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Project GLADHemet Unified School District

CALIFORNIA NATIVE AMERICANS(Level 4)

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I. UNIT THEME: Native Americans of California had a diversity of culture based on: region and natural resources. This in turn affected the social, political, and economic lives they led.

II. FOCUS/MOTIVATION: observation charts inquiry charts Big Books Poetry chants Awards Research center

II. CLOSURE/ASSESSMENT: assessment of learning logs process charts conference – portfolios Expository writing – compare/contrast with a teacher made

rubric Teacher/student made quizzes

III. CONCEPTS: The diverse lives of the early Californian Native Americans were shaped by their location and natural resources that were available.

IV. ORAL LANGUAGE/READING/WRITING SKILLS ELA AND ELD

Reading:1.0 Word Analysis, Fluency and Systematic

Vocabulary DevelopmentWord Recognition

Native Americans California Level 4 CA 1Hemet School District - Project G.L.A.D (08/07 JB)

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1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.

Vocabulary and Concept Development1.2 Apply knowledge of word origins, derivations,

synonyms, antonyms, and idioms to determine the meaning of words and phrases.

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words.

2.0 Students read and understand grade-level Appropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials

2.1 Identify structural patterns found in informational text.Comprehension and Analysis of Grade-Level

Appropriate Text2.2 Use appropriate strategies when reading for different purposes2.3 Make and confirm predictions about text itself

by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic

sentences, important words, and foreshadowing clues.

2.4 Evaluate new information and hypotheses by testing

them against known information and ideas.2.5 Compare and contrast information on the same

topic after reading several passages or articles.3.0 Literary Responses and Analysis: Narrative Analysis of Grade-level

Appropriate Text

3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.


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3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for the character’s actions. 3.5 Define figurative language and identify its use in literary works.

Writing:1.0 Writing Strategies

Organization and Focus1.2 Create multiple-paragraph compositions1.3 Use traditional structures for conveying

informationResearch and Technology1.5 Quote or paraphrase information sources, citing them appropriately.1.6 Locate information in reference texts by using

organizational features1.7 Use various reference materials as an aid to

writing.1.8 Understand the organization of almanacs,

newspaper, and periodicals and how to use those printed materials.

Evaluation and Revision1.10 Edit and revise selected drafts to improve

coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and TheirCharacteristics)

2.1 Write narratives.2.3 Write information reports2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.


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Written and Oral English Language Conventions:1.0 Written and Oral English Language

ConventionsSentence Structure

1.1 Use simple and compound sentences in writing and

speaking. 1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Grammar1.3 Identify and use regular and irregular verbs,

adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation1.4 Use of parentheses, commas in direct

quotations, and and apostrophes in the possessive case of nouns and in contractions.

1.5 Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization1.6 Capitalize names of magazines, newspapers,

works of art, musical compositions, organizations, and

the first word in quotations when appropriate.Spelling1.7 Spell correctly roots, inflections, suffixes and

prefixes, and syllable constructions.

Listening and Speaking:1.0 Listening and Speaking Strategies

Comprehension1.1 Ask thoughtful questions and respond to

relevant questions with appropriate elaboration in oral setting.

1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

1.3 Identify how language usage reflect regions and culture.


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1.4 Give precise directions and instructions.Organization and Delivery of Oral

Communication 1.6 Use traditional structures to convey information.

1.7 Emphasize points in a way that help the listener or viewer to follow important ideas and concepts.

1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.

1,9 Use volume, pitch, phrasing, pace, modulation, and

gestures appropriately to enhance meaning.2.0 Speaking Applications (Genres and their Characteristics)

2.1 Make narrative presentations.2.2 Make informational presentations.2.4 Recite brief poems, soliloquies, or dramatic

dialogues using clear diction, tempo, volume, and phrasing.

