“Sort-It-Out”: North American Indians

and their Cultures

By: Jill H. Woodall

Librarian, Island Creek ES

Teacher Name __Jill Woodall__________ School _Island Creek Elementary School________ Subject Area ___________Social Studies_________ Grade/level _________6____________

Lesson Plan Template based on Understanding by Design by Jay McTighe and Grant Wiggins

Title of Lesson

“Sort-It-Out”: North American Indians and their Cultures

Unit Topic Using Primary Sources to Understand North American Indian Cultures

Enduring Understanding

As a result of this lesson, students will understand that:

• Primary sources provide a glimpse into everyday life in the past • Geography and climate affected how various American Indian (First

American) groups met their basic needs • Prior to the arrival of Europeans, American Indians (First Americans)

were dispersed across different environments in North America

Content Knowledge What specific content knowledge will students acquire as a result of this lesson?

As a result of this lesson, students will know: • How early cultures developed in North America by locating where the

American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois)

• How early cultures developed in North America by describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter

Skills What are the specific skills developed by this lesson?

As a result of this lesson, students will be able to: • Analyze primary sources • Categorize/classify image into the 5 major North American Indian

cultures

SOLs Addressed The following SOLs are addressed in this lesson plan: • Analyze and interpret maps to explain relationships among landforms,

water features, climatic characteristics, and historical events. (USI.1f) • Identify and interpret primary and secondary source documents to

increase understanding of events and life in United States history.

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(USI.1a) • Interpret ideas and events from different historical perspectives.

(USI.1d)

Length of Lesson

Approximately two 45-minute class period (depending on student pacing)

Overview of Lesson

This lesson should be used as a culminating project once students have finished studying early American Indian cultures or as a review activity. After exploring and analyzing primary sources, students will sort images and create a photo journal. The photo journal will include a front cover, dedication, title page, tables of contents, captions for each photograph, an index and back cover.

Prior Knowledge

Students will need to know: • Inuit inhabited present-day Alaska and northern Canada. They lived in

Arctic areas where the temperature is below freezing much of the year. • Kwakiutl inhabited the Pacific Northwest coast, characterized by a

rainy, mild climate. • Sioux inhabited the interior of the United States, called the Great Plains

and characterized by dry grasslands. • Pueblo inhabited the Southwest in present-day New Mexico and

Arizona, where they lived in desert areas and areas bordering cliffs and mountains.

• Iroquois inhabited northeast North America, the Eastern Woodland,

which is heavily forested. • American Indians (First Americans) fished, hunted, and harvested

crops for food. Clothing was made from animal skins and plants. Their shelter was made of resources found in their environment (e.g., sod, stones, animal skins, wood).

Resources Needed

Inuit Indians:

Chugach Eskimo canoes and kayaks in Prince William Sound, Alaska, in engraving made 1778 http://content.lib.washington.edu/cgi-bin/htmldesc.exe?CISOROOT=/loc&CISOPTR=2148&CISOMODE=1 Haida totem pole, Howkan village, Long Island, Alaska, ca. 1921 http://content.lib.washington.edu/cgi-bin/htmldesc.exe?CISOROOT=/loc&CISOPTR=1905&CISOMODE=1 TITLE: [Inuit killing salmon with spears, Canada] http://lcweb2.loc.gov/cgi-

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bin/query/i?pp/ils:@field(NUMBER+@band(cph+3c12765)) Family group - Noatak (The North American Indian; v.20) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp20030)) Pueblo Indians: Paguate watchtower (The North American Indian; v.16) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp16036)) North pueblo at Taos (The North American Indian; v.16) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp16003)) Cochiti and Sia pottery (The North American Indian; v.16) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp16011)) Resting in the harvest field - Qahatika (The North American Indian; v.02) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp02016)) Great Plains Indians: A Blackfoot travois (The North American Indian; v.18) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp18022)) Cree tipis (The North American Indian; v.18) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp18009)) Atsina camp (The North American Indian; v.05) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp05028)) As it was in the old days (The North American Indian; v.19) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp19001)) Iroquois Indians: Iroquois Indians. http://memory.loc.gov/cgi-bin/query/r?ammem/pan:@field(NUMBER+@band(cph+3c27674)) William Bross to Abraham Lincoln, Monday, September 06, 1858 (Senate)

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http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d0136900)) Hiawatha appearing from the woodlands http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00100758)) Mesophytic forest, New York http://memory.loc.gov/cgi-bin/query/r?ammem/aep:@field(DOCID+@lit(icuaep.NYP41)) Kwakiutl Indians: Bridal group (The North American Indian; v. 10) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp10033)) Coming for the bride (The North American Indian; v.10) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp10009)) Carved posts at Alert Bay (The North American Indian; v.10) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp10002)) Masked dancers - Qagyuhl (The North American Indian; v.10) http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp10030)) Applies to all groups: Map of the Indian tribes of North America, about 1600 A.D. http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3301e+ct000669)) Other resources: • Bial, Raymond. The Shawnee • Bial, Raymond. The Tlingit • Bial, Raymond. The Shoshone • Bial, Raymond. The Nez Perce • Bial, Raymond. The Powhatan • Bial, Raymond. The Cheyenne • Bial, Raymond. The Apache Supplies: • Cardstock for front and back covers

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• Staplers for binding the books • Blank sheets of paper to use for dedication page, tables of contents,

and index

Process of lesson Explain how lesson will unfold. Write this section so that another teacher could follow your instructions. Be sure to include a hook or warm-up and student performance tasks.

