Social Studies Unit for Fourth grade Native Americans in Utah

By Christine Kent

Table of Contents

Lesson 1.Introduction Lesson2.....Oral Stories Lesson 3..Cultural Influences Lesson 4....Reservations/schools Lesson 5..Tie it all together

Content Outline
The students have been learning Utah history by different topics that brought people here. There was farming, mining, the trains, the gold rush, religion, and now we will learn about the Native Americans that were here. We will learn where they were then and where they are now. This unit is going to work in lessons on each Tribe in Utah. There is going to be a guest speaker story teller who is Ute. The students will make coil pots out of clay. They will hear music from these groups and see objects (drums, flutes, dress, blankets, and artwork). The students will be learning about the school in Logan that was used to whