Native Americans:
Iroquois, Hopi, Lakota, Tlingit
5th Grade
Nicole Brewer
Nicole Shuster
Unit Plan Proposal
Group Members
Topic
Grade Level
Rationale
Unit Objective/ Goal
Connections to Standards
Possible Lessons/Activities
Nicole Brewer and Nicole Shuster
Native Americans: Iroquois, Hopi, Lakota,
Tlingit
Fifth Grade
Native Americans are an important part of
American history. Students should be made
aware of their culture and structure of the diverse
tribes located across the United States
Objective: Through observations and
differentiated learning activities the fifth grade
students will be able to present an analysis and
diorama of the components of the cultures and
lives of the Iroquois, Hopi, Lakota, and Tlingit
Goals:
 Being introduced to other cultures
 Focusing on lifestyles of the Iroquois,
Hopi, Lakota, and Tlingit
 Correct misconceptions
7.3.5.A: Identify the human characteristics
of places and regions using the following
criteria:
 Population
 Culture
 Settlement
 Economic activities
 Political activities
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Using artifacts to represent Native
American lifestyles
Literature lessons
Providing primary and secondary
resources for the students to use in order
to learn more about these four specific
tribes
Station work to adapt to students
different learning styles
Field Trip to Native American Exhibit at
the Carnegie Museum of Natural History
Project to show what the students have
learned throughout the unit.
Rationale: Native Americans
For this unit we will be focusing on the culture and lifestyle of Native Americans. We
decided to focus on the tribes of Iroquois, Hopi, Lakota and Tlingit because not only are they
located in different regions but there is a resource located in Pittsburgh to help us further our
teachings within the unit. This resource is the Native American exhibit at the Carnegie Museum
of Natural History. We had visited this exhibit and it sparked our interest because of their
different cultural beliefs and lifestyles and we felt the students would be intrigued to learn more
about this topic. The lifestyles of these Native Americans are very different from that we live by
today and the students will benefit from stepping into their “moccasins” for a day (or nineteen).
Students are aware of the existence of Native Americans however they are not aware of
their diverse cultures. It is a common misconception amongst students that Native Americans
are all the same. Our job as educators is to make students aware of this misconception and
present them with facts that prove this concept to be false. Culture is what makes us who we are
and each of these tribes unique in their own way. Students will always be surrounded by
diversity throughout their life and it is important for them to not develop misconceptions and/or
stereotypes. By teaching them to appreciate these cultures and all their aspects it is a step in the
right direction to making them better learners and people.
Throughout the unit the students will be presented with different activities that connect to
different content areas that will give them a better understanding of these people and their
cultures. The students will be taking part in literature lessons that will increase their writing and
comprehension skills, lessons that focus on improving their research skills, cultural awareness,
and the uses of primary and secondary resources. Our unit will conclude with the students
exploring the Native American exhibit at the Carnegie Museum of Natural History and them
creating a diorama that portrays these different cultures and their components in action.
Timeline Overview
Day One: Introductory Lesson
For this lesson a box of Native American artifacts will be provided for the students. The students
will not know ahead of time what the box contains or what the upcoming unit plan will be
focusing on. One at a time the artifacts from the box will be removed. As this is happening the
students will be brainstorming what they think these artifacts represent. After the students have
concluded that the lesson will focus on Native Americans they will pick one artifact and
brainstorm why the Native American would have used this, and what it was used for. They will
be expected to use a KWL chart. In the K column they will write down what they think they
know about this artifact. Then in the W column they will write down what they want to know
about this artifact. Then they will research their artifact of choice and put what they learned in
the L column. I will use this lesson and KWL chart as my diagnostic assessment.
Day Two: Primary/Secondary Source Lesson (Facilitating)
For this lesson I will be teaching about the difference and importance of primary and secondary
sources. I will first discuss the difference of the two sources with the students. Then the
students will be put in groups and will receive different sources. They will have to identify the
sources as either primary and/or secondary sources, and explain why. I will walk around the
room and listen to the student’s discussion on the different resources. This will be used as the
student’s formative assessment. On the board will be a T chart and the students will have to
correctly put their sources in the correct column. This is the student’s summative assessment
Day Three: Literature Lesson: “If You Lived With the Iroquois” by Ellen Levine
The students will have already been introduced to the Native American unit. For this lesson we
will focus primarily on one of the four tribes we will be concentrating on throughout the unit. I
will start the lesson by presenting the student with the artifacts of the Iroquois. The students will
have to determine what these artifacts have in common. They should be able to determine that
all of these artifacts were a part of the Iroquois lifestyles from their work in the previous lesson.
The students will receive their reader response packet and be introduced to the literature book,
“If You Live with the Iroquois” by Ellen Levine. Before I start the story I will ask the students
what they know about the Iroquois, this will be my diagnostic assessment. As I am reading the
story to the students they will have to follow along in their packet and fill in the blank spaces
with the correct answer. As they are filling out the packet I will be walking around the room
making sure that their packet is being filled out. This will be my formative assessment.
Following the packet the students will be given a writing prompt, asking “If I lived with the
Iroquois….” And they will have to write at least a one page response to be handed in the next
day. This is their summative assessment.
Day Four: Literature Lesson: Hopi Indians, “If You Lived With the Hopi” by Linda Gardener
I will start the lesson by presenting the student with the artifacts of the Hopi. The students will
have to determine what these artifacts have in common. They should be able to determine that
all of these artifacts were a part of the Hopi lifestyles from their work in the previous lesson. I
will then present the book “If You Lived with the Hopi” to the students and start the Hopi
lifestyle lesson with a picture walk. The students will use the pictures in order to brainstorm
ideas about the Hopi and their lifestyle. After the students brainstorm about the pictures they
saw I will hand out “Character Maps” to the students, the character they will be focusing on will
be themselves as if they were a Hopi Native American. While I read the book to the students
they will be expected to fill in the certain parts of the character maps under each category such as
clothing, jobs, food, etc. The character maps will be used as their formative assessment. After
completing the book the students will be given a writing prompt as their summative assessment:
“If you lived with the Hopi . . .” They will have to incorporate at least five facts they retained
from the reading.
