American Indians A Teaching Unit for Second Grade Students

Prepared By: Lauren Watkins

Url: http://lewatkins.wmwikis.net

Submitted as Partial Requirement for ED 405 Elementary and Middle Social Studies Curriculum and Instruction

Professor Gail McEachron The College of William and Mary

Spring 2010

Contents Historical Narrative Map/Globe Skills Lesson: The Eastern Woodlands, the Plains, and the Southwest Regions Critical Thinking and the Arts: Dreamcatchers Civic Engagement: Pocahontas Global Inquiry: Kachina Dolls Assessments: Objective and Essay Bibliography Appendix A: National and State Standards Expenses

Historical Narrative – American Indians

Introduction

This American Indian social studies unit, designed for second grade students, is based on

both national and state standards. As part of the National History Standards, students will

understand how communities in North America varied long ago. They will compare and contrast

the different ways in which American Indians adapted to their various environments and created

their patterns of community life. As part of the Virginia Standards of Learning, students will

compare the lives and contributions of three American Indian cultures – the Powhatan of the

Eastern Woodlands, the Lakota of the Plains, and the Pueblo people of the Southwest. In

addition, students will also identify and compare changes in these communities over time,

develop and demonstrate map skills, and describe the use of natural and human resources. For a

complete listing of both the national and state standards that coincide with this unit, reference

Appendix A.

It is important for students to study the lives of American Indians because these cultures

were the first people to live in the present-day United States. The lives of American Indians

were dramatically transformed with the arrival of European colonists. Colonization resulted in

loss of land, culture, and life. Lacking immunity from European diseases such as smallpox,

tuberculosis, and measles, many died. In addition to accidental death, war raged between the

American Indians and the colonists which resulted in the murder of thousands. With a dying

population, so too was much of the American Indians’ culture lost. The greedy colonists also

desired more land which forced the American Indians to move from their homelands and adapt

to a new lifestyle. By studying the lives of American Indians prior to colonization, students

understand these people were not fictitious characters from “cowboy and Indian” movies but

actual human beings.

This unit is taught from a different perspective than most traditional social studies units.

It attempts to give a realistic and balanced portrayal of American Indians that is so often

overlooked within elementary schools. Remaining sensitive and developmentally appropriate in

its approach for second graders, students are made aware of the destruction and decimation that

occurred between the clashing of two cultures. It is important for students to understand that

although one population, the Europeans, benefited from this interaction, another population, the

American Indians, suffered. By learning about people from complex cultures who are different

from themselves, students will develop a sensitive role in society that allows them to accept and

celebrate such differences.

Key Ideas and Events

Somewhere between 15,000-30,000 years ago, there was a mile wide land bridge

between Russia and Alaska (Hakim, 1999). Beringia, as it was later named, allowed for people

from Mongolia to come to the Americas (Hakim, 1999). These people would eventually come to

be known as American Indians. When Christopher Columbus landed in America, he believed he

had arrived in India. Thus, upon meeting these people, he named them Indians. As many as

seventy-five million Native Americans within hundreds of tribes covered the North and South

American continents when Columbus arrived (Hakim, 1999). With over 250 spoken languages,

much diversity existed among the tribes (Hakim, 1999).

The Eastern Woodland region of the United States is a region with hot, humid summers

and mild winters (Boraas, 2003). This area spans from the Virginia and Maryland coastlands

along the Atlantic Ocean to the Mississippi River and consists of rivers, hills, and mountains

(Boraas, 2003). The American Indians who lived in this region were called the Powhatan, which

means “waterfall” (Boraas, 2003). In the 1570s, Chief Wahunsonacock, more famously known

as Chief Powhatan, inherited a chiefdom of six tribes along the James and York Rivers (Boraas,

2003). By 1607, when the English colonists arrived, this chiefdom consisted of more than thirty

tribes (Boraas, 2003).

The Powhatan were friendly toward the colonists at first, teaching them how to hunt, fish,

and grow successful crops but when the American Indians realized the colonists intended to stay,

relations between the two groups grew more hostile (Boraas, 2003). Wanting to expand their

colony, the English became more aggressive in attacking the Powhatan to gain control of the

surrounding lands (Boraas, 2003). When Chief Powhatan died in 1618, so too did the remaining

stability within the confederacy (Boraas, 2003). In 1622, Powhatan’s brother Opechancanough

led a massacre that killed 330 colonists (Boraas, 2003).

For the next twenty years, periods of war and peace continued until the confederacy was

completely destroyed in 1649 (Boraas, 2003). The once powerful empire was reduced to less

than one thousand American Indians forced to live on a reservation (Boraas 2003). In the mid-

1900s, a new Powhatan confederacy, the Lenape Nation, was established on the Rankokus Indian

Reservation in New Jersey. Six other former tribes still live within Virginia – the Pamunkey and

the Mattaponi being the two oldest reservations in the United States (Boraas, 2003).

The Plains region of the United States is a region with hot summers and harsh, cold

winters (Hakim, 1999). This dry and windy region spans from south of Canada to Texas, west

toward the Rocky Mountains and east toward the Mississippi River (Hakim, 1999). It consists of

large, flat areas called plains or prairies and rolling hills with prairie grass that is ten feet high

(Hakim, 1999). One group of American Indians who lived in this region was called the Lakota,

which means “the allies” (Hakim, 1999). There were also twenty other tribes who spoke sixteen

different languages living in the Plains (Taylor, 1993).

The first Europeans to come into contact with the Plains Indians were the Spanish who

arrived in the middle of the sixteenth century (Taylor, 1993). The Spaniards brought with them

horses and guns which they traded with the American Indians for buffalo skins (Taylor, 1993).