Listening and Speaking (Grades 3-5 ELD California Standards)

ComprehensionB: Speak with few words/sentences

Answer simple questions with one/two word

responseRetell familiar stories/participates in

shortconversations/using gestures

EI: Ask/answer questions using phrasessimple sentencesRestates/execute multi step oraldirections

I: Ask/answer questions using supportelementsIdentify key details from stories andinformation

EA: Identify main points/support details from content areas

A: Identify main points/support detailsfrom stories and subject areas


Respond to and use idiomatic expressions

Appropriately


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Comprehension, Organization, and Delivery of Oral

CommunicationB: Uses common social greetingsEI: Identify main points of simple

conversation/stories (read aloud)Communicates basic needsRecites rhymes/songs/simple stories

I: Speak with Standard English grammaticalforms/soundsParticipates in social conversations by

askinganswering questionsRetells stories/share school activities

using vocabulary, descriptive

words/paraphrasing

EA: Retells stories including characters, setting,

plot, summary, analysisUse Standard English grammatical formssounds/intonation/pitchInitiate social conversations by asking

and answering, questions/restates and

solicitinginformationAppropriate speaking based on purpose, audience, subject matterAsk/answer instructional questionsUse figurative language and idiomatic expressions

A: Question/restate/paraphrase in socialconversationsSpeak/write based on purpose, audience,

andsubject matterIdentify main idea, point of view, and factfiction in broadcast and print mediaUse Standard English grammatical formssounds/intonation/pitch


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Reading – Word AnalysisConcepts about Print, Phonemic Awareness,Decoding, and Word Recognition

B: Recognize familiar phonemesRecognize sound/symbol relationshipin own writing

EI: Read orally recognizing/producing phonemes

not in primary languageRecognize morphemes in phrases/simple Sentences

I: Read aloud with correct pronunciation of most phonemesUse common morphemes in oral andSilent reading

EA: Use knowledge of morphemes to derivemeaning from literature/texts in content areas

A: Use root and affixes to derive meaningReading – Fluency and Systematic VocabularyDevelopmentVocabulary and Concept Development

B: Read aloud simple words in stories/games

Respond to social and academicinteractions (simple questions/answers)Demonstrate comprehension of simple vocabulary with actionRetell simple stories with drawings,words, phrasesUses phrases/single word to

communicatebasic needs

EI: Use content vocabulary in discussion/reading

Read simple vocabulary, phrases, and sentences independentlyUses morphemes, phonics, syntax, to

decode and comprehend wordsRecognize and correct grammar, usage,

wordchoice in speaking or reading aloud


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Read own narrative and expository textaloud with pacing, intonation, expression

I: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar

words in textsRecognize and correct grammar, usage,

wordchoice in speaking or reading aloudRead grade level narrative/expository

textaloud with pacing, intonation, expression Use content vocabulary in discussions/readingRecognize common roots and affixes

EA: Uses morphemes, phonics, syntax, to decode

and comprehend wordsRecognize multiple meaning words in

content literature and textsUse common roots and affixesUse standard dictionary to find meaningRecognize analogies and metaphors in content literature and textsUse skills/knowledge to achieve

independentreadingUse idioms in discussion and readingRead complex narrative and expositorytexts aloud with pacing, intonation,expression

A: Apply common roots and affixes knowledge

to vocabularyRecognize multiple meaning wordsApply academic and social vocabularyto achieve independent readingUse idioms analogies, and metaphors in discussion and readingUse standard dictionary to find meaningRead complex narrative and expositorytexts aloud with pacing, intonation,expression


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Reading ComprehensionB: Answer fact questions using one/two

wordresponseConnect simple text read aloud to

personalexperienceUnderstand and follow one-step

directionsSequence events from stories read aloudusing key words/phrasesIdentify main idea using key

words/phrasesIdentify text features: title/table of content/chapter heading

EI: Use simple sentences to give details fromsimple stories Connect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simplesentencesRead and identify main ideas to drawinferenceIdentify text features: title/table of content/chapter headingIdentify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions

about written text Read text features: titles, table of

content,headings, diagrams, charts, glossaries,indexesIdentify main idea to make predictions

and support detailsOrally describe connections between textand personal experiencesFollow multi-step directions for classroom activitiesIdentify examples of fact/opinion and cause/effect in literature/content texts


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EA: Give main idea with supporting detail from

grade level textGenerate and respond to text-relatedcomprehension questionsDescribe relationship between text andpersonal experienceIdentify function of text features: formatdiagrams/charts/glossaryDraw conclusions and make inferencesusing text resourcesFind examples of fact, opinion, inference,and cause/effect in textIdentify organizational patterns in text:sequence, chronology

A: Make inferences/generalizations, drawConculsions from grade level text

resourcesDescribe main ideas with support detailFrom textIdentify patterns in text:

compare/contrastSequence/cause/effect

Writing Strategies and ApplicationsPenmanship, Organization, and Focus

B: Write alphabetLabel key parts of common objectsCreate simple sentences/phrasesWrite brief narratives/stories usingFew standard grammatical forms

