Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados

STAGE 1 – DESIRED RESULTS

Unit Title: Native Americans – Community Interdependence

Established Goals:
3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
1. Describe national identities, religious beliefs, customs, and various folklore traditions.
2. Discuss the ways in which physical geography, including climate, influenced how the local
Indian nations adapted to their natural environment (e.g., how they obtained food, clothing,
tools).
3. Describe the economy and systems of government, particularly those with tribal constitutions,
and their relationship to federal and state governments.

Understandings: Students will understand that… Essential Questions (2-5 max):

 Members of a community have  How does geography shape a community?
different roles that are interconnected  What makes a community successful?
 Every role is essential for the success
of a community.

Knowledge: Skills:
Students will know: Students will be able to:
 how decisions were made in Native  discuss the roles of members in their
American tribes community
 the roles of members of the Native  map the major Native American tribes of
American communities in California California
 how geography influenced the way
Native American tribes lived in
California
 where the main indigenous tribes of
California lived

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks (Think about G. R. A. S. P. S.):
Goal:
Your goal is for you and your group to create a
museum exhibit of either the Hupa, Chumash,
Other Evidence (e.g., texts, quizzes, prompts, work
samples, observations, self-assessments, reflections):
Hupa government map
 California Map Quiz: Label the four
major CA regions and where the Hupa,

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados

Miwok, Yuma and Cahuilla Native American Chumash, Miwok, Yuma, and Cahuilla
Tribe. tribes lived.
 Double Bubble Thinking Map: Compare
Role: the roles/ occupations of members of your
You are a museum coordinator at the community and roles/occupations of
Smithsonian’s American Indian Museum. members of Native American tribes.
 Quick Write: What makes your classroom
Audience: community successful?
The audience is the Smithsonian’s American  Observation and Reflection: Now that
Indian Museum visitors and the school you have learned that the economy of
community. Native American tribes was based on
bartering you will participate in a
Situation: simulation in which you will barter with
You have been asked by your boss at the your peers to obtain all the items in the list
Smithsonian’s American Indian Museum to create you were given.
a museum exhibit on how the Hupa, Chumash, o Reflection: Did you find bartering
Miwok, Yuma, or Cahuilla Native American tribe to be easy or hard? Why? Did you
lived. like to barter to obtain your items?
Would you prefer for our current
Product, Performance, and Purpose: society to barter like Native
American tribes did or continue
You will create an exhibit of the Hupa, Chumash, using paper money?
Miwok, Yuma, or Cahuilla Native American tribe  Cause and Effect Chart: What effect did
that will include written descriptions, visuals, and the following laws passed by the state of
other relics that will help the museum visitors California and U.S. government have on
learn about the lifestyle of these Northern Native Americans and their tribes?
California tribes. Before your exhibit is shipped *The following are the laws and
off to the Smithsonian’s American Indian Museum ordinances that are included in the
in Washington D.C. it will be displayed in the assignment:
school’s auditorium for your parents, other grade o 1790 Naturalization Act: Denies
levels, members of the school and the community Native American U.S.
can view it, and you will have the opportunity to citizenship
discuss what you have learned. o 1830 Indian Removal Act
o Indian Civil Rights Act of 1968
Standard and Criteria for Success:
Your exhibit needs to include written descriptions
with information on the following topics:
 a map which includes the tribe’s location
(does not need written description)
 the region your tribe lived in
o describe the landscape and climate
o list the natural resources available
o list the animals that live in the
region

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados

 the food the indigenous people of your

tribe ate
 of the housing style of your tribe
 the different tasks and jobs of the members
of the tribe
o described how they worked
together
 description of your tribe's clothing
 the tools your tribe used
 an example of a folklore tale of your tribe
 your tribe’s customs
 how decisions were made in your tribe (did
they have a leader or council)
 Relics (images and items) must be included
when appropriate
*the teacher will assign a Native American tribe to
each group
Key Criteria (e.g., rubric for Performance Task):