Day Five: Comparing Lesson: Hopi and Iroquois
I will start this lesson by having a review on the Hopi and Iroquois. The students will then use
their work from the previous lesson to help research how these tribes are different and alike. As
the students are researching these tribes I will walk around the room and observe their progress.
This will be my formative assessment. Then I will create a Venn Diagram on the smart board,
and the students will come up and use the Venn Diagram to compare and contrast the Hopi and
Iroquois. The summative assessment will be the students writing a one page response to their
findings and stating how the Iroquois and Hopi differ and how they are similar.
Day Six: Video Lesson: Lakota Indians
I will once again start this lesson by presenting the students with artifacts of the Lakota. The
students will have to determine what these artifacts have in common. They should be able to
determine that all of these artifacts were used by the Lakota Indians from their work in the
previous lesson. I will then introduce the students to the Lakota Winter Counts: Online Exhibit.
This website presents the students with videos that explains who the Lakota were and how they
lived their life. While the students are watching the video they students will be given a
worksheet to fill out. I will be sure to watch around the room during the video to be sure the
students are filling out the worksheet. After the videos is complete I will have a discussion with
the students about what they learned in the video and what they thought was interesting. This
will be my closure and summative assessment.
(http://wintercounts.si.edu/flashindex.html)
Day Seven: Facilitating Lesson: Tlingit Indians
Again I will start this lesson by presenting the students with artifacts of the Tlingit. The students
should be able to determine that all of these artifacts were used by the Tlingit Indians from their
work in the previous lesson. I will hand out a worksheet to the students with different categories
about the Tlingit Indians. There will be different stations set up in the classroom for the students
to use to fill out their worksheets. The stations will include: a computer station (websites already
preselected for student use), secondary source station, and primary source station. The research
process will be their formative assessment. At the end of class they will have to present at least
three facts they learned during their station work.
Day Eight: Comparing Lesson: Lakota and Tlingit Indians
I will start this lesson by having a review on the Lakota and Tlingit. The students will then
research how these tribes are alike and different by using their work from previous lessons. As
the students are researching these tribes I will walk around the room and observe their progress.
This will be my formative assessment. Following research the students will be given two paper
plates to create a Venn diagram comparing and contrasting the Lakota and Tlingit. This will be
my summative assessment for the students.
Day Nine: Review of Primary and Secondary Sources Lesson
For this lesson we will review what primary and secondary resources are. The students will have
to think of the resources we have used in the classroom for this unit so far and explain what kind
of source they are, why, and how we used them. This will be both my formative and summative
assessments. It will show me that the students have a clear understanding as to what these
sources are and why they are used.
Day Ten: Facilitating Lesson: FIELD TRIP TO CARNEGIE MUSEUM OF NATURAL
HISTORY
Prior to the field trip the students will be paired up with a partner (higher end students will be
placed with lower end students in order to create a balance). Together the partners will chose
one of the four specific tribes discussed throughout the unit. When they get to the museum they
will focus on collecting data about this specific tribe. Their goal is to find at least three facts that
were not represented during class. They will be given a worksheet to assist them with their
findings. While they are exploring the information and data throughout the museum I will be
checking in on each group to make sure they are making progress and collecting the correct data.
This will be both my formative and summative assessment.
Day Eleven through Nineteen: Culminating Lesson: Formation of Research Project
The students will be given four days of class time to work on their final project of the Native
American Unit. They will be using the information they have learned from previous lessons as
well as the information they have gathered from the Museum in order to successfully present
their Diorama and paper to the class. The students will be given a “Project Map” guide to help
assist them in organizing their project. Each day they will have to hand in the completed
assignments do for each day (For example at the end of day one the students will need to hand in
an outline of their components). The students will also have to incorporate three facts of their
specific tribe they learned at the museum that was not presented in class to be included in their
project. This will be the formative assessments throughout the work days.
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Day One: The students will need to make an outline of each component.
Day Two: The students will gather secondary and primary sources needed in completing
this project.
Day Three: The students will start to think of ways these components will be represented
in their Diorama.
Days Four and Five: The students will be working on their Diorama and Paper.
Days Six, Seven, and Eight: Presentations (At least 5-10 minutes long).
The summative assessments will be the students’ presence during their presentations, their
overall diorama, and their paper.
Introductory Lesson
Nicole Shuster
Introducing Native Americans Unit
Grade 5
A. Objective:
a. The fifth grade students will be able to determine what the upcoming unit will be
focusing on by observing artifacts of Native Americans
b. The fifth grade students will create a KWL chart based on one artifact they
choose. They will then research their artifact by using primary and secondary
resources available to them in the classroom to assist them in identifying the
artifact and its uses by which Native American tribe(s)
i. PA Standard: 8.3.5.B: Illustrate concepts and knowledge of historical
documents, artifacts, and places critical to United States history.
ii. PA Standard: 8.1.5.C: Locate primary and secondary sources for the
research topic and summarize in writings the findings.
B. Materials
a. Teacher
i. Box
ii. Native Americans artifacts
1. These artifacts are either concrete replica artifacts, or they will be
pictures of artifacts
iii. Primary and secondary resources that can assist students in identifying
what the artifacts are and what they were used for
iv. KWL chart for each student
b. Students
i. Pen/Pencil
C. Procedure
a. Anticipatory Set:
i. **The students do not what the new unit is**
ii. Inform the students that today we will be starting a new unit. Instead of
telling them what the unit is you would like them to try to guess what the
new unit will be focusing on
iii. Bring out the box of artifacts. Tell them that in the box offers different
things that will help them determine what the new unit will be focusing
on.
iv. Take out one artifact at a time, have the students pass it around the room.