EI: Write narratives that include settingand characterRespond to literature using simple sentences, drawings, lists, chartsWrite paragraphs of at least four sentencesWrite words/simple sentences in content areaWrite friendly letterProduce independent writing


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I: Narrate sequence of eventsProduce independent writingUse variety of genres in writingCreate paragraph developing central idea using grammaticalformUse complex vocabulary and sentencesin all content areasWrite a letter with detailed sentences

EA: Write detailed summary of storyArrange compositions with organizationalpatternsIndependently write responses to literatureUse complex vocabulary and sentencesin all content areasWrite a persuasive letter with relevant evidenceWrite a multi-paragraph narrative and expository for content areas

A: Write short narrative for all content areasWrite a persuasive compositionWrite narratives that describe setting, character, objects, eventsWrite a multi-paragraph narrative and expository compositionIndependently use all steps of writing process

Writing ConventionsB: Begin own name and sentences with a

capital letterEI: Begin proper nouns and sentences

with a capital letterUse period at end of sentence/usesome commasEdit for basic conventions


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I: Produce independent writingUse standard word order

EA: Produce independent writing with correctcapitals, punctuation, spellingUse standard word orderEdit for basic conventions

A: Use complete sentences and correctorderUse correct parts of speechEdit for punctuation, capitalizationspellingProduce writing with command ofstandard conventions

Reading Literary response and AnalysisNarative Analysis of Grade Level Appropriate

TextB: One/two word oral responses to factual

comprehension questionsWord/phrase oral response identifyingcharacters and settingDistinguish between fiction/non-fictionIdentify fairy tales, folk tale, myth,legend using lists, charts, tables

EI: Orally answer factual question usingsimple sentencesOrally identify main event in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama,short storyOrally describe character of a selection

I: Paraphrase responses to text using expanded vocabularyApply knowledge of language to derivemeaning from text


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EA: Describe figurative language (simile, metaphor, personification)Distinguish literary connotationsfrom culture to cultureIdentify motives of charactersDescribe themes stated directlyIdentify speaker/narrator in textIdentify main problem of plot and howit is resolvedRecognize first and third person inliterary text

A: Describe characteristics of poetry, drama, fiction/non-fictionEvaluate author’s use of techniques to influence the readerDescribe directly stated and impliedthemesCompare/contrast motives of charactersin work of fiction.

VI. SOCIAL STUDIES STANDARDS – Grade 4

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g. water, landforms, vegetation, climate) affect human activity.

5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.


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4.2 Students describe the social, political, cultural, and economic life and interactions among people of

California from the pre-Columbian societies to the Spanish

missionand Mexican rancho periods.

2. 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 the use of sea resources.

VII. SCIENCE STANDARDS – Grade 4

Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations. Students will:

c. Formulate and justify predictions based on cause-and-effect relationships

VIII. VOCABULARYhead dress pottery celebrations

acorngames trade dance

traptraditions rock painting net dyehunting gathering tomol toolsdeer skin salmon harvest

tulesettlements religion basket Pomo

reservations shaman irrigationregion

sweat house tattoo shelter

loyalty ceremonies culturesasphalt ominous ancestors


artifacts archaeology resourcesdiversity loin cloth elevationgranaries physician ChumashCahuilla Yokutes Shasta


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IX. RESOURCES AND MATERIALS – Teacher* National Geographic

* May 2004, “Great Plains”* September 2004, “American Indians”* June 1994, “Pow Wow”* July 1990, “Salmon”

* Open Court Reading, 2002* Adventures in Time and Place, McGraw-Hill, 2000

RESOURCES AND MATERIALS – Fiction* Girl Who Loved Wild Horses, Paul Goble* Rainbow Bridge, Audrey Wood and Robert Florczak* The Sugar Bear Story, Ernestine Ygnacio-Desoto/Mary

Yee* The Legend of the Indian Paintbrush, Tomie dePaola* The Legend of the Bluebonnet, Tomie dePaola* The Rough Face Girl, Rafe Martin

RESOURCES AND MATERIALS – Non-fiction* The Chumash (New True Book), Jill Duvall* California Indian Fact Cards, Toucan Valley Publication,

1996* Tribes of Native America – Chumash, Marla Felkins Ryan* Indians (New True Book), Children’s Press, 1982

