06.+Third+Quarter

QUARTER 3

**__Indigenous People of the Western Hemisphere grouped by Regions:__** Northwest, Southwest, Great Plains, Northeast, and Southeast __**Recommended Assessments Include:**__
 * Primarily taught with the TCM Primary Sources: Early American Indians curriculum and the Benchmark Education Native American readers __Eastern Woodlands__, __Plains__, and __Southwest.__
 * Curriculum Alignment Matrix:[[file:4th Grade Q3.doc]]
 * TCM Primary Sources Document Based Assessments (Pages 63-74), and various activities embedded in lessons and activity cards. These include writing, projects and short answer formats.

__**We recommend to teach lessons in the order as follows:**__
 * Assuming the average teacher will have 90 minutes a week to teach social studies, w e recommend teaching 2 lessons per week, beginning with the Southwest, Northwest, Plains, Northeast and finally Southeast Native Americans. This will finish the progression begun in Quarter 2 from south to north (Inca, Maya, Aztec). The actual lesson titles are in the upper right of the pages in italics, not the bigger text. These titles correspond with the primary source documents. The Benchmark Education readers can be used to study Southwest, Plains and Northeast cultures in greater detail. Some lessons can be taught in 30-45 minutes and same may last as long as 90 minutes. Much of this can be left to teacher discretion and time constraints.
 * Identifying primary source documents and their significance (as covered in Pre-Colombian ancient civilization unit in 2nd quarter) should be reviewed at the beginning of of the Indigenous People unit. This will be an ongoing skill and concept throughout the year.


 * Southwest Indians:
 * TCM Primary Sources: __Petroglyphs__ (Pages 23-24)
 * TCM Primary Sources: __Mesa Verde Cliff Dwellers__ (Pages 25-26)
 * Benchmark Education Leveled Reader: __Native Americans of the Southwest__
 * Optional supplemental National Geographic text __The Pueblos.__


 * Northwest Indians:
 * TCM Primary Sources: __Totem Poles__ (Pages 27-28)
 * TCM Primary Sources: __Nootka Wooden Dance Mask__ (Pages 29-30)
 * Optional supplemental National Geographic text __The Nez Perce.__


 * Plains Indians:
 * TCM Primary Sources: __Recreation and Traditions of the Plains Indians__ (Pages 21-22)
 * TCM Primary Sources: __Grass Houses__, __Earth Lodges, and Tepees__ (Pages 51-54)
 * TCM Primary Sources: __Cree Shirt__ (Pages 55-58)
 * TCM Primary Sources:__Lakota Chief__ (Pages 59-62)
 * Benchmark Education Reader __Native Americans of the Plains__
 * Optional supplemental National Geographic text __The Cheyenne.__


 * Northeast Indians:
 * TCM Primary Sources: __Fort and Settlement of New Amsterdam__ (Pages 31-34)
 * TCM Primary Sources: __The Treaty of Fort Stanwix__ (Pages 39-42)
 * TCM Primary Sources:__Iroquois Canoes__ (Pages 43-46)
 * TCM Primary Sources: __The French and the Algonquians Attack the Iroquois__, (Pages 47-50)
 * TCM Primary Sources: __Indians Trade with Europeans__ (Pages 17-18)
 * TCM Primary Sources: __The Powhatan Confederacy__ (Pages 19-20)
 * TCM Primary Sources: __Algonquian and Southeast Indian Villages__ (Pages 15-16)
 * TCM Primary Sources:__Map of 1650__ (Pages 35-38)
 * Benchmark Education Reader __Native Americans of the Eastern Woodlands__
 * Optional supplemental National Geographic text __The Iroquois.__


 * Southeast Indians:
 * TCM Primary Sources: __Algonquian and Southeast Indian Villages__ (Pages 15-16)
 * TCM Primary Sources: __Map of 1650__ (Pages 35-38)

**Standard Connections:**

__**Enduring Understandings**__: //**The students will understand that:**// __**Essential Questions:**__ __**Skills:**__
 * North America has a rich history of cultural diversity among its indigenous peoples.
 * The indigenous cultures of North America left an enduring legacy.
 * How and why are North America’s indigenous cultures diverse?
 * How did the environment shape North America’s indigenous cultures?
 * To what extent do the five regional groups develop the characteristics of “civilization”?
 * How were their beliefs and values similar? Different?
 * What are some legacies of the indigenous cultures?
 * //The student will be able to://**

