POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINEJMU Elementary Education Program: ELED 434 ALL SECTIONS

A. TITLE OF LESSON: Native American Tribes and Map Skills

B. RATIONALE: A paragraph that justifies what you are teaching and why it is important for students to develop a deep understanding of what is being taught. Be sure to emphasize how it contributes to students’ development as citizens and to their lives beyond school. Explain why it matters in terms of its meaning to students, the value of the subject content, opportunities for inquiry and its importance to the community and to society. The rationale should not be that the lesson fits within the state or school curriculum.

I will be teaching the students about the three major Native American tribes (Powhatan, Lakota, and Pueblo), which regions they were located in, and some distinguishing characteristics of each group. Since we live in America, it is important for students to develop an understanding of Native American culture and the fact that they lived on this land before other ethnicities moved here. This understanding has meaning to the students because they live in North America and may come into contact with people of Native American descent someday (one of my students actually is of Native American descent, so he is very interested when we learn about Native Americans).The content is valuable because it is the heritage of our nation, and everyone who is a citizen here should be aware of it. This content will lead to discussions in class on how many Europeans treated Native Americans badly, and many Native Americans treated Europeans badly. This understanding is important to the community and society because learning about how people made mistakes in the past can reduce the chances of those mistakes being made again.

C. CONTEXT OF LESSONWhat pre-assessment did you do that tells you the students’ readiness, interests, and/or learning preferences? Why is this an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know about child development? Cite theorists whose work supports your understanding of these aspects of the lesson where appropriate.

JMU Student: Kelsey RobohnDate and time lesson is to be presented: 9:15-9:50am, November 18, 2013

Plan submitted to the CT: _________________________ CT’s signature: _________________________ _________________________________(Plan must be initialed and dated by the teacher when it is reviewed—at least one day in advance.)

The students are definitely ready to use both words and pictures to express ideas that they will glue onto the map. They are very interested in Native Americans, especially since one of the students is of Native American descent. They have been using glue sticks this whole school year and are able to cut and glue relatively quickly while having a class discussion. My second-graders have been using maps for the past couple weeks. Looking at Virginia, they identified land features, borders, and important places. Looking at the globe and world map, they identified the equator and all the different continents. So they have a good understanding of map skills. At this point in their physical development, they cannot draw lines perfectly, so I will only expect a general idea of the different regions. The students may have misconceptions about Native Americans, and therefore be surprised that there were many different kinds of Native Americans, and still are! This activity will help them see the differences.

Not all children develop at the same rate, so what is developmentally appropriate for one child may not be for another child. But in general, the lesson fits what the students are able to do at this age cognitively (thinking about the differences between Native American tribes), physically (color, cut, and glue), and emotionally (process how the Europeans would feel in a new land, and how the Native Americans felt with strange visitors). (Source: Morin, Amanda. “What Does Developmentally Appropriate Mean?” (n.d.) Retrieved 13 Nov 2013 from About.com: < http://childparenting.about.com/od/schoollearning/a/what-does-developmentally-appropriate-mean.htm>)

D. LEARNING OBJECTIVES

Understand – what are the broad generalizations the students should begin to develop? (These are typically difficult to assess in one lesson.)

Know – what are the facts, rules, specific data the students will gain through this lesson? (These “knows” must be assessed in your lesson.)

Do – what are the specific thinking behaviors students will be able to do through this lesson? (These will also be assessed in your lesson.)

People relate to their environment in different ways.

The Powhatan lived in the Eastern Woodlands region. The Lakota lived in the Plains region. The Pueblo lived in the Southwest region.

Where are the regions of the Powhatan, Lakota, and Pueblo people located on a United States map? How did the environment affect the Powhatan, Lakota, and

Terms to know :• climate: The kind of weather an area has over a long period of time• land: The solid surface of the Earth• environment: Surroundings

The United States is located in North America.

Landscape and weather for the Southwest, Plains, and Eastern Woodlands Regions.

What type of shelter local tribes used, and what they did for food.

Locate regions on maps and globes.

Locate and use information from print and nonprint sources.

Collect, organize, and record information.

