Thematic Lesson Plan: Early California Indian Tribes

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

Five-Day Thematic Lesson Plan: Early California Indian Tribes

Lara Landry

National University

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Abstract:

The following is a five day thematic unit plan on an introduction to California Indians,

designed for fourth grade. It focuses on three content areas; social-science, visual and

performing arts, and physical education. The lesson includes content standards and

activities for all three content areas and a rubric is included for all projects the students

are to complete. This lesson plan is demonstrates how three different content areas can be

integrated to meet the curriculum standards for fourth grade.

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Subject: 4th Grade History

Lesson: Early California Indian Tribes

Content Standard: 4.2.1 Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends,

and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Monday

Content Area:Standard (Learner

Outcomes): Instructional Activities:

Social Studies/ History

4.2 1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Students and teacher read and discuss the Miwok legend Two Bear Cubs, which tells of the formation of El Capitan- a well-known landform in California's Yosemite Valley. After discussion of the legend, students learn about the first Californians. The students are divided into four groups and are each assigned a different section of the next lesson of the text. The sections are; A Long Time Ago, A New Way of Life, The California Indians, and Learning from the Past. The students are given butcher paper on which they are instructed to list 3-5 main points under the heading of their section. When each group has completed the assignment, the lists are posted in the front of the class and are discussed.

Visual and Performing Arts

3.1 Identify theatrical or storytelling traditions in the cultures of ethnic groups throughout the history of California.5.1 Dramatize events in California history.

Have the students, in groups of 2-4, write a legend of their own, then perform it for the class. The legend should offer an explanation for a natural event, like an earthquake or a thunderstorm.

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Physical Education

1.22 Perform a routine to music that includes even and uneven loco-motor patterns.5.4 Respond to winning and losing with dignity and respect.

The Hand Game:Introduce the students to a game that has been played among 81 Indian tribes in the United States.The students are divided into groups, 2 groups of players and 1 group of singers. Players sit on the ground in two rows, facing each other. There is a small object that is passed secretly between the players of one row. The singers stand behind the players that have the object. The opposite row is the "guessing" row and watches to see if they can tell where the bead, or small object is. The "guessing" row beats drumsticks rhythmically while the singers sing the song of the game. When one thinks they know where the bad is they yell out "Hi-i" and point with their stick to where they think it is. If they are correct, their row gets a counting stick, if they are wrong they lose a counting stick. The game goes on until one group has all 15 counting sticks.

Tuesday


Outcomes): Instructional Activities:Social Studies/ History 4.2 1. Discuss the major

nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Review with the class the different regions of California, then read about and discuss the Indians that live in the northern coastal region. Discuss how this region was home to many groups of Indians, including the Yoruk, Karuk, Hupa and Wiyot. Discuss how each group developed its own culture, but because they shared a similar environment, their cultures were alike in many ways. After reading the lesson, have the students list the various resources available to

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the tribes in the northern coastal region and ask them to describe the various ways tribes used these resources.


5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event.

Have the students make illustrations, individually, of the houses of northern coastal tribes as described in the reading. The students should identify the tribe that made each house and describe the materials that they used. The students could use additional sources available in the classroom to complete their assignment; books, encyclopedia, and the Internet.

Physical Education

1.4 Determine the spacing between offensive and defensive players based on the speed of the players.2.1 Explain the difference between offense and defense. 2.2 Describe ways to create more space between an offensive player and a defensive player.4.2 Explain the principles of physical fitness: frequency, intensity, time, and type.

Tikauwich:One of the most popular team sports among the Chumash was tikauwich, or shinny. Explain the game. It is very similar to field hockey. Talk about the rules and objectives. Discuss strategy. This was a common game of the Chumash. During large ceremonial gatherings, an entire village might play against each other. There could be as many as 200-300 players on the field! The game required a playing area of 300 yards on each side. Each team had facing goal posts, and the players were armed with shinny sticks, like hockey sticks. The object of the game is to put the small wooden ball through the opponent's goal post by striking the ball with great force. As it was custom to bet on the winning team, the money won in betting went to the chief of the village hosting the gathering to help pay for the cost of the ceremony.

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Wednesday





Discuss the second region of California Indians; the southern coastal region. Discuss with the students that these Indians lived on islands, along the coast and in inland valleys. Discuss how these Indians relied on sea resources as well as on land resources, and how some groups managed the land through the controlled burning of brush. Explain that the Indians of the southern Coastal Region relied on boats to conduct trade. Compare the differences between the northern and southern Coastal Regions; the southern coastal region has fewer rivers and no giant redwoods or cedars.


1.2 Identify a character’s objectives and motivations to explain that character’s behavior.2.3 Design or create costumes, props, makeup, or masks to communicate a character in formal or informal performances.5.1 Dramatize events in California history.

