American Indian Life in the Americas: 5th Grade Unit Plan

Bailey Keller
SST 309-01
Winter, 2015

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Table of Contents
Page 3..Overview/Rational/Introduction/GLCEs Covered/length of lesson
Page 4..Vocabulary lesson
Page 7..Vocabulary lesson resource attachments (A-D)
Page 5..KUD #1 (5-U1.1.1)
Page 13KUD #1 Resource attachments (E-F)
Page 20KUD #2 (5-U1.1.2)
Page 24KUD #2 Resource attachments (G-I)
Page 27....KUD #3 (5-U1.1.3)
Page 30KUD #3 Resource attachments (J-M)
Page 35....Works Cited page
Resource Attachments:
Page 7Resource A: Vocabulary Pictures
Page 10..Resource B: Picture it! Vocabulary
Page 11..Resource C: Vocabulary Short Story
Page 12..Resource D: Vocabulary Short Story Scoring Guide
Page 18..Resource E: Native American Region Map
Page 19..Resource F: Native American Region Map Quiz
Page 24..Resource G: Native American Double-Bubble Map
Page 25..Resource H: Picture Placement
Page 26..Resource I: Picture Placement Images
Page 30..Resource J: Eastern Woodland American Life Test
Page 32..Resource K: Life Test Eastern Woodland American Life Test *Answer Sheet
Page 33..Resource L: Article on Eastern Woodland Indians
Page 34..Resource M: Foldable example

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American Indian Life in the Americas
Overview:
The Grade Level Content Expectations in this unit focuses on American Indian life in the Americas for fifth grade students. Students will
study various Native American tribes in the desert Southwest, the Pacific Northwest, the Great Plains, and the Eastern Woodlands. Students
will use a variety of resources and learning strategies including: maps, thinking maps, and foldables in order to locate, differentiate, and
describe the lives of these people.
Rationale:
It is important for fifth grade students to learn about the Native American peoples because it is an important part of our countrys history. I
also think it is important for students to respect and experience cultures that could potentially be very different from their own in order to
create well-rounded individuals who have a great understating and appreciation of the Native American culture.
Introduction:
This social studies unit will allow students to learn how to use maps to locate various geographical regions of Native American peoples,
understand how where you live affects how you live, various governmental and family structures among Native American tribes, the
importance of trade, and their views on property ownership and land use. Students will work individually, in groups with discussion, and in
a variety of other ways in order to promote long lasting learning
GLCEs Covered:
5-U1.1.1 American Indian Life in the Americas: Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the
nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).
5 U1.1.2 Compare how American Indians in the Desert Southwest and the Pacific Northwest adapted to or modified the
environment.
5 U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on
property ownership and land use.

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Vocabulary Lesson:
Lessons: How will you take them where they need to go? (Step-by-Step plan)
Instructional strategies/Social constructs: How will they work?
(AND what will YOU do?)

GLCE: 5 U1.1.3 Describe Eastern Woodland American Indian life with respect to
governmental and family structures, trade, and views on property ownership and land
use.
Vocabulary words:
Hunters and gatherers
Chief
Fur trade
Lesson: How will you take them where they need to go?
Using Marzanos Six Steps for Effective Vocabulary Instruction
Instructional strategies/Social constructs: How will they work?
Cooperative activity; Collaborative work
Group work
Independent
Step 1: Provide a description, explanation, or example of the new term(s).
TW: Show students example pictures of a chief, fur trade, and hunters and gathers
(resource A).

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Resources needed: What materials and

resources will they need?
(Page #s read, graphic organizers, books,
posters, realia, etc)

Resources needed:
Resource A: Vocabulary images
Whiteboards
Dry erase markers
Pencils
Resource B: Picture it!
Vocabulary
Timer
Resource C: Vocabulary Short
Story
Resource D: Vocabulary Short
Story scoring guide