Gather, classify, and interpret information.

Pueblo Indians? How did the ancient Powhatan, Lakota, and Pueblo people relate to their environments?

E. ASSESSING LEARNING:What will your students do or say, specifically, that indicate every student has achieved your objectives? Remember—every objective must be assessed for every student!

Task:What learning tasks have you organized that can be used for assessment?

Diagnostic features: What features will you look for in

student responses or products from the task(s)?

What criteria will you use for assessment?

Support:What resources can you draw upon (or adaptations can you make) in assessing children with special needs?

Locate Native American tribal regions on a map. Color in and label the 4 regions on a map.

Color each region of the map and each name in the key the appropriate color: Basin/Plateau yellow, Pueblo red, Plains purple and Eastern Woodlands green.

Use different colors to make the activity engaging.

Think through how different climates and environments affect lifestyles.

Drawing Mississippi river and Rocky Mountains on the borders. Correct placement of papers having to do with climate.

Drawing pictures engages those who don’t like writing, or are not good at writing.

Identify characteristics of different tribes. Glue the pictures onto the map.

Placement of papers, including those that tell about shelter and food.

Include pictures so that students who cannot read as well (esp. ELLs) can still do the activity.

F. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

VA SOL 2.4 The student will develop map skills by a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient China and Egypt; c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps; d) understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians.

G. MATERIALS NEEDEDList all books, materials, and other resources that will be needed to teach this lesson. Who will be responsible for securing each item? Provide bibliographic references for all trade books and, if applicable, textbooks used in your lesson. Use APA style for this list when appropriate.

Secured by each student: crayons (blue, brown, red, yellow, green, purple), scissors, glue

Secured by me (Mrs. Edwards will print them at the school):Blank map of North America, divided into 4 sections (Basin & Plateau, Southwest, Plains, Eastern Woodlands)A sheet with pictures (a longhouses, teepee, clay house, mountains, plains, high flatlands, cactus, fishermen, horsemen, farmers, etc.) and the corresponding word under the picture

Sources for my images and information:De Zwart. (2007). Hupa fisherman. Retrieved 13 Nov 2013 from the Fine Art America website:

<http://fineartamerica.com/featured/hupa-fisherman-toon-de-zwart.html>New York State Museum. (n.d.). A Mohawk Iroquois village. Retrieved 13 Nov 2013 from the New York State Museum website:

<http://www.nysm.nysed.gov/IroquoisVillage/constructiontwo.html>Ebay. (2013). Unmounted Rubber Stamp, Cactus, Southwest, Desert Scene. Retrieved 13 Nov 2013 from the Ebay website:

<http://www.ebay.com/itm/Unmounted-Rubber-Stamp-Cactus-Southwest-Desert-Scene-/260760262654>Fantastic Maps. (2013). Quick mountain tutorial. Retrieved 13 Nov 2013 from the Fantastic Maps website:

<http://www.fantasticmaps.com/2013/05/quick-mountain-tutorial/>Grabill, J. (1891). Oglala girl in front of a tipi. Retrieved 13 Nov 2013 from the Wikipedia website:

<http://en.wikipedia.org/wiki/Tipi>Hues, K. (2010). American Indian Sorts. Retrieved 13 Nov 2013 from the Elementary ITRT website: <http://etechplace.org/hues/?

cat=5>Jones, B. (2013). Royalty free USA and Canada printable, blank maps. Retrieved 13 Nov 2013 from the Free US and World Maps

website: <http://www.freeusandworldmaps.com/html/USAandCanada/USPrintable.html>Kath-Bilsky, A. (2013). The Comanche – Legendary master horsemen of the American west. Retrieved 13 Nov 2013 from the

Sweethearts of the West website: <http://sweetheartsofthewest.blogspot.com/2013/05/the-comanche-legendary-master-horsemen.html>

Long, R. (1974). The high plains. Retrieved 13 Nov 2013 from the Richard Long website: <http://www.richardlong.org/Sculptures/2011sculpupgrades/plains.html>