TECHNOLOGY* Google advanced search


Project GLADCalifornia Native Americans

Level 4UNIT PLANNING PAGES

I. FOCUS/MOTIVATION* Cognitive Content Dictionary with Signal Word* Big Book* Observation Charts* Inquiry Charts* Realia* Awards* Personal interaction

II. INPUT* pictorial – Life of Chumash* Narrative – Rainbow Bridge* Graphic Organizer – Four region of California* Read aloud* United States map

III. GUIDED ORAL PRACTICE* T-graph/team points* Picture files – observe, classify, categorize, label – why?* Poetry

- Chumash here/there - I know a Native American - Chumash Sound-off - Regions- Yes Ma’am- BUGALOO

* Sentence Patterning chart (Farmer-in-the-Dell)* Expert groups – Chumash* Team Tasks* Process grid* Personal interactions* Oral book sharing


PLANNING PAGEPage 2

IV. READING/WRITINGA. TOTAL CLASS

* coop strip with responding, revising, and editing* Poetry Frame and Flip Chant* Narrative – Story Map

B. FLEXIBLE GROUP* Team tasks

- Mind Map -Process Grid - picture- Personal CCD - Flip Chant - labeling of

charts- Strip Book - Poem- Narrative - Expository Paragraph

* ELD Review* Ear to Ear Reading* Flexible Reading Groups (leveled)/SQ3R* Focused Reading* Big Books* Expert Groups

C. INDIVIDUAL* Learning Logs* Journals* Personal Response* All team tasks taken to individual tasks

D. READING/WRITING WORKSHOP* Mini Lesson* Write* Author’s Chair* Conference


PLANNING PAGEPage 3

V. CLOSURE/EVALUATION/ASSESSMENT* Portfolio Assessment: Teacher and self-assessment* Assessment of skills in Group Frames and Learning Logs* Assessment of personal Process Grid* Team Exploration

- Teacher/Student Rubric* Teacher and student made quizzes


Project GLADHemet Unified School DistrictNative Americans of California

(Level 4)SAMPLE DAILY LESSON PLAN

Day 1:

FOCUS/MOTIVATION Scientist Awards – standards Cognitive Content Dictionary with Signal Word Observation Charts Inquiry Chart – “What do you know about California Native

Americans?” “What do you wonder about California Native Americans?”

Big Book (California Regions) Portfolios

INPUT Graphic Organizer – Map of the United States

o 10/2 Discussiono Learning Logso ELD review of Map of United States

Pictorial Input Chart – California Regionso Personal Interactiono 10/2 discussiono Learning Logo ELD Review

GUIDED ORAL PRACTICE Chants – T-graph – Team points Picture File

o Free Explorationo Classify/Categorizeo Exploration Report

INPUT Narrative Input Chart

o ELD reviewo Learning Log


SAMPLE DAILY LESSON PLANPage 2

READING/WRITING Writers Workshop

o Mini-lessono Writeo Author’s Chair

CLOSURE Process Charts Interactive Journals Home/School Connection – “Why did your family settle in

California?”

Day 2:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home School Connection Review with word cards – Graphic Organizer (Map of the United

States) Review with word cards – Input Chart (Regions Of California) Big Book (Chumash) Narrative Input – review with Word Cards and Conversation

Bubbles

INPUT Pictorial Input Chart – Chumash Native Americans – 10/2

o Personal Interactiono Learning Logso ELD review

GUIDED ORAL PRACTICE Chant

o “Bugaloo”



READING/WRITING Flex Groups – Pull 2 Expert Groups Team Tasks Writer’s Workshop

o Mini-lessono Writeo Author’s chair

CLOSURE Process Charts Journals Home/School Connection – “What games do you play at home?”

Day 3:FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Process Home/School Connection Review input with Word Cards (Chumash Pictorial)

INPUT Listen and Sketch

GUIDED ORAL PRACTICE Chant

o “Here/There” Sentence Patterning Chart

o Reading Gameo Trading Gameo Flip Chant

READING/WRITING Flex Groups – experts

o Team Tasks

GUIDED ORAL PRACTICE Mind Map of Chumash Process Grid



READING/WRITING Cooperative strip paragraph

o Respondo Reviseo Edit

Interactive Journals

CLOSURE Process Chants – highlight and sketch Home School connection – Compare and Contrast

Day 4:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home-School Connection Story Map with Narrative Input