The Lakota called the horse Shonka Wakan, which means “medicine dog” (Taylor, 1993). These

medicine dogs allowed for better hunting, traveling, and trading (Taylor, 1993). Guns made the

Plains Indians a larger threat to enemy tribes (Taylor, 1993).

By the middle of the eighteenth century there was increased contact among whites and

American Indians with the arrival of the English colonists along the eastern part of the continent

(Taylor, 1993). Trading posts were established but were eventually turned into military forts; by

1843, westward expansion pushed the American Indians further west (Taylor, 1993). During this

period, the Plains Indians, such as the Lakota, suffered from diseases which they were not

immune to and over half of the population died (Taylor, 1993). The American Indians fought

back, attacking the expansionists. When the United States attempted to place all of the American

Indians onto reservations in 1876, the Battle of Little Big Horn erupted (Taylor, 1993). Led by

Sitting Bull, the American Indians killed General Custer and two hundred of his men (Taylor,

1993). Although the American Indians were successful, by the twentieth century, they were

forced to live on reservations as their only means of survival (Taylor, 1993). Today, the Lakota

are one of the largest and well known of the Plains Indians (Taylor, 1993).

The Southwest region of the United States is a dry desert of high flat lands with hot days,

cold nights, and little rainfall (Hakim, 1999). The American Indians who lived in this region

were called Pueblo Indians, which means “villager.” During the mid-sixteenth century, the

Pueblo encountered Spanish colonists led by Francisco Vasquez de Coronado (Hakim, 1999).

Coronado and his men were in search of gold but there was no gold to be found (Hakim, 1999).

Hungry, tired, and angry, the Spanish raided the nearby villages, forcing the Pueblo people to

flee (Hakim, 1999). In 1598, an encomienda was put in place by the Spanish (Bial, 2000). This

system required that the Pueblo people work for the colonists and in turn they would be given

food and clothing (Bial, 2000). Under the encomienda, the Pueblo also had to convert to

Christianity (Bial, 2000). Obeying this system meant that the Spanish would not take the Pueblo

lands, kill the people, or destroy their villages (Bial, 2000).

By the seventeenth century, however, the American Indians revolted, driving the Spanish

colonists off of their lands (Bial, 2000). The Pueblo people maintained their freedom from

Spanish rule until 1821, when Mexico won independence from Spain and imposed control over

the Pueblo people. The United States intervened, declaring war on Mexico; in 1850, New

Mexico became a U.S. territory (Bial, 2000). Today nineteen Pueblo nations exist primarily in

New Mexico.

Men, Women, Youth, and Children

American Indians were resourceful. Unlike the Europeans who depended on imported

goods, they depended on their natural surroundings for food, clothing, and shelter. They were

also deeply religious and sharing communities that cared about their relationships with each

other and with nature.

The Powhatan, sometimes referred to as the Algonquians because of the language they

spoke, established small villages along the coast of Virginia and Maryland (Boraas, 2003).

These villages were placed on high ground within the forests (Boraas, 2003). About twenty

families lived within a village (Boraas, 2003). Each family lived in a longhouse which was made

from narrow tree limbs and covered with bark (Hakim, 1999). The village was then surrounded

by a high fence, called a palisade (Boraas, 2003). The Powhatan men hunted deer and fished

(Hakim, 1999). Women built the longhouses, made tools, pots, mats, and baskets, and cooked

(Boraas, 2003). Children helped the women gather grapes, nuts, and clams (Hakim, 1999). Men,

women, and children helped farm corn, beans, squash, and pumpkin (Hakim, 1999).

Each village was headed by a chief called a werowance (Boraas, 2003). Several villages

were controlled by a tribal werowance and several tribes were ruled by a mamanatowick

(Boraas, 2003). Each village paid taxes to the werowances who then gave these taxes to the

tribal werowances who then gave those taxes to the mamanatowicks (Boraas, 2003). Other

village leaders were members of a council that dealt with law and decision making (Boraas,

2003).

The Lakota were a nomadic group of people, who moved from place to place to hunt

buffalo (Hakim, 1999). As nomads, their homes were more temporary than the structures made

by the Powhatan. The Lakota lived in teepees, which means “used to dwell in” (Kallen &

Boekhoff, 2002). These cone shaped tents made from buffalo skin and tall poles were easy to

assemble and move (Kallen & Boekhoff, 2002). Each teepee could hold a family of eleven

(Kallen & Boekhoff, 2002). Lakota villages consisted of hundreds of teepees arranged in a

semicircle with the doors facing eastward; this was a reflection of their religious customs which

valued the sun (Kallen & Boekhoff, 2002). People of greatest importance within the village

were placed at the center of the formation (Kallen & Boekhoff, 2002).

Women gathered fruits and vegetables and were in charge of the housing; not only did

they do the cooking and cleaning, but they also sewed the teepees and put them together at each

new site (Kallen & Boekhoff, 2002). Although the women could not participate in government,

they still had an influence on decisions because their opinions were respected by the men (Kallen

& Boekhoff, 2002). The Lakota men hunted buffalo. The buffalo were the Plains Indians’ main

source of survival (Hakim, 1999). They used every part of the animal – the skin for clothing and

shelter, the bones for tools, the sinews for rope and thread, and the bladders for jugs (Hakim,

1999). They even used their dung as fuel for fires (Hakim, 1999). Hunting was an organized

ritual in which each hunter had a special marking on his arrow so that he knew which buffalo he

killed (Kallen & Boekhoff, 2002). When the hunt was over, one buffalo was left behind as a

religious offering (Kallen & Boekhoff, 2002). Its skin was removed and taken back to the

village as a sacred object believed to bring good luck to future hunts (Kallen & Boekhoff, 2002).