Luong, Q.T. (n.d.). Playa with mud cracks, dawn, Black Rock Desert, Nevada, USA. Retrieved 13 Nov 2013 from the Terra Gallery website: <http://www.terragalleria.com/black-white/america/nevada/black-rock-desert/picture.usnv9106-bw.html>

Radeka, L. (1998). Taos Pueblo. Retrieved 13 Nov 2013 from the Radeka Photography website: <http://www.radekaphotography.com/taospueblo.htm>

Steinbeck, F. (2013). Spruce tree. Retrieved 13 Nov 2013 from the Devian Art website: <http://steinbeckfredrick.deviantart.com/art/Spruce-tree-182867445>

Wikia. (n.d.). Pinyon nuts. Retrieved 13 Nov 2013 from the Wikia website: <http://fallout.wikia.com/wiki/Pinyon_nuts?file=Icon_horsenettle.png>

YouelclassSecondGrade. (2013). Native Americans. Retrieved 13 Nov 2013 from the Youelclass website: <http://youelclasssecondgrade.wikispaces.com/Native+Americans>

Ziolkowski, S. (2006). Learn about Native Americans. Retrieved 13 Nov 2013 from the District 25 website: <http://access.sd25.org/curriculum/NativeAmericans/>

H. PROCEDURE (Use this graphic organizer if it is helpful for you. If you create your own format you must include each aspect listed below, in the column headings).

Activity Element& Time (in minutes)

Procedures and managementStep-by step procedures including questions and main points – visualize what you are going to say to the students. It might be helpful to script out what you are going to say, although during the lesson you do not need to use this language verbatim.

StudentsDescribe what the students will be doing as a result of your instructions

Academic, physical, social & linguistic differentiation, resources, and supportHow will you support ALL students?

Introduction (While I pass out the worksheets and set up the document camera)

We will be looking at 4 major regions of America and the Native Americans in each one. You will need scissors, glue, and crayons.

What do you all know about Native Americans tribes?

Answering my questions. Calling on prior knowledge as a review will help ESL students catch up.

Event 1 (While I show on the document camera) Let’s go through the 4 regions on the map and

color them to match the name in the key. Look at the key: there are 4 regions. Let’s color the Basin/Plateau yellow, Pueblo red, Plains purple and Eastern Woodlands green.

Why were the Native Americans spread out in this way? The Rocky Mountains go along the Basin/Plains border. Let’s draw brown mountains on that line. The Mississippi river goes along the

Coloring in each region AND the corresponding name and peoples in the key.

Using colors will help students remember the image in their heads.

Plains/Woodlands border. Let’s draw a blue line along it.

Transition Go ahead and cut out the boxes on the first sheet, and then we will talk about where they go on your map. (Meanwhile, I will cut out my copy and show them how to trim off the extra pieces.)

Cutting out the boxes on the handout.

Hands-on activity makes it easy for me to tell which students are paying attention.

Event 2 (Referring to my chart below, go through each item on the worksheet and show students where to glue it, explaining the reasons for based on climate and environment. Define “climate” and “environment” when they come up in the discussion.)

Why do you think they made teepees in the Plains? Why did they make longhouses in the Eastern Woodlands?

Glue pictures to the correct region on the map.

Raise their hands to answer my questions.

Hands-on activity makes it easy for me to tell which students are paying attention.

Conclusion: (While I collect completed maps) What new things did you learn in this activity?

Discuss with a partner. Thank you all for participating! Please put away

your glue, crayons, and scissors. Make sure you throw away all your scraps of paper so that I can’t find any on the floor!

Discussing what they learned with a partner.

Putting away supplies and trash.

ELL students and those with learning challenges are dispersed around the room, so partners will be able to help each other.

Great Basin & Plateau

The Southwest The Plains The Eastern Woodlands

(Shoshone & Hupa) (Pueblo & Navajo) (Lakota & Pawnee) (Powhatan & Cherokee)Forests, Dry Deserts High Flatlands, Cacti Plains

(Prairies, Rolling Hills)Mountains, forests

(Rivers, Hills, Coastland)Hot days, cold nights Harsh, cold winters Mild winters

Hunter-gatherers Farmers Horsemen(Hunters)

Fishermen(Hunters, Farmers)

Clay Houses(Adobe Clay Houses)

Teepees Longhouses

I. DIFFERENTIATION:

Write a narrative explanation of two to three paragraphs describing how you have planned to meet the needs of all students in your classroom with varied learning styles and abilities, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? Draw from the examples you described in the final column of the chart in the procedures section of your lesson plan.

