Native American’s in Texas - Networkdante.udallas.edu/jaryga/Principles/Native Americans in...
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Jaryga and Keylor
Native Americans in Texas
1st Grade Unit
Principles of Elementary EducationMallory JarygaPaula Keylor
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Table of Contents
Title…………….………………………………………………………………………….1
Grade Level………………………………………………………………………………..1
Background Information…………………………………………………………………..3
Native Americans in Texas Themeweb Planning Form…………………………………..4
Daily Lesson Plans…………………………………………………………………….5-18
Bulletin Board Sketch……………………………………………………………………19
Bibliography……………………………………………………………………………..20
1st Grade TEKS…………………………………………………………………………..22
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Background Information
This unit will be a cooperative learning lesson plan that integrates social studies, music and art. Students will: create art projects in the style of Native Americans from Texas, learn about the location and patterns of settlements, explore the geographic factors that influence where people live, and interpret a traditional Indian song to better understand the influences of nature on Native American life.
Social Studies: The student understands the similarities and differences of Native-American
groups in Texas and understands the concept of regions. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings.
Art: The student will have a chance to discover the importance of Native America
heritage by creating art projects related to the Indian culture.
Music: The student will have a basic understand of what instruments are used in the
Indian culture and what meaning songs had to the Native Americans.
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Native Americans in Texas Themeweb Planning Form
Art(TEKS - 3)
- Students will have a chance to
discover the importance of
Native American heritage by creating art
projects relating to the Indian culture.
Music(TEKS - 5 A & B)
- Students will have basic understanding of what
instruments are used in the Indian culture and what
meaning songs had to the Native Americans.
- Students will identify the relationship between music
and other subjects.
English Language Arts and Reading(TEKS - 2B, 5J, 10A & B, 11, 13A & C, 15)
- Students will learn correct spelling and meaning of terms relating to Native Americans.
- Students will understand comcepts using maps, graphs, and various readings.
Technology(TEKS - 4)
- Students will be able to
aquire information
using educational
and interactive websites.
Social Studies(TEKS - 2, 3, 4, 15, 17)
- Students will understand similarities of Native Americans in Texas.
- Students will learn history, background, and culture of three Texas Native American tribes.
- Students will understand geographical concepts of regions relating to location of Texas Native American
tribes.- Students will learn customs and traditions of Texas
Native American tribes.- Student will use problem solving and decision making skills, working independently and with others in a variety
of settings.
Theme:"Earliest Americans: Native Americans"
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Lesson Plan: Day One
Topic: Introduction to Native Americans in Texas
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Children’s Literature- Learn about Texas Indians provided by Texas Parks and
Wildlife.2. The Indian Years Coloring Book provided by Texas Parks and Wildlife. 3. Hand out on the North American Native symbols. Provided by
http://www.geocities.com/ctesibos/symbols/native-american.html
Objectives: Students will be able to…1. know that there are many tribes of Native Americans in Texas. (We will focus on
Comanche, Caddo and Kickapoo.)2. understand Indian culture and why they are important.3. understand the arts and crafts of the three tribes.4. experience music from Native Americans.
Major Instructional Sequence: Teacher will…1. display a large map of Texas indicating the region of each tribe the lessons will be
focusing. 2. teacher will read from Learn about Texas Indians and then hand out coloring
pages to be colored by students.3. students will be placed into small groups and write a story with Indian symbols
provided by an handout.4. student will then share their constructed sentences with the class.
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Lesson Plan: Day Two
Topic: Comanches History and Background
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Map of Texas region where Comanches lived2. Map of the Comanchería3. Buffalo worksheet
Objectives: Students will be able to…1. understand a brief background and history of the Comanche Indians in Texas.2. understand the geographic region of Texas from which the Comanches lived and
worked.3. learn about the importance of the buffalo to the Comanche way of life.4. learn new vocabulary words relating to the Comanche culture.
Major Instructional Sequence: Teacher will…1. open the lesson by asking and reminding the students of what we discussed in
yesterday’s lesson.2. inform students that today’s lesson will be about the Comanche Indians of Texas.3. introduce the Comanches through simple background and history.4. pass out a copy of the regional map of where the Comanches lived in Texas and
map of the Comanchería.5. inform students about the region and how the Comanches used it to survive.6. lead discussion on the buffalo and its importance to the Comanches.7. pass out a worksheet with pictures of all the uses of the buffalo to the Comanche
tribe.8. instruct students to color the worksheet, label the items, and tell which part of the
buffalo was used to make the item. eg: picture would be “Meat,” student would label the picture “Food,” and label that it came from the meat, flesh, body, etc. of the buffalo
9. review the worksheet providing more information about the buffalo and overall Comanche culture once most students have completed the worksheet.