Encourage the students to ask questions to each other.
v. Keep bringing out artifacts until they have figured it out
1. If all artifacts have been handed out and they still have not figured
it out, start to give them a hint, such as, “they were the first people
to live in the United States, long before it was the United States,
and long before the English came to the Massachusetts Bay
Colony”
vi. When they have figured it out, officially introduce the unit as Native
Americans. And tell the students that now we will be doing an activity
with these artifacts
b. Development of Lesson
i. Hand out one artifact to each student, then hand out a KWL chart. Have
the students observe their artifacts more closely and to early think about.
Have them put in the ‘K’ column of the KWL chart what they know about
this artifact
1. The students could be aware of what a KWL chart is, if not briefly
explain that we are going to use to help us explore this artifacts.
We are first going to put in the ‘K’ column what we KNOW about
this artifact, in the ‘W’ column we are going to put what we
WANT to know about this artifact, and finally after research, in the
‘L’ column they are going to write down what they LEARNED.
ii. After they have filled out the ‘K’ column move onto the ‘W’ column
c. Development of Lesson/Check for Understanding
i. Tell the students to think and observe the artifact again and decide what
they want to learn about it and put that information in the ‘W’ column.
1. Give them some hints as to what they would want to learn, such as,
“why they were using these” and “who did use these”
2. It is important to tell the students that not all Native Americans
used the same tools/artifacts so it is important to differentiate the
artifacts into the correct tribes in order to get the full understanding
of why these were used and how they took part in the tribe(s)
cultures
ii. This leads the students to a research, so they will be able to fill in their ‘L’
column.
1. Guide the students on their research by again giving them some
key things to look out for: What is the artifact? Which tribe(s)
used the artifact? What/How was the artifact used?
2. They will have both primary and secondary resources available to
them (books, computers, etc…)
3. If students use a computer, websites will be provided that they will
be able to use.
iii. Let them work for a good amount of time, while they are working walk
around the room to make sure they are researching and ask them what they
have found. Be sure they are filling out the ‘L’ column as well
1. STEP-UP ACTIVITY: Give them more than one artifact to
observe
2. STEP-DOWN ACTIVITY: Have the student(s) work with a
partner. That way they will be able to work off of each other’s
prior knowledge and research skills when the activity calls for it
iv. Towards the end of class have them clean up, and then ask the students
what they discovered what their artifacts. Write down the key points of
their research:
1. What is the artifact?
2. What tribe(s) used the artifact?
3. How/Why was it used?
v. After the students have gone through ask them what they notice about the
artifacts. If needed give them a hint about the tribes.
1. The students should notice that there are four different tribes
mainly focused on when looking at the artifacts. These tribes are:
a. Iroquois
b. Hopi
c. Lakota
d. Tlingit
vi. Explain to the students that these four tribes are the tribes that we will
focus on for the unit.
d. Closure:
i. Have the students tell you if any of their prior knowledge was correct, and
if not what surprised them about the artifact when they researched it
ii. Have the students hand in their KWL chart to be graded
1. If they worked in pairs they still have to have their known KWL
chart that will both be individually graded.
D. Evaluation
a. As the students are filling out there sheets throughout the lesson be sure to walk
around and make sure the students are filling in their KWL charts and also ask
them some questions that could spark their research
i. This observing of the students and their work will be your formative
assessment.
b. The KWL chart the students hand in at the end will be the summative assessment
c. If the students are in the lower-level activity (step-down) be sure to observe how
they are working in the groups. Is the group assignment working? Do they seem
to be catching on more? Is their work organized? Are they working together?
Literature Lesson
Nicole Shuster
“If You Lived With the Iroquois”
Grade 5
I.
Objective: After reading through “If You Lived with the Iroquois” and completing the
reader response packet, the students will be able to respond to a writing prompt about
life as an Iroquois and incorporating a certain number of facts learned from the book
depending on the student’s learning level.
a. PA Standard (Social Studies): 8.2.5.B: Illustrate concepts and knowledge of
historical documents, artifacts, and places critical to Pennsylvania history.
b. PA Standard (Language Arts): 1.2.5.E: Read, understand, and respond to
essential content of text and documents in all academic areas
II.
Materials
a. Teacher
i. Book: “If You Lived with the Iroquois”
ii. Reading Response Packet
b. Students
i. Pencil/Pen
III.
Procedure
a. Anticipatory Set:
i. Present the students with the artifacts of Iroquois researched by them on
the first day. Ask them what they know about these artifacts. They will
not know ahead of time that we are focusing on Iroquois only.
1. The students should be able to tell you they were all used by the
Iroquois.
ii. Hand out the reader response packet and tell the students, “Today we are
going to talk about the Iroquois Indians, on the first page of this packet I
want you to write down what you know about the Iroquois Indians”
b. Development of Lesson
i. Go over what the students have written down and ask for volunteers to tell
what they think they know about the Iroquois Indians.
ii. Introduce the book, “If You Lived with the Iroquois”, and tell the students
we are going to read some of this to find out more about the Iroquois
Indians.
iii. Start by reading the pages 6 and 7, entitled “Introduction”. Within the
passage it states, “The Great Iroquois League stretched from eastern New
York to northeastern Ohio and from southern Ontario to northern
Pennsylvania.” Tell the students to turn to the next page in their reader
response packet. They will see a picture of a blank map; have the students
shade in the area, with a crayon, that they believe is the area the Iroquois
Indians had occupied.
iv. After they have finished shading in have one student come up to the smart
board and shade in the area of the blank map that they believe is the
correct areas. Ask the students if they area by giving a thumbs up.
v. Next ask the students, “Why do you think location is important when
learning about Native Americans and their culture and customs?”