*See attachment.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

 California Map (Worksheet)
 Jigsaw
 Name the Region (Worksheet)
 Exploring Maps Activity
 CA Map Quiz
 KWL Chart
 Read - “The Very First Americans”
 Guided Reading Questions
 Physical Geography of the Chumash Tribe (Worksheet)
 Prediction Chart (Posters)-
 Using Primary, Secondary, Fiction Sources –
 KWL Chart Reflection
 Revisit Physical Geography of the Chumash Tribe (Worksheet)
 Class Discussion: How does geography shape a community?
 Double Bubble Map: Compare and Contrast roles/occupations
 Quick Write: Reflection of roles/occupations compare and contrast
 Gallery Walk: Native American Art Work
 Organic Shaped Clay Sculpture
 Work Receipt
 Bartering Simulation

3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados

 Bartering Reflection
 Cause and Effect Chart (Worksheet)
 Performance Task

Stage 3--
Learning
Matrix

Monday Wednesday Friday

California Map
(Worksheet) – This
activity will be completed
as a class and with the
guidance of the teacher.
Students will label the 4
California regions (desert,
coast, mountains, and
central valley) with
appropriate symbols.
Jigsaw – This activity will
be completed in small
groups. Each group will
research a region assigned
by the teacher. After the
students become experts in
Week 1 their region they will be CA Map Quiz –
placed into new groups; Students will label the four
these groups will be major CA regions.
composed of members who
belonged to different region
research groups. They will
then share their expertise
with one another.
Name the Region
(Worksheet) – This is a
worksheet that students will
complete individually. They
will be asked to identify the
CA regions based on
characteristics they are
given. They will also have
Exploring maps activity-
This activity will be done in
small groups, however,
initially, it will be done as a
class. Through this activity,
the students will explore
various maps from the
California Geographic
Alliance atlas pages. At the
end will be able to read and
use a map to obtain
information. There will be
different stations set up
around the classroom that
the students will complete
in their groups.
KWL Chart –
Students will complete this
activity individually. They
will write what they know of
Native Americans and their
lifestyle before the Spaniard
colonization of California
and what they wonder about
Native Americans and their
lifestyles. By using this
chart, students will assess
their learning progress
throughout the unit.
Read “The Very First
Americans” – This book
will be read to the class by
the teacher.
Guided Reading
Questions – As the story is
read by the teacher the
students will answer a set of
questions that are based on
the story. Students will
respond to the questions
with quick drawings.

4
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies
to add a feature for each
region.
Physical Geography of the
Chumash Tribe
(Worksheet)- This activity
will be completed as a class
using the following
California Geographic
Alliance maps:
- Native American
Tribes of 1770
- Annual precipitation
- Minimum January
Temperatures
- Maximum July
Temperatures
- Water Resource
- Physical Geography
- Physiographic
Regions
the students will describe
the region where the
Week 2 Chumash lived.
Prediction Chart
(Posters)- In small groups,
students will complete a
prediction chart based on
their findings of the
previous assignment. For
example, they will predict
the types of homes the
Chumash lived in and
justify their predictions.
KWL Chart - Students
will add to the “I wonder”
and “I know” portion of
KWL chart.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Grade: 3rd Designer: Selene Granados
Using Primary, Revisit Physical
Secondary, Fiction Geography of the
Sources - Chumash Tribe
Students will use primary, (Worksheet)- The students
secondary, and fiction will complete the accuracy
sources to find information portion of the chart they
about the Chumash. As they began at the beginning of
find the information, they the week. This portion asks
will fill a “Data Retrieval the students to reflect on
Chart” that has the what they predicted and
categories: fiction, what they learned and if
textbook, and primary they were accurate or not.
source (columns) and Students are assessing their
region/ natural knowledge on the topic.
environment, homes,
clothing, tools, household Class Discussion:
items and weapons, and Students will discuss how
religion, customs, and geography influences their
traditions (rows). community. The teacher
will write their responses on
Secondary Source: Social the board. Then students
Studies Textbook will discuss how geography
influenced the Native
Fiction: American communities.
Rainbow Bridge After the discussion,
students will be divided into
Primary Source: Classroom small groups and complete
Gallery with images and a double bubble map
documents comparing and contrasting
the influence of geography
KWL Chart - Students on their community and the
will add to the “I wonder” Native American
and “I know” portion of communities.
KWL chart.
Reflection – Students will
reflect on their knowledge
using the KWL Chart. (This
assignment is part of their
continuous self-
assessment).
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Design Topic: Community Interdependence Subject(s): Social Studies Grade: 3rd Designer: Selene Granados