10. spell and define new vocabulary words on the board/overhead while students copy them.
11. inform/remind students of the Spelling Bee that will come at the end of the Unit.12. review the day’s lesson including connections to the previous day.
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Lesson Plan: Day Three
Topic: Comanche Food – Pemmican
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Shredded beef jerky2. Dried red cherries, raisins, and other dried berries3. Softened butter4. Bowls5. Plates
Objectives: Students will be able to…1. further their knowledge of Comanche culture by making pemmican, a traditional
“Indian bread.”2. learn new vocabulary words relating to the Comanches.
Major Instructional Sequence: Teacher will…1. briefly review the previous day’s and inform students that, today, we will be
making a traditional Comanche dish called Pemmican.2. check before-hand if any students are allergic to any ingredients in the Pemmican.3. ask students if anyone is allergic to any of the ingredients.4. pass out all necessary materials and recipe for Pemmican.5. instruct students in the process of making Pemmican using recipe and instructions
(see below).6. (Teacher should have previously prepared Pemmican before class. Keep
refrigerated until after students are done making their Pemmican.)7. place all Pemmican patties made by the students into the refrigerator.8. give students pre-made Pemmican for sampling.9. discuss why the Comanches made Pemmican.10. spell and define new vocabulary words on the board/overhead while students
copy them.11. close lesson by reviewing the day’s new information and connecting it to the
previous days’ lessons.
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Pemmican
Ingredients:
2 cups beef jerkey
1 cup dried cherries, raisins, or other dried berries
6 tablespoons softened butter
Directions:
1. Lightly pound the meat with a wooden mallet to tenderize the meat.
2. Pound the berries.
3. Mix meat, fruit, and softened butter together.
4. Form into patties.
5. Place on a serving dish and cover with plastic wrap.
6. Refrigerate until served.
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Lesson Plan: Day Four
Topic: Comanche Way of Life – Shield
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Strong cardboard2. Plain fabric3. Feathers4. Paint/markers5. Glue
Objectives: Students will be able to…1. further their knowledge of Comanche culture through discussion and making of a
shield.2. learn more vocabulary words relating to the Comanche and their culture.
Major Instructional Sequence: Teacher will…1. open lesson with review of yesterday’s lesson.2. briefly give new information regarding the Comanches concerning warfare while
connecting that information to the previously learned information about the tribe and region.
3. pass out all necessary materials along with instructions on how to create a shield (see below).
4. allow students time to create their shield.5. again discuss importance and significance of the shield to the Comanches.6. instruct students to clean their areas and return/put away all materials.7. spell and define new vocabulary words on the board/overhead while students
copy them.8. conclude lesson, and exploration of the Comanches, with oral review and
questioning.
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How to Make a Comanche Shield
Materials:
1. Strong cardboard
2. Plain fabric
3. Feathers
4. Paint/markers
5. Glue
Instructions:
1. Cut a cardboard circle 14 in. in diameter. (Teacher can have these pre-made)
2. Trace circle onto plain fabric.
3. Cut out the circle leaving 2 extra inches of fabric around the edge.
4. Place circle on fabric.
5. Fold edges up over the edge of the circle; glue in place.
6. Cut two strips of cardboard to be used as handles.
7. Glue the strips onto the back of the shield.
8. Paint/color/decorate the front of the shield using paints, markers, and feathers.
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Lesson Plan: Day Five
Topic: Caddo History and Background
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Native Americans in Texas folder2. Map of Caddo territory in Texas.3. Davis, Lucille. The Library of Native Americans: The Caddo of Texas. New
York: The Rosen Publishing Group, Inc., 2003.
Objectives: Students will be able to…1. understand brief history and background of the Caddo and their culture.2. understand the geographic location of the Caddos in Texas using maps.3. listen and respond to the Caddo Creation Myth.4. learn new vocabulary words relating to the Caddos.