1. Students should respond with something along the lines of:
Location is important because depending on where the tribe is
located it can affect how and when they hunt, farm, etc.
vi. Have the students turn to the next page in their reader response packet.
They will see fill in the blanks. Tell the students they will have to listen
carefully throughout the rest of the reading to be able to fill in the blanks
throughout the rest of the packet.
vii. Move onto pages 16-20 in the literature book. This takes about what the
Iroquois lived in and how they were made and what they looked.
1. Be sure to walk around the room when you are reading to make
sure the students are filling in the blanks, and gathering the correct
information. Before you move onto the next pages pause for a
minute and ask an open-ended or closed ended question relating to
the topic just read
2. STEP-DOWN PACKET: for students who struggle with
comprehension provide them with a word bank for the fill in
the blank
viii. Move onto pages 22-26 in the literature book. This talks about the
Iroquois family life. Be sure to read slowly and clearly so all the students
will be able to fill in their worksheet.
1. Again walk around the room, and when finished reading topic ask
an open ended or closed ended question relating to topics read.
ix. Continue with pages 28-31. This discusses how the Iroquois Indians
gathered their good.
1. Continue process of walking around and questions
x. Continue to pages 33 and 36. This talks about clothing and shoes.
xi. Move onto page 46, this talks about the school life.
1. For the open ended questions ask how it relates to their school, any
similarities? Differences?
xii. Now read pages 48-50. These discuss the work of the Iroquois Indians.
1. Open-ended questions: Is this work like the work your parents and
you do today? Yes or no? Why?
2. Make sure students are filling in their worksheets. Give a few
minutes, after you finish, to check with neighbors for missing
blanks if needed.
c. Modeling/Check for Understanding:
i. Have a discussion about the book, have the students tell you what they
learned about the Iroquois. Ask them if anything they had written down at
the beginning of the lesson was accurate.
ii. Ask them what was one really interesting fact they did not know about the
Iroquois Indians
d. Closure: Summative Assessment
i. After you have finished the book, tell the students about their homework
assignment:
1. They will receive a writing prompt, and they will be able to use
their reader response packet for reference and include at least five
facts represented in the book.
a. Writing Prompt: “If I lived with the Iroquois….”
i. STEP UP - 7 facts from the book
ii. STEP DOWN – 3 facts from the book
2. Tell the students the prompt and the packet will be collected
tomorrow before class.
3. If there is still time left in class they mays start working on their
writing prompt.
IV.
Evaluation
a. As you are reading the story be sure to walk around the room to make sure the
students are focusing on the story and filling in the blanks. If you see they are
having a hard time, provide them with a word bank (step-down activity)
b. Ask open-ended and close-ended questions to check for understanding. These are
your formative assessments throughout your lesson along with their work in the
packet.
“If You Lived with the Iroquois”
By: Ellen Levine
Reader Response Packet
Name_______________________
Date_______________________
Hi my name is Seneca! And I am
an Iroquois!
What do YOU know about the
Iroquois Indians?
“The Iroquois Indians tribes stretch from New York to
eastern Ohio, and from southern Ontario to northern
PA”
Shade in the areas that the Iroquois Indians occupied!
THINK ABOUT IT: Why do you think location is important when learning
about Native Americans and their cultures and customs?
“If You Live with the Iroquois” Fill in the Blank
“Listen to Ms. Shuster read the story and fill in
the blanks along the way! Remember to pay
close attention!
Where would you live?
The Iroquois Indians lived in a ______________________, and it was built on high
ground surronded by an oval-shaped _____________.
______________surrounded the village. Inside the village were ________________, and that
was your home!
What was a longhouse?
A longhouse was a house. It was made out of ________ and ______________ and
covered with _____________. There were no windows, but there were _____________ holes
along the center of the roof that let out smoke from cooking fires.
The longhouses were usually between ____________ and ____________ feet long, depending
on how many _________________ lived in one.
What did the inside of a longhouse look like?
On either side of the center aisle were _______________ about thirteen feet long and six
feet wide. You and your family would live in one of these. The compartments were separated
from each other by skin or bark partitions sometimes made into ____________. You sat and
slept on ____________________ and covered yourself with _________________________.
Would you live in the same village your whole life?
The whole village usually moved every _________________________ years.
Sometimes there were no longer enough animals to be hunted or wild fruits to be gathered.
Sometimes the _______________ were no longer good for growing crops. Sometimes much
forest land had been cleared, there wasn’t enough firewood. It made sense then to move.
Who was in your family?
You belonged to a _______________________. The people in this fmaily were
______________________________. BUT you also belonged to a _________________ family
and a _________________ family. You would call your mother and your mother’s sisters all
__________________.
What was your longhouse family?
A _________________ was the head of the longhouse family. Everyone in the
longhouse was related to her. No matter where you lived when you gre up, you always belonged
to your _________________ longhouse family. ______________ as adults usually stayed in
longhouse of their birth. ____________________ as adults moved into the lonhouses of their
wives.
What were the clans?
Two or more longhouse families made up a ____________. It was believed that everybody in
the clan was descended from the same __________________________ who has died a long time
before. You belonged to the clan of your ______________. The clans were named after
____________________. Of the nine clans we know of, the most were ___________,
__________, and ___________. Not every nation had a clan. The head of the clan was the
oldest and most respected _____________. Members of your clan were considered your
_________ no matter where they lived.
You’re doing a great job! Keep listening and
following along! I hope you are learning a lot
about the Iroquois!
