Native Americans

1
Native Americans 2nd Grade Social Studies
Strands Lesson By Emily Patrick and Christina
Poulter
2
Table of Contents Section Slide Strand 1
American Heritage People in Societies
3 (time,
continuity, and change) Strand 2 People in
Societies
7 (culture) Strand 3 World
Interactions
11 (people,
places,environments, global interactions) Strand
4 Citizenship Rights and Responsibilities
14
(power, authority, and governance,civic
ideals,and
practices) Strand 5 Democratic Processes
19
(individuals, groups,and institution, civic
ideas and
practices) Strand 6 Decision Making and
Resources 23
(power, authority, and governance, production,
distribution, and
consumption) Strand 7 Science, Technology, and
Society 27
(no direct Ohio theme)
3

• Strand 1
  American Heritage
  People in Societies
  (time, continuity, and change)
• Activities
• The students will create a time line by mapping
  out the earliest Native American group to the
  most recent. This will be done on adding machine
  paper so the students can see the relative time
  placement of these Native American groups.
• As a class, we will take a field trip to Indian
  Mounds Park near Columbus, Ohio. After returning
  to the classroom the students will write a short
  paper explaining their favorite Native American
  artifact they saw.
• The students, after researching Native Americans
  will plan and carryout a Native American
  Festival such as a Powwow in the classroom.

4

• Strand 1
  American Heritage
  People in Societies
  (time, continuity, and change)
• Activities continued
• The students will examine artifacts of Native
  American life as well as pictures to get a sense
  of how they lived. Afterwards the class will play
  a Native American artifacts bingo.
• The students will read stories recorded from the
  Native American oral tradition as well as those
  written about Native Americans today. After
  reading these stories the students will try to
  groups them into categories depending on when
  they were written.

5

• Strand 1
  American Heritage
  People in Societies
  (time, continuity, and change)
• Websites
• Pow Wows
  http//library.thinkquest.org/3081/
• Timeline for Native American History
  http//www.ilt.columbia.edu/k12/naha/natime.html
• On This Date In North American Indian History
  http//philkon.tripod.com/

6
Strand 1

American Heritage People in Societies
(time, continuity, and
change) Websites continued 4. Discovery Guide
for Fort Ancient State Memorial Park
http//www.physics.ohio-state.edu/discover/Guide/
ancient.html 5. Fort Ancient Earthworks
http//www.ohiokids.org/ohc/archeol/p_indian/maps/
ftanerwk.html
7

• Strand 2
  People in Societies
  (culture)
• Activities
• In a class discussion the students will try to
  decide how the Native Americans of the past are
  similar and different to us today.
• The students will map out the locations of the
  Native American tribes that lived in Ohio. They
  also need to include the rivers on this map.
• The students will research Native Americans and
  find photographs taken of them. Using these
  pictures the students will create a list of how
  the Native American were similar to us as well as
  different than us.

8

• Strand 2
  People in
  Societies
  (culture)
• Activities continued
• The students will find original Native American
  recipes and as a class prepare a few and try
  them.The students will graph their favorite
  Native American food they tried.
• After researching the clothing of Native
  Americans the students will create a article of
  clothing using household objects. The students
  will bring in their creations and share it with
  the class.
• Explain the importance of teepees and wigwams.
  Have the students create their own table-top
  version.

9

• Strand 2
  People in
  Societies
  (culture)
• Websites
• Native American Food and Recipes
  http//www.kstrom.net/isk/food/recipes.html
• What Kinds of Clothes did the Timucuas Wear?
  http//pelotes.jea.com/kidcloth.htm
• Indian Homes http//www.germantown.k12.il.us/html/
  homes.html
• The First Americans http//www.germantown.k12.il.u
  s/html/intro.html
• Indian Photographs http//nmnhwww.si.edu/anthro/wr
  ensted/indianph.htm

10

• Strand 2
  
  People in Societies
  
  (culture)
• Websites continued
• 6. Fort Ancient http//ohiohistory.o
  rg/places/ftancien/index.html
• Hopewell Habitat http//www.he.net/archaeol/onlin
  e/news/ft.ancient.html
• Fort Ancient Hopewell Native American Earthworks
  http//www.shakerwssg.org/fort_ancient_hopewell_na
  tive_ame.htm
• Local Townships
  http//www.princeton-realty.com/hopew
  ellmunicipal.html