Major Instructional Sequence: Teacher will…1. begin by briefly reviewing the previous day’s lesson by asking students questions.2. introduce the Caddo Indians and give brief history and background.3. show students the region of Texas where the Caddos lived.4. inform student about the region and how the Caddo survived using what they
found throughout the region. 5. read aloud the “Creation Myth.”6. discuss the myth with students and compare and contrast it to similar American
stories.7. spell and define new vocabulary words from the myth on the board/overhead
while students copy them.8. remind students that, at the end our exploration of Native Americans, we will
have a Spelling Bee using these and other words from the unit.9. review the day’s lesson by asking questions about the “Creation Myth” and
connect new information to precious lessons.
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Lesson Plan: Day Six
Topic: Caddo Way of Life - Moccasins
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Burlap, or similar fabric2. Cardboard3. Felt-tip pens or markers4. Scissors5. Stapler
Objectives: Students will be able to…1. learn about the Caddo way of life, including farming, hunting, and fishing
practices.2. gain knowledge of new vocabulary words throughout the lesson.3. further their understanding of the Caddo by making their very own pair of
moccasins.
Major Instructional Sequence: Teacher will…1. discuss Caddo way of life, including farming, hunting, and fishing practices along
with the types of homes they lived in.2. instruct the students, as a class, to think of new words used in today’s lesson that
might be good for the Spelling Bee.3. take word suggestions and include additional, required words.4. spell and define the words on the board/overhead while students copy them. 5. pass out all necessary materials for the moccasins, including instruction sheet on
how to make them (see below).6. instruct students step-by-step how to make the moccasins while showing them
examples of what their work should look like along the way.7. lead discussion by taking comments and asking questions about why the Caddos
wore moccasins and how they aided them in their every-day life.8. relate lesson to the previous day’s lesson by connecting information.
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How to Make Moccasins
Materials:
1. Burlap, or similar fabric
2. Cardboard
3. Felt-tip pens or markers
4. Scissors
5. Stapler
Instructions:
1. Trace the shape of your feet on the cardboard.
2. Cut out the shape of each of your feet from the cardboard.
3. Use the cardboard soles as a guide to cut a larger-sized piece from the burlap.
4. Then, cut a toe piece to go on top of your foot.
5. Place the cardboard on top of the larger piece of burlap.
6. Decorate toe piece with felt-tip pens, markers, and beads.
7. Fold up the edges of the large piece of fabric and staple it to the toe piece with
help from the teacher.
8. Decorate the sides of the moccasins with felt-tip pens, markers, and beads.
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Lesson Plan: Day Seven
Topic: Caddo Customs and Music
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Caddo music 2. Clock Buddies
Objectives: Students will be able to…1. learn about Caddo customs and music.2. work in cooperative teams to come up with a dance and corresponding story set to
Caddo music.3. present their story and dance to the class, explaining how and why they came up
with their story and dance.4. learn new vocabulary words relating to the day’s lesson.
Major Instructional Sequence: Teacher will…1. begin the lesson by asking questions about the previous day’s lesson.2. tell students that, today, we are going to learn about the customs and music of the
Caddo Indians.3. have students listen to various traditional Caddo songs, via the internet, and
briefly explain when and how they were used.4. instruct students to get into pairs using Clock Buddies.5. instruct students that they are to, with their partner, come up with a dance and
corresponding story that will work with the Caddo music.6. allow time for students to work, about 15-20 minutes, while walking around,
answering and asking questions, and making sure students are on task.7. bring student work time to an end and take volunteers to present their story and
dance to the class.8. make sure that every group has had a turn to present to the class.9. review new vocabulary by spelling and defining them on the board as students
copy them.10. close lesson with review and connection to previous days’ lesson.
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Lesson Plan: Day Eight
Topic: Kickapoo Tribe
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Internet web sites:
www.texasindians.com/kickapoo- Texas Indianswww.tsha.utexas.edu/handout -Handbook of Texas Online
2. An ordinary stick3. How Chipmunk Got Tiny Feet Native American Stories Collected and retold by
Gerald Hausman.
Objectives: Students will be able to…1. locate the region in Texas where the Kickapoo tribe lived.2. understand life and history of a Kickapoo Indian.3. understand key vocabulary.4. understand the art of storytelling.
