Title: Historic Indian Groups
Subject: Social Studies
Grade Level: 5
Students will participate in JIGSAW groups to gather information and
report on historic Native American Groups.
Approximate Duration: 5 - 45 minute class
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.
interpreting and developing maps, globes, graphs, charts, models,
and databases to analyze spatial distributions and patterns;
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
Locate major landforms and geographic
features, places, and bodies of water/waterways on a map of the United
Identify and describe indigenous
cultures and groups that existed in the Americas at the beginning of
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
English/Language Arts : Standard 3
Students communicate using standard English grammar, usage,
sentence structure, punctuation, capitalization, spelling, and
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
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
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.
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
Note taking materials
Blank Power Point Slide Handouts
Blank Map of the United States
Technology Tools and Materials:
Microsoft Office Power Point
•World Book Online
•Native American Tribes and Cultures
•Native American ThinkQuest
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.
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
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
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
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
Ongoing Teacher Observation
Rubric: Slide Show Presentation & Map
----- written by Jill Esquivel
Explorations and Extensions:
Lesson Development Resources:
5th Grade Teacher
MarcoPolo Lesson: No