Assign the students to groups of 2-3, then assign each group to a different tribe in the northern and southern regions. Make sure the groups are even between northern and southern tribes. Have the different groups discuss with each other the different resources they have available and what they could trade with one another. Finally, have the groups act out the trade between the two with props created or provided by the teacher.

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Physical Education

1.18 Manipulate an object by using a long-handled implement.3.1 Participate in appropriate warm-up and cool-down exercises for particular physical activities.

Tikauwich:Play the game with the class. Divide the class into two groups, provide each student with a stick, and play the game on the field outside according to the rules and the objectives discussed the day prior.

Thursday





The Indians in the Central Valley and Mountain are discussed. The teacher discusses the prominent tribes on this area; the Achumawi, Maidu, Miwok, Nisenan and the Yokuts. Discuss with the students the games Indians, in this region in particular, played. Discuss with them the hoop in pole game and how this game helped children develop the skills to be better hunters. Discuss with the students the division of labor and how there were different roles for men, women and children. Each specialized in their role and responsibility.



Draw an outline map of California and color the regions in which the Miwok and the Yokuts lived. Have the students add notes and pictures that show how the Indians in each place used the resources available to them to meet their needs.

Physical Education1.7 Throw overhand at increasingly smaller targets,

Hoop and Pole Game:A Miwok game where one player

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using proper follow-through.

rolls a wooden ring along a course and another player tries to throw a five-foot dart through the ring. Have the student try the game outside. The teacher will have had to construct a wooden ring and have collected sticks, or improvised with something else, to use as the darts.

Friday





Discuss with the students the last of the four regions and the Indians that lived there. Discuss the Serrano and the Cahuilla Indians. Discuss how life was different in the desert in comparison to the other regions; they needed to build villages in canyons, near spring or streams and they travelled far distances to gather food. Discuss how the Indians of the desert region made clay pots for cooking and storing water. Discuss the difference between the Cahuilla and the Mojave Indians' way of life. Have the students make a list of the challenges of living in the desert and add an explanation of the ways in which the Indians adapted to those changes. When the lists are compiled, lead a class discussion and have the students share their findings.



Have the students make a mural showing the different ways of life each followed even though they both lived in the desert.

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Physical Education

4.5 Explain why the body needs water before, during, and after physical activity.4.6 Explain why the body uses a higher percentage of carbohydrates for fuel during high- intensity physical activity and a higher percentage of fat for fuel during low-intensity physical activity.

Meeting Your Basic Needs:Explain to importance of water and food to the human body. Refer to the Cahuilla Indians who traveled far distances to gather acorns for their people. Discuss how far the Cahuilla Indians would travel, and for what purposes. Discuss the need to gather food for winter months and the amount of calories needed to sustain ones health. Discuss how the desert Indians had to plan for long periods of time without water, and the necessity to stock up food for long periods. Discuss how long humans can go without water and food. Discuss sustainability.

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Rubric

Criteria & Grading

Poor Effort Good Effort ExcellentEffort

Totals

Students write and perform a

legend that offers

explanation of a natural event.

1 PointThe legend

does not explain a

natural event. It uses poor narrative

techniques. It has many

errors.

2 PointsThe legend partially-

adequately explains a

natural event. It has fair narrative techniques. It has

some errors.

3 PointsThe legend composed

clearly explains a natural event. The legend uses

effective narrative

techniques. It has very few or

no errors.

/3

Students create a visual drawing depicting the

different types of home structures

each group in the northern Coastal

Region constructed.

1 PointStudent

followed none-some of the

directions. The illustrations are not adequate.

Minimal effort.

2 PointsStudent followed

directions somewhat

adequately. The illustrations are

somewhat adequate. Fair-adequate effort.

3 PointsStudent followed directions

completely. The illustrations are accurate and the students gives

excellent effort.

/3

Groups of 2-3 students are to

present the resources

available to their tribe. The

students share with the class the

materials they would have to trade with one

another.

1 PointThe roles of the different Indian

tribes are not portrayed

clearly. Much of the

information is inaccurate. The

volume and pacing is poor

in the presentation.

2 PointsThe roles of the different Indian

tribes are portrayed somewhat

clearly. Some, but not all

information is accurate. The volume and

pacing of the presentation is

3 PointsThe roles of the different Indian

tribes are portrayed

clearly. All the information presented is

accurate. The student has excellent

volume and pacing when

/3

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fair. speaking to the class.

Students draw an outline map of

California, label the location of the Miwok and the Yokut tribes in the Central

Valley and Mountain region,

and provide notes and pictures of

resources used.