What kinds of food would you eat?
You’d eat lots of ___________________, fruits, and nuts, and many different kinds of
___________________________________.
Corn, beans, and squash were the main vegetables. They were called the
“___________________________________”, and were planted together in small hills.
Where did you get meat and fish?
_________________ brought home deer, bear, beaver, rabbit, squirrel, wild turket, and
passenger pigeon. The Iroquois didn’t kill for sport. They need to hunt ________________.
Nearly everything from the hunt was used. The ______________ was eaten, _____________
made into clothing and bedding, ________________ bones used for tools and utensils, sinews
for string. Iroquois ____________________________________________ were skilled
fishermen, too.
How many ways would you use corn?
So many different things done with corn, for example:
_______________________ were used as beads and for decoration.
________________________ were used to make mats to sit and sleep on, moccasins, kindling,
baskets, medicine masks, and dolls.
_________________________ were used as tubes to hold medicines.
__________________________ were sometimes used as bandages.
________________________ was used to make medicine
Corn was also used in many ways when cooking!
Would you eat meals with your family?
You would eat _______________________ together, after that you were on your own. Your
mother would have a __________ cooking all day long. Whenever you were hungry, you could
get something to eat. Whenever people came to the ________________________, they were
offered something to eat. It was ride to not offer food to a visitor.
THINK ABOUT IT: If you had to hunt would it affect what you choose to eat?
What kind of clothing would you wear?
Everybody’s clothing was ________________. You would wear ____________________ that
the women had tanned, cut, and sewed. The Iroquois used what nature provided and fashioned it
for their needs. Women wore _____________________. They were decorated with
____________ or porcupine quills dyed red, blue, and yellow. On top they wore a
_________________________________. Men weore __________________. They also wore
_____________________________ on top.
What kind of shoes would you wear?
Everyone wore ____________________, which were strong, comfortable, and often decorated
with special designs. They were made of _______________________.
Would you go to school?
You wouldn’t go to a school building, or any formal school. You learned by
________________________________ hunt and farm, tan hides and carve bowls, make bows
and arrows and beaded moccasins, and create and build all other things. You learned about
____________________ and the founding of the ______________________ when elders told
the story of the Peacemaker and Hiawatha at the festivals. During winter months, children sat
around the fire and listened as their elder told __________________. Some were funny, some
were sad, some very scary, but all had a ________________________________________.
THINK ABOUT IT: Would you rather learn from watching grown ups like the Iroquois? Or do
you like coming to a formal school?
How different would your learning be?
What kind of work did people do?
Nobody ever asked the question, “What do you want to do when you grow up?” You knew what
you were going to do. Work was ____________________________________. Unlike today
when a person’s job may be just one part of a whole process, with the Iroquois, you usually did
_____________________________. If an Iroquois woman were a basket-maker she did
everything. She made the __________________ she needed for work; she gathered and prepared
the _____________________________; and then she actually made the __________________.
Every job was _______________. Work also depended on the _______________________. In
the _________________, you would peel elm bark for longhouses and canoes. In the late
_________________ and _________________ you’d harvest the crops and prepare them for
storage. In the __________________, you’d begin hunting and continue through part of the
winter. During the _______________, you would make and repair clothing, tools, bowls,
baskets, and instruments of all kinds.
Girls and women, and boys and men did differetn kinds of work. Men made __________ for
hunting and _________________ for war. Women made ________ and _____________,
cradleboards for carrying __________________, clothing and moccasins. Men and women also
worked together sometimes. Men cleared the ____________________, while women were the
___________________. When men ___________________ they used __________________
women had made to carry home their game.
THINK ABOUT IT: How does this work compare with the work your parents and you do today?
You all did a great job! I hope you enjoyed
learning about my people. Do you think you
could live with the Iroquois?
Iroquois Writing Prompt
Name___________________________________________
Date_______________________
Directions: Read the prompt and write AT LEAST two pages including seven facts presented to
you when reading. You may use your Reader Response Packet for reference. It may be handwritten. Hand in tomorrow BEFORE Social Studies class begins, along with your Reader
Response Packet.
Prompt: “If I lived with the Iroquois……”
Literature Lesson
Nicole Brewer
Grade: 5
Social Studies: Literature Lesson - “If You Lived with the Hopi”
Standards:
 8.2.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places
critical to Pennsylvania history.
-Social Studies
 1.2.5.E: Read, understand, and respond to essential content of text and documents in all
academic areas
-Language Arts
I.Objective:
 After reading through “If You Lived with the Hopi” and completing their Character Maps
the fifth grade students will develop an understanding of the cultural life of the Hopi
Native Americans and be able to respond to a writing prompt (two pages) while
incorporating a certain number of facts from the book, depending on the student’s
learning level.
II. Materials:
A. Teacher:
 Book: “If You Lived with the Hopi” by Anne Kamma
B. Students:
-(Gender Specific) Character Map
-Map from Reader Response Packet
-Orange Crayon
-Pencil/Pen
III.
Procedure
A. Anticipatory Set:
 Present the students with Hopi artifacts that they researched on the first day. Ask them
what they know about these artifacts. (The students will not know ahead of time that we
are focusing on Hopi only.).
-The students should be able to tell you they were all used by the Hopi.
 Tell students “Before we start, we are going to do a picture walk, I want you to
brainstorm and write down a few ideas you think you have about the Hopi and their
lifestyle just by looking at the pictures.”
-Remind and emphasize to the students that there are no ‘right’ or ‘wrong’ answers; it’s simply
what they think from the pictures.
B. Development of Lesson

Go over what the students have written down and ask for volunteers to tell what they
think they know about the Hopi.
