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Social Studies Unit

1. Geographical features- identifying the physical and human


geography of California
Native Americans- understanding their religious beliefs, customs,
national identities, and various folklore traditions
The structure of government- understand the three branches of
government and what they do
Economy- identify goods and services and the resources that go into
them
2. Native Americans- Native Americans consisted of hundreds of
different tribes spread across America. They lived in many different
geographic regions and had different cultures, religions, and ways of
living. Some were hunter-gatherer tribes and some used paint on their
faces to symbolize different things, while others created totem poles or
held rituals to worship their gods. Totem poles were created to
represent and commemorate ancestry, histories, people, or events.
Most totem poles displayed animals that showed a familys lineage.
3. Who were the Native Americans? What are some things related to
Native Americans? What are some Native American tribes you know?
How are our cultures today different from those of Native Americans?
4. Visual learners or students struggling to understand may watch
videos to better help them understand the material. Students who are
ADD/ADHD are allowed to stand and/or walk around while working as
long as they are being productive. Students who are slower workers
will be allotted more time throughout the school day to work on the
activities if needed.
5./6. Content Knowledge- Students will understand the customs and
culture of Native American tribes.
Students will understand symbolism and how it pertains to Native
American customs and artifacts.
Skills- Students will learn to create a dream catcher.
Students will learn to create a totem pole.
Students will learn to create a brochure.
Attitude- Students will cooperate with group members and effectively
collaborate.
Students will contribute an equal share to their group and participate in
discussions.
7.

8. This unit is developed to give third graders an insight into how


Native Americans lived and what their culture was like. It provides
them with the ability to compare todays cultures in their lives with
those of the past. Students gain an understanding and appreciation for
the artifacts of Native American culture as they learn the symbolism
and meaning behind them.
9. K- What do you know about Native American culture?
W- What would you like to learn about Native American culture?
L- What did you learn about Native American culture? Dream catchers
and totem poles
10. 3.2 Students describe the American Indian nations in their local
region long ago and in the recent past.
1. Describe national identities, religious beliefs, customs, and
various folklore traditions.
11. Students will understand the history of dream catchers.
Students will be able to identify symbolism in a totem pole.
Students will understand the differences in Native American culture in
comparison to cultures today.
Students will understand that museums are used to help us explain
and learn form the past.
12. For the dream catcher activity, the assessment will be based off of
discussion participation and contribution when going over dream
catchers and the history of them after creating one. For the brochure
activity, the assessment would be the brochure itself. There needs to
be a specific artifact chosen, an explanation of the history of the
artifact, symbolism if relevant, resources, and creativity and originality.
For the totem pole activity, my assessment would be the completed
totem pole as well as the written explanation. Their explanation needs
to show understanding of how a totem pole symbolizes and represents
certain aspects of themselves.
13. Students can learn about and/or research dream catchers to
discover their origins and then create their very own dream catcher.
Students can also create a brochure for a Native American museum

exhibit. They will decide what Native American artifact will be on


exhibit and they will act as if they are advertising the exhibit,
discussing the history of the artifact, its symbolism, and which tribes it
comes from. Students can get into groups of five or six and create a
totem pole together using construction paper and other arts and crafts
tools. Each person must select a different animal and write a
paragraph explaining why this represents them or the reasoning
behind everything they chose.
14. Students can view videos to help them better understand if they
are visual learners. https://www.youtube.com/watch?v=XS8DEjd2QBg
This is a crossword puzzle about Native Americans that I would offer
extra credit for if they completed it online. They can use the website it
is from together information to help them solve the crossword.
http://www.ducksters.com/games/crossword_puzzle/native_americans.p
hp
15.
Dearborn, L., & Ritchie, M. (1994). Native American technology and art.
Retrieved from
http://www.nativetech.org/dreamcat/dreamcat.html
[Dylan Dyer]. (2012, February 19). Native Americans history and
culture. [Video File]. Retrieved from
https://www.youtube.com/watch?v=XS8DEjd2QBg
McCain, B. R., & Schuett, S. (1998) Grandmothers dreamcatcher.
Albert Whitman & Company.
[Mrs. P.]. (2012, July 5). Super simple dream catcher from a paper
plate. Retrieved from
http://createartwithme.blogspot.ca/2012/07/super-simple-dreamcatcher-from-paper.html
National museum of the American Indian. (2016). Retrieved from
http://www.nmai.si.edu/
Native Americans. (n.d.). Retrieved from
http://www.indians.org/articles/native-americans.html
Native American culture. (n.d.). Retrieved from
https://www.warpaths2peacepipes.com/native-american-culture/
Native American cultures. (2009) Retrieved from
http://www.history.com/topics/native-american-history/nativeamerican-cultures
Native Americans for kids. (n.d.). Retrieved from
http://www.ducksters.com/history/native_americans.php
Totem poles. (2009). Retrieved from
http://indigenousfoundations.arts.ubc.ca/home/culture/totempoles.html

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