In the beginning, I will ask questions to call on prior knowledge as a review to help ESL students catch up. Using different colors on the map will help students remember the image in their heads. The hands-on gluing activity makes it easy for me to tell which students are paying attention. The worksheet uses both words and pictures to be glued onto the map, and this will greatly aid ELLs. ELL students and those with learning challenges are dispersed around the room, so partners will be able to help each other.

Since this activity is a whole group activity and very guided, students cannot really finish early. But if a student really does speed ahead, then I will let that student draw pictures related to what we discussed. They always ask me to let them draw pictures.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?Think about this! It may help you avoid an embarrassing situation.

My students always lose their glue sticks. I will announce in the very beginning of the lesson that they will need their glue sticks, so they must start looking now or go look in the lost and found.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.

I decided to cut the pictures out myself beforehand, so that I wouldn’t waste tie during the lesson. But I ended up trimming off the edges during the lesson anyway, so It might have been better to cut them during the lesson in order to model better, since many of the students just cut out the big rectangles, making the finished product really messy.

I had planned on just passing out the papers myself, but the document camera took a while to set up, so I had two students volunteer to pass out both handouts. But they took a while to do this, and missed some students, so I had to make sure they got everyone in the end.

Many students had trouble reading the display, so I had to repeat a lot more things than I expected. As I was teaching, I thought of some more questions that weren’t in my procedure:

What region is this? (Eastern Woodlands)What is that rectangle on the bottom? (map legend/key)What states are in this eastern region?What does it say next to Eastern Woodlands in your key?Powhatan is a region near Richmond… What is Richmond?What is the region in the middle?Why is it called the great plains?Is this like an airplane? How do you spell this kind of plain?What is this region in the bottom left corner?Has anyone ever heard the word plateau before?What pictures go in the Eastern Woodlands?Why would I have two forests?Why do you think they build longhouses here?Why do you think there are fishermen here?

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid?

From looking at the assessments and listening to my audio recording of the lesson, I can see that every student definitely learned. The majority of the students definitely learned about how climates, landscape, natural resources, and Native American cultures differed in the four regions of the US that we discussed. The audio recording showed me that about 5 of the students responded to my questions correctly during instruction, showing their prior knowledge, and actively learning more based on that. About 12 of the students’ maps are filled out perfectly, so I know that they were paying attention and learning a lot about each region’s climate, environment, and landscape. Their maps looked like the map pictured below.

About 7 of the maps have a lot of mistakes on them, so I can see that those students learned some of the correct information, but not all. They looked like the map pictured below.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again.

If I taught this lesson again, I would try to do this in small groups, so that I could go at a different pace with the students who are ELL and/or have trouble reading and concentrating.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?

Two or three of the students found this activity pretty easy, so while I had to answer everyone else’s questions and tell them all to be quiet, they just sat quietly waiting until we were ready to move on. Next time, I would have another activity for them to do meanwhile.

If I were the classroom teacher, I would know more of their prior knowledge, so I would not have to ask so much if they know a certain thing, and that would leave more time for the other things that are new.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?

I learned that the students make lots of connections that I was not expecting. For example, a couple students noticed that farmers were in more than just the Southwest region, but there was only one farmer picture.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

I learned that if I just go into a lesson with a mindset of using the Socratic Method (asking questions), then I just think of lots of questions while I am teaching. I don’t need to have every question planned out ahead of time, just an outline of what they will be learning.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

I have trouble with time management. It is hard for me to gage how much time I need for a certain lesson, and usually the lesson takes longer than I expected. We started running out of time towards the end, so I had to rush a little bit, and just tell them where each picture goes rather than having them think through each one as a class. This might be easier when I am the classroom teacher because I will have control over the whole day rather than just a 40-minute time slot.