 Hand out the female/male Character Maps and tell the students, “Today we are going to
talk about the Hopi Native Americans and you are going to pretend you are a Hopi Native
American for a day!”
 Introduce the book, “If You Lived with the Hopi”, and tell the students they need to pay
attention while I read in order to fill out their Character Maps
 Begin reading the books on pages 6 and 7, this is the Introduction and talks about the
Hopi residing in Arizona.
-Tell the students to pull out their map that they used for the Iroquois in their Reader Response
Packet and shade in, with an orange crayon this time, where they believe the Hopi lived
 After they have finished shading in Arizona have one student come up to the smart board
and shade in the area of the map that they believe is Arizona.
-Have other students hold up their map if they agree.
 Next ask the students, “Why is location important when learning about culture and
customs?”
-Students should respond with answers such as: Location is important because depending on
where the tribe is located it can affect how they live overall; the clothes they wear, food they eat,
houses they live in, etc.
 Continue reading on pages 8-13: What kind of house the Hopi lived in, what the
houses looked like, who lived there, and how they were made.
-While reading monitor students by walking around the room to make sure they are filling in
their character maps correctly.
-Ask students “If they can explain why Hopi lived in the types of houses they did?”
-Students should have answers such as: They were farmers not hunters, so they did not need
teepees (stated in book), their location made certain resources available to them such as clay,
that they could use to build their houses
 Continue reading on pages 16-19: Family life
-Monitor students
-Ask students how their family life differs from most families in today’s society
-Students should have answers such as: Today’s families focus more on the father’s side of the
family (have dad’s last name), today’s families the parents name the children not the ‘village,’
etc.
 Continue on pages 22-23: Clothing
-Monitor Students
 Continue with pages 24-31: Food, Water, and how they farmed in the desert
-Monitor Students
 Continue on pages 36 and 37: What girls learned , then pages 38-39: What boys
learned, and then skip to pages 49: Did they have to go to school
-During this part of the reading make sure the students remember that they are pretending to be
a Hopi Native American for the day, the boys do not write down what the girls learn in their
Character Map and vice versa, but both boys and girls must fill in their character maps with
what they learn from page 49
 Continue with pages 50 and 51: Children’s/Gender Work
-Once again remind students they are all children so they must pay attention to the children’s
work, but when I start reading about gender work pay close attention to the gender ‘roles’
-Ask students how this is similar to the ‘work’ their parents expect them to do now/as they keep
getting older
-Continue walking around to monitor students work on their Character Maps
C. Modeling/Check for Understanding: Formative Assessment
 Monitor students work the entire time while reading the book to make sure the student
are filling in their Character Maps with accurate/helpful information
 Ask the students if what they learned, after I read the book, was similar or different from
what they wrote down during the Picture Walk
 On the back of their Character Maps have the students write down the most interesting
thing they learned about the Hopi today
D. Closure: Summative Assessment
 Tell the students they have a homework assignment based on what they learned today
about the Hopi:
-They will be given a writing prompt “If I lived with the Hopi . . .”
-Tell students they are allowed to use their Character Maps as a reference
-Tell students the assignment along with their Character Maps is due tomorrow before class
begins
-Students can begin their writing prompt if there is time before class ends
IV. Evaluation:
A. Formative Assessment:
 While reading “If You Lived with the Hopi” walk around the room to monitor all
the students’ progress on their Character Maps
 During the reading ask open-ended questions to check for understand
B. Summative Assessment:
 On level Group: Respond to the writing prompt logically with at least five facts
they learned from the book. Response is at least two pages long.
 Step Down Group: Respond to the writing prompt logically with at least three
facts they learned from the book. Response is at least one page long.
 Step Up Group: Respond to the writing prompt logically with at least seven facts
they learned from the book. Response is at least three pages long.
Name ____________________________
What would you eat and how would you obtain the food?
Name _________________________________
What would you eat and how would you obtain the food?
Name___________________________________________
Date_______________________
Directions: Read the prompt and write AT LEAST two pages including five facts that you have
learned from today’s reading. Use your Character Map as a guide/for reference if you need to.
The two pages are to be hand-written, not typed.
Due: **This assignment AND your Character Map are due TOMORROW BEFORE Social
Studies class begins.
Prompt:
“If I lived with the Hopi . . .”
Culminating Lesson
Nicole Brewer
Grade: 5
Social Studies: Cumulating Lesson on Native Americans – Final Project
Standards:
 7.3.5.A: Identify the human characteristics of places and regions using the following
criteria:
-Population
-Culture
-Settlement
-Economic activities
 1.5.5.B: Develop content appropriate for the topic.
-Gather, organize, and select the most effective information appropriate for the topic,
task, and audience.
-Write paragraphs that have a topic sentence and supporting details
 1.6.5.B: Demonstrate awareness of audience using appropriate volume and clarity in
formal speaking presentations.
I.Objectives:



The fifth grade students will use the information they obtained at The Carnegie Museum
of Natural History and throughout the unit to help them produce a Diorama that
represents a part of one of the following Native American Tribe’: the Hopi, Iroquois,
Lakota, and Tlingit culture
The fifth grade students will write a two page paper that discusses the cultural life of
their chosen Native America tribe and write at least three new facts that they learned
from being at the Museum that we did not go over in class
The fifth grade students will give a 5-10minutre presentation on their chosen tribe using
their Diorama that depicts a cultural aspect of the tribe they chose and information from
their two page paper that corresponds with the Diorama.
II. Materials:
A.) Teacher
 Project Map (One for each set of partners)
 Rubrics (one for each student)
-Diorama
-Paper
-Presentation
B.) Students


Information about their tribe: notes, books, websites, etc.
Appropriate Materials for their Diorama
III. Procedure
A. Anticipatory Set
 Review of everything from our unit!
