Native American Resource Unit for Fifth Graders

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Native American Resource Unit for Fifth Graders

• Jill Malie

2
Introduction

• In this resource unit, conceived for fifth
  graders, students will explore the History and
  People in Societies social studies standards,
  concerning the cultural practices and product
  development of the North American Native peoples
  by using different audio-visual materials,
  teacher and student materials, and a mix of
  projects and assessments.
• The main goal of this unit is to educate the
  students in a way that differs from the everyday
  and to gain some insight into different cultures
  from their own. The students have the
  opportunity to explore any Native American
  culture or tribe that they wish and to affix some
  type of connection in the process. In this unit
  the one tangible goal is to have the students
  approach different or unfamiliar cultures in a
  positive and demonstrative way.
• The student should be able to make connections
  between the geography of the land and the
  settlement aspects of the Native Americans

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Content

• Benchmarks Cultures and Interaction
• Indicators artistic expression, religion,
  language, food, clothing, and shelter in culture
  and comparing Indian life from then to now and
  how they are contributed to American politics,
  industry, inventions, careers, etc.

4
Content Continued

• Language
• On the third day, the students will be introduced
  to the different languages the existed throughout
  the Native American cultures. Several words in
  the English language, not to mention our state
  and town names, are prevalent in our everyday
  words.
• Food
• On the fourth day, the students will be
  introduced to the food and drink of the Native
  Americans. A perfect example would be the feast
  of Thanksgiving at Plymouth Rock. Also mention
  the fact that the most Natives were either
  hunter/gatherers or mostly agriculturists.

• Artistic Expression
• One the first day, the students will be
  introduced to the different aspects of the art of
  the Native Americans and how different tribes
  used themes, geometric shapes, animals, etc. in
  their art. Also that art and the process usually
  indicates a certain tribe.
• Religion
• On the second day, the students will be
  introduced to the concept of religion or the
  mysticism of the Native Americans and how it
  differs or is similar to Christianity, Judaism,
  Islam, etc. Also how important/unimportant was
  religion to certain tribes.

5
Content Continued

• Clothing
• On the fifth day, the students will be introduced
  to the clothing and common dress of the Native
  Americans. What is considered appropriate today
  and what is not? What did they wear for seasonal
  dress?
• Shelter
• On the sixth day, the students will be introduced
  to the common types of shelters found in
  different tribes of Native Americans. What are
  they living in today and do we still build any of
  their common housing to this day?

• Settlement
• On the seventh day, the students will be
  introduced to the locations of where the Native
  Americans mainly settled. Where did they settle
  in reference to their foodstuffs and why did they
  settle there?
• Life Today
• On the eighth day, the students will be
  introduced to how Native Americans have changed
  their daily lives to fit within modern standards
  of the United States. How are they the same, how
  are they different? What kind of jobs do they
  have and what do they often do for a living?

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Concepts

• Native Americans
• Tribes
• Artistry
• Religion
• Language
• Food
• Clothing
• Shelter
• Settlement

• Careers and Jobs
• Life Today
• Contributions
• Reservations
• Differing Lifestyles
• Money Exchanges

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Objectives

• Name several Native American tribes.
• Give a definition of a Native American.
• Identify different housing structures.
• Name several different artisan styles of Native
  American tribes.
• List different types of religious activities that
  Natives engaged in.
• Name or list several ways in which Natives
  obtained food.
• Identify several different clothing styles that
  were worn by Native Americans.
• Explain why Native Americans are important to the
  history of our country.
• List several different locations that Native
  Americans have lived or still live.
• Explain or list several different ways that
  Native American have contributed to the United
  States (i.e. historically, politically,
  economically, etc.)
• Explain why the Native Americans were important
  to the first European settlers.
• Identify different struggles that the Native
  Americans took to in order to gain their rights.
• Identify the general time that Native American
  and European conflict started and list reasons
  why and how.
• Explain how the Native Americans traded with the
  Europeans and explain the barter system.
• Identify and explain the major Native American
  tribes the lived and thrived in the Midwest,
  specifically Ohio.

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Activities

• Day 1
• Introduction
• The teacher will briefly introduce the artistic
  expressions of a select few Native American
  tribes. Have examples ready of tangible objects
  (pottery, paintings, etc) or of pictures.
• Outcome
• The students are introduced to the main study of
  Native Americans and are ready to understand
  different aspects of their culture, starting with
  art.
• Development
• Open the lesson with a brief overview of Native
  American tribes. Probe questions of how they
  lived and worked. Explain that one of the many
  activities that Native Americans engaged in was
  artistry. The activity can include the students
  constructing their own art project using an
  example of Native American art from a book or
  picture. They should then properly identify it
  and time the piece from its place in history.
• Day 2
• Introduction
• Religion will be discussed briefly by asking
  students how they celebrate the holidays and if
  they go to Church, Temple, Mosque, etc.
  regularly.
• Outcome
• The students will have an understanding of the
  different aspects of religion in the Native
  American culture and that they often engaged
  informally in these activities.
• Development
• Have a brief discussion about different
  religions that are in existence today in the
  United States. Then pick a certain religious
  activity (i.e. a rain dance, war dance, etc.)
  that was considered a religious activity. Have
  the student set up an appropriate role playing
  activity and develop it from there.