***Compare and contrast a variety of cultures (e.g. comparing to various Native American groups, modern culture, Mesoamerican civilizations, and so forth).** >
 * Read and interpret charts, maps, and graphs that present information about indigenous North American peoples.**
 * **Benchmark Education Leveled Readers:**
 * __Native Americans of the Southwest__: Maps Pages 2, 7, "2006 Native American Groups" Graph Page 21
 * __Native Americans of the Plains:__ Maps Pages 3, 19
 * __Native Americans of the Easter Woodlands:__ Map Page 5 (assessment opportunity), Chart Page 29
 * **TCM Primary Sources Lessons:**
 * __Map of 1650__ (Page 35): Students will use a map to determine the locations of eastern American Indian tribes as well as how the locations affected the relationships and ways of life for those tribes.
 * __Document Based Assessment: Mapping Virginia__ (Page 74).
 * **TCM** **Primary Sources** **Lessons:**
 * __Algonquian and Southeast Indian Villages__ (Page 15): Students will compare and contrast the environments and villages of the Northeast and Southeast American Indians.
 * __Indians Trade with Europeans__ (Page 17): Students will simulate the trade between the Europeans and American Indians to form an understanding of the wants and needs of each group.
 * __The Powhatan Confederacy__ (Page 19): Students will compare and contrast Powhatan's government to the United States government.
 * __Recreation and Traditions of the Plains Indians__ (Page 21): Students will compare recreation and traditions of the Plains Indians to today's recreation and traditions.
 * __Fort and Settlement of New Amsterdam__ (Page 31): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
 * __Grass Houses, Earth Lodges, and Tepees__ (Page 51): Students will compare and contrast the different styles of homes of the Plains Indians and how these homes matched their ways of life.
 * __Lakota Chief__ (Page 59): Students will understand how those from various cultures affect the way of life of others around them, as they realize the affects the French and Spanish had on the Lakota Indians way of life.
 * **Benchmark Education** **Leveled Readers:**
 * __Native Americans of the Southwest:__ Chapter 1: "Traditional Ways of Life" (Pages 6-9), Chapter 3: "Native Americans Today" (Pages 20-27)
 * __Native Americans of the Plains:__ Chapter 1: "Traditional Ways of Life" (Pages 4-13); Chapter 3: "Modern Life" (Pages 22-28)
 * __Native Americans of the Easter Woodlands:__ Chapter 1: "Traditional Ways of Life" (Pages 4-15), Chapter 3: "A new Beginning" (Pages 22-28)

***Create and use timelines.** ***Analyze historical sources, including original sources.** ***Engage in historical inquiry.** >> of eastern American Indian tribes as well as how the locations affected the relationships and ways of life for those tribes >> communications, transportation, information processing, weapons development, or other areas as it contributes to or helps resolve conflicts. >> concerns. > > ***Recognize multiple points of view.**
 * **Benchmark Education** **Leveled Readers:**
 * __Native Americans of the Southwest__: The Spanish in the Southwest, 1500-1700 (Pages 12-13)
 * __Native Americans of the Plains__: Time Line (Page 30)
 * __Native Americans of the Eastern Woodlands__: Students create timelines, "A New Beginning," using pages 22-23 and "Important Events for Native Americans" using page 29.
 * Included in each TCM Primary Sources Lesson.
 * Teach TCM __Introduction To Primary Sources__ (Page 5). Use __Your Own Primary Sources Worksheet__ found on TCM CD-Rom. Supplement other activities with other worksheets found on the CD-Rom under "Introduction Activities."
 * **TCM** **Primary Sources** **Lessons:**
 * __Petroglyphs__ (Page 23): Students will create conversations on petroglyphs to show how the Southwest Indians lived.
 * __Mesa Verde Cliff Dwellers__ (Page 25): Students will discover the types of homes built by some Pueblo Indians and predict why those homes were built as they were.
 * __Map of 1650__ (Page 35): Students will use a map to determine the locations
 * __The Treaty of Fort Stanwix__ (Page 39): Analyze a particular event to identify reasons individuals might respond to it in different ways.
 * __Iroquois Canoes__ (Page 43): Examine the interaction of human beings and their physical environment, as well as the use of land.
 * __The French and the Algonquians__ (Page 47): Explore the role of technology in
 * __Grass Houses, Earth Lodges, and Tepees__ (Page 51): Students will compare and contrast the different styles of homes of the Plains Indians and how these homes matched their ways of life.
 * __Lakota Chief__ (Page 59): Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and
 * **Benchmark Education** **Leveled Readers:**
 * __Native Americans of the Easter Woodlands:__ "Historical Perspective" (Page 9)
 * **TCM** **Primary Sources** **Lessons:**
 * Incorporated in all TCM Primary Sources Lessons; including, but not limited to, lessons listed below:
 * __Indians Trade with Europeans__ (Page 17): Students will simulate the trade between the Europeans and American Indians to form an understanding of the wants and needs of each group.
 * __Recreation and Traditions of the Plains Indians__ (Page 21): Students will compare recreation and traditions of the Plains Indians to today's recreation and traditions.
 * __Fort and Settlement of New Amsterdam__ (Page 31): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
 * __Grass Houses, Earth Lodges, and Tepees__ (Page 51): Students will compare and contrast the different styles of homes of the Plains Indians and how these homes matched their ways of life.
 * __Lakota Chief__ (Page 59): Students will understand how those from various cultures affect the way of life of others around them, as they realize the affects the French and Spanish had on the Lakota Indians' way of life.