According to the Lakota, everything in the natural world had a spirit which controlled the

plants, animals, rocks, and weather (Kallen & Boekhoff, 2002). These spirits were ruled by the

Great Spirit who kept people in balance with nature (Kallen & Boekhoff, 2002). When children

reached age twelve, they were taken on an isolated hilltop to experience a vision quest, the most

significant of all religious experiences (Kallen & Boekhoff, 2002). On this quest, which lasted

five days, a spirit would speak to the boy or girl either through a dream or vision (Kallen &

Boekhoff, 2002). When this occurred, the child would return to the village where dance and

song, important parts of all ceremonies, occurred (Kallen & Boekhoff, 2002). It was through

dance and song that people expressed emotion to the Great Spirit (Kallen & Boekhoff, 2002).

The Pueblo lived in multi-story, terraced houses called pueblos which resemble modern-

day apartments (Hakim, 1999). The pueblos were constructed from a sundried clay and brick

mixture called adobe (Bial, 2000). Two hundred people lived within one complex (Bial, 2000).

Village society was organized by extended family and clans (Bial, 2000). One person from each

clan was represented in government (Bial, 2000).

Although the Pueblo women held important roles in religion and clan governance, they

were primarily responsible for raising children, cooking, and making clay pots (Hakim, 1999).

The men dealt with politics, farmed, hunted, and weaved (Bial, 2000). During harvest time,

men, women, and children helped gather corn, squash, and beans (Hakim, 1999). The hot and

dry environment in which the Pueblo people lived made growing crops difficult, however, corn

was the most successful and the Pueblo people used it often because it was considered sacred

(Bial, 2000). In Pueblo society, the priest was of the most importance (Hakim, 1999). The

Pueblo people believed that the first people emerged from beneath the earth’s surface; they

called this the sipapu, which means “navel of the world” (Bial, 2000). They also believed in

kachinas, “Spirit Beings” who brought rain and good will to the people (Bial, 2000).

Legacy

Colonization of North America had a tremendous impact on American Indians. Not only

did they lose their land but they also lost a sense of their identity and culture. With the help of

the United States government today, efforts are being made to protect American Indian cultures.

The Bureau of Indian Affairs provides governmental aid and money to assist American Indians

with opportunities in education, industry, and tourism (Taylor, 1993). Today, with a population

of over two million, there has been a revival of old traditions and an assertion of rights among

American Indians (Taylor, 1993).

Learning about American Indians helps students understand that the Powhatan, the

Lakota, and the Pueblo people were three separate cultures living in the present-day United

States before America was colonized. It is my hope that this unit will teach students that despite

the decrease in population, American Indians continue to exist in society today. They have

either decided to become integrated within communities or live in isolation on reservations.

Focusing on the early periods of the Powhatan, the Lakota, and the Pueblo people, students

should become sensitive to the historical and contemporary realities of American Indians. I want

students to be aware of the mistreatment that occurred and the measures that have and are being

taken to right the injustices of the past. Although it has been a slow process, the culture and

lifestyle of American Indians has come to be accepted by the United States; this respect has been

long overdue.

Lesson # 1 – Map Skills

Audience: Primary; Grade 2 Standards: Virginia Introduction to History and Social Sciences Standards of Learning Geography 2.4 The student will develop map skills by

a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient

China and Egypt; c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States

maps; d) understanding the relationship between the environment and the culture of the

Powhatan, Lakota, and Pueblo Indians. 2.5 The student will develop map skills by

a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and

Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great

a) Lakes) in the United States and other countries. 2.6 The student will demonstrate map skills by constructing simple maps, using title, map

legend, and compass rose. Materials/Space/Time: classroom whiteboard and markers, classroom wall maps (world and U.S.), pointer, flex cam/overhead projector, pre-labeled Post-It® notes, Bendaroos®, pen, star stickers, various copies of maps (10 copies; must have title, legend, and compass rose), pictures of Powhatan, Lakota, and Pueblo Indians, U.S. map handout ((mhtml:file://C:\Documents%20and%20Settings\Lauren\My%20Documents\W&M\Spring2010\USMap.mht!USMap_files/slide0001.htm), 32 copies; 2 teacher copies, 30 student copies), multiple choice worksheet “Map Skills: American Indian Regions of the United States,” student supplied pencils, scissors, glue sticks, crayons/colored pencils, and social studies notebooks; average classroom size/space for 20 students; one hour Lesson Description:

Anticipatory Set – Various maps will be distributed to students in pairs. They will explore and discuss features of maps with their partners. As time permits, students will share with classmates unique features found on maps. Teacher will note that although each map is different, there are three features that remain the same; these features help identify important information on maps. Using classroom world map, teacher will identify map’s title, legend, and compass rose, explaining importance of each. These words will be written on board along with brief definitions (title: main idea of map; legend: identifies map symbols, compass rose: provides directional focus). Teacher will locate U.S. on world map and switch to U.S. map, noting same features.

Objective and Its Purpose – Given a simplified map of the United States, students will correctly label the three American Indian regions and their specific geographical features; students will also correctly provide a title, legend, and compass rose for their maps. Input/Modeling – Showing pictures of Indians from each of three tribes studied, teacher will tell class they will lean about where these people lived (see Background Information). Using U.S. map, teacher will locate regions of Powhatan, Lakota, and Pueblo Indians, placing pre-labeled Post-It® notes above each region. Bendaroos® will be used to outline regions. Teacher will use star sticker to mark location of elementary school so students notice their relation to each region, especially their proximity to Powhatan Indians. Within each region, teacher will also locate appropriate geographical feature (James River, Mississippi River, Rocky Mountains). Using flex cam and copy of U.S. map handout, teacher will model appropriate labeling of map, explaining importance of including title, legend, and compass rose. Teacher will demonstrate use of symbols to include in legend.