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Activities Continued

• Day 3
• Introduction
• Open the lesson in a Native American language.
  This will pique the students interest. Also
  have maps ready to point out the different tribe
  locations and therefore the development of their
  language.
• Outcome
• The students will understand the complex variety
  of the languages of Native American tribes. Also
  that most tribes had no written language and that
  history and information was passed through oral
  stories.
• Development
• Have the students look at maps and tribes and
  choose one to look up some Native languages.
  Also the students can identify state names and
  places and demonstrate the appropriate language.
• Day 4
• Introduction
• Food and drink were very important to the Native
  Americans and it plays a large role in our
  culture as well. The teacher can bring in
  different examples of food.
• Outcome
• The students will learn that many foods that we
  enjoy today were layovers from Native American
  foods, such as popcorn. Also that food played a
  large role in the customs and traditions of
  Native Americans.
• Development
• If the teacher wishes they can extend this into
  a food feast featuring several different food
  examples from many different tribes. Or the
  students can brainstorm different foods that they
  believe are native to North America and have
  books of research.

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Activities Continued

• Day 5
• Introduction
• The teacher can wear a certain hat, shoe, or
  clothing item in front of the class and explain
  from what tribe and for what purpose did it
  serve.
• Outcome
• The students will gain an understanding that the
  Natives dressed according to their location, the
  climate, and for the purpose of their position in
  the tribe.
• Development
• Have books or pictures for the students to make
  their own head band or article of clothing.
  Provide paper, scissors, glue, etc. for the
  purposes of this activity. Then have the
  students show their clothing off to the class
  with a brief explanation of where and why it was
  worn.
• Day 6
• Introduction
• Shelter is very important to the Native
  Americans and it plays a large role in their
  lifestyles. Also the location of living dictated
  their housing structure. Have several examples
  to show the students.
• Outcome
• The students will gain an understanding that the
  building that the Natives lived in all served a
  great purpose to their lifestyle. They often had
  a fire pit, homes, and a town hall in most
  tribal villages.
• Development
• The best example of this would be to provide a
  field trip to Sunwatch Village in Dayton. This
  would provide some insight into a river culture
  tribe and the structures they considered houses.
  Then building upon that the student would be able
  to construct with various materials brought in
  their own housing structure, from a teepee to a
  wigwam, etc.

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Activities Continued

• Day 7
• Introduction
• Have maps and books ready to explain the
  location that many Natives lived and thrived in.
  Explain what food existed there and why the
  Natives interacted with their land the way they
  did.
• Outcome
• The students will gain an understanding of why
  the Natives were either nomadic or stagnant in
  their lives. Some never had to leave do to their
  food availability, like agriculturists vs. a
  hunting and gathering society.
• Development
• The students will create a map putting the areas
  where the Natives dwelled in respect to the
  location, geographic features, and food
  availability. The students will point out the
  differences in lifestyles in comparison to
  different foods, locations, climate, etc.
• Day 8
• Introduction
• The teacher can open by using a short movie clip
  featuring Native Americans or another example of
  something created by a Native American like an
  art piece or a book.
• Outcome
• The students will realize that Natives still
  live and thrive in this country and contribute
  significantly to society by their giving and
  sharing of their culture.
• Development
• Have movie clips, books, art pieces, music, etc.
  that can illustrate the culture of a certain
  tribe. Have the students pick a famous Native
  Americans from a list provided by the teacher and
  have they write their contributions to society
  and to their country. Also make sure the
  importance of every culture is emphasized.

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Unit Test

• Multiple Choice Read each question carefully
  and choose the best answer to the question.
• Of the following tribes which one is associated
  mostly with Ohio?
• Delaware
• Mohawk
• Miami
• Hopi
• What is considered a Native American food?
• Hamburger
• Popcorn
• Hot Dog
• French Fries
• Which of the following is a religious practice of
  some Native American tribes?
• Rain Dance
• War Dance
• Calling upon spirits
• All of the above
• If you lived in the southwest, you would most
  likely wear
• Tribal blankets
• Sandals

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Unit Test

• True/False Pick true or false for the following
  questions and write an explanation of why.
• My name is Stoss Pope. I live in Waverly, Ohio.
  I have a good education and I work regularly with
  engineers. I live in great poverty.
• True
• False
• Why or why not?
• If a Native American wanted to go to college and
  get a good job it would be nearly impossible for
  them.
• True
• False
• Why or why not?

