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Unit Title: Native Americans of Southern California

Grade Level(s): 3rd Time Frame: 11 Days
Theme: Native Peoples of Southern California Yesterday and Today

Subject / Topic Area(s): California Native Tribes / Customs / Religious Beliefs / Regions
Key Words: Refer to Vocabulary List
Summary:
Native People's of California includes subject matter from Hartcourt School Publishers Unit 2 as well as materials gathered from independent sources expected.
Goals:
Overall expected learning outcomes our students will understand
Students will understand the culture and customs of California Native Peoples
Students will know where to locate the geographic region that Native People lived in
Students will understand that Native American Communities exist today and are independent sovereign nations located within the United States
Students will develop an appreciation for Native American Customs
All learning activities are age appropriate and inclusive to all learners. A variety of learning strategies and techniques are incorporated

To further the learners experiences, a field trip is planned to the L.A. Arboretum. Students will be able to see a scale replica of Native dwellings.

Stage 1: Identify desired results.
Content Standards:
History-Social Science Standards
3.2 Students describe that American Indian nations in their local region long ago and in the recent past.

3.2.1 Describe national identities, religious beliefs, customs and various folklore traditions.

3.2.2 Discuss the way in which physical geography including climate influenced how the local Indian nations adapted to their environment (e.g., how they obtained food, clothing, tools).

3.3.3 Describe the economy and systems of government particularly those with tribal constitutions and their relationship to federal and state governments.

3.3.4 Discuss the interaction of new settlers with already established Indians of the region.

English Language Arts Standards:
Reading
1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.

1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things).

2.0 Students read and understand grade-level-appropriate material.


3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).Narrative Analysis of Grade-Level-Appropriate Text
3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

Writing
1.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through
the stages of the writing process (e.g., prewriting, drafting, revising, editing )

1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.

Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

Written and Oral English Language Conventions
1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives,compound words, and articles correctly in writing and speaking.

Visual Arts:
2.0 Creative Expression
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.


What enduring understandings are desired (and what misunderstandings will be addressed)?
An enduring understanding students will have is that Native Americans are not just in the past but part of today society.
Misunderstanding that European contact was not beneficial to the natives
Understanding that California Native Americans have a distinct culture
Understanding that California Native Americans have distinct customs
Understanding that tribal lands belong to the Native people and not to the United States

What essential questions will guide this unit and focus teaching/learning?
1. How customs from different tribes from different regions are different.
2. Identify the changes that happened as a result of the European setters moving into the region.
3. Describe where (environment) Native Americans lived.
4. Understand trade and government of the Native People.
5. Understand customs and Folklore.


What key knowledge and skills will students acquire as a result of this unit?
Students will know:
  1. How Native Americans lived in the past and how they live today.
  2. The key terms of the unit
  3. The location of different tribal regions in Southern California
  4. The social, political, cultural and economic practices among the tribes
  5. How the tribes used the natural resources available to them
  6. How Indians used natural resources to provide shelters throughout the seasons

Students will be able to:
  1. Identify the geographic locations that California Native Indians lived in.
  2. read and discuss the information from each lesson-accurately
  3. describe how native people lived in the past
  4. compare and contrast various tribes in the Southern California Region
  5. describe in detail the culture and arts of the Southern California Tribes
  6. use skills to complete classroom assignments and projects

Vocabulary List:
Section 1:
Section 2:
legend
mission
tribe
reservation
language
history map
shelter
culture
table
preserve
tool
museum
cutaway
tradition
economy
elder
barter
sovereign
government
constitution
custom
tribal council
religion
treaty
shaman

folklore

oral history

Stage 2: Determine acceptable evidence.
Performance Tasks:
Task One: Maidu Shelters: Cause and Effect (Refer to Performance Task 1)
Task Two: Cutaway Diagram
Task Three: Chapter Review (Refer to Performance Task 2)
Task Four: Indian Village Poster (Refer to Task 3)
Task Five: Mojavi Doll
Task Six: Chapter Review
Task One: Cause & Effect, Maidu Shelters
Other Evidence:
  • Regional Native American Tribal Map Worksheet
  • KWL Chart
  • Chapter Review Worksheets
  • Field Trip to the Arboretum
  • Unit Assessment







