Third Grade
Social Studies Strands Lesson
Izzy Maggard
•
•
•
•
•
•
•
American Heritage & People in Society….3 - 6
People in Societies………………………..7 - 10
World Interactions………………………..11 - 14
Citizenship Rights & Responsibilities……15 - 18
Democratic Processes……………………19 - 22
Decision Making & Resources…………..23 - 26
Science, Technology, & Society…………27 - 30
1.
The students will create a time line by mapping out the earliest
Native American group to the most recent. This will be done on a
roll of adding machine paper so the students will be able to see the
relative time placement of these Native American Groups.
2.
The students will be assigned a tribe to research. They will make a
symbol representing their tribe and draw it on sand paper. Once
complete the symbols will be used to make an ancestor quilt.
3.
The students will examine artifacts of Native American life as well
as pictures to get a sense of how they lived. Afterwards the class
will play a Native American artifacts bingo.
4.
The students will make up a rain dance and have rain sticks to go
along with their dance. For this strand they will write down the
directions to their dance and read them to the class.
5.
The students will create a ceremonial face, to do this they will be
using a paper plate, feathers, and construction paper.
http://www.anthro.mankato.msus.edu/prehistory/settlements/index.shtml
http://www.ilt.columbia.edu/k12/naha/natime/html
http://cybersleuth-kids.com/sleuth/History/Native_Americans/
http://philkon.tripod.com/
http://www.kstrom.net/isk/schools/kidpage.html
1.
The students will come up with Native American names that
describe themselves. I will give them examples like, “Reads Like
Fire” or “Writes Fine with Stick.”
2.
I will read the story “The Turtle Story” to the class. They will then
write their own tale about a Native American tribe. These tales
should provide an explanation for a natural phenomena.
3.
The class will read aloud Native American tales.
After reading they will be able to choose their favorite
to illustrate and share with the class.
4.
The class will be divided into groups, the students will have to
estimate the amount of kernels are on a corn cob. Then the group
will counter count the actual number to see which group is the
closest.
5.
We will explain and discuss the importance of teepees and
wigwams. The students will create their own table-top version.
http://www.conexus.si.edu/dine2/?pos-99999
http://www.mce.k12tn.net/indians/index/htm
http://www.mce.k12tn.net/indians/famous/pocahontas.htm
http://www.germantown.k12.il.us/html/homes/html
http://impurplehawk.com/
http://www.nps.gov/moja/mojahtm1.htm
1.
The students will read stories that have real life problems similar to
problems that were faced by Native Americans.
2.
The students will create a map of their house using Native American
symbols which will be displayed in the classroom.
3.
After learning about the Trail of Tears the students will, on a blank
map of the U.S. trace the route taken by the Native American Tribes
on the Trail of Tears.
4.
The students will create a list of at least three reasons why the
Native Americans chose to live where they did. After the students
have created a list the class will compile all of the reasons into a
class list.
5.
The students will write a short story describing how a native
American child from the past would deal living with the differences
in today’s society.
http://www.campus.northpark.edu/history/WebChron/NorthAmerica/Hopewell.html
http://infomine.ucr.edu/cgi-bin/search?k12
http://www.cviog.uga.edu/Projects/gainfo/trailtea.htm
http://www.ohiojunction.net/hopewell/resources.html
http://digital.library.upenn.edu/women/zitkala-sa/stories/stories.html
1.
Each student will be assigned a poem out of the book “The Desert is
Theirs.” The students will then illustrate their poem and will then
place them in a class book to be read at the convenience.
2.
The class will create a mural of a Chumash Village with paint, they
will then include a Pow Wow Circle.
3.
As a class we will make succatash and the students will try it. We
will then take a vote by creating a graph on how many students
liked it versus how many disliked it.
4.
The students will construct a bulletin board displaying the
information they know on the Native American tribes and the
distinguishing features. This will include food, government,
housing, and travel.
5.
The students will be asked to write a narrative story from the
perspective of a Native American Indian Chief. They will be
encouraged to write about the problems they face and how they
went about solving their problems.
http://www.thehistorynet.com/THNarchives/americanhistory/
http://collection/histus.html
http://www.ilt.columbia.edu/k12/history/aha.html
http://intergate.cccoe.k12.ca.us/mdtech/nativeamerican/
http://www.lib.utexas.edu/libs/pcl/map_
http://www.nativetech.org/food/index.php
1.
The students will learn about the authority roles in Native American
tribes. They will then try to find an equivalent authoritative position
in today’s society.
2.
The students will use higher order thinking skills to discover why
the Native American community united towards a common goal.
3.
The students will learn about what was considered breaking the law
in the Native American community as well as what the
consequences were for those crimes.
4.
The students will choose a member of the Native American
community and come up with responsibilities of the individual for
their position in the community. Once finished the students will
present their findings to the class.
5.
The students will role play a tribal council meeting with each
student playing the role of a specific tribal position in the Native
American community.
http://nav.webring.yahoo.com/hub?ring=natg
http://www.gorp.com/gorp/resource/us_nhp/Oh_hopew.htm
http://www.minnow.net/link9.html
http://www.coquilletribe.org/Tribalcourt.htm
http://www.mohegan.nsn.us/tribe/s100.html
1.
As a class we will read the book “The Legend of the Indian
Paintbrush” and watch the video. The students will look for
similarities and differences in the book and movie, and write about
which one they liked better and why.
2.
In a group of four the students will create and build their own Native
American village.
3.
The class will go on a nature walk to collect materials to create and
design jewelry or a costume worn by Native Americans.
4.
The class will create ceremonial instruments, such as a drum or
rattles. These will be designed using milk cartons or paper towel
rings and beans or rice. Each student will personalize theirs by
decorating them.
5.
The class will write a story from the perspective of a Native
American child. They will describe what chores they do and how
they meet their needs.
http://members.aol.com/drxdonnhistory/american.html
http://hanksville/phast.umass.edu/misc/namusic.html
http://www.tqd.advanced.org.3081/
http://indy4.fdl.cc.mn.us/~isk/stories/stories.html
http://www.nativetech.org/beadwork/index.php
http://www.store.yahoo.com/arizonaindianjewelry/?source=Overture
1.
The students will participate in a archeological dig in the classroom.
In this dig, the students will find arrowheads, pieces of pottery, and
other Native American artifacts.
2.
The students will pick a topic related to Native Americans and
research it on the internet. Here they will find at least three different
sites.
3.
The students will create a fictional Native American story using
Hyperstudio on the computer. The information used in the story
should be material that the students learned from previous Native
American lessons.
4.
The students will go to http://www.nativetech.org/games/index.php
and play one of the online games with information about Native
Americans.
5.
The students will research animal tracks that the Native Americans
hunted. Each student will participate in tracking different animal
tracks through the school.
http://www.ac.wwu.edu/~skywise/legends.html
http://www.ajkids.com/
http://www.techresource.srvusd.k12.ca.us/TR/HyperStudio/hyperstudioinf
o.htm
http://www.nativetech.org/games/index.php
http://www.geocities.com/Yosemite/Rapids/7076/
http://www.nativetech.org/