Resource A: Vocabulary images

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Step 2: Ask students to restate the description, explanation, or example in their own
words.
TW: After showing students the images of each term, ask students to describe what they
see in the images and what they think the term means to their shoulder partner
SW: view the images and explain what they think each term means with their shoulder
partner or at small groups
TW: Have students define each term using their own words on their white boards
SW: define each term using their own words on their whiteboard
TW: engage class in group discussion on how they defined their terms using their own
words. Give students formal definition of each term (see below):
Chief: A leader or ruler of a people or clan.
Fur Trade: Sale and trade of animal skins or fur.
Hunters and gatherers: Food is obtained by hunting or growing crops.
SW: ask for any clarification if needed

personal whiteboards (classroom set)

dry erase markers (classroom set)

Step 3: Ask students to construct a picture, symbol, or graphic representing the

Resource B: Picture it! Vocabulary
word(s).
worksheet
Picture it! Vocabulary:
timer
In this activity, students will be given a worksheet split into 3 different areas; one area for pencil
each vocabulary word.
TW: Hand out Picture it! Vocabulary worksheet to each student and ask students to get
out a pencil
SW: Get out a pencil and write their name at the top of the worksheet
TW: Explain to students that they will have 1 minute to draw a picture for each of the
vocabulary words. Set the timer for 1 minute.
SW: Draw a picture for each vocabulary word before the timer goes off.
TW: Engage class in 2 minute discussion about what they chose to draw.
SW: Share what they drew for each term.

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Step 4: Engage students periodically in activities that help them add to their knowledge Resource C: Vocabulary Short Story
of the terms in their notebooks.
Short story
TW: Have students create a short story (5+ sentences) that uses each of the 3 terms.
Collect each short story and grade for summative assessment.
Step 5: Periodically ask students to discuss the terms with one another.
TW: Instruct students to use the think, pair, share teaching strategy.
*Activity where students stand and mix throughout the room. The instructor then says an
vocabulary term for students to pair up and discuss.
Step 6: Involve students periodically in games that allow them to play with terms.
Vocabulary charades!
TW: Have students act out each of the terms with each other by using movements and
without using words. Split up classroom into 2 teams. Have students select one classmate
from each team to act out the word. Chose a word for each student from each team act
out by whispering it to the actor. Students will be given 1 minute per term. If their team
doesn't guess the term before time runs out, the opposing team will have a chance to
steal.
Assessment ideas:
a. How will you know theyve learned it? (Summative Students demonstrate their
learning.)
TW: collect students Vocabulary Short Stories. Grade for accuracy. (refer to scoring
guide)
b. How will you grade it?
Scoring guide

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Resource D: Vocabulary Short Story

scoring guide

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Resource A

Vocabulary pictures
CHIEF

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Resource A

Vocabulary pictures
FUR TRADE

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Resource A

Vocabulary pictures
HUNTERS AND GATHERERS

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Resource B
NAME:________________________________

PICTURE IT! VOCABULARY

CHIEF

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FUR TRADE

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HUNTERS AND GATHERERS

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Resource C
NAME:________________________________

Vocabulary Short Story

Create a short story of your choice using all 3 vocabulary words. Your short story must be at least 5 sentences long. Be creative and
have fun!

Word bank:
Chief
Fur trade
Hunters and gatherers

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Resource D
NAME:________________________________

Vocabulary Short Story Scoring Guide

3 points

All vocabulary
words are used

All vocabulary
words are used
correctly

Short story is free

of grammatical
errors

2 points

2 of the 3
vocabulary words
are used

2 vocabulary
words are used
correctly

Short story has

1-2 grammatical
errors

1 point

1 of the 3
Only 1 vocabulary Short story has
vocabulary words
words is used
3-4 grammatical
are used
correctly
errors

0 points

no vocabulary
words are used

No vocabulary
words are used
correctly

Short story has

4+ grammatical
errors

*1 extra credit point for creativity

Final score (out of 10):__________
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GLCE (coding and
wording); Verb(s)
underlined; type of
learning: Knowledge,
Skill, Reasoning, Product

5-U1.1.1 American Indian Life in the Americas: Use maps to locate peoples in the desert Southwest, the Pacific
Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern
Woodland).
Type of learning: performance/skill

Knowledge (K)

Understand (U)

DO:
Demonstration of
Learning (DOL)

Vocabulary

I Can

American Indian:
indigenous peoples of the
area that is now known as
the United States.
Territory: land with a
specified characteristic
Region: an area
Settlement: where
someone choses to live
Pacific Northwest:Region
along the Pacific coast
from British Columbia to
the top of Northern
California, has a mild
climate and an abundance
of natural resources. Tribes
include: Coast Salish,
Chinook, and Dakota
Desert Southwest:The
southwest was dry and the
Native Americans lived in
tiered homes made out of
adobe bricks. Famous
tribes here include the
Navajo Nation, the Apache,
and the Pueblo Indians.