GUIDED ORAL PRACTICE Strip Book – Native Americans were…., Native Americans were

not…

READING/WRITING Flexible Group Reading

o Clunkers and links – At or above grade level studentso Group Frame/ELD Story Retell

Team Tasks Writer’s Workshop




Day 5

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal word. Chants/Poetry Process Home/School Connection

READING/WRITING Flexible Reading Groups

o Cooperative Strip Paragraph with Struggling Readerso Team Taskso Team Presentations and Oral Evaluation

Found Poetry Writer’s Workshop


Ear to ear reading with Poetry Booklet Focused reading with personal Cognitive Content Dictionary

CLOSURE Where’s My Answer? Teacher/Student made quizzes. Expository Writing – Compare/contrast Native Americans from

different regions with Rubric. Process Charts – Inquiry Chart Process Week – “What did you learn?” “What helped you learn?”


Super Scientist Awards

**Add picture to match definition**

ACORN – Major food source of all California Native Americans

TOMAL – Chumash canoe used for travel and fishing

TULE REED - A natural resource used for shelter and clothing.

SWORDFISH – An important ceremonial symbol

CALIFORNIA REGIONS – Mountain, Coastal, Desert, Central Valley


Just Thought You Might Like To Know

By: T. YoditesL. Hollenkamp

N. Ruddell


I just thought you might like to know…..

Archaeologists believe that the first people of North America came from Asia over 40,000 years ago. Tools unearthed in California have led archaeologists to believe that people have lived in California for at least 12,000 years.

I just thought you might like to know.



There are four geographical regions in California: the Mountains, Coast, Desert, and the Central Valley. In these regions, there were over fifty early Californian groups or tribes. However, these early people did not consider themselves as tribes for they spoke different languages and did not have a name by which they called themselves.




These tribes followed many different ways of life based on the natural resources of their particular region: Tribes along the Coast were fishermen. Desert tribes were farmers, but people of all the regions were hunters and gatherers.



I just thought you might like to know….

Shamans were religious leaders and healers, whose role was like that of a doctor today. Every tribe had a shaman. The shaman was usually a man, although the Hupa tribe’s shaman was always a woman.


I just thought you might like to know….


Tribes adapted their shelters, diet, and clothing based on their region’s climate and resources. Acorns were plentiful throughout most of California, so it was a very important plant food for the majority of the tribes.



The Important Book of Chumash

Native Americans

By: T. YoditesN. Ruddell

L. Hollenkamp


The most important thing about the Chumash people is that they are a part of our California history.

The Chumash lived near the coast of Santa Barbara and on the Channel Islands. The Chumash lived in what is now Santa Barbara and Ventura Counties.

But the most important thing about the Chumash people is that they are a part of our California history.



The Chumash shelter was a circular house made from willow branches and covered with tule reeds and grass. Every village had a sweathouse. Men of the village visited this round structure for meetings, cleansing, and preparing for war.




The Chumash lived along the coast. Their food came mainly from the ocean and the acorn was the most important plant food.




The Chumash were fine boat makers and basket weavers. They used these tools to help them to hunt and gather.




The climate on the coast was mild, so the Chumash did not wear much clothing. Women wore deerskin or grass skirts and men wore a belt or net to carry tools.




The Chumash believed that the world was always changing. The tribe’s shaman would guide people in important decisions and help heal the sick.



The Chumash dances were done for religious purposes, but also for fun and entertainment.


Information for Chumash Tribe Pictorial Input Chart:

Region:-Southern coast

Food: -tomol-canoe used for fishing-mostly fishermen and gathers-acorn most important food source

Clothing:-wore little or no clothingWomen=skirts of grassMen=belt

Shelter:-ap-tule reed

Cultural Rituals:-swordfish dance brought abundance of food from sea-Shaman usually a woman -doctor to the sick

Interesting Facts:-cave paintings tell of coastal culture-olivella-shells=money -Island Chumash mint for mainland


Narrative Input Chart

“Rainbow Bridge” by Audrey Wood & Robert Florczak


Chumash Here, Chumash There

Chumash here, Chumash thereChumash, Chumash everywhere!

Resourceful Chumash weaving,Inventive Chumash beading,Creative Chumash painting!

Chumash on the Channel Islands,Chumash along the coast,Chumash around Santa Barbara BayAnd Chumash in California!

Chumash here, Chumash thereChumash, Chumash everywhere!