Major Instructional Sequence: Teacher will…1. display a large map of Texas depicting Indian territories. 2. have the children identify where each tribe lived and how it relates to where they
live today. 3. read from How the Chipmunk Got Tiny Feet, and discuss how storytelling was
important to Native Americans. 4. explain to class that Native Americans were great storytellers and how they used
the talking stick to tell stories.5. pass the stick around and have each student tell a story about what they learned
that day.
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Lesson Plan: Day Nine
Topic: Kickapoo Tribe – Teepee
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Constructions paper 2. Scissors 3. Tape4. 2 to 3 Straws5. Markers and stickers6. Websites:
a. http://www.showmomthemoney.com/PreschoolEducation/ november_nativeamerican_week.htm
b. http://www.manataka.org/page186.html
Objectives: Students will be able to…1. understand the history of Indian Teepee’s and how the originals were built.2. create craft that resembles an Indian Teepee using art materials.
Major Instructional Sequence: Teacher will…1. read from the web site Plains Indian Teepee.2. have each student work independently creating a teepee from the supplies and use
markers to draw Indian symbols.3. discuss and review why Indians lived in Teepee’s vs. traditional housing.
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Lesson Plan: Day Ten
Topic: Kickapoo Tribe – Indian Fry Bread
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. Flour2. Salt3. Baking power4. Cinnamon5. Oil6. Hot plate and skillet7. Book -A Native American Feast by Lucille Penner
Objectives: Students will be able to…1. understand the many types of Native American foods.2. make Indian Fry Bread.3. know what cooking utensil and cooking styles were used by Native Americans.
Major Instructional Sequence: Teacher will…1. read from the Book a Native American Feast and describe the foods available to
the Indians and what recipes they made from their resources.2. divide the students into small groups. 3. allow each group to make a small batch of the Indian Fry Bread. (Teacher will
perform the cooking procedure.)4. discuss how the Indians gathered their food and prepared their meals.
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Lesson Plan: Day Eleven
Topic: Final Day – Culminating Activity
Grade Level: 1st Grade Time: 45 minutes
Materials Needed:1. American Indian Games and Crafts by Charles L Blood, Lisa Campbell Ernst.2. A list of words learned over the previous lessons for the spelling bee.3. Indian Games and Dances with Native Songs , by ALICE C. FLETCHER, Small,
Maynard & CO.
Objectives: Students will be able to…1. identify and relate information about any of the three tribes studied in the
previous lessons.
Major Instructional Sequence: Teacher will…1. give a spelling bee with 20 words learned from the previous ten lessons.
a. Comancheb. Kickapooc. Caddod. Moccasine. Teepeef. etc.
2. Culminating Activity: Students will re-create an Indian Pow-Wow. During the celebration the students will play an American Indian Game and share what they have learned through out the lessons. Indian music and folk songs will be played while the games are played.
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Bulletin Board Sketch
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Bibliography
Teacher References
Anderson, Adrian N. et al. Texas and Texans. Columbus: Glencoe/McGraw Hill, 1993.
Bial, Raymond. The Comanche. New York: Benchmark Books, 2000.
Davis, Lucille. The Library of Native Americans: The Caddo of Texas. New York: The
Rosen Publishing Group, Inc., 2003.
Haslam, Andrew. North American Indians. Chicago: Two-Can Publishing, 1997.
www.caddonation-nsn.gov/Main.htm
www.familycrafts.about.com
http://www.geocities.com/ctesibos/symbols/native-american.html
www.kindercrafts.com
http://www.manataka.org/page186.html
http://www.showmomthemoney.com/PreschoolEducation/
november_nativeamerican_week.htm
www.teach.virginia.edu
www.texasindians.com
www.tsha.utexas.edu/handout
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Student References
Bial, Raymond. The Comanche. New York: Benchmark Books, 2000.
Davis, Lucille. The Library of Native Americans: The Caddo of Texas. New York: The
Rosen Publishing Group, Inc., 2003.
Hausman, Gerald. How Chipmunk Got Tiny Feet. New York: HarperCollins Publishing,
1995.
Martini, Teri. Indians. Chicago: Childrens Press, 1982.
Penner, Lucille. An American Native Feast. New York: Simon & Schulster, 1995.
Warren, Betsy. Indians Who Lived in Texas. Dallas: Hendrick-Long Publishing
Company, 1970.
www.canyonrecords.com/cr6146.htm
www.texasindians.com
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