 * **Benchmark Education** **Leveled Readers:**
 * __Native Americans of the Southwest:__ Chapter 2: "Conflicts and Changes" (Pages 12-19)
 * __Native Americans of the Plains:__ Chapter 2: "Conflicts and Struggles" (Pages 14-21
 * __Native Americans of the Easter Woodlands:__ Chapter 2: "Changes and Challenges" (Pages 16-21)

>>> folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture. >>> accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past. >>> differences in the ways groups, societies, and cultures address similar human needs and concerns.
 * *Identify values by recognizing the core beliefs held by a person or group. **
 * **TCM** **Primary Sources** **Lessons:**
 * Incorporated in all TCM Primary Sources Lessons; including, but not limited to, lessons listed below:
 * __Algonquian and Southeast Indian Villages__ (Page 15): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
 * __Recreation and Traditions of the Plains Indians__ (Page 21): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
 * __Petroglyphs__ (Page 23): Describe ways in which language, stories,
 * __Mesa Verde Cliff Dwellers__ (Page 25): Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes.
 * __Nootka Wooden Dance Mask__ (Page 29): Give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.
 * __Fort and Settlement of New Amsterdam__ (Page 31): Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
 * __Cree Shirt__ (Page 55): Compare and contrast different stories or
 * __Lakota Chief__ (Page 59): Explore and describe similarities and
 * **Benchmark Education** **Leveled Readers:**
 * __Native Americans of the Southwest:__ Chapter 1: "Traditional Ways of Life" (Pages 6-9), Chapter 3: "Native Americans Today" (Pages 20-27)
 * __Native Americans of the Plains:__ Chapter 1: "Traditional Ways of Life" (Pages 13); Chapter 3: "Modern Life" (Pages 22-28)
 * __Native Americans of the Easter Woodlands:__ Chapter 1: "Traditional Ways of Life" (Pages 4-15), Chapter 3: "A new Beginning" (Pages 22-28)

__**Knowledge:**__ // **The student will be able to demonstrate knowledge of:** //


 * The key vocabulary terms and concepts such as natural resources, culture, indigenous, artifact and original source.**
 * **Benchmark Education** **Leveled Readers:**
 * __Native Americans of the Southwest:__ Read for context clues Pages 4-9 and 18-19; Glossary Page 31
 * __Native Americans of the Plains:__ Read for context clues Pages 2-5, 24; Glossary Page 31
 * __Native Americans of the Easter Woodlands:__ Read for context clues Pages 2-6, 11-13; Glossary Page 31

***The cultures of Eastern Woodlands, Southeast, Great Plains, California and Southwest, Plateau and Great Basin, Northwest Coast, Subarctic and Arctic Native American Groups to include: shelter, food, clothing, beliefs and values, tools and weapons, transportation, social order, and communication.**


 * The climate, geography, and natural resources that determined diverse cultural attributes.**
 * **Benchmark Education** **Leveled Readers:**
 * __Native Americans of the Southwest:__ Chapter 1: "Traditional Ways of Life" (Pages 4-11), "Conclusion" (Pages 28-30)
 * __Native Americans of the Plains:__ Chapter1: "Traditional Ways of Life" (Pages 4-13), "Conclusion" (Pages 29-30)
 * __Native Americans of the Easter Woodlands:__ Chapter1: "Traditional Ways of Life" (Pages 4-15), "Conclusion" (Pages 28-29)