Students will understand

that there are many
different regions that
American Indians lived in
the Americas.

Students will be given a

blank map with colorcoded regions to locate the
peoples in the desert
Southwest, the Pacific
Northwest, the Great
Plains, and the Eastern
Woodlands. Students have
to identify the colored
region and name at least 2
Native American tribes
located in that area.

American Indian
Territory
Region
Settlement
Southwest Indians
Pacific Northwest Indians
Great Plains Indians
Eastern Woodlands Indians

I can find the Desert

Southwest, the Pacific
Northwest, the Great
Plains, the Eastern
Woodlands and some of the
Native Americans that
lived in each of these
regions.

American Indian Life in the Americas

Key will include: Apache,

Navajo, Pueblo, Chippewa,
Algonquin, Iroquois,
Souix, Cheyenne, Crow,
Dakota, Chinook, and
Coast Salish

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Great Plains: One of the
largest areas and most
famous group, known for
hunting bison. They were
nomadic people who lived
in teepees and they moved
constantly following the
bison herds. Popular tribe
names: Sioux, Cheyanne,
and Crow
Eastern Woodlands:
present-day Canadas
Atlantic coast to North
Carolina and inland to the
Mississippi River valley.
Popular tribe names:
Iroquois, Chippewa, and
Algonquin.

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Lessons: How will you take them where they need to go? (Step-by-Step plan)
Instructional strategies/Social constructs: How will they work?
(AND what will YOU do?)

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Resources needed: What materials and

resources will they need?
(Page #s read, graphic organizers, books,
posters, realia, etc)

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Lessons: How will you take them where they need to go?
Resources needed:
Pens/pencils
Using gradual release
colored pencils
Anticipatory Set:
Resource E: Native American
Teacher will show students a map of the united states divided into the 4 different Native
American regions. Hand out a blank map to each of the students to be able to color code
Region Map
Indians of the Southwest by
the 4 different regions with different colors.
Modeling:
Karen Liptak

Teacher will point out the Desert Southwest, the Pacific Northwest, the Great Plains, and
Indians of the Pacific Northwest
the Eastern Woodland areas on the maps the students previously color coded.
by Karen Liptak
Indians of the Eastern Woodlands
Guided Practice:
Ask students if they know any of the states located within these areas to begin discussion
by Karen Liptak

about climate, physical characteristics, plant and animal resources, and common tribes in
Indians of the Great Plains by
each of the 4 regions.
Karen Liptak
Resource F: Native American
Independent practice:
Break students into small groups (4-5 students each) to research the climate, physical
Region Map Quiz
characteristics, plant and animal resources, and common tribes in each of the 4 regions.
Assign 1 category to each student in the groups to research the categories among the 4
different regions. (Example: 1 student from each group researches climate in the Desert
Southwest, the Pacific Northwest, the Great Plains, and the Eastern Woodland areas)
*Students can research information from excerpts out of the informational texts listed
under resources
Checking for Understanding:
After students finish their research, begin the send a spy instructional activity for
students to take notes on each of the 4 regions and the characteristics that make each of
these regions unique.
*Send A Spy: Also known as "become an expert," one student from each group will
travel to another group to get information on another topic to report back to their group.
This strategy works well if you have limited time to work with.

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Instructional strategies/Social constructs:
Cooperative activity; Collaborative work
Group work
Independent
5. Assessment ideas:
a. How will you know theyve learned it? Students will be given a blank map with color-coded regions to locate the peoples in the
desert Southwest, the Pacific Northwest, the Great Plains, and the Eastern Woodlands. Students have to identify the colored region
and name at least 2 Native American Tribes located in that area. Key will include: Apache, Navajo, Pueblo, Chippewa, Algonquin,
Iroquois, Shawnee, Cheyenne, Crow, Dakota, Chinook, and Coast Salish
b. How will you grade it? Students must correctly label each of the 4 Native American regions (Desert Southwest, Pacific Northwest,
Great Plains, and Eastern Woodlands) and must correctly identify 2 tribes that belong in each area.