Check for Understanding – Teacher will return to U.S. map, removing Post-It® notes and star sticker and erasing board. Individual students will be called on to come to map and locate one of three regions using Post-It® note. Students will also use star stickers to locate elementary school. Class will signal with thumbs up/down if they agree/disagree with classmates. Teacher will ask students to identify correct region for each of three geographical features. As teacher points to title, legend, and compass rose on map, students will explain significance of each. Guided Practice – Teacher will pass out U.S. map handout to each pair of students. Working with a partner, students will correctly label maps as teacher guides class. Maps should not be entirely completed; only do as much as is necessary for practice. Begin with title, compass rose, three regions, etc.

Independent Practice – Teacher will pass out U.S. map handout to each student to be completed individually. Overall content should be similar; however, variation may exist in title and legend symbols. Once maps are completed and checked (quick and informal), students will cut and paste into social studies notebooks. Teacher will then pass out multiple choice worksheets on map skills for students to complete.

Closure – After collecting worksheet, teacher will call on individuals to share maps with class using flex cam; sharing will be done as time permits.

Evaluation –

Formative: Teacher will observe student participation during “Check for Understanding” and “Guided Practice.”

Summative: Teacher will evaluate responses to multiple choice questions. Background Information/Content:

The Powhatan Indians lived in the Eastern Woodlands region of the U.S. Many of their villages were along the James River. The Lakota Indians lived in the Plains region of the U.S. which spans from west of the Mississippi River toward the Rocky Mountains. The Pueblo people lived

in the Southwest region of the U.S which consists largely of the Rocky Mountains.

Resources:

Aveni, Anthony. (2005). “How was ‘The Tyme Appointed?’” Retrieved March 2, 2010 from

http://www.history.org/Foundation/journal/Autumn05/appointed.cfm Curtis. (1908). “Indian Maiden.” Retrieved March 2, 2010 from

http://www.sonofthesouth.net/union-generals/indians/indian-maiden.htm The University of Texas at Austin. (1998). “United States (Outline Map).” Retrieved March 2,

2010 from http://www.lib.utexas.edu/maps/united_states/usa_blank.jpg

Virginia Department of Education. (2008). “Grade Two: Introduction to History and Social

Science.” Retrieved March 2, 2010 from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_history2.pdf

Wittick, Ben. (2005). “Man and woman of Laguna Pueblo, New Mexico.” Retrieved March 2,

2010 from http://www.archives.gov/research_room/research_topics/native_americans/select_list_071.html]

Images of American Indians

Lakota Pueblo Powhatan

Name______________________________________________ Date____________________

Map Skills: American Indian Regions of the United States

1. The James River is found in the region of the ____________.

A. The Lakota Indians B. The Powhatan Indians C. The Pueblo Indians 2. The Rocky Mountains are found in the region of the ____________.

A. The Pueblo Indians B. The Lakota Indians C. The Powhatan Indians

3. The Mississippi River is found in the region of the _____________. A. The Powhatan Indians B. The Pueblo Indians

C. The Lakota Indians 4. Mt. Vernon Elementary School is located in the same region as the ___________.

A. The Powhatan Indians B. The Pueblo Indians

C. The Lakota Indians

5. Which of the following is not one of the three important features to include on a map? A. The compass rose B. The legend C. The time of day

Lesson # 2 – Art Series

Audience: Primary; Grade 2 Standards: Virginia Introduction to History and Social Science Standards of Learning History

2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.

National Standards for Art Education Visual Arts

Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standard

a) Students know that the visual arts have both a history and specific relationships to various cultures

b) Students identify specific works of art as belonging to particular cultures, times, and places

c) Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

Objective:

1) After a class read-aloud of Audrey Osofsky’s book Dreamcatcher, followed by a class discussion, students will be able to identify the origin and significance of the dreamcatcher.

2) Given a metal loop, hemp, string, beads, and feathers, students will be able to follow instructions to make their own dreamcatchers.

Materials/Space/Time: Dreamcatcher by Audrey Osofsky, computer with class projector, “How to Make a Dreamcatcher” website instructions with pictures (http://www.ehow.com/how_2186949_dream-catcher.html), multiple choice quiz “Art Series: Dreamcatchers of the Plains Indians” (20 copies), 6 inch metal rings (20; should be prewrapped with hemp cord to save class time), 12 yards of hemp, 81 yards of white/beige string, 2 packs of feathers (80 count), a 10 ounce box of wooden beads, and scotch tape (all material should be precut, sorted, and placed into individual plastic baggies; 20 baggies, one for each student; the first set of stitches should be made on the rings to save class time); average classroom size space for whole group instruction of 20 twenty students; one hour Lesson Description:

Introduction: Students have been learning about three American Indian cultures of the past and present living in the Eastern Woodlands, the Plains, and the Southwest regions of the United

States. This lesson focuses on Plains Indian tradition. Call students over to reading rug. Show own example of dreamcatcher.

Content Focus:

Key Questions- Objective: What do you see? What does it remind you of? What is the art form made of? What are some characteristics of the art form? Reflective: If you were an American Indian, how would you have made this? Why would you have made this? Interpretative: Why did the artist chose to use these materials? Why do you think there is a hole in the middle of the web? Decisional: What is the purpose of this art form?

