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