THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

Unit 4: Five-Day Thematic Lesson Plan: Early California Indian Tribes Lara Landry National University

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES 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.

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES Subject: Lesson: Content Standard: 4th Grade History Early California Indian Tribes 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

Instructional Activities: Students and teacher read and discuss the Miwok legend Two Bear Cubs, which tells of the formation of El Capitan- a wellknown landform in California's Yosemite Valley. After discussion 4.2 1. Discuss the major of the legend, students learn about nations of California Indians, the first Californians. The students including their geographic are divided into four groups and distribution, economic are each assigned a different activities, legends, and religious section of the next lesson of the Social Studies/ History beliefs; and describe how they text. The sections are; A Long depended on, adapted to, and Time Ago, A New Way of Life, modified the physical The California Indians, and environment by cultivation of Learning from the Past. The land and use of sea resources. 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. 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 24, 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.

Content Area:

Standard (Learner Outcomes):

Visual and Performing Arts

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

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 Instructional Activities: Review with the class the different regions of California, then read 4.2 1. Discuss the major about and discuss the Indians that nations of California Indians, live in the northern coastal region. including their geographic Discuss how this region was home distribution, economic to many groups of Indians, activities, legends, and religious including the Yoruk, Karuk, Hupa Social Studies/ History beliefs; and describe how they and Wiyot. Discuss how each depended on, adapted to, and group developed its own culture, modified the physical but because they shared a similar environment by cultivation of environment, their cultures were land and use of sea resources. alike in many ways. After reading the lesson, have the students list the various resources available to Content Area: Standard (Learner Outcomes):

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

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

Visual and Performing Arts

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

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.

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. 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

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

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.

Wednesday Instructional Activities: Discuss the second region of California Indians; the southern coastal region. Discuss with the students that these Indians lived on 4.2 1. Discuss the major islands, along the coast and in nations of California Indians, inland valleys. Discuss how these including their geographic Indians relied on sea resources as distribution, economic well as on land resources, and how activities, legends, and religious some groups managed the land Social Studies/ History beliefs; and describe how they through the controlled burning of depended on, adapted to, and brush. Explain that the Indians of modified the physical the southern Coastal Region relied environment by cultivation of on boats to conduct trade. land and use of sea resources. Compare the differences between the northern and southern Coastal Regions; the southern coastal region has fewer rivers and no giant redwoods or cedars. Content Area: Standard (Learner Outcomes):

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

Visual and Performing Arts

1.2 Identify a characters objectives and motivations to explain that characters 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 23, 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. 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.

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.

Thursday Instructional Activities: The Indians in the Central Valley and Mountain are discussed. The teacher discusses the prominent 4.2 1. Discuss the major tribes on this area; the Achumawi, nations of California Indians, Maidu, Miwok, Nisenan and the including their geographic Yokuts. Discuss with the students distribution, economic the games Indians, in this region in activities, legends, and religious particular, played. Discuss with Social Studies/ History beliefs; and describe how they them the hoop in pole game and depended on, adapted to, and how this game helped children modified the physical develop the skills to be better environment by cultivation of hunters. Discuss with the students land and use of sea resources. the division of labor and how there were different roles for men, women and children. Each Content Area: Standard (Learner Outcomes):

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES specialized in their role and responsibility.

Visual and Performing Arts

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

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. Hoop and Pole Game: A Miwok game where one player 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.

Physical Education

1.7 Throw overhand at increasingly smaller targets, using proper follow-through.

Friday Content Area: Standard (Learner Outcomes): Instructional Activities:

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

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 4.2 1. Discuss the major villages in canyons, near spring or nations of California Indians, streams and they travelled far including their geographic distances to gather food. Discuss distribution, economic how the Indians of the desert activities, legends, and religious region made clay pots for cooking Social Studies/ History beliefs; and describe how they and storing water. Discuss the depended on, adapted to, and difference between the Cahuilla modified the physical and the Mojave Indians' way of environment by cultivation of life. Have the students make a list land and use of sea resources. 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.

Visual and Performing Arts

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

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

Physical Education

Meeting Your Basic Needs: Explain to importance of water 4.5 Explain why the body needs and food to the human body. Refer water before, during, and after to the Cahuilla Indians who physical activity. traveled far distances to gather 4.6 Explain why the body uses acorns for their people. Discuss a higher percentage of how far the Cahuilla Indians carbohydrates for fuel during would travel, and for what high- intensity physical activity purposes. Discuss the need to and a higher percentage of fat gather food for winter months and for fuel during low-intensity the amount of calories needed to physical activity. sustain ones health. Discuss how the desert Indians had to plan for long periods of time without water,

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

10

and the necessity to stock up food for long periods. Discuss how long humans can go without water and food. Discuss sustainability.

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES Rubric Criteria & Grading Students write and perform a legend that offers explanation of a natural event. Poor Effort 1 Point The legend does not explain a natural event. It uses poor narrative techniques. It has many errors. Good Effort 2 Points The legend partiallyadequately explains a natural event. It has fair narrative techniques. It has some errors. Excellent Effort 3 Points The legend composed clearly explains a natural event. The legend uses effective narrative techniques. It has very few or no errors. 3 Points Student followed directions completely. The illustrations are accurate and the students gives excellent effort. 3 Points The roles of the different Indian tribes are portrayed clearly. All the information presented is accurate. The student has excellent volume and pacing when speaking to the class. Totals /3

11

Students create a 1 Point visual drawing Student depicting the followed nonedifferent types of some of the home structures directions. The each group in the illustrations are northern Coastal not adequate. Region Minimal effort. constructed. Groups of 2-3 1 Point students are to The roles of the present the different Indian resources tribes are not available to their portrayed tribe. The clearly. Much students share of the with the class the information is materials they inaccurate. The would have to volume and trade with one pacing is poor another. in the presentation.

2 Points Student followed directions somewhat adequately. The illustrations are somewhat adequate. Fairadequate effort. 2 Points The 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 fair.

/3

/3

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES Students draw an 1 Point outline map of The map is California, label inaccurate. The the location of pictures are the Miwok and unclear and the Yokut tribes there are in the Central minimal or no Valley and notes. There are Mountain region, many errors. and provide notes and pictures of resources used. Students create a 1 Point mural that shows Student does the differences in not use figures the way of life of and colors in the desert tribes, the mural. It the Cahuilla and does not depict the Mojave the ay of life. Indians. Few if any details are included. 2 Points The map is mostly accurate. The pictures and notes are somewhat unclear. There are some errors. 3 Points The map is accurate. The tribes' locations are colored and labeled correctly. The pictures and notes are detailed and accurate. There are no errors. 3 Points Figures and colors are used effectively. The ways of life are depicted accurately. Many details are included. /3

12

2 Points Figures and colors are used marginally. Ways of life are depicted only partially. Only a few details are included.

/16 total

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES Assessment Assessments are a critical aspect to teaching. A teacher must be able to assess their

13

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

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES

14

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.

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES Final Draft

15

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.

THEMATIC LESSON PLAN: EARLY CALIFORNIA INDIAN TRIBES References

16

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.