Reflection - Student will Gallery Walk: Students Organic Shaped Clay

reflect on their tasks at will participate in a short Sculpture:
home, school, clubs, and gallery walk where they The students will paint their
community as a class. will learn about Native sculpture.
American art such as:
Double Bubble Map (Part Native American Mandalas Work Receipt – The
1) – Dreamcatchers students will reflect on the
The students will write the Pottery work they completed, what
roles/occupations of Basket Weaving they learned, how they felt,
members of their the connections they made,
community. Organic Shaped Clay and how they might do
Sculpture: something different if they
Close- Reading: The Students will do an are given the opportunity.
students will read the organically shaped clay This worksheet is a great
following articles using the sculpture similar to that of way for students to self-
“Ducksters Education” the Native Americans. evaluate themselves.
website (a kid-friendly
website): *Students who are done
Roles of Women and Men early can either do a
Social Structure mandala or a dream catcher.
Life as a Child

Week 3 Double Bubble Map (Part

2)–
Students will write the
roles/occupations of the
Native American people.

Then students will compare

and contrast the
roles/occupations of
members of the Native
American tribes and their
communities.

Quick Write - Students

will reflect on the
similarities and differences
between the
roles/occupation of
members of their
community and members of
the Native American
communities.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Community Interdependence Subject(s): Social Studies
Bartering Simulation -
This activity will be done as
a class. Students will
participate in a simulation
in which they will barter
with their peers to obtain all
the items in a list that they
will be given. This activity
is based on the Native
American bartering system.
Bartering Reflection-
Week 4
Students will complete the
following reflection: Did
you find bartering to be
easy or hard? Why? Did
you like to barter to obtain
your items? Would you
prefer for our current
society to barter like Native
American tribes did or
continue using paper
money?
Performance Task-
Students will begin
researching the Native
American tribe they were
Week 5 assigned.
The group must complete a
data retrieval chart similar
to the one done in “week
2.”
Performance Task
Students need to type their
written descriptions.
Week 6
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Grade: 3rd
Cause and Effect Chart
(Worksheet) – This
activity will be done as a
class. The students will
analyze the effect that
different laws passed by the
state of California and U.S.
government had on Native
Americans.
The laws and ordinances
included but not limited to
in the assignment are:
-1790 Naturalization Act:
Denies Native American
U.S. citizenship
-1830 Indian Removal Act
-Indian Civil Rights Act of
1968
Performance Task -
Students will continue
researching their Native
American.
The group must continue
filling out the data retrieval
chart.
Performance Task
Students should assemble
their museum display.
Designer: Selene Granados
Performance Task –
Students will be introduced
to the Performance Task
and will be assigned a
group and a Native
American tribe.
Physical Geography of
Tribe (Worksheet) – They
will complete this
worksheet as a group.
*This activity was done in
“week 2” of the unit, so
students can refer to it if
necessary.
Performance Task –
Students must finish the
data retrieval chart and
begin the written
description component of
the performance task using
the information they
gathered.
Performance Task –
Gallery Walk – Students
will have the opportunity to
view their peers’ exhibits
and learn about other
California Native American
tribes.
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