Read Dreamcatcher by Audredy Osofsky. After reading, discuss with students origin of dreamcatcher and significance (see Background Information/Content). Tell students they will create their own dreamcatchers. Send students back to desks. Pass out baggies with dreamcatcher materials. Pull up website: http://www.ehow.com/how_2186949_dream-catcher.html to show pictures of steps for making dreamcatcher. Closure: Ask students for thoughts about creating their dreamcatchers. Review origin of dreamcatcher and pass out quiz. As time allows, have students share dreamcatchers with class. Assessment:

Formative: attention during read-aloud; student participation and engagement during classroom discussion; responses to “Key Questions”

Summative: individual dreamcatcher; responses to multiple choice quiz Background Information/Content: Dreamcatchers are an American Indian tradition that originates from the Plains Indians. They were made from sinew strands that would be tied into a net or web design around a small round frame. Beads and feathers would sometimes be added for decoration. The dreamcatcher was intended to protect children from nightmares while they slept. According to legend, the bad dreams would get caught in the web while the good dreams passed through the hole in the center. In the 1960s and 1970s, the dreamcatcher became popular with the Lakota tribes as well as other non-Plains Indian tribes. Today, dreamcatchers have become more of a decoration for many people, hung in their bedrooms, their living rooms, or even from their cars’ rearview mirrors.

Resources: Board of Education Commonwealth of Virginia. (2008). Grade two: Introduction to history and

social science. History and social science standards of learning: Curriculum framework. Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewks_history2.pdf

eHow. (2010). How to make a dreamcatcher. Retrieved from http://www.ehow.com/how_2186949_dream-catcher.html

The Kennedy Center. (2010). ArtsEdge: The national standrds for art education. Retrieved from

http://artsedge.kennedy-center.org/teach/standards. Native Languages of the Americas. (2009). Dreamcatchers. Retrieved from http://www.native-

languages.org/dreamcatchers.htm

Name______________________________________________ Date____________________

Art Series: Plains Indian Dreamcatchers

1. The dreamcatcher was first created by ____________.

A. The Eastern Woodland Indians B. The Plains Indians C. The Southwest Indians 2. The dreamcatcher was supposed to ____________.

A. Catch your bad dreams B. Help you fall asleep C. Make your dreams come true

3. The netting on the dreamcatcher resembles _____________. A. A bird’s nest B. A cloud

C. A spider’s web

Lesson # 3 – Biography

Audience: Primary; Grade 2 Standards: Virginia Introduction to History and Social Science Standards of Learning Civics 2.10 The student will explain the responsibilities of a good citizen, with emphasis on

a) respecting and protecting the rights and property of others; b) taking part in the voting process when making classroom decisions; c) describing actions that can improve the school and community; d) demonstrating self-discipline and self-reliance; e) practicing honesty and trustworthiness.

Objectives: 1) Given a read-aloud and class discussion about Pocahontas, students will be able to

describe how Pocahontas was a peacemaker between the Powhatan and the Jamestown colonists.

2) Given the example of Pocahontas as a good citizen, students will be able to describe ways in which they can be good citizens at school.

Materials/Space/Time: classroom whiteboard and markers, Caryn Jenner’s The Story of

Pocahontas, chart paper, markers, multiple choice quiz “Biography: Pocahontas” (20 copies), student-supplied pencils and social studies notebooks; average classroom size space for whole group instruction of 20 students; 1 hour

Lesson Description:

Introduction – Have students take out their social studies notebooks. Write the words respect, honesty, and trustworthiness on the board. Allow students a few minutes to define these terms in their own words and include examples to help illustrate what these three words mean. Call on individual students to share their definitions and examples. Tell students that these three characteristics help to make a good citizen. Explain that being a good citizen also means contributing to the common good. Define common good as that which benefits the whole community. Tell students that both men and women have made significant contributions to the world throughout history by taking a stand to support their beliefs for what is right. Introduce Pocahontas as an example of a woman in American history who showed courage to contribute to the common good.

Content Focus – Call students to the reading carpet. Before reading Caryn Jenner’s The Story of

Pocahontas, identify Pocahontas as a peacemaker and tell students to pay attention to examples of good deeds she did for both her people and the colonists. After reading the story, have students recall specific examples of how Pocahontas’s actions represented those of a good citizen; examples include providing food to the colonists, respecting the colonists’ lifestyle, and warning the colonists of attack. Use chart paper to record their answers in a web chart. Review the web and then have students return to their seats.

Once students have returned to their desks, have them record in their social studies notebooks ways that they can be peacemakers at home, in class, at school, and in the community; possible examples include sharing instead of fighting over toys, including people in games, following rules, respecting adults (especially parents and teachers), and being honest. Have students share their ideas with a partner. As a class, discuss specific ways the class can make the classroom and school better. Divide the class into groups of four. Assign each group one of the following conflict scenarios: fighting on the playground, disagreement on rules in a game, seeing a friend steal something from a classmate’s desk, and hearing a group of people tease someone. Tell students to work together to determine appropriate behavior in each situation. Gather the class back together and share responses to each scenario.

Closure – Review for and then pass out the quiz. After students have completed the assessment, highlight the following big ideas to wrap up the lesson: individuals like you, can make a difference by being a good citizen and role models, such as Pocahontas, help show us the qualities and actions we want to have to be good citizens. Assessment – Formative: attention during read-aloud; student participation and engagement during

class discussion; student responses to scenarios Summative: responses to multiple choice quiz Background Information/Content:

Three characteristics that help to make a good citizen are: respect (the condition of being appreciated), honesty (being truthful), and trustworthiness (deserving of trust or confidence; reliable).

Pocahontas was the daughter of Chief Wahunsonacock, more commonly referred to as Chief Powhatan. Her tribe name was Matoaka. When the English colonists arrived in the New World in 1607, they were greeted by the Powhatan. Pocahontas quickly became the peacemaker between her tribe and the colonists. She saved their leader Captain John Smith, brought them food, and warned them of her father’s attack. While living with the colonists as a “prisoner,” she learned about and adopted the customs of the English. She converted to Christianity, married Englishman John Rolfe, and gave birth to a son, Thomas. During this time, peace was established among the Powhatan and the colonists. Pocahontas eventually traveled to England with her husband and son as part of a New World campaign.