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Unit Test

• Short Essay Answer the following as detailed as
  you can in a short paragraph or two.
• Pick a certain Native American tribe that we have
  studied in class and explain their art, religion,
  language, food, clothing, and shelter.
• Explain in detail why certain tribes were pushed
  out from their native lands and where they
  ultimately ended up living.

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Teacher Resources

• Native American Resources for Teachers and Kids
  http//www.kiddyhouse.com/Thanksgiving/Native.html
  
• A short list of some great websites to explore
  for teachers.
• Native Americans http//www.kathimitchell.com/Nat
  am.htm
• Another list of websites for teacher reference.
• 500 Nations. Hardcover Book. Alvin M. Josephy,
  Jr. Gramercy, 2002.
• A detailed books explaining the practices of
  various Native American tribes.
• Native American Arts. Paperback book. Teacher
  Created Resources. 2000.
• A book of worksheets and activities concerning
  arts for the classroom.

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Student Resources

• Native American Facts for Kids
  http//www.native-languages.org/kids.htm
• Native American Crafts and Games
  www.americanpentimento.com/crafts.htm
• Native American Games http//teacher.scholastic.c
  om/lessonrepro/lessonplans/ect/nativegames.htm
• Native American Section http//www.dltk-kids.com/
  world/native/index.htm
• WayBack Stand Up for Your Rights
  http//pbskids.org/wayback/civilrights/features_sc
  hool.html
• If You Lived With The Indians Of The Northwest
  Coast. Paperback book. Anne Kamma and Pamela
  Johnson. Scholastic, 2002.
• Giving Thanks A Native American Good Morning
  Message. Paperback book. Jake Swamp and Erwin,
  Jr. Printup. Lee Lowe Books, 1997.
• More Than Moccasins A Kid's Activity Guide to
  Traditional North American Indian Life.
  Paperback book. Laurie Carlson. Chicago Review
  Press, 1994.
• Illinois Indians! A Kid's Look at Our State's
  Chiefs, Tribes, Reservations, Powwows, Lore
  More from the Past the Present. Paperback
  book. Carole Marsh. Gallopade Publishers, 1995.
• Children of the Sun Stories by and About Indian
  Kids. Paperback book. Beverly Hungry Wolf and
  Adolf Hungry Wolf. William Morrow Co., 1988.

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Media Resources

• Prentice HallSocial Studies Skills Tutor
  http//www.phschool.com/curriculum_support/ss_skil
  ls_tutor/
• Basic Online Skill Games http//classroom.jc-scho
  ols.net/basic/socst.html
• Learning Milestones Social Studies Skills
  http//parentcenter.babycenter.com/general/bigkid/
  gpreschool/72425.html
• Social Studies Skill Builders for Grades 2-6
  http//school.familyeducation.com/history/geograph
  y/36060.html
• Study Skills for Social Studies
  http//www.eduplace.com/ss/wtp/testprep/studyskill
  s.html
• Alliance for Native American Indian Rights
  http//www.anairtn.org/
• Multicultural Canada http//www.multiculturalcana
  da.ca/ecp/
• Native Americans and the Battle for Rights
  http//racerelations.about.com/od/thehierarchyofra
  ce/a/nativeamericans.htm
• The National Park ServiceNative American Rights
  http//www.nps.gov/legacy/leg_natv.html
• Tribal Government and Native American Resources
  http//www.firstgov.gov/Government/Tribal.shtml

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Media Resources Continued

• American Indians Government Resources
  http//www.hanksville.org/NAresources/indices/NAgo
  v.html
• Native American Web http//www.washlaw.edu/doclaw
  /subject/nativ5m.html
• Native American History http//school.discovery.c
  om/lessonplans/programs/howthewestwaslost/
• Native Americans in the United States
  http//en.wikipedia.org/wiki/Native_Americans_in_t
  he_United_States
• Dust A Wired Tale of the Old West. CD-ROM.
  Cyberflix. 1995.
• Songs from Native Americans. Audio CD. Tribal
  Voices. Earthbeat, 1996.
• Atlas of the North American Indian. Paperback
  book. Carl Waldman and Molly Braun. Checkmark
  Books, 2000.
• 500 Nations. DVD. Kevin Costner and Gregory
  Harrison. Warner Home Video, 1995.
• Native American Tribes Map Indians Art Poster
  Print. Map. Adam Hersh Posters.
• Synthetic Native American Flute, Key of F.
  Musical instrument. Mid-East.
• Only Approved Indians Stories (American Indian
  Literature and Critical Studies Series).
  Hardcover. Jack D. Forbes. University of
  Oklahoma Press, 1995.