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Resource E
NAME:________________________________

Native American Region Map

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Resource F
NAME:________________________________

Native American Region Map Quiz

Identify the colored region and name at least 2 Native American tribes located in each area.

Native American Regions

Desert Southwest
Pacific Northwest
Great Plains
Eastern Woodlands

Native American Tribes

Apache
Pueblo
Souix
Cheyenne
Coast Salish
Chippewa
Algonquin
Crow
Dakota
Chinook
Iroquois
Navajo
!
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GLCE (coding and
wording) and Verb
underlined

5 U1.1.2 Compare how American Indians in the Desert Southwest and the Pacific Northwest adapted to or
modified the environment.

Knowledge (K)

Understand (U)

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DO:
Demonstration of
Learning (DOL)

Vocabulary

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Desert Southwest:
Arizona, New Mexico, and
Colorado
Desert Southwest
Indians: Apache, Navajo,
Pueblo
Pacific Northwest:
Approximately 2000 miles
from northern California to
the Alaskan panhandle
Pacific Northwest
Indians: Coast Salish,
Chinook, and Dakota
Adapt: make (something)
suitable for a new use or
purpose
Modify: make partial or
minor changes to
(something), typically so as
to improve it
Environment: the
surroundings or conditions
in which a person, animal,
or plant lives
Basket weaving: the art or
activity of creating woven
baskets.
Kachina dolls: a wooden
carved doll who represents
a kachina spirit in Pueblo
ceremonial dances.
Turquoise: a semiprecious stone used to
make jewelry.
Teepee: a portable tent
made of skins, cloth, or
canvas on a frame of poles
Potlatch: gift-giving feast

Students will understand

that American Indians
needed to adapt to their
environment based on their
geographic location.

American Indian Life in the Americas

Students will be creating a

double bubble thinking
map that differentiates
between Native Americans
in the Desert Southwest
versus the Pacific
Northwest.

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Desert Southwest
Pacific Northwest
Desert Southwest Indians
Pacific Northwest Indians
Adapt
Modify
Environment
Basket weaving
Kachina dolls
Turquoise
Apache
Navajo
Pueblo
Coast Salish
Chinook
Dakota

I can compare how Native

Americans in the Desert
Southwest and the Pacific
Northwest lived differently
because of their
environment.

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Lessons: How will you take them where they need to go? (Step-by-Step plan)
Instructional strategies/Social constructs: How will they work?
(AND what will YOU do?)
Lessons: How will you take them where they need to go?
Using Gradual release
Anticipatory Set:
Teacher will introduce students to primary source documents from Art of the American
Indian Frontier by Detroit Institute of Arts
Modeling:
The teacher will read If You Lived with the Indians of the Northwest Coast by Anne
Kamma to the class.
The teacher will read Coyote and the Fire Stick By Barbara Diamond Goldin and Will
Hillenbrand
Guided Practice:
Students will work in small groups reading America 1492 by Kids Discover and follow
with a text rendering activity.
*This activity is useful for summarizing, main idea thinking, and also includes
collaborative thinking. separate the class into small groups of 3-4 students. Each group
will fold a large piece of paper into 3 sections. The top section will include a senate that
summarizes the chapter/reading/topic. The middle section includes a phrase, headline, or
slogan to represent the topic, and the bottom section will describe the topic in only one
word. Hang each group's text rendering poster on the walls and have students share with
class.
Independent practice: Have students refer to the primary source documents and have
them create an illustration of how they think the Native Americans created or used the
items displayed.
Checking for Understanding: Students will be formatively assessed by creating a
double-bubble thinking map that differentiates between Native Americans in the Desert
Southwest versus the Pacific Northwest.
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Resources needed: What materials and

resources will they need?
(Page #s read, graphic organizers, books,
posters, realia, etc)
Resources needed:
If You Lived with the Indians of the
Northwest Coast by Anne Kamma
Coyote and the Fire Stick By Barbara
Diamond Goldin and Will Hillenbrand
America 1492 by Kids Discover
Art of the American Indian Frontier by
Detroit Institute of Arts
Resource G: Native American DoubleBubble Map
pencil/pens
paper for illustrations
Resource H: Picture Placement
Resource I: Picture Placement Images

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Assessment ideas:
a. How will you know theyve learned it? Students will identify pictures representing either Pacific Northwest Indian culture or
Desert Southwest culture by placing each picture into the correct category. (Resource H)
b. How will you grade it? Students must appropriately distinguish all images correctly.

