3rd+Grade+California+Native+Americans




 * __Unit Title:__** Native Americans of Southern California


 * __Grade Level(s__**): 3rd **__Time Frame__**: 11 Days
 * __Theme:__** Native Peoples of Southern California Yesterday and Today

__**Key Words:**__ Refer to Vocabulary List Native People's of California includes subject matter from Hartcourt School Publishers Unit 2 as well as materials gathered from independent sources expected. 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
 * __Subject / Topic Area(s)__**: California Native Tribes / Customs / Religious Beliefs / Regions
 * __Summary:__**
 * __Goals:__**

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 result s.** //History-Social Science Standards// 3.2 Students describe that American Indian nations in their local region long ago and in the recent past.
 * __Content Standards:__**

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.

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 enduring understandings are desired (and what misunderstandings will be addressed)?**

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 essential questions will guide this unit and focus teaching/learning?**


 * 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

**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:**__ = =
 * __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 ||  ||
 * Regional Native American Tribal Map Worksheet
 * KWL Chart
 * Chapter Review Worksheets
 * Field Trip to the Arboretum
 * Unit Assessment

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__**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. **= =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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). **= || = = = = = = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **= = = || = = = = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Through what authentic performance task will students demonstrate understanding? **= == = = = = = = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Goal: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> 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. = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Role: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> 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. = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Audience: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> 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. = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Scenario: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> 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. = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Purpose: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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. = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Standards: **= =<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">3.2 Students describe the American Indian nations in their local region long ago and in the recent past. = =<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">1. Describe national identities, religious beliefs, customs, and various folklore traditions. = =<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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). = = = || = = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">What student products/performances will provide evidence of desired understands? **= =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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. **= || = = =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">By what criteria will student products/performances be evaluated? **=
 * * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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 **=
 * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will be able to describe differences and similarities between American Indian nations in their local region **=
 * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will be able to d ****<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">escribe and comprehend national identities, religious belifs, customs, and various folklore traditions **=
 * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will be able to explain how the environment affected the American Indians. This includes physical geography and climate **=
 * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will be able to explain how American Indians got their food, clothing, and tools. **=
 * =**//<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Task Overview (include G.R.A.S.P.S. – //****//<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">goal, role, audience, scenario, purpose, and standards): //**=
 * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will be evaluated by the number of facts they include to support their reasoning. **=
 * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will also be evaluated on correct use of grammar as well as penmanship **= ||
 * =**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will also be evaluated on correct use of grammar as well as penmanship **= ||

**<span style="font-family: 'Bookman Old Style',serif; font-size: 16pt;">Performance Task Blueprint **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Task Title: __Chapter 3 Study Guide__ **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> Approximate time frame: __Approximately 30 minutes__ **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">What desired understandings/content standards will be assessed through this task? **
 * **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">3.2 Students describe the American Indian nations in their local region long ago and in the recent past. **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">1. Describe national identities, religious beliefs, customs, and various folklore traditions. **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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). **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments. ** ||


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">The students will be able to research for answers with the use of their textbook **
 * **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">The students will be able to use this study guide as a study tool to help prepare them for the chapter test **
 * **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">The students will be able to describe and discuss the typical lifestyle of Southern California Native Americans **
 * **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">The students will be able to describe physical geography, climate, art forms, traditions, economy, and government of these Native Americans ** ||


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Through what authentic performance task will students demonstrate understanding? **
 * **//<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Task Overview (include G.R.A.S.P.S. – //****//<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">goal, role, audience, scenario, purpose, and standards): //**

<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">3.2 Students describe the American Indian nations in their local region long ago and in the recent past. <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">1. Describe national identities, religious beliefs, customs, and various folklore traditions. <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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). <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments. ||
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Goal: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> 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.
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Role: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> 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.
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Audience: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> 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.
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Scenario: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> Students will be given 30 minutes of class time to complete this assignment
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Purpose: **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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.
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Standards: **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">What student products/performances will provide evidence of desired understands? **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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. ||
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">By what criteria will student products/performances be evaluated? **
 * * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Students will be evaluated on whether or not they properly used each term and put it in the correct spot.
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">This assessment tests the students’ knowledge of key vocabulary used throughout the chapter. ||

**<span style="font-family: 'Bookman Old Style',serif;">Performance Task Blueprint ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Day Two 45 minutes (creation of poster) <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif;">Day Three 40 minutes (presentations )
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Task Title: **Indian Village Poster
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Approximate time frame: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Day One / Observation

= **<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**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. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Standards: Listed above

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**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.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**By what criteria will student products/performances be evaluated?**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> * <span style="font-family: Arial,sans-serif;">We will use a document camera to facilitate learning activities
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The posters will be assessed through the use of a four point rubric.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The students will be assessed as to the clarity of their village poster.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The students will be assessed as to the accuracy of their village poster.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will be assessed on their ability to work well in pairs.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will be evaluated on how clear they present their poster to the class.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will be evaluated by how well they divide the responsibility of the presentation.
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 16pt;">Stage 3: Plan learning experiences & instruction. **
 * <span style="font-family: Arial,sans-serif;">In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **
 * <span style="font-family: Arial,sans-serif;">We will watch a YouTube video on a native dance
 * <span style="font-family: Arial,sans-serif;">We will show students slides of pictures on California Native American artifacts ||