CHUMASH! CHUMASH! CHUMASH!N. Ruddell, T. Yodites, L. Hollenkamp


NATIVE AMERICAN

I know a Native American A wise and courageous Native AmericanA wise and courageous Native AmericanWho was resourceful.

He respected Mother EarthTaking only what he neededBeing thankful for her giftsWhich lasted him from womb to the grave.

I know a Native American A wise and courageous Native AmericanA wise and courageous Native AmericanWho was resourceful.

L. Hollenkamp, T. Yodites, N. Ruddell


ARCHAEOLOGY BUGALOO

I’m an archaeologist and I’m here to say,I study past human life and that’s OK.Sometimes I dig for artifacts; sometimes I read a book,But, mostly, I go and take a look.

Tools, legends, and interviews too,Doing the archaeology BUGALOO!

I’m an archaeologist and I think you should knowNative American’s natural resources were as good as gold.Desert tribes worked the land,Coastal people gathered shells in the sand.

Baskets, asphalt, tule too,Doing the archaeology BUGALOO!

N. Ruddell, L Hollenkamp, T. Yodites


Chumash Sound Off

We just know what we’ve been toldChumash tribes lived long ago.They gathered seeds and did not farmResources were plentiful, so they weren’t alarmed.

SOUND OFF ---- CALIFORNIASOUND OFF ----NATIVE AMERICAN SOUND OFF ---- 1,2,3,4 CHUMASH!

Traveling by water was an easy task,Graceful, planked tomols were really fast.Basket weaving was done in might,This cooking container was watertight!

SOUND OFF ---- FISHERMENSOUND OFF ----GATHERERS SOUND OFF ---- 1,2,3,4 CHUMASH!

Clothing made of bark and grass,Skirts for the women and little lass.Britches were not worn by boysJewelry and dances they enjoyed!

SOUND OFF ---- CEREMONIESSOUND OFF ----FAMILY SOUND OFF ---- 1,2,3,4 CHUMASH!

N. Ruddell, L Hollenkamp, T. Yodites


Yes Ma’amIs this the Coastal Region? Yes Ma’am!Is this the Coastal Region? Yes Ma’am!How do you know? The people used tomols

to catch fish. How do you know? They harvested acorns in the

fall.What else do you know? Cave paintings were a form of

religious expression.What else do you know? Dancing and games were a

part of their culture.

Is this the Desert Region? Yes Ma’am!Is this the Desert Region? Yes Ma’am!How do you know? The people farmed the land to

feed themselves.How do you know? The Shaman was a healer. What else do you know? The climate was one of

extreme hot and cold.What else do you know? Irrigation was used to water

the land.N. Ruddell, L. Hollenkamp, T. Yodites


Name: ____________________

Home – School ConnectionWhy did your family settle in California?

Discuss with your family the reasons they came to California. In your discussion, ask your family if there were certain resources and/or living conditions that attracted your family to California?

Coneccion entre la escuela y la familia

¿Por qué su familia colocó en California?

Discuta con su familia las razones que vinieron a California. En su discusión, pregunte a su familia si había ciertos recursos y¿o condiciones que viven que atrajeron a su familia a California?

Name: ____________________


Home – School ConnectionWhat games do you play at home?

California Native Americans loved to play games with their friends and family. Discuss with your family the games you play individually and as a group. Make a list of these games. If your family has adapted or changed the games to make them your own, please explain these new rules to us.

Coneccion entre la escuela y la familia¿Qué juegos usted juega en el país?

Los americanos nativos de California amaron jugar juegos con sus amigos y familia. Discuta con su familia los juegos que usted juega individualmente y como grupo. Haga una lista de estos juegos. Si su familia ha adaptado o ha cambiado los juegos para hacerles sus el propios, explique por favor estas nuevas reglas a nosotros.

Name: ____________________


Home – School ConnectionCompare and Contrast

From the following list, choose one category to discuss with your parents. In your discussion, compare/contrast the similarities and differences between your generation and your parents.Categories: food, clothing, music/songs.

Parent Both You

Nombre: ____________________


Coneccion entre la escuela y la familiaDe la lista siguiente, elija una categoría para discutir con sus

padres. En su discusión, compareponga en contraste las semejanzas y las diferencias entre su generación y sus padres. Categorías: alimento, ropa, músicacanciones.

