wore long skirts and a cape. Men often wore nothing or
short aprons and capes over their shoulders. For cold
weather, the people had blankets made of many rabbit
skins.
Native Americans California Level 4 CA
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Cultural Rituals: The Pomo had a ceremony that
included several days of dancing. Both men and women
wore colorful dance clothing, made by men. Singing was
important to the Pomo people. They sang love songs,
lullabies, hunting songs, and religious songs. They made
music with flutes, whistles, rattles, and drums made from
hollow logs.
Interesting Facts: The Pomo people were known as good
counters. They were able use numbers in the thousands.
Pomo baskets are widely known and praised for the fine
workmanship and variety of patterns. They made both
coiled and twined baskets in many styles using feathers
and beads in the designs.
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California Native Americans: Cultural Diversity
Expert Group: Shasta Native Americans
Region: The Shasta Native Americans settled in the far
northern part of California. This was a land of forest and
mountains. Most of the Shasta settlements were at the mouths
of creeks where they flowed into one of three main rivers in the
area (Shasta, Klamath, or Scott rivers).
Shelter: Shasta Native American houses were rectangular in
shape. Wood planks formed the end walls and the roof, which
slanted to a peak in the center. Inside, the walls were lined with
slabs of bark. A fireplace pit was in the center of the house.
Some houses held one family, some held several families. An
opening in the end wall was covered with a straw mat for a door.
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Clothing and Jewelry: The Shasta Native Americans’ clothing
was usually made from deerskin. The women wore a two-piece
apron that covered from the waist to below the knees. The men
wore a shorter deerskin apron, deerskin leggings, and caps.
Women wore caps that were made like baskets. Both the men
and women had their ears and noses pierced. Necklaces were
made of bear teeth and bird claws.
Food: Deer meat and acorns were the main foods of the
Shasta people. They also ate several small animals and
birds, salmon, trout, crawfish, turtles, grasshoppers and
crickets. While the men hunted and fished, the women
gathered acorns, other nuts, seeds, roots, bulbs, and
insects. The women and children collected mussels from
the Klamath River by diving to the river bottom. Extra
meat and fish was dried and stored in outside pits and in
baskets for later use.
Native Americans California Level 4 CA
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Cultural Rituals: The Shasta Native Americans held
important ceremonies for both boys and girls at about
age 12. Other ceremonies were held before a war party
departed for a raid, and when they returned victorious.
There were also special ceremonies with singing, dancing,
and praying before a group of men went out to hunt.
Head bands with yellowhammer woodpecker feathers or
red woodpecker scalps were worn for ceremonies.
Interesting Facts: The Shasta people made dugout canoes from
sugar pine logs. In some areas, they made rafts by tying
together bundles of tule reeds. Knives were made from obsidian
(volcanic glass). Both dentalium shells and red woodpecker scalps
were used as money.
Native Americans California Level 4 CA
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California Native Americans: Cultural Diversity
Expert Group: Yokut Native Americans
Region: The Yokut Native Americans settled in Central
California. The Yokut people divided themselves into
groups. Certain animals were connected with each group.
A person inherited his animal’s connection or totem at
birth. The family would never kill or eat their animal
totem, but always treated it with respect.
Shelter:
The Yokuts lived in different types of houses. There was
single family houses that were oval shaped and covered
with tule mates. There were also larger houses for as
many as ten families. Each family had a fireplace and a
separate door in the large house. Each village had a
sweathouse, dug down into the ground and covered with
brush and earth.
Native Americans California Level 4 CA
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Food:
The Valley provided a variety of food for the Yokut
people. Fishing was done all through the year. Waterfowl
such as geese, ducks, and mud hens were caught with
snares. Antelope, elk, and deer were killed when they
came to the lakes to drink. The Yokut people may have
been the only early Californians to raise dogs for food.
Roots and seeds were dried and ground into flour and
made into mush.
Clothing and Jewelry:
Yokut women wore skirts made of tule reeds, marsh
grass, and rabbit skin. Men wore a piece of deerskin
around their hips, or else wore nothing. Robes made out
of rabbit or deer skin was worn when the weather was
cold. Women wore a basket cap for carrying a basket.
Some women had tattooing on their chins.
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Cultural Rituals:
Dances and ceremonies were held outside with brush
fences surrounding the dance area. Eagle feathers,
especially from baby eagles were an important part of
ceremonial decoration. Eagle down was used to make
ceremonial skirts.
Interesting Facts:
The Yokut people got seashells from the people who lived
on the coast, and made them into money called keha. The
main totems for the Yokuts were the eagle and coyote.
The village chief usually came from the Eagle line. His
assistant, the messenger, came from the Dove line.
Native Americans California Level 4 CA
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Mind Map
Food
Region
Tribe
Shelter/Tools
Clothing/Jewelry
Interesting Facts
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Process Grid
Tribe
Region
Shelter/
Tools
Native Americans California Level 4 CA
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Food
Clothing/
Jewelry
Interesting
Facts
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Process Grid
Tribe
Region
Shelter
Food
Clothing
Rituals
Interesting
Facts
Chumash
Cahuilla
Pomo
Yokut
Shasta
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