Student Assessment:
  • Unit Assessment
  • Poster Rubric
  • Writing Rubric
  • Homework and Practice Rubric


Performance Task Blueprint
Task One: Maidu Shelters-Cause and Effect
Approximate time frame: Approximately 45 minutes

What desired understandings/content standards will be assessed through this task?

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.

2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).

What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics?

  • Students will be able to understand and describe cause and effect having to do with the reasoning for Maidus to build two kinds of shelters

  • Students will be able to describe differences and similarities between American Indian nations in their local region

  • Students will be able to describe and comprehend national identities, religious belifs, customs, and various folklore traditions

  • Students will be able to explain how the environment affected the American Indians. This includes physical geography and climate

  • Students will be able to explain how American Indians got their food, clothing, and tools.

Through what authentic performance task will students demonstrate understanding?

Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):

Goal: The goal of this lesson and worksheet, is for students to use a graphic organizer in sorting their ideas and thoughts on American Indian shelters. This worksheet serves as a means to get students thinking and collaborating with their home groups about the cause for Maidu Indians to build 2 different types of shelters. The hope is for students to understand how the climate greatly affected their lifestyle.

Role: Students will be responsible for researching information on the Maidu Indians found in their Social Studies textbook. Students are able to work in groups to organize their thoughts and write them down on their worksheet.

Audience: This graphic organizer is aimed for the students. It is an extra study guide they can refer to for the chapter test and evidently the unit test.

Scenario: Students will be given 45 minutes of class time to complete this assignment. Not only do they need to fill out the worksheet, but they need to create a bubble map on the back of their worksheet to organize their thoughts better for their paragraphs.

Purpose: The purpose of this activity is to get students to research and back up their argument on why Maidu Indians built 2 different types of homes. It is also to prepare students for the unit test.

Standards:

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.

2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).

What student products/performances will provide evidence of desired understands?

Students will fill out a graphic organizer worksheet in which they must write 1-2 paragraphs explaining why the Maidu Indians built 2 different shelters throughout the year. If students are able to elaborate and give prime examples that support the Maidu Indians’ reasoning for building 2 different shelters, they will provide a sufficient amount of information to show understanding.

By what criteria will student products/performances be evaluated?

  • Students will be evaluated by the number of facts they include to support their reasoning.

  • Students will also be evaluated on correct use of grammar as well as penmanship




Performance Task Blueprint


Task Title: Chapter 3 Study Guide
Approximate time frame: Approximately 30 minutes

What desired understandings/content standards will be assessed through this task?
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.
2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).
3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.

What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics?
  • The students will be able to research for answers with the use of their textbook
  • The students will be able to use this study guide as a study tool to help prepare them for the chapter test
  • The students will be able to describe and discuss the typical lifestyle of Southern California Native Americans
  • The students will be able to describe physical geography, climate, art forms, traditions, economy, and government of these Native Americans

Through what authentic performance task will students demonstrate understanding?
Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):

Goal: The goal of this lesson and review worksheet, is for students prepare for the chapter test. This worksheet serves as a means to get students thinking and collaborating with their home groups about the general lifestyle of the Native Americans in S. California. It is also to get students understanding how geography and climate affected their way of living.
Role: Students will be responsible for researching in their Social Studies textbook. Students are able to work in groups to organize their thoughts and write them down on their review worksheet.
Audience: This review worksheet is aimed for the students. It is a study guide they can refer to for the chapter test and ultimately the unit test.
Scenario: Students will be given 30 minutes of class time to complete this assignment
Purpose: The purpose of this activity is to get students to research and build study skills. It is also to prepare students for the unit test.
Standards:
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.
2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).
3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.