-Show different aspects of each culture, artifacts, pictures, books we used, etc.
-Ask questions like:
-What aspect of this culture interested you?
-Do you wish you had any similar cultural beliefs/traditions/clothing/food, etc. that any of
the tribes had/did?
 After reviewing present an example of a Diorama to the students and a brief presentation.
 The Diorama will depict a Native American Tribe from last year’s unit, which did not
include the four focal tribes of this year.
 Tell the students they are going to create a Diorama and give a presentation for their tribe
as well!
B. Development of Lesson
 I will explain to the students that the next five days of class will be dedicated to time for
them to work on their projects.
 I will explain to the students that if they want to they can work on the projects together
outside of class as well.
 I will hand the Project Maps out to each set of partners and explain to the students what
they are expected to be doing for the next five days while working on their projects and
that every day I will be collecting their Project Maps to see the progress they are making:
-Day One: The students will need to make an outline of each component.
-Day Two: The students will gather secondary and primary sources needed in completing
this project.
-Day Three: The students will start to think of ways these components will be composed
in their Paper and which component will be represented in their Diorama.
-Days Four and Five: The students will be working on their Diorama and Paper. (Putting
it all together)
 Monitor students as they work on their Project Maps
 Inform the students that days six, seven, and eight will be dedicated to their 5-10 minute
presentations
 Diverse Learning: Students are assigned partners during facilitating lesson, I will set up
the partners in a heterogeneous style, in order to meet the needs of all diverse learners
C. Modeling/Check for Understanding: Formative Assessment




Throughout each day I will walk around and monitor the students Project Maps as they
are working.
I will answer any questions and assist them in anyway when needed.
During my time monitoring the students I will also be asking them questions to make
sure that both partners are contributing to the project:
-Examples of Questions:
-Day One: What main components of the X tribe will you and your partner be focusing on
in your paper? Can each of you tell me two facts from one of the components in your
paper?
-Day Two: Ask students what each source is that they brought in; primary or secondary?
Have the students explain why they are secondary or primary sources. (I will provide the
student with the sources, if they find outside ones they can use them after they receive
approval from me)
-Day Three: Which part of X tribe’s culture will you be representing in your Diorama?
Why did you both decide to represent this part of their cultural life?
-Day Four and Five: What are you adding to your project? How is your project coming
along? What part are you taking in making this diorama”
I will collect the students’ Project Maps at the end of each class period.
D. Closure: Summative Assessment
 The overall final project including the students’ presentations, their diorama, and their
paper.
-They will be expected to fulfill all of the requirements of each rubric they are provided
with.
IV. Evaluation
C. Formative Assessment:
 While students work on their projects they are to be filling out their Project Maps
each day
 During their time working on their projects/Project Maps I will be monitoring
their work and asking questions that are related to their project to ensure both
partners are contributing
D. Summative Assessment:
 Diorama:
-Depicts an accurate culture aspect of the students’ chosen tribe
-Done in a neat and orderly fashion
-Creative
-Both partners contributed

Paper:
-Two pages in length (typed)
-Contains accurate facts about the tribe
-Contains at least three facts the students learned at the Museum that we did not
go over in class
-No grammatical/spelling errors
-Both partners contributed

Presentation (Individual Grade)
-Both students are present at the time of presentation
-Each student contributes/talks at least 2.5 minutes of the presentation
-Students speak loud, clear, and show excitement about their project
-Students show evidence of accurate knowledge of their tribe
Rubric for Diorama
Name: _________________________________
Category
Content/Culture
3 Points
Diorama depicts one
of the three
components the
students had acquired
from the museum
based on their chosen
tribe. Their diorama
shows the students’
have discovered the
importance of the
component through
their knowledge of
their chosen tribe.
Appearance
Diorama’s appearance
is professional,
polished, and done in
a neat manner.
Creativity
Diorama is excellently
presented reflecting
creativity and a lot of
thought.
Project Map
Project Map was
successfully handed in
and checked
throughout the
working days, and
there is evidence that
both members have
contributed.
Date: _______________
2 Points
Diorama does not
fully depict one of
three components the
students had acquired
from the museum
based on their chosen
tribe. Diorama shows
the students were
only able to discover
some of the
importance of the
component through
their knowledge of
the tribe.
Diorama’s
appearance is quite
professional,
polished, and done in
a somewhat neat
manner.
Good creative effort.
Project is neat and
shows evidence of
time spent on it.
1 Point
Diorama incorrectly
depicts component
from museum based
on their chosen tribe.
Their diorama does
not show the students
have discovered the
importance of the
component through
their knowledge of
their chosen tribe.
0 Points
Diorama is not
complete or
students have not
chosen a
component from
the museum to
present in their
diorama. Students
show no
knowledge of their
chosen tribe.
Diorama’s
appearance is
somewhat poor,
unprofessional, and
not polished, and is
done poor manner.
Some attempt made
to add color and
originality. Project is
neat.
Project Map was
handed in and
checked but there
were some changes
that needed to be
made. Some
evidence was shown
that both members
have contributed to
diorama.
Project Map was
handed in and
checked but there
were many mistakes
and evident that
students were not
working together.
Diorama’s
appearance is poor,
unprofessional, and
not polished, and is
done in a poor
manner.
Little attempt to
add color or
originality. Project
has sloppy
appearance.
Project Map was
not completed or
handed in, and
students did not
work together and
evident that only
one student did the
work.
Total Points ______/ 12 Possible Points
Rubric for Informational Paper
Partners: ______________________________
Due Date:_______________
Category
3 Points
2 Points
1 Point
Content
Paper contains
plenty of accurate
facts about specific
tribe, contains at
least 3 facts learned
at Museum (not
gone over in class).
