DRAFT: This module has unpublished changes.

LESSON PLAN TITLE

 

Native Americans

BIG IDEA

Migration

RELATED NCSS STANDARD

I. Culture: Social Studies programs should include experiences that provide the study of culture and cultural diversity, so that the learn can:

  • A. explore and describe similarities and differences in ways groups, societies, and cultures address similar human needs and concerns;

ESSENTIALQUESTION

Why did the first inhabitants of New York State decide to live in NYS and who were they?

MATERIALS

  1. Maps
  2. Audio/visual aids
  3. Handouts
  4. Materials

Maps:

  • Iroquois Six Nations

Audio/visual aids:

Handouts:

  • Census for Iroquois Indians of the areas they reside in North America
  • Poem: We The First People
  • New York's First Inhabitants Crossword Puzzle

Materials:

  • Teacher: Chart Paper, Marker
  • Student: Notebook, Pencil, Textbook

GOALS STATEMENT

  1. Basic Skills Development
  2. Procedural knowledge
  3. Information knowledge
  • Students will note-take anything that stands out to them from the video they will be watching

 

  • Students will interpret social studies tools of inquiry such as watching a video, maps, census, and a primary source document.

 

  • Students will gain the knowledge of who the first inhabitants were and why they chose to settle in NYS.

INSTRUCTIONAL SEQUENCE

  1. Motivation/attention-getter
  2. Review
  3. Content Presentation
  4. Active Learning
  5. Debriefing
  • I will ask students: “Has anyone’s family moved to New York State from another place, if so from where and why?”

 

  • I will review vocabulary for students to know:

 Native Americans – first people to live in New                        York

            Lake Ontario – a large lake bordering New

           York State

          Inhabitants – people who live in an area

         Archaeologists – scientists who study artifacts to

           learn about the past

Wigwam – is a house made of a wood frame and   

covered with hides or woven reeds

Tradition – is a way of life that has been

followed for a long time

Confederation – is a government in which

separate groups of people join together

Longhouse – is a long, narrow house that is

home to many families

Maize – is a form of corn

 

  • Students will review a video on Native Americans: Iroquois and note-take what stands out to them. Students will then view various maps on where the Iroquois Indians settled. Students will review a poem on the Iroquois Indians and review census information from 2000 on the Iroquois Indians. Students will also review Maize, the form of corn the Iroquois Indians grew and eat.

 

  • Students will observe the landscape, living conditions, clothing worn, and anything that stands out to them based upon what they viewed from the video.

 

  • After the video students will talk with a partner discussing their views on what they learned from the video.

 

  • Students will discuss with their partners about what they have learned about the Iroquois Indians. Students can refer to their notes they made during the video to help in their discussions.

 

  • Students will write a personal narrative.

A.  Two Groups will write a Write a short story as an Iroquois child of the 1600s (2 paragraphs, 5-7 sentences)

             B.  Two Groups will write a Write a short story

              as a modern-day child of  

              Iroquoian descent. (2 paragraphs, 5-7 sentences)

        C.  Two Groups will write a students will write

       their own poem on the lifestyle of the Iroquois

        Indians.  (two stanzas)

 

  • Students will share their work with the class

PRACTICE: (IN-CLASS OR H.W.)

H.W. – Students will complete a crossword puzzle on New York’s First Inhabitants.

Students will answer the question:
What are the different ways to describe the location of New York?

ASSESMENT

A rubric will be used to assess the students writing piece of their personal narratives. Students’ poem should reflect any similar or different lifestyles they may have with Iroquois Indians.

 

 

 

 

 

Quality

 

 

Unsatisfactory

(1)

D/F

(0-69)

Emerging

(2)

C/C+

(70-79)

Competent

(3)

B-/B/B+

(80-89)

Exemplary

(4)

A-/A

(90-100)

 

 

 

 

 

Development

 

 

Student’s writing has no any details from the video

Student’s writing developed 1-2 details from the video and/or supporting materials; may begin to answer the prompt but are not adequately developed

Student’s writing developed 2-3 details from the video and/or supporting materials; but are adequately developed to answer the prompt

Student’s writing developed  4 or more details from the video and/or supporting materials; fully answered the prompt

 

 

 

 

Mechanics 

Student’s writing has no paragraphs, more than 4 spellings errors, and punctuation errors are present

Student’s writing has 1-2 paragraph(s), 3-4 spelling errors and  a few of punctuation errors

Student’s writing has 2 paragraphs, but may not include 5-7 sentences, 2-3 spelling errors and a few of punctuation errors

 

Student’s writing has 2 or more paragraphs with 5-7 sentences per paragraph, no spelling errors, and no punctuation errors

 

 

Ideas and Content

Student’s poem did not express any human needs/concerns that are similar or different from Iroquoian lifestyle  

Student’s poem provides 1-2 human needs/concerns that are similar/different from Iroquoian lifestyle; poem is not as clear and the focus is not clear  

Student’s poem provides 2-3 human needs/concerns that are similar and different from Iroquoian lifestyle; poem has somewhat a clear and developed focus.

Student’s poem provides 4 or more human needs/concerns that are similar and different from Iroquoian lifestyle; poem has a clear and developed focus.

      

 

 

 

 

http://jenssannerud.com/Maps.html

 

 

DRAFT: This module has unpublished changes.