1 PointThe map is

inaccurate. The pictures are unclear and

there are minimal or no

notes. There are many errors.

2 PointsThe map is

mostly accurate. The pictures and

notes are somewhat

unclear. There are some errors.

3 PointsThe map is

accurate. The tribes' locations are colored and

labeled correctly. The pictures and

notes are detailed and

accurate. There are no errors.

/3

Students create a mural that shows the differences in the way of life of the desert tribes, the Cahuilla and

the Mojave Indians.

1 PointStudent does

not use figures and colors in the mural. It

does not depict the ay of life.

Few if any details are included.

2 PointsFigures and

colors are used marginally.

Ways of life are depicted only

partially. Only a few details are

included.

3 PointsFigures and

colors are used effectively. The ways of life are

depicted accurately.

Many details are included.

/16 total

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Assessment

Assessments are a critical aspect to teaching. A teacher must be able to assess their

students' comprehension of the material she has taught in order to ensure all the students

are learning. Assessment is not only critical to student learning, but to teacher growth and

improvement. Assessment should be done in multiple different ways to ensure success of

a class diverse in student ability.

This lesson has many assessment strategies. Continuous formative assessment is

conducted throughout all aspects of the lesson. The teacher is continuously observing the

students, while instruction and discussion, group work and through independent practice.

Every aspect of the lesson provides for formative assessment through observation in all

subject areas; social sciences, visual and performing arts, and physical education. The

teacher should be continuously taking anecdotal notes while observing. The five written

assignments have a rubric for grading and allow for summative assessment. The teacher

can see through completion of these assignments whether each student understood the

material presented. Assessment through collaboration is a great way to build cooperation

and social interaction between a diverse group of students; for example, creating a legend

in a group of 2-4 students. The students can work together to create a story, allowing for

the students to use their imaginations, collaboratively. Following the standard that the

lesson must include the content areas of social science, visual and performing arts, and

physical education, much of the summative assessment is through the visual and

performing arts content standards. I believe that through visuals and performance the

teacher can provide a more fair assessment of the students' understanding. Many students

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are not exceptional writers, so merely putting words on paper or answering test questions

may not give the teacher a true insight into the students learning. Plus it makes for a more

engaging a fun experience for the students themselves as it is more interactive and it

often involves working with others.

Unit Evaluation

Evaluation of the unit will be in terms of the students' assessments throughout the week.

Each visual and performing art assessment will be graded following a rubric and the

points will be added up for a final grade on the unit. The teacher will also input the

observation notes into the final evaluation. Through these means the student will receive

their final evaluations. Success may look different for each student although they will be

graded using the same rubric. The teacher should grade the low achieving student more

leniently and have higher expectations of the high achieving student. Much of what

determines the success of the lesson will come through teacher observation and her

anecdotal notes. Cooperation and willingness to collaborate with peers is an observation

the teacher must make anecdotal notes of and add to the final evaluation the student

receives. Being able to work well with others is a key aspect to being successful in life

and will encourage and build the interpersonal skills needed for a successful career and

relationship skills.

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Final Draft

I received many compliments from my peers as to how thorough my thematic lesson plan

was. I also had a co-worker, a fellow fourth grade teacher, review the plan and provide

feedback. My co-worker, who recently went through a credential and masters program

through Cal Lutheran praised me for my efforts and even decided to use some of the

ideas in the lesson in her class. I had not yet added the assessment and evaluation to the

lesson when I had posted it for peer review, so many of the comments I received were

just to add these elements and submit. One thing I love about my experience in this

program is that many of my cohorts are very supportive and positive. One

recommendation I received was to have a summative assessment that incorporated all the

aspects of the lesson instead of just one day. This I think is valuable and in the future I

will definitely consider doing this, possibly on a day six or seven, after letting the

information "marinate", a review of all the material is done and a study sheet is provided

to the students to review of the main ideas and concepts covered. I feel that I covered the

content in a competent and a creative manner and that this lesson is one that can be used

in the future by myself and other forth grade teachers. I am always open to further

critique and constructive criticism. I truly believe this is the best way to grow and

develop better teaching strategies. To collaborate with others in the same profession

allows for great minds to come together for one common purpose, and it help you be the

best you can be in what you do.

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References

California State Board of Education. (1998). History-social science content standards for

California public schools. California Department of Education.

California State Board of Education. (2005). Physical education model content standards

for California public schools. California Department of Education.

California State Board of Education. (2001). Visual and performing arts content

standards for California public schools. California Department of Education.

Eby, J., Herrell, A., & Jordan, M. (2011). Teaching in k-12 schools: A reflective action

approach. (5th ed.). Boston, MA: Allyn and Bacon.

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Thematic Lesson Plan: Early California Indian Tribes

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