Session #1: 1. As way of introduction, start by showing the Power Point presentation

“Zoom-In Inquiry of a Primary Source.” This uses one of the images to be sorted in Step #4. This is a whole-class, collaborative activity. The purpose is to show how primary sources engage a viewer. While viewing increasingly larger portions of an image, students examine the picture, identify what they see and list clues that will help them figure out what the picture is about. The students are asked to answer the following questions:

a. What do you see in this picture? b. What new things do you see in this picture? c. When do you think this picture was taken? d. Make a hypothesis about what is happening in this picture. e. What do you think happened before this picture was taken? f. What questions does this image leave you with?

2. As a whole-class, review the definition of primary sources. As stated in LibrarySparks October 2005, primary sources are “firsthand accounts communicated by someone concerning his or her experiences or observations.” Ask students to identify examples of primary sources. The examples can be listed on tag board so they can be posted in the classroom and referred to as needed for future primary sources lessons. Examples listed in LibrarySparks October 2005 include: diaries, eyewitness accounts, government documents, interviews, last will and testament, legal contracts, photographs, time capsules and birth certificates.

3. Ask students to now, sit at a table with the other students in their teacher-assigned group. On each table will be a folder containing approximately two dozen images.

4. Each group of students is to examine the primary source images for details. Students are challenged to identify as many ways as possible the images can be sorted. After the list has been compiled and shared with the whole class, the group is ready to sort the images into one of the previously identified sorts. Possible ways include by cultures Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois); by types of housing; by geography; by climate, etc. Each group of students is to shares their sort with the rest of the class.

Session #2: 1. Students are to sit in their teacher-assigned group from Session #1.

Using the same image from Session #1, students are to assemble the images into a photo journal. The sort activity conducted in Session #1 should be the basis for the organization of the images for the photo

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journal. The journal is to include hand-written captions for each image as well as a front cover, dedication, title page, table of contents, index and back cover.

2. Students can refer to books by Raymond Bial as samples of photo journals/essays.

3. The teacher will grade the photo journal using a rubric that emphasizes:a. Pictures go well with the text. b. Content is factual and accurate. c. Captions are grammatically corrent. d. Spelling and proofreading is correct. e. Final product is attractive and well organized.

The books can be made part of the classroom library so that they can be shared and referred to throughout the year.

Evaluation

North American Indian Photo Journal will be graded by the classroom teacher using the attached rubric.

Extension Activities

• Students could read create a Living Museum of American Indian cultures.

• Students could search PPOC to look for additional images to add to the “sort-it-out” activity.

• Students could further research North American Indian cultures using online databases.

• Students could expand the photo journal book on North American Indian cultures to include essays.

Possibilities for Differentiation

• Students will be grouped by the classroom teacher in to provide support and challenges for each other.

• Required number of images to be sorted can be adjusted to meet the academic level of different students.

• Required number of images to be included in the photo journal can be adjusted to meet the academic level of different students.

• The level of detail of the captions can be adjusted to meet the academic level of different students.

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1.Examine the picture.

2.Identify what you see.

3.List clues that mighthelp you figure outwhat the big picture isabout?

Zoom In Inquiry of a Primary Source

Zoom In Inquiry of a Primary Source

What do you seein this picture?

Zoom In Inquiry of a Primary Source

What newthings do yousee in thispicture?

Zoom In Inquiry of a Primary Source

When do you think this picture was taken?

Zoom In Inquiry of a Primary Source

Make a hypothesis about what is happeningin this picture.

Zoom In Inquiry of a Primary Source

What do you think happened beforethis picture was taken?

Zoom In Inquiry of a Primary Source

What questions does this image leave you with?

Bridal group (The North AmericanIndian; v.10)http://memory.loc.gov/cgi-bin/query/r?ammem/curt:@field(DOCID+@lit(cp10033))

CATEGORY 4 3 2 1Pictures Pictures go well with

the text and there is a good mix of text and pictures. All of the pictures are used.

Pictures go well with the text. 99-90% of the pictures are used.

Pictures go well with the text, but there are too few pictures. 89-80% of the pictures are used.

Pictures do not go with the accompanying text or appear to be randomly chosen.

Content - Accuracy All facts in the book are accurate.

99-90% of the facts in the book are accurate.

89-80% of the facts in the book are accurate.

Fewer than 80% of the facts in the book are accurate.

Writing - Grammar There are no grammatical mistakes in the book.

There are no grammatical mistakes in the book after feedback from an adult.

There are 1-2 grammatical mistakes in the book even after feedback from an adult.

There are several grammatical mistakes in the book even after feedback from an adult.

Spelling & Proofreading

No spelling errors remain after one person other than the typist reads and corrects the book.

No more than 1 spelling error remains after one person other than the typist reads and corrects the book.

No more than 3 spelling errors remain after one person other than the typist reads and corrects the book.

Several spelling errors in the book.

Attractiveness & Organization

The book has exceptionally attractive formatting and well-organized information.

The book has attractive formatting and well-organized information.

The book has well-organized information.

The book's formatting and organization of material are confusing to the reader.

Total Score: _________________________________________

Student Name: __________________________________________

Making a North American Indian Photo Journal Book

Teacher Name: __________________________________________