G4+SS+Unit+1+Native+Americans+Lessons+&+Procedures


 * Alain L. Locke Magnet School for Environmental Stewardship **
 * 2012-2013 **
 * Unit 1: Native Americans: First Inhabitants of New York State **

September 24 – November 21 Text/Workbook: Scott Foresman Chapter 3


 * Enduring Understanding: **All living things are required to change in order to ensure their survival.


 * Essential Questions: **How do people, animals and plants adapt to social and physical changes in their environment?


 * Common Core Learning Standards **

W.4.2.  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4.  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. RI.4.3.  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4.  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. RI.4.5.  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10.  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range

Responsible Local and Global Citizenship: Sustainable Economics Natural Laws and Ecological Principles Dynamics of Systems and Change <span style="color: #00b050; font-family: 'Cambria','serif';">Cultural Preservation and Transformation
 * Education for Sustainability (EfS) Standards: **


 * Lesson ||  Procedures, Materials and Discussion Questions  ||   Differentiation options/ check for understanding   ||
 * 1. Understand expectations and objectives of unit || Introduce unit and expectations of learning. Introduce enduring understanding, essential question and performance task. Introduce [|performance task rubric]. Display performance task teacher example. || Check for understanding: Students will use the performance task rubric to score the teacher example ||
 * 2 identify how and why early people traveled to reach North America || Read text pgs. 78 – 79

Texplains how Native Americans change their location to ensure their survival (crossing the land bridge to follow the mastodon). Discussion Question: What might be some of the difficulties living this nomadic lifestyle?

T explains that the many tribes began to establish permanent settlements and introduce the packet detailing the different cultural areas of the Northwest, Southwest, Eastern Woodlands, Middle America, and Great Plains. Handout packetand allow time to read.

Students should highlight information relative to culture and survival.

Regroup to share information charting responses. || Groups can jigsaw information from the packet to ensure coverage and understanding in allotted time. One group can read from the Northwest, Southwest, Eastern Woodlands, Middle America, and Great Plains.

Higher performing readers can work independently.

T checks for understanding monitoring the room to ensure highlighting of proper information and collection of homework || describe the ways of life of early Americans
 * 3.

analyze information to identify similarities and differences between Algonquian & Iroquois

explain how archaeologists use artifacts to learn about the past || Connection discussion question: Yesterday we learned how and why the first Americans arrived in NY. What adaptations did they go through ensure their survival? Read text pgs 74-75 & 80 – 83 Read Pages 9-13 from N.A. in NY by Lynn George

Show one of two PowerPoint Presentations [|Native Americans in New York 1] [|Native Americans in New York 2] These PowerPoints are in a T chart and highlight the Algonquian and Iroquois

Students will synthesize information from the T chart to create a Venn diagram comparing and contrasting the Algonquian and Iroquois noting differences regarding type and location of villages/shelters, food

Compare and contrast graphic organizer ([|life before and after farming]) on pg. 83. || Differentiation: Provide copies of PowerPoints and Lynn George book to those in need

Students can work in groups to complete the Venn Diagram || What are the benefits/drawbacks of living in one place? (Farming, trading, food storage) T chart responses Is it easier to meet basic needs living as a nomad or in a permanent village? If you had to leave your home and walk to California what things would you take with you? Why? T discusses the importance of farming to early people of New York and their dependence on the 3 sisters ||  || Show PowerPoint Presentation [|Native Americans and Natural Resources 1] or [|Native Americans and Natural Resources 2] Students will observe an illustration (Living in the Woodlands) of a natural environment the Algonquians could have lived in. They will list things from the environment that could’ve been used to meet their needs (food, clothing, shelter, tools). || Differentiation: Provide copies of PowerPoint to those in need
 * 4. Compare and contrast life in a village vs. life as a nomadic hunter || Discussion questions:
 * 5. Observe an illustration (Living in the Woodlands) to determine what and how the Algonquian used resources from the environment to survive (meet basic needs) || Read pgs. 88- 92

Students may work in groups

Modify work from list format to tree diagram ||
 * 6. analyze the change in social interactions and beliefs to form the Iroquois League

explain why the Iroquois call themselves the “people of the Longhouse” || Discussion Question: What does it mean to make peace? What is involved in making peace? (compromise, change in thinking)

Possible readings to be used: Foresman Text pgs. 94 – 96 N.A. in NY by Lynn George Page 15 Web Pages: [|Iroquois Constitution for Kids] [|Official Iroquois Constitution] [|Iroquois Influence on U.S. Constitution] || Higher performing readers can read and evaluate the official Iroquois Constitution while lower performing readers can attain same information in the Iroquois Constitution for kids. ||
 * 7. analyze why certain animals were symbolic of clans || Discuss picture on pg. 96

Create a poster card of an animal that you would want to represent your family and explain why. What natural resources would be used in creating it? || Choice for poster include: Using Clip Art or other internet resources to obtain pictures of animals Not creating a poster but a written explanation of animal representation and meaning || Read Page 17 from N.A. in NY by Lynn George Discuss how the Iroquois used wampum on the Iroquois Trail to send messages that lead to the creation and sustainment of the Iroquois League.
 * 8. explain why wampum was so highly valued by the Iroquois as a form of communication along the Iroquois Trail || Read text pg. 97

Hand out “Indian Symbols” and share example of wampum identifying the message.

Create wampum that includes a symbol and colors that convey a message || Premade wampum can be used which the students may color and interpret meaning ||
 * 9. evaluate the significance of Iroquois festivals and stories || Read pgs. 98 – 99

Read aloud a Native American folktale (Legend of the Blue Bonnet) Discussion: Native Americans sought to explain the things in nature as well as honor them

Read information about “The 3 Sisters” (use the internet for resources) || Students can create a corn husk doll or write their own folktale explaining something I nature. Examples include why the sky is blue, how the chipmunk got its stripes, etc. || Websites: [] The Constitution of the Iroquois Nation [] Iroquois Constitution for kids []
 * 10.-14. Ss will compile and complete their final project || Ensure materials are available ||  ||
 * 15. || Chapter Review pgs. 100 – 101 ||  ||
 * 16.Unit Assessment ||  ||   ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 15px;">Iroquois Constitution Influenced That of U.S. **