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Resource G
NAME:________________________________

Native American Double-Bubble Map

Identify the similarities and differences between the Desert Southwest Indians and Pacific Northwest Indians by creating a doublebubble thinking map. You must include at least 3 similarities connecting the two regions and 5 differences separating the two
regions.

Desert Southwest
Indians

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Pacific Northwest
Indians

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Resource H
NAME:________________________________

Picture Placement

Cut and paste each image under the correct category.

Desert Southwest Indians

Pacific Northwest Indians

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Resource I

Picture Placement Images

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GLCE (coding and
wording) and Verb
underlined

5 U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family structures,
trade, and views on property ownership and land use.

Knowledge (K)

Understand (U)

DO:
Demonstration of
Learning (DOL)

Vocabulary

I Can

Eastern Woodland: the

woodland area east of the
Mississippi River
Structure: the quality of
being organized
Eastern Woodland
Indians: Iroquois,
Chippewa, and Algonquin
Trade: the action of buying
and selling goods and
services
Property: a thing or things
belonging to someone
Ownership: right of
possession

Students will understand

that the Eastern Woodland
American Indians had
structures that organized
the way they lived.

Students will create a

foldable in which they will
separate into five different
sections to describe Eastern
Woodland American Indian
life with respect to
governmental and family
structures, trade, and views
on property ownership and
land use.

Eastern Woodland Indians

Structure
Government
Eastern Woodland
Trade
Property
Ownership

I can write about Eastern

Woodland government,
families, property, and
trade.

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Lessons: How will you take them where they need to go? (Step-by-Step plan)
Instructional strategies/Social constructs: How will they work?
(AND what will YOU do?)
Lessons: How will you take them where they need to go?
Using Gradual release
Anticipatory Set:
Ask students questions about their own family structure, foods they eat, what they do
outside.
Modeling:
Teacher will read to students the article about Eastern Woodland Indians (Resource L)
Guided Practice:
Break students into small groups to do the mix, freeze, pair instructional activity to
discuss the article.
Instructional strategy in which students are encouraged to engage in discussion about a
particular topic or idea. Students will randomly "mix" around the room until the teacher
says, "freeze!" Students will then pair up and discuss.
Independent practice:
Students will go to the website: Dr. Dirts Time Travel Machine <http://
www.texasbeyondhistory.net/kincaid/kids/timetravel.html> to investigate an interactive
Native American scene that describes governmental and family structures, trade, and
views on property ownership and land use.
Checking for Understanding:
Students will create a foldable in which they will separate into five different sections to
describe Eastern Woodland American Indian life with respect to governmental and family
structures, trade, and views on property ownership and land use. (Example: Resource M)

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Resources needed: What materials and

resources will they need?
(Page #s read, graphic organizers, books,
posters, realia, etc)
Resources needed:
Access to computers with internet
http://www.texasbeyondhistory.net/
kincaid/kids/timetravel.html
Construction paper
Glue
Markers
Pencils/pens
Resource J: Eastern Woodland American
Life Test
Resource K: Life Test Eastern Woodland
American Life Test *Answer Sheet
Resource L: Article on Eastern Woodland
Indians
Resource M: Foldable example

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Assessment ideas:
a. How will you know theyve learned it? Students will complete an an exam that tests them on Eastern Woodland American Indian
life with respect to governmental and family structures, trade, and views on property ownership and land use (Resource J).
b. How will you grade it? Answer sheet (Resource K).

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Resource J
NAME:________________________________

Eastern Woodland American Life Test

1. What is the name of the person who is at the top of the Eastern Woodland Indians class system?
______________
2. Draw an illustration of Eastern Woodland men responsibilities.