<span style="font-family: Arial,sans-serif;">Word wall
 * <span style="font-family: Arial,sans-serif;">What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? **
 * * <span style="font-family: Arial,sans-serif;">The class will be going to the LA Arboretum in Arcadia.
 * <span style="font-family: Arial,sans-serif;">Parents/guardians/grandparents are encouraged to attend and take part in this interactive learning experience.
 * <span style="font-family: Arial,sans-serif;">The class will have a word wall with all the new key terms they will learn in this unit
 * <span style="font-family: Arial,sans-serif;">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.
 * <span style="font-family: Arial,sans-serif;">The class will work in pairs to create a poster on Indian villages.
 * <span style="font-family: Arial,sans-serif;">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.
 * <span style="font-family: Arial,sans-serif;">Students will take home "School to Home Newsletter" which provides a variety of activities for parents to engage students in learning activities at home. ||
 * <span style="font-family: Arial,sans-serif;">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? **
 * <span style="font-family: Arial,sans-serif;">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.

<span style="font-family: Arial,sans-serif;">Indian Village Poster
 * <span style="font-family: Arial,sans-serif;">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. ||

**<span style="font-family: 'Bookman Old Style',serif; font-size: 16pt;">Stage 3: Plan learning experiences & instruction. **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? **

**<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Consider the W.H.E.R.E. elements, from the //student’s// perspective. **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Introduce the Unit.
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Hook- Read NA legend-//Fire Race// by Jonathan London
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">KWL Chart
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Key Vocabulary Terms
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Tribes of California:
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">California Tribal Map,
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Compare and Contrast Regions
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Using the Land
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Key Vocabulary
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Cutaway Diagram: Looking Over Native Plants
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">PowerPoint on artifacts
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Trade and Government
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Key Vocabulary
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Trade and Government Worksheet
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Customs and Folklore
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Key Vocabulary
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Read: //How Eagle and Crow Made Land//
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Home Activity: Students Ask Parents About Their Customs-Share in Class
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Custom and Folklore Quiz
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Mojave Clay Doll
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Chapter Review
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Chapter Test
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Field Trip to the Arboretum
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Poster on Indian Villages
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">A Changing Way of Life:
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Key Vocabulary
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Graphic Organizer-Web Map
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Powwow YouTube Video
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> Map and Globe Skills
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;"> Compare Maps
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Venn Diagram
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Reservation
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Preserving Culture:
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Key Vocabulary
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Cultural Objects and Artifacts
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Salmon Festival Worksheet
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Indians and Government
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Key Vocabulary
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Compare History Map
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Indians and Government Homework Worksheet
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Chapter Review
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Chapter Assessment

<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Additional Resources:
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">The Chumash by Renee Skelton
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Cheryl Seidner: Wityot Leader, by Belinda Hulin
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">American Indians: The Hopi, Iroquois and Ojibway by Leslie Dickstein


 * **//<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Monday //** ||  **//<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Tuesday //**  ||  **//<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Wednesday //**  ||  **//<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Thursday //**  ||  **//<span style="font-family: 'Bookman Old Style',serif; font-size: 10pt;">Friday //**  ||
 * **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">1 **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">KWL Chart **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">What do they know about NA? **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Vocabulary building **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Map of California **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Where they lived **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Cont. Where they lived **

|| **//<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">2 //**
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">What they ate **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Who they were **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">What they wore **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Customs **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Beliefs **


 * //<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Maidu Shelters Cause and Effect WS //**

|| **//<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">3 //**
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">What their houses looked like **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Indians of the San Gabriel Valley **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Who they were **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Where they lived (Houses- area) **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">How they were different **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Trade and Government **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Skills: Read a Cutaway Diagram WS ** || **//<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">4 //**
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Customs and Folklore **

|| **//<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">5 //** || **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">7 ** || **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">8 **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Read Folklore Story: How Eagle and Crow Made Land **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Chapter Review Assessment ** ||
 * **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">6 **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Field Trip Arboretum **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Indian Poster of dwelling **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Indians today **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">European Contact **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">1700s Spanish came to California **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Bubble Map WS ** || **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">9 **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Preserving culture **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Cultural objects and artifacts: **


 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Watch YouTube video on tribal dance **

|| **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">10 ** || **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">12 **  ||  **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">13 **  ||  **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">14 **  ||  **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">15 **  ||
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Make a Mojave doll **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">NA Government ** ||
 * **<span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">11 **
 * <span style="font-family: 'Bookman Old Style',serif; font-size: 9pt;">Chapter 3 and 4 Assessment **

Websites: [] []

[]

California History Guide: []

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]