Padre/Madre Los Dos Tu


California Native Americans: Cultural Diversity Expert Group: Cahuilla Indians

Region: The Cahuilla Native Americans settled in the south central part of California. This was a land of mountain ranges, canyon and valleys, and desert. Water supply was often a problem. Villages were placed near water sources, usually springs in canyons.

Shelter: The Cahuilla built several kinds of shelters. Some were open all across the front. They were made by setting several poles in a line in the ground and topping them with a ridge pole. More poles were slanted down from the ridge pole to form back and side walls, which were covered with brush. Other houses were dome-shaped with an entrance opening.


Food: Although the men hunted deer and rabbits, the people depended more on desert plants for their food supply. Acorns were important to the Cahuilla. A common food for the desert dwellers was the fruit of the mesquite tree.

Clothing and Jewelry: The Cahuilla often wore sandals on their feet. The sole of the sandal was made either of several layers of deerhide, or of a type of cactus. Cahuilla women wore skirts made from the bark of a mesquite tree. Cahuilla men usually wore a loincloth of deerskin. Blankets were made by sewing together strips of rabbit skin.


Cultural Rituals: Singing was important to the Cahuilla. Both women and men sang as they worked and as they competed in games. Musical instruments were flutes, whistles, and rattles made of turtle shells, or gourds.

Interesting Facts: The Cahuilla people were one of the few early California people to make pottery. They made pots, bowls, and dishes. The Cahuilla men hunted with bows made of willow or mesquite wood and strung with a strip of sinew (animal tendon). The Cahuilla people were known as expert traders. They traded their crafted items such as baskets, pottery, bows and arrows.


California Native Americans: Cultural Diversity Expert Group: Chumash Native Americans

Region: The Chumash Native Americans settled on the southern coastal part of California. Most of the Chumash people lived along the coast with only a few villages settling inland. There were also Chumash villages on three of the Channel Islands.

Shelter: The Chumash houses were round. They were made with a frame of poles arranged in a circle, then arched inward to meet in the middle. The frame was covered with bundles of grass or tule reeds. Light enters from a hole in the roof. Each village had a sweathouse, built around a hole dug in the ground. The door was an opening in the roof. A ladder was used to climb down inside.


Food: The most important food for the Chumash was the acorn. The Chumash hunted on both sea and land. Seals, sea otters, and porpoises were taken with harpoons from canoes. Deer, coyote, fox, rabbits, ducks, and geese added to the food supply.

Clothing and Jewelry: The Chumash women wore a double apron of deerskin, hanging from the waist to the knees, with the edges fringed and decorated with shells. The men often wore nothing. For cold weather, cloaks were made from the skins of rabbit, fox, or sea otters. Feather cloaks were also worn. Necklaces and earrings were made of shell and bone.


Cultural Rituals: Each Chumash village had a flat area for dancing and ceremonies. They used flutes, whistles, the musical bow, and rattles.

Interesting Facts: The Chumash Native Americans left rock paintings that are some of the most interesting rock paintings in the United States. The sites of the paintings, high in the coastal mountain range, may have been sacred spots for people.


California Native Americans: Cultural Diversity Expert Group: Pomo Native Americans

Region: The Pomo Native Americans settled in the northern coastal part of California. Some Pomo Native American groups settled across the Coast Range Mountains to the ocean on the west, and to Clear Lake on the east. Other Pomo villages settled in the Russian River Valley.

Shelter: The Pomo Native Americans had different types of houses depending on where they lived. The Clear Lake and Russian River Valley Pomo used tule reeds that formed circular or oval-shaped buildings. The Pomo groups closer to the ocean coast, where there was lots of redwood trees, built cone-shaped houses covered with slabs of redwood bark.


Food: The coastal Pomo Native Americans ate fish, shellfish, seaweed, seals and sea lions from the ocean, and deer and elk from the redwood forests. The Pomo tribes living by Clear Lake and the Russian River ate fresh water fish. Acorns were gathered and eaten by all the Pomo tribes, as well as, grasshoppers and caterpillars.

Clothing and Jewelry: The Pomo Native Americans used tule reeds or shredded bark from redwood and willow trees to make their clothing. Only the more wealthy people had skirts or robes of deerskin. Women wore long skirts and a cape. Men often wore nothing or short aprons and capes over their shoulders. For cold weather, the people had blankets made of many rabbit skins.