3. Draw an illustration of Eastern Woodland women responsibilities.

4. What was the main item Native Americans traded with the Europeans? ______________

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5. The three types of homes in a large Eastern Woodland town are:

1. _________________
2. _________________
3. _________________
6. Name a resource from the environment that the Eastern Woodland peoples used. _____________________

7. (From above) What did the Eastern Woodland peoples use this resource for? __________________________

8. Draw a picture of this natural resource being used below.

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Resource K

Eastern Woodland American Life Test

*Answer Sheet

1. What is the name of the person who is at the top of the Eastern Woodland Indians class system? CHIEF
2. Draw an illustration of Eastern Woodland men responsibilities. HUNTING AND GATHERING
3. Draw an illustration of Eastern Woodland women responsibilities. RAISING CHILDREN, TENDING TO
CROPS, COLLECTING FOOD
4. What was the main item Native Americans traded with the Europeans? FURS
5. The three types of homes in a large Eastern Woodland town are:
1. TIPIS (TEEPEES)
2. LONGHOUSES
3. WIGWAMS
6. Name a resource from the environment that the Eastern Woodland peoples used. RIVERS, DEER ANTLERS,
TREES, SOIL
7. (From above) What did the Eastern Woodland peoples use this resource for? RIVERS FOR FISHING, DEER
ANTLERS FOR ARROWHEADS, TREES TO MAKE HOMES, SOIL TO GROW CROPS
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Resource L

Eastern Woodland Indians

The Eastern Woodland Indians are Native Americans that inhabit the eastern part of the
United States. In some cases, this group of Indians has been known to live in northwestern
states such as Tennessee and Kentucky. The lifestyle of this tribe is similar to the life of other
Indians. Traditionally, Eastern Woodland Indians live in log homes. Since Native Americans
are hard-workers, they build their own homes from trees, bark, and grass. Some homes are
also constructed from twigs, branches, and mud-clay. Husbands and fathers are the primary
builders. Older children may assist with building, wherein fathers can train their sons.
Normally, women do not participate in building homes. However, they may assist the project
by gathering materials. Eastern Woodland Indians kill and prepare their own food. Along with
home construction, fathers also teach their sons how to hunt and fish. The typical diet
consists of animal meat such as deer, rabbit, bison, and bear. Additionally, the Indians
enjoyed a host of delicious nuts, berries, beans, and vegetables (corn and squash). Both males
and females worked in the fields. With their young children attached to their back, mothers
would plant seeds and harvest the fields. There was no need to water the fields. For this
matter, the Eastern Woodland Indians relied on water from the sky. This particular Indian
tribe spoke several different language. However, their cultural beliefs and way of life are the
same. Since the Eastern Woodland Indians reside in the forest, they have uncovered many
different uses for wood. Today, the Woodland Indians take advantage of forest wood, and it is
primarily used for houses, canoes, cooking utensils, hunting equipment, etc.
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Resource M

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Works Cited
-American Indian Heritage Foundation. (n.d.). Who Were the Eastern Woodlands Indians?. In Eastern Woodlands Indians . Retrieved April
14, 2015.
-Diamond Goldin, B., & Hillenbrand, W. (1996). Coyote and the Fire Stick: A Pacific Northwest Indian Tale. San Diego, CA: Gulliver
Books.
-Kamma, A. (2002). If You Lived With The Indians Of The Northwest Coast (Vols. 3 - 2). N.p.: Scholastic Paperbacks.
-Liptak, K. (1991). Indians of the Pacific Northwest: The First Americans. N.p.: Facts on File, Incorporated.
-Liptak, K. (1991). Indians of the Southwest: The First Americans. N.p.: Facts on File, Incorporated.
-Liptak, K. (1991). Indians of the Eastern Woodlands: The First Americans. N.p.: Facts on File, Incorporated.
-Liptak, K. (1991). Indians of the Great Plains: The First Americans. N.p.: Facts on File, Incorporated.
-Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teachers Manual. Alexandria, VA: Association for Supervision
and Curriculum Development
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American Indian Life in the Americas

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Keller, Section 01