Paper contains some
accurate facts about
specific tribe,
contains at least 2
facts learned at
Museum (not gone
over in class).
Paper contains little
to no accurate facts
about specific tribe,
contains at least 1
fact learned at
Museum (not gone
over in class).
Paper contains no
accurate facts about
specific tribe, contains
at least 0 facts learned
at Museum (not gone
over in class).
Format
Paper contains
partners’ names,
tribe focused on,
and date, paper is at
least two full pages,
paper is typed
Paper contains
partners’ names,
tribe focused on,
and date, paper goes
on to two pages but
does not fill second
page, paper is typed
Paper contains
partners’ names,
tribe focused on,
and date, paper is
only one page, paper
is typed
Paper does not contains
partners’ names, tribe
focused on, and date,
paper does not fill one
page, paper is not typed
Conventions
Paper is free of
grammatical,
punctuation,
spelling, and
capitalization errors.
Paper has some
grammatical,
punctuation,
spelling, and
capitalization errors.
Paper has numerous
grammatical,
punctuation,
spelling, and
capitalization errors.
Paper has frequent
grammatical,
punctuation, spelling,
and capitalization
errors.
Project Map
Project Map was
successfully handed
in and checked
throughout the
working days, and
there is evidence
that both members
have contributed.
Project Map was
handed in and
checked but there
were some changes
that needed to be
made. Some
evidence was shown
that both members
have contributed to
diorama.
Project Map was
handed in and
checked but there
were many mistakes
and evident that
students were not
working together.
Project Map was not
completed or handed in,
and students did not
work together and
evident that only one
student did the work.
Total Points______/12 Possible Points
0 Points
Rubric for Presentation
Student’s Name: _______________________
Due Date: ___________________
Category
Presentation
3 Points
Student speaks
loud, clear, and
shows
excitement about
projects.
2 Points
Student does not
speak loud, clear,
but shows
excitement about
project.
Knowledge
Student shows
they have
accurate
knowledge of
their tribe.
Student shows
they have fairly
accurate
knowledge of
their tribe.
Presentation is at
least 5 minutes
long and no
longer than 10
minutes, student
speaks equal
amount as
partner, student
uses time
efficiently.
Student is
present for
presentation.
Presentation is at
least 5 minutes
long and no
longer than 10
minutes, student
somewhat speaks
an equal amount
as partner, time
is somewhat used
efficiently.
N/A
N/A
Time
Presence
Total Points_______ /12 Possible Points
1 Point
Student mumbles
through
presentation and
shows no
excitement about
projects.
Student shows
they have
somewhat
accurate
knowledge of
their tribe.
Presentation is 5
minutes long and
only one partner
speaks and time
is somewhat used
efficiently.
0 Points
Student does not
participate in the
presentation and
shows no
excitement.
Student does not
have accurate
knowledge of
their tribe.
Presentation is
under 5 minutes
only one student
speaks and time
is not used
efficiently.
Student is absent
for presentation.
Supplemental Resources
A. List of resources that support the unit or instruction
a. Artifacts of Iroquois, Hopi, Lakota, and Tlingit
i. Iroquois
1. Deer Skin
2. Indian Corn
3. Longhouse building resources
4. Incising tool
5. Iroquois Moccasins
ii. Hopi
1. Atlatl
2. Deer Skin Moccasins
3. Bear Paw Olla
4. Coiled Basket (Geometric Patterns)
5. Adobe
iii. Lakota
1. Saddle Bags
2. Leggings
3. Moccasins
4. Rawhide Box
5. Sheath
iv. Tlingit
1. Eskimo Ground Squirrel Parka
2. Harpoons
3. Bow and Spear
4. Totem Plank Houses
5. Halibut, Salmon
b. “If You Lived with the Iroquois” by Ellen Levine
c. “If You Lived with the Hopi” by Linda Gardener
d. (http://wintercounts.si.edu/flashindex.html) – Lakota Winter Counts: An Online
Exhibit
e. Books/Websites for Tlingit Work Stations:
i. Websites
1. http://www.bigorrin.org/tlingit_kids.htm
2. http://www.native-languages.org/tlingit_culture.htm
3. http://www.ic.arizona.edu/ic/kmartin/School/tlingith.htm
ii. Books
1. Tlingit: Their Art and Culture, By: David Hancock
2. Tlingit Indians (Native Americans (Heinemann Library (Firm))
By: Suzanne Morgan Williams
3. If You Live With the Indians of the Northwest Coast By: Anne
Kamma
f. Carnegie Museum of Natural History: Native American Exhibit
B. Each resource has a brief explanation of what is available through the resource, and how
it can be connected to the unit
a. I will use these artifacts in order to introduce the unit of Native Americans and to
have real concrete objects for the students to explore. I will also use these
artifacts in order to perform my diagnostic assessment of the unit, as well as
introducing each tribe to the students.
b. I will use this resource for my literature lesson. By reading this book the students
will be able to learn and understand more about the culture and lifestyle of the
Iroquois Indians
c. I will use this resource for my literature lesson. By showing the pictures in this
book the students will be able to brainstorm what they think culture and lifestyle
of the Hopi is. When I read this book the students will get an actual
understanding of the culture and lifestyles of the Hopi.
d. By using this resource for a facilitating lesson the students will be able to learn
more about the culture of the Lakota Indians and how they came to be and what
their life was like
e. These resources on the Tlingit Indians will be used for our work stations during
our facilitating lesson for them to enhance their knowledge on the culture and
customs of the tribe.
f. This resource will be used as one of the concluding aspects of our unit plan. It
will bring everything together for the students and help enhance their knowledge
on the tribes we have discussed throughout the unit. The students will be able to
further research the tribes at the Native American exhibit and leave the museum
with new facts about their chosen tribes.