Cultural Rituals: The Pomo had a ceremony that included several days of dancing. Both men and women wore colorful dance clothing, made by men. Singing was important to the Pomo people. They sang love songs, lullabies, hunting songs, and religious songs. They made music with flutes, whistles, rattles, and drums made from hollow logs.

Interesting Facts: The Pomo people were known as good counters. They were able use numbers in the thousands. Pomo baskets are widely known and praised for the fine workmanship and variety of patterns. They made both coiled and twined baskets in many styles using feathers and beads in the designs.


California Native Americans: Cultural Diversity Expert Group: Shasta Native Americans

Region: The Shasta Native Americans settled in the far northern part of California. This was a land of forest and mountains. Most of the Shasta settlements were at the mouths of creeks where they flowed into one of three main rivers in the area (Shasta, Klamath, or Scott rivers).

Shelter: Shasta Native American houses were rectangular in shape. Wood planks formed the end walls and the roof, which slanted to a peak in the center. Inside, the walls were lined with slabs of bark. A fireplace pit was in the center of the house. Some houses held one family, some held several families. An opening in the end wall was covered with a straw mat for a door.


Clothing and Jewelry: The Shasta Native Americans’ clothing was usually made from deerskin. The women wore a two-piece apron that covered from the waist to below the knees. The men wore a shorter deerskin apron, deerskin leggings, and caps. Women wore caps that were made like baskets. Both the men and women had their ears and noses pierced. Necklaces were made of bear teeth and bird claws.

Food: Deer meat and acorns were the main foods of the Shasta people. They also ate several small animals and birds, salmon, trout, crawfish, turtles, grasshoppers and crickets. While the men hunted and fished, the women gathered acorns, other nuts, seeds, roots, bulbs, and insects. The women and children collected mussels from the Klamath River by diving to the river bottom. Extra meat and fish was dried and stored in outside pits and in baskets for later use.


Cultural Rituals: The Shasta Native Americans held important ceremonies for both boys and girls at about age 12. Other ceremonies were held before a war party departed for a raid, and when they returned victorious. There were also special ceremonies with singing, dancing, and praying before a group of men went out to hunt. Head bands with yellowhammer woodpecker feathers or red woodpecker scalps were worn for ceremonies.

Interesting Facts: The Shasta people made dugout canoes from sugar pine logs. In some areas, they made rafts by tying together bundles of tule reeds. Knives were made from obsidian (volcanic glass). Both dentalium shells and red woodpecker scalps were used as money.


California Native Americans: Cultural Diversity Expert Group: Yokut Native Americans

Region: The Yokut Native Americans settled in Central California. The Yokut people divided themselves into groups. Certain animals were connected with each group. A person inherited his animal’s connection or totem at birth. The family would never kill or eat their animal totem, but always treated it with respect.

Shelter: The Yokuts lived in different types of houses. There was single family houses that were oval shaped and covered with tule mates. There were also larger houses for as many as ten families. Each family had a fireplace and a separate door in the large house. Each village had a sweathouse, dug down into the ground and covered with brush and earth.


Food: The Valley provided a variety of food for the Yokut people. Fishing was done all through the year. Waterfowl such as geese, ducks, and mud hens were caught with snares. Antelope, elk, and deer were killed when they came to the lakes to drink. The Yokut people may have been the only early Californians to raise dogs for food. Roots and seeds were dried and ground into flour and made into mush.

Clothing and Jewelry: Yokut women wore skirts made of tule reeds, marsh grass, and rabbit skin. Men wore a piece of deerskin around their hips, or else wore nothing. Robes made out of rabbit or deer skin was worn when the weather was cold. Women wore a basket cap for carrying a basket. Some women had tattooing on their chins.


Cultural Rituals: Dances and ceremonies were held outside with brush fences surrounding the dance area. Eagle feathers, especially from baby eagles were an important part of ceremonial decoration. Eagle down was used to make ceremonial skirts.

Interesting Facts: The Yokut people got seashells from the people who lived on the coast, and made them into money called keha. The main totems for the Yokuts were the eagle and coyote. The village chief usually came from the Eagle line. His assistant, the messenger, came from the Dove line.


Mind Map


Food Region

Shelter/Tools

Interesting Facts

Clothing/Jewelry

Tribe

Process GridTribe Region Shelter/

ToolsFood Clothing/

JewelryInteresting

Facts


Process GridTribe Region Shelter Food Clothing Rituals Interestin

g Facts

Chumash

Cahuilla

Pomo

Yokut

Shasta


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