Resources: Board of Education Commonwealth of Virginia. (2008). Grade two: Introduction to history and

social science. History and social science standards of learning: Curriculum framework. Retrieved from

http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewks_history2.pdf

Grimley, P. Pocahontas (matoaka). Retrieved from http://learningtogive.org/lessons/unit132/lesson1.html

Jenner, C. (2000). The story of Pocahontas. New York, NY: DK Publishing, Inc. Rodeback, T. (1997). Pocahontas. Retrieved from

http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/poca.html

Name______________________________________________ Date____________________

Biography: Pocahontas

1. Pocahontas was the ____________ between the Powhatan and the Jamestown colonists.

A. Peacemaker

B. Fighter C. Spy 2. The period of peace between the Powhatan and the colonists began when Pocahontas

____________.

A. Saved Captain John Smith’s life B. Married John Rolfe

C. First brought food to the colonists 3. Pocahontas is an example of all of the following except ____________.

A. A traitor

B. A good citizen C. A role model 4. Three characteristics that help to make a good citizen are respect, honesty, and

____________. A. Quietness B. Selfishness C. Trustworthiness

Lesson # 4 – Inquiry

Context Second Grade; whole group/independent activity; 2 hours; 20 students Standards/Objectives: Standards

Virginia Introduction to History and Social Science Standards of Learning. History 2.2: The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest. National Standards for Art Education. Visual Arts Content Standard #4, Understanding the visual arts in relation to history and cultures, Achievement Standard: a) Students know that the visual arts have both a history and specific relationships to various cultures, b) Students identify specific works of art as belonging to particular cultures, times, and places, and c) Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art. National History Standards K-4:3. Historical Analysis and Interpretation: The student is able to 1. Formulate questions to focus their inquiry and analysis. Objectives:

1. Given a mystery box as a catalyst, students will be able to make guesses about its contents.

2. Given a model of a kachina doll in the mystery box, students will be able to formulate questions about its origin, function, and cultural significance.

3. Given a class-generated list, students will be able to investigate three questions by selecting task cards with activities for historical research, construction, or comparison.

Resources: Time – 2 hours; space for 20 students – 5 laptops; internet access; parental assistance (at least 2, no more than 5); materials – mystery box with model kachina doll, 3 PowerPoint presentations (mhtml:file://C:\Documents%20and%20Settings\Lauren\My%20Documents\W&M\Spring2010\Pueblo%20Religion.mht!PuebloReligion_files/frame.htm), 2-3 glue guns, glue gun sticks, 40 1 ½” X 5/8” wooden spools, 40 ½” X 5/8” wooden spools, 40 3/16” X 7/8” wooden spools, 20 ¾” wooden ball, assorted feathers, markers, craft scraps (optional) Content & Instructional Strategies Introduction: Show students the decorated mystery box and shake it gently so that they can hear its contents. Tell students that in order for them to figure out what is inside the box, they can only ask who, what, when, where, and why questions. Emphasize that every student must ask a question before anyone can make a guess about the actual contents. After several students have shared their guesses, reveal the model kachina doll that is inside the box.

Content Focus: Hold the kachina doll up for everyone to see. Explain that this doll is called a kachina doll and it is very important in a specific American Indian culture. Discuss with students the similarities and differences between this doll and the types of dolls popular among children today. Ask students for questions about kachina dolls. Record their responses on the whiteboard. Explain that given their questions, they can find out other interesting facts about the

kachina dolls through research. Share with students that asking questions and searching for answers can be a different and exciting way to learn new information. Tell students that you have organized some materials together that will help them find the answers to some of their questions. Group children into three teams – Kachina Researchers, Kachina Dollmakers, and Kachina Equivalents (teams are based on the assumption that students have generated the following questions: What are kachinas? How are kachina dolls made? What do other American Indian tribes believe in?). After students have been placed in teams, each team should move to its designated area where at least one adult will be waiting to assist students with the activities relevant to their question of investigation.

Closure: Ask students to share the progress they have made with their investigations, reporting what they have learned and what questions they still have.

Evaluation Formative: Student participation in inquiry and class discussion. Summative: Completion of the attached essay question. Background Information Answers for Card #1: Kachinas are powerful Spirit Beings that the Pueblo people believe in. As protectors, the kachinas bring all that is good and needed to the Pueblo people. The people honor the spirits through prayer and special ceremonies. A variety of ceremonies are held throughout Pueblo villages from December to July. Men dress as kachinas during dances to help the people understand these invisible spirits better. They wear costumes and masks while dancing, singing, and chanting. During the dance, the men believe they actually become the kachina spirits. The Powamu Ceremony is an example of one of the rituals the Pueblo people perform in honor of the kachinas. During this sixteen-day ceremony, the male kachina dancers bless the beans for a good harvest. In addition to kachina dancers, Soyoko kachinas visit the village to “take away” misbehaving children. Their parents offer a plea bargain of food and promise Soyoko that their children will behave. When the ceremony ends, children are given kachina dolls to help teach them about their people’s belief in these spirits. Sources: Bial, R. (2000). Lifeways: The Pueblo. New York, NY: Marshall Cavendish Corporation. First People. Native American art: Kachina. Retrieved from http://www.firstpeople.us/native-

art/Ray-Naha-Kiva-Kachina-Dance.html Kamma, A. (1999). …If you lived with the Hopi. New York, NY: Scholastic Inc. Mallernee, J.R. (2002). Ride the Laughing Wind. Retrieved from

http://www.youtube.com/watch?v=odqrzUkCACs Mooney, J. (1893). He-he-a Hopi kachinas of the Powamu or Bean-Planting Ceremony.

Retrieved from http://siris-archives.si.edu/ipac20/ipac.jsp?uri=full=3100001~!247439!0

Answers for Card #2: Kachina dolls are designed to resemble the kachina dancers. They range in size and shape. Carved from wood and painted, each doll is unique. The video in the PowerPoint will demonstrate the carving technique in more detail. Kachina dolls are both religious symbols and American Indian art forms. Sources: Arizona Indian Jewelry. (2010). Kachina dolls. Retrieved from

http://www.arizonaindianjewelry.com/kachinadolls.html Davis, M. (2009). Carving a Hopi broadface kachina doll. Retrieved from

http://www.youtube.com/watch?v=ODGZLfKKTik Free Spirit Gallery. (2009). Information, facts, and history on kachina dolls. Retrieved from

http://www.freespiritgallery.ca/Images/kachinadolls3.jpg Miller, G. (2000). Lesson Plans for Teaching Reading with a Native American Theme. Retrieved

from http://www.mce.k12tn.net/indians/teaching/reading.htm Native American Images. (2009). Kachinas. Retrieved from

http://www.nativeamericanlinks.com/kachina/kachina.htm Answers for Card # 3: The Navajo believe in spirits like the Pueblo’s kachinas. They call their spirits Yei and these spirits act as messengers between the people and the spirit world. Like the kachinas, Yei also bring good fortune to the villages. Yei were originally used in sandpaintings for healing ceremonies but today, similar to the kachina dolls, sandpaintings and other types of paintings and sculptures depict the Yei in an artistic way. Sources: Dharmananda, S. Art and traditional healing: Native American art and the Yei’bi’ci Winter

Healing Ceremony. Retrieved from http://www.itmonline.org/arts/arthealing.htm Navajo Yei. (2006). Retrieved from http://www.zazzle.co.uk/navajo_yei_mug-

168653520253138764

Inquiry Cards

Activity Card # 1 – Kachina Researchers Questions: Who/What are kachinas? Which American Indian tribe believes in kachinas? Ask your teacher to explain the history of the kachinas. She will you some interesting facts about kachinas in a PowerPoint presentation. Record three interesting facts you learned on a separate sheet of paper. List two additional questions you have.

Possible Answers:

1. Kachinas are Spirit Beings who protect the Pueblo people. 2. The Pueblo people believe in the kachinas.

Possible Additional Questions:

1. Could women be kachina dancers? 2. How many types of kachinas are there?

Activity Card # 2 – Kachina Dollmakers Questions: How are kachina dolls made? Are kachina dolls toys? Ask your teacher to explain how kachina dolls are made. She will show you some interesting facts about and images of kachina dolls in a PowerPoint presentation. After learning about kachina dolls, ask your teacher to help you make a kachina doll. Record the names of three specific kachina dolls. List two additional questions you have about kachina dolls.

Possible Answers:

1. Kachina dolls are carved from wood and then painted. 2. Kachina dolls originally were for religious teaching but today some are made for art and

are sold. Possible Additional Questions:

1. What are the sizes of kachina dolls? 2. How much does it cost to buy a kachina doll?

Activity Card # 3 – Kachina Equivalents Questions: What do other American Indian tribes believe in? What is an example of something similar to a kachina doll that they might have? Ask your teacher to explain a similar American Indian religious symbol and art form like that of the kachina doll. She will show you some interesting facts and images in a PowerPoint presentation. After learning about the Kei, draw a picture that resembles either the painting or sculpture. Share you picture with a classmate. List two additional questions you have about the Kei or the Navajo religion.

Possible Answers:

1. The Navajo believe in spirits that protect them as well. 2. The Kei is a similar religious symbol and art form like that of the kachina.

Possible Additional Questions:

1. Were the Kei modeled after dancers too? 2. How many types of Kei were there?

Name______________________________________________ Date____________________

Inquiry: Kachina Dolls

Explain the history and importance of the kachina dolls by answering the following questions: 1) What are kachinas? 2) Which American Indian society believes in kachinas? 3) What is the importance of the kachinas in that society? 4) What two purposes do the kachina dolls have?

Answer all of these questions in paragraph format (8 points).

Kachinas are powerful Spirit Beings that the Pueblo people believe in. The kachinas protect the Pueblo and bring all that is good and needed to them and their villages. Men dress as . kachina dancers during ceremonies to honor the spirits. At the end of the Powamu Ceremony, . kachina dolls are given to the children to teach them about their people’s beliefs. Kachina . dolls are both religious symbols and art forms. .. .

Name______________________________________________ Date____________________

Pre-/Post- Test: American Indians

Read each question and its answers carefully. Circle the letter of the correct answer. All multiple choice questions are worth 2 points each.

1. The James River is found in the region of the ____________.

A. The Lakota Indians B. The Powhatan Indians C. The Pueblo Indians 2. The Rocky Mountains are found in the region of the ____________.

A. The Pueblo Indians B. The Lakota Indians C. The Powhatan Indians

3. The Mississippi River is found in the region of the _____________. A. The Powhatan Indians B. The Pueblo Indians

C. The Lakota Indians 4. Mt. Vernon Elementary School is located in the same region as the ___________.

A. The Powhatan Indians B. The Pueblo Indians

C. The Lakota Indians

5. Which of the following is not one of the three important features to include on a map? A. The compass rose B. The legend C. The time of day 6. The dreamcatcher was first created by ____________.

A. The Eastern Woodland Indians B. The Plains Indians C. The Southwest Indians

7. The dreamcatcher was supposed to ____________. A. Catch your bad dreams B. Help you fall asleep C. Make your dreams come true

8. The netting on the dreamcatcher resembles _____________. A. A bird’s nest B. A cloud

C. A spider’s web 9. Pocahontas was the ____________ between the Powhatan and the Jamestown colonists.

A. Peacemaker

B. Fighter C. Spy 10. The period of peace between the Powhatan and the colonists began when Pocahontas

____________.

A. Saved Captain John Smith’s life B. Married John Rolfe

C. First brought food to the colonists 11. Pocahontas is an example of all of the following except ____________.

A. A traitor

B. A good citizen C. A role model 12. Three characteristics that help to make a good citizen are respect, honesty, and

____________. A. Quietness B. Selfishness C. Trustworthiness

13. Explain the history and importance of the kachinas by answering the following questions: 1) What are kachinas? 2) Which American Indian society believes in kachinas? 3) What is the importance of the kachinas in that society? 4) What two purposes do the kachinas have?

Answer all of these questions in paragraph format (8 points).

Kachinas are powerful Spirit Beings that the Pueblo people believe in. The kachinas protect the Pueblo and bring all that is good and needed to them and their villages. Men dress as . kachina dancers during ceremonies to honor the spirits. At the end of the Powamu Ceremony, . kachina dolls are given to the children to teach them about their people’s beliefs. Kachina . dolls are both religious symbols and art forms. ..

References

Bial, R. (2000). Lifeways: The pueblo. New York, NY: Marshall Cavendish Corporation. Board of Education Commonwealth of Virginia. (2008). Grade two: Introduction to history and

social science. History and social science standards of learning: Curriculum framework. Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewks_history2.pdf

Boraas, T. (2003). The powhatan: A confederacy of native american tribes. Mankato, MN: Capstone Press.

Dwenger, D. (1998). The study of native americans. Retrieved from

http://inkido.indiana.edu/w310work/romac/native.htm Gianetta, J. (2009). The plains indians. Retrieved from

http://www.saskschools.ca/~gregory/firstnations/travel.html Giese, P. (1997). Native american indian resources. Retrieved from

http://www.kstrom.net/isk/mainmenu.html Hakim, J. (1999). The first americans: Prehistory-1600. New York, NY: Oxford University

Press. Houghton Mifflin Harcourt. (n.d.) Graphic organizers. Education place. Retrieved from

http://www.eduplace.com/graphicorganizer/

Jamestown-Yorktown Foundation (n.d.) Living with the indians. Retrieved from http://historyisfun.org/PDFbooks/Living_with_the_Indians.pdf

Kallen, S. A., & Boekhoff, P.M. (2002). Daily life: A plains indian village. San Diego, CA: Gale

Group, Inc. Kamma, A. (1999). …If you lived with the hopi. New York, NY: Scholastic Inc. Matusevich, M. (2002). Social studies curriculum resources poster sets. Retrieved from

http://chumby.dlib.vt.edu/melissa/posters/posterset.html McGivern, A. (1992). …If you lived with the sioux indians. New York, NY: Scholastic Inc.

Miller, G. (2001). Native americans. Retrieved from http://www.mce.k12tn.net/indians/index.htm

Native american facts for kids. (2009). Retrieved from http://www.native-languages.org/kids.htm

North american timeline of events. Legends of america: A travel site for the nostalgic and

historic minded. (2010). Retrieved from http://www.legendsofamerica.com/na-timeline.html

Prindle, T. (1994). Scenes from the eastern woodlands: A virtual tour. NativeTech: Native

american technology & art. Retrieved from http://www.nativetech.org/scenes/ Smithsonian Center for Education and Museum Studies. (2010). Smithsonian education.

Retrieved from http://www.smithsonianeducation.org/educators/ Taylor, C. (1993). What do we know about: The plains indians? New York, NY: Peter Bedrick

Books. Terry, M.B.H. (1999). Daily life in a plains indian village: 1868. New York, NY: Houghton

Mifflin Company. Woodlief, A. (1985). In river time: The way of the james. Retrieved from

http://www.vcu.edu/engweb/Rivertime/index.htm

Appendix A: Standards

National History Standards 2B The student understands how communities in North America varied long ago. Therefore

the student is able to: compare and contrast the different ways in which early Hawaiian and Native American peoples such as the Iroquois, the Lakota, the Hopi, the Nez Perce, the Inuit, and the Cherokee adapted to their various environments and created their patterns of community life long ago. [Compare and contrast differing sets of ideas]

Virginia Introduction to History and Social Science Standards of Learning

History

2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.

2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.

Geography

2.4 The student will develop map skills by a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient

China and Egypt; c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States

maps; d) understanding the relationship between the environment and the culture of the

Powhatan, Lakota, and Pueblo Indians. 2.5 The student will develop map skills by

a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and

Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great

b) Lakes) in the United States and other countries. 2.6 The student will demonstrate map skills by constructing simple maps, using title, map

legend, and compass rose. Economics 2.7 The student will describe natural resources (water, soil, wood, and coal), human resources

(people at work), and capital resources (machines, tools, and buildings).

Expenses Lesson Item Cost

Hemp (12 yards) $3

String (81 yards) $2

Feathers (2 packs - 80) $2

Lesson # 2 – Art Series (Dreamcatchers)

Wooden beads (10 ounces) $5

1 ½” X 5/8” wooden spools (40) $5.00

½” X 5/8” wooden spools (40) $4.50

3/16” X 7/8” wooden spools (40) $4.00

Lesson # 4 – Inquiry (Kachina Dolls)

¾” wooden balls (20) $2.50

TOTAL $28.00