11

• Strand 3
  World
  Interactions
  (people, places, and environments,
  global interactions)
• Activities
• The students will read stories that have real
  life problems similar to problems that were faced
  by Native Americans.
• After learning about the Trail of Tears the
  students will, on a blank map of the U.S., trace
  the route taken by the Native American Tribes on
  the Trail of Tears.
• The students will write a short story describing
  how a Native American child from the past would
  deal living with the differences in todays
  society.

12
Strand 3
World
Interactions
(people, places, and environments,
global interactions) Activities continued 4.
The students will create a list of at least 3
reasons why the Native Americans chose to live
where they did. After the students have created a
list the class will compile all of the reasons
into a class list. 5. The students will create
a map of their hometown using Native American
symbols which will be displayed in the hallway.
13

• Strand 3
  World
  Interactions
  (people, places, and environments,
  global interactions)
• Websites
• Hopewell Culture http//www.campus.northpark.edu/h
  istory/WebChron/NorthAmerica/Hopewell.html
• Mound Builders http//school.discovery.com/homewor
  khelp/worldbook/atozgeography/m/373980.html
• Cultural Resources http//www.ohiojunction.net/hop
  ewell/resources.html

14

• Strand 3
  World
  Interactions
  (people, places, and environments,
  global interactions)
• Websites continued
• Trail of Tears http//www.cviog.uga.edu/Proje
  cts/gainfo/trailtea.htm
• Indian Symbols http//www.indiansummer.com/sym
  bol.htm

15

• Strand 4
  Citizenship
  Rights and Responsibilities
  (power, authority, and
  governance, civic ideals and practices)
• Activities
• After learning about totem poles small groups of
  4-5 students will create replica totem poles with
  each level representing a member of the group.
  There must be as many levels as there are
  members.
• The students will research Native American
  reservations. In small groups of 3-5, students
  will create replica reservations out of paper,
  clay, and twigs. Afterwards they will present
  them to the class.
• After researching Native American family life the
  students, in small groups of 3-5, will create a
  story that emphasizes Native American family
  life. Each member must contribute at least 2
  sentences.

16

• Strand 4
  Citizenship
  Rights and Responsibilities
  (power, authority, and
  governance, civic ideals and practices)
• Activities continued
• After the students complete their Native American
  reservation art project they will create a play
  based on characters they create for their
  reservation. They will present these plays to the
  second grade classes.
• The students will research games that Native
  American children played and create a game that
  represents one that could have been played during
  that period.

17

• Strand 4
  Citizenship
  Rights and Responsibilities
  (power, authority, and
  governance, civic ideals and practices)
• Websites
• Totem Poles http//users.imag.net/sry.jkramer/nat
  ivetotems/default.html
• Implications for Inequality in Hopewell
  Households http//www.workpage.com/g/90/138g.htm
• Native Peoples Communities http//www.turtleislan
  d.org/communities/communities.htm

18

• Strand 4
  Citizenship
  Rights and Responsibilities
  (power, authority, and
  governance, civic ideals and practices)
• Websites continued
• Native American Games http//www.wyomingnetwork.co
  m/games/
• Family Life and Customs of Native Americans
  http//falcon.jmu.edu/ramseyil/vaindianspowfamily
  .htm

19

• Strand 5
  Democratic
  Processes
  (individuals, groups, and institution,
  civic ideals and practices)
• Activities
• The students will learn about the authority roles
  in Native American Tribes. Afterwards they will
  try to find an equivalent authoritative position
  in todays society.
• The students will learn about what was considered
  breaking the law in the Native American community
  as well as what the consequences were for those
  crimes.
• The students will use higher order thinking skill
  to discover why the Native American community
  united towards a common goal.