What student products/performances will provide evidence of desired understands?
Students will fill out their chapter 3 review worksheet on Southern California Native Americans. The worksheet has many of their key terms they have been learning in the unit so far. They must use those terms to fill in the blanks. This worksheet is very similar to the chapter test and will greatly prepare them for it.

By what criteria will student products/performances be evaluated?
  • Students will be evaluated on whether or not they properly used each term and put it in the correct spot.
  • This assessment tests the students’ knowledge of key vocabulary used throughout the chapter.

Performance Task Blueprint
Task Title: Indian Village Poster
Approximate time frame: Day One / Observation
Day Two 45 minutes (creation of poster)
Day Three 40 minutes (presentations)

Standards:

History Social Science:
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

1.Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

2.Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).
Visual Arts:
1.0 ARTISTIC PERCEPTION
1.3 Identify and describe how foreground, middle ground, and background are used to create the illusion of space.
2.0 CREATIVE EXPRESSION
2.0 Communication and Expression Through Original Works of Art

2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
1.0 Listening and Speaking Strategies
Organization and Delivery of Oral Communication
1.5 Organize presentations to maintain a clear focus.
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
2.0 Speaking Applications
2.2 Report on a topic with facts and details, drawing from several sources of information.

What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics?
  • Students will complete this activity in pairs.
  • Students are responsible for thoroughly covering all requirements of the assignment and appropriately displaying this information on their poster.
  • Students will clearly present the village and tribal group information on their poster.

Through what authentic performance task will students demonstrate understanding?
Task Overview (include G.R.A.S.P.S. – goal, role, audience, scenario, purpose, and standards):
The goal of this lesson is to further expand students’ knowledge of the San Gabriel Valley. Pairs of students will create a poster that will represent their observation of the village that they viewed at the Arboretum. The pairs will focus on the housing, cultural artifacts, food, plants, and animals of the area. Poster will be labeled completely. This poster will then be presented to the class. The students are to be an active participant and collaborate with each other about what goes on the poster and what mediums to use. The audience for this assignment will be the class, who will listen and ask questions about the poster being presented. Each of the groups will receive about 3 minutes to share their poster. The purpose of this lesson it to provide students with the opportunity to express their learning experience about Gabrielino natives in an artistic fashion and to practicing their oral language skills. The poster activity supports the students understanding of the learning goals of this unit in a fun an engaging way.
Standards: Listed above

What student products/performances will provide evidence of desired understands?
The poster of the Gabrielino village that the students will create will demonstrate their learning and understanding of this lesson and the field trip. The students will create the poster, label the poster and give a brief oral report about their poster.
Students will use a verity of tools such as crayons, colored pencils, and glitter to make the poster. The oral presentation will re-enforce students understanding by having to explain what is represented on their poster.

By what criteria will student products/performances be evaluated?

  • The posters will be assessed through the use of a four point rubric.
  • The students will be assessed as to the clarity of their village poster.
  • The students will be assessed as to the accuracy of their village poster.
  • Students will be assessed on their ability to work well in pairs.
  • Students will be evaluated on how clear they present their poster to the class.
  • Students will be evaluated by how well they divide the responsibility of the presentation.


Stage 3: Plan learning experiences & instruction.


In what ways will technology be used that will equip students to develop and demonstrate the desired understandings?

* We will use a document camera to facilitate learning activities
  • We will watch a YouTube video on a native dance
  • We will show students slides of pictures on California Native American artifacts

What parental/family involvement activities will equip students to develop and demonstrate the desired understandings?
  • The class will be going to the LA Arboretum in Arcadia.
  • Parents/guardians/grandparents are encouraged to attend and take part in this interactive learning experience.
  • The class will have a word wall with all the new key terms they will learn in this unit
  • A word wall is a great reference tool for students. New vocabulary terms can be placed on the word wall for students to refer to throughout the unit.
  • The class will work in pairs to create a poster on Indian villages.
  • When students have their work on the walls, it becomes their classroom. This is a great way for students to artistically express themselves. Students will demonstrate their understanding of NA life by making an artistic representation of an Indian Village.
  • Students will take home "School to Home Newsletter" which provides a variety of activities for parents to engage students in learning activities at home.



Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings?

Word wall
  • An excellent reference tool for students. New vocab words can be pre-taught and then placed on the word wall for students to refer to throughout the unit.

Indian Village Poster
  • A way for students to artistically express themselves. Students will demonstrate their understanding of NA culture by making an artistic representation of a Native American village. Student created art work gives students a sense of ownership in the classroom.

Stage 3: Plan learning experiences & instruction.


What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?

Consider the W.H.E.R.E. elements, from the student’s perspective.

  • Introduce the Unit.
    • Hook- Read NA legend-Fire Race by Jonathan London
  • KWL Chart
  • Key Vocabulary Terms
  • Tribes of California:
  • California Tribal Map,
    • Compare and Contrast Regions
  • Using the Land
    • Key Vocabulary
    • Cutaway Diagram: Looking Over Native Plants
    • PowerPoint on artifacts
  • Trade and Government
    • Key Vocabulary
    • Trade and Government Worksheet
  • Customs and Folklore
    • Key Vocabulary
    • Read: How Eagle and Crow Made Land
    • Home Activity: Students Ask Parents About Their Customs-Share in Class
    • Custom and Folklore Quiz
    • Mojave Clay Doll
  • Chapter Review
  • Chapter Test
  • Field Trip to the Arboretum
    • Poster on Indian Villages
  • A Changing Way of Life:
    • Key Vocabulary
    • Graphic Organizer-Web Map
    • Powwow YouTube Video
    • Map and Globe Skills
    • Compare Maps
    • Venn Diagram
    • Reservation
  • Preserving Culture:
    • Key Vocabulary
    • Cultural Objects and Artifacts
    • Salmon Festival Worksheet
  • Indians and Government
    • Key Vocabulary
    • Compare History Map
    • Indians and Government Homework Worksheet
  • Chapter Review
  • Chapter Assessment


Additional Resources:
  • The Chumash by Renee Skelton
  • Cheryl Seidner: Wityot Leader, by Belinda Hulin
  • American Indians: The Hopi, Iroquois and Ojibway by Leslie Dickstein

Monday
Tuesday
Wednesday
Thursday
Friday
1
KWL Chart
What do they know about NA?

Vocabulary building

Map of California
Where they lived

Cont. Where they lived

What they ate






2
Who they were
What they wore
Customs
Beliefs

Maidu Shelters Cause and Effect WS

What their houses looked like










3
Indians of the San Gabriel Valley

Who they were

Where they lived (Houses- area)

How they were different

Trade and Government

Skills: Read a Cutaway Diagram WS
4
Customs and Folklore

Read Folklore Story: How Eagle and Crow Made Land








5
Chapter Review Assessment
6
Field Trip Arboretum






Indian_House.png











7
Indian Poster of dwelling






8
Indians today

European Contact
1700s Spanish came to California

Bubble Map WS
9
Preserving culture

Cultural objects and artifacts:

Watch YouTube video on tribal dance

Make a Mojave doll



Mojave_Dolls.png
10
NA Government
11
Chapter 3 and 4 Assessment
















12
13
14
15







Websites:
http://www.gabrielinotribe.org/
http://www.tongvatribe.net/

http://www.paccd.cc.ca.us/classes/envsci/lariverproj/Indians.htm

California History Guide: http://www.nhm.org/education/cahistory/

The Arboretum. History. http://www.arboretum.org
http://www.laalmanac.com/history/hi05.htm#Tongva

The Perris Valley Historical & Museum Association. Native Americans-The History of the Tongva: http://members.aol.com/perrismuseum/tongva.htm

The Native Inhabitants of the Lands of the Puente Hills Preserve: htt://www.habitatauthority.or