Historical Indian Groups

 

  Lesson Plan
Title:  Historic Indian Groups
Subject:  Social Studies
Grade Level:  5
Overview:
Students will participate in JIGSAW groups to gather information and report on historic Native American Groups.
Approximate Duration:  5 - 45 minute class sessions
Content Standards:
  • Geography: Physical and Cultural Systems
         Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
  • History: Time, Continuity, and Change
         Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
Benchmarks:
  • G-1A-M2
         interpreting and developing maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns;
  • H-1B-M1
         identifying and describing characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450;
Grade-Level Expectations (GLEs):
  • The World in Spatial Terms

    Grade 5

    4. Locate major landforms and geographic features, places, and bodies of water/waterways on a map of the United States

    (G-1A-M2)
     

  • United States History

    27. Identify and describe indigenous cultures and groups that existed in the Americas at the beginning of European exploration

    (H-1B-M1)
     

Interdisciplinary Connections:  
  • English/Language Arts : Standard 1
         Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
  • English/Language Arts : Standard 2
         Students write competently for a variety of purposes and audiences.
  • English/Language Arts : Standard 3
         Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
  • English/Language Arts : Standard 4
         Students demonstrate competence in speaking and listening as tools for learning and communicating.
  • English/Language Arts : Standard 5
         Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
Educational Technology Standards:  
  • Demonstrate the operations of a computer (e.g., touch-keyboarding skills, save, organize and back-up files) and other peripheral devices (scanner, digital and video cameras, VCR, laser disc player) at an intermediate level.
  • Compose and edit a multi-page document with appropriate formatting using word-processing skills. (e.g., menu, tool bars, dialog boxes, spell check, thesaurus, page layout, headers and footers, word count, margins, tabs, spacing, columns, page orientation)
  • Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
  • Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
  • Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
  • Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
  • Use telecommunications and online resources efficiently and effectively to collaborate with peers, experts, and others to investigate curriculum-related problems, issues, and information and to develop solutions or products for various audiences.
Objectives:
TLW identify and compare historic Indian groups of the West, Southwest, Northwest, Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration.

TLW locate major landforms and geographic features, places, and bodies of water or waterways on a map of the United States.
Lesson Materials and Resources:
Social Studies Text Book
Bookmarked websites
Task Cards
Grouping Chart
Note taking materials
Recording Sheets
Blank Power Point Slide Handouts
Blank Map of the United States
Rubrics
Technology Tools and Materials:
 

Hardware:
computers
printers

Software:
Microsoft Office Power Point

Websites:
•Google
      www.google.com
•World Book Online
      www.worldbookonline.com
•Native American Tribes and Cultures
      www.42explore2.com/native4.htm
•Native American ThinkQuest
      library.thinkquest.org/J0110072/
 

Other:
 

Background Information:
This is the first time my students have been in JIGSAW groups. I am anticipating some confusion on their part, so extra time may be needed to compelte the lesson. The students have read Chapter 2 in our text to gain background knowledge of Historic American Indian Groups.
Lesson Procedures:
1. Students will pull a task card to be placed in their task group as well as their Indian Group. Task Groups include: Home, Way of Life, Food, and Interesting Facts. Indian Groups include: Eastern Woodland, Southwest, Northwest, Great Plains, Artic, and West.
2. Students will meet in task groups to brainstorm possibilities for all groups.
3. Indian Groups will then meet to conduct research and save pictures to be used in Power Point presentations. Each person in the Indian Group will be looking for information about their task. Students will use recording sheets (provided by the teacher) to record information. Students will need to keep documentation of their sources used during research.
4. Students will use a blank U.S. Map to show where their Indian Gorups lived and major landforms, rivers, etc. nearby.
5. When the recording sheet and map are completed and have been checked by the teacher for accuracy, students will create powerpoint presentations about their Indian Groups.
6. Students will use a blank U.S. Map to show where their Indian Gorups lived and major landforms, rivers, etc. nearby.
7. Task Groups will meet a final time to fill in their column of a class chart which will compare and contrast the early Indian Groups of North America.
8. Indian Groups will present their slide shows to the class. The students will use a study guide (provided by the teacher) to record important information that will be included on a test.
9. The class will participate in a whole group review of the many Indian Groups learned about throughout the week.
10. A rubric will be used to assess the slide shows and maps.
11. A formal evaluation will be given after the class review is complete.
Assessment Procedures:
Ongoing Teacher Observation
Formal Assessment:
Rubric: Slide Show Presentation & Map
Test
Accommodations/Modifications:

          ----- written by Jill Esquivel  

 
Reproducible Materials:
 
Explorations and Extensions:
 
Lesson Development Resources:
 
Reflections:
 
Contact Information:
Jill Esquivel
jille@vrml.k12.la.us
5th Grade Teacher
Additional Contacts:
 
MarcoPolo Lesson:  No