20
Strand 5
Democratic
Processes
(individuals, groups, and institution,
civic ideals and practices) Activities
continued 4. The students will chose a member
of the Native American community and come up the
responsibilities of that individual for his/her
position in the community. Afterwards the
students will present their finding to the
class. 5. The students will role play a tribal
council meeting with each student playing the
role of a specific tribal position in the Native
American community.
21

• Strand 5
  Democratic
  Processes
  (individuals, groups, and institution,
  civic ideals and practices)
• Websites
• Hopewell Cultural National Historic Park
  http//www.gorp.com/gorp/resource/us_nhp/Oh_hopew.
  htm
• Tribal Government Websites http//nav.webring.yaho
  o.com/hub?ringnatg
• Coquille Indian Tribal Court http//www.coquilletr
  ibe.org/Tribalcourt.htm

22

• Strand 5
  Democratic
  Processes
  (individuals, groups, and institution,
  civic ideals and practices)
• Websites continued
• The People of the Mohegan Tribe
  http//www.mohegan.nsn.us/tribe/s100.html
• Indian Honesty
  http//www.minnow.net/link9.html

23

• Strand 6
  Decision
  Making and Resources
  (power, authority, and governance, production,
  distribution, and consumption)
• Activities
• The students will make a wampum using
  construction paper, tape, and glue.
• The students will brainstorm on how they think
  the Native American obtain objects that they
  need. After brainstorming the students will
  research this and present their findings to the
  class.
• A classroom discussion will be held on the needs
  of Native Americans. In this discussion students
  will talk about why the Native Americans might
  not receive what they need.

24
Strand 6
Decision
Making and Resources
(power, authority, and governance, production,
distribution, and consumption) Activities
continued 4. The students will debate the
influence of the white mans arrival into the
Native American society. Half of the class will
focus of the positive aspects and the other half
will focus on the negative aspects. 5. The
students will read about the specific roles held
by gathers and hunters in the Native American
society. In a classroom discussion the students
will talk about why there groups were gender
specific.
25

• Strand 6
  Decision
  Making and Resources
  (power, authority, and governance, production,
  distribution, and consumption)
• Websites
• Ohio Native American Rambles http//www.gorp.com/g
  orp/publishers/countryman/hik5fswohio1.htm
• Historical Wampum http//web.syr.edu/cfsmith/talk
  s/cw97html/historicalwampum.html
• Native Americans and the White Mans Arrival
  http//www.geocities.com/SouthBeach/Lights/9341/na
  tives.htm

26

• Strand 6
  Decision
  Making and Resources
  (power, authority, and governance, production,
  distribution, and consumption)
• Websites continued
• Indian Trade http//www.connerpra
  irie.org/furdoc.html
• Hunters and Gatherers http//wbwww.ncook.k12.il.us
  /museum/intro5.html

27

• Strand 7
  Science,
  Technology, and Society
  (no direct Ohio theme)
• Activities
• The students will participate in a archeological
  dig in the classroom. In this dig students will
  find arrowheads, pieces of pottery and other
  Native American artifacts.
• The students will pick a topic related to Native
  Americans and research it on the internet finding
  at least three different sites.
• The students will create a fictional Native
  American story using Hyperstudio on the computer.
  The information used in the story should be
  material that the students learned from previous
  Native American lessons.

28

• Strand 7
  Science,
  Technology, and Society
  (no direct Ohio theme)
• Activities continued
• The students will go to http//www.nativetech.org/
  games/index.php and play one of the online games
  with information about Native Americans.
• The students will research animal tracks that the
  Native Americans hunted. Each student will
  participate in tracking different animal tracks
  through the school.

29

• Strand 7
  Science,
  Technology, and Society
  (no direct Ohio theme)
• Websites
• Online games about Native Americans
  http//www.nativetech.org/games/index.php
• Native American Star Lore http//www.ac.wwu.edu/s
  kywise/legends.html
• Animal Tracks http//www.geocities.com/Yosemite/Ra
  pids/7076/

30

• Strand 7
  Science,
  Technology, and Society
  (no direct Ohio theme)
• Websites continued
• Ask Jeeves Kids
  http//www.ajkids.com/
• Hyperstudio Instructions http//www.techresource.s
  rvusd.k12.ca.us/TR/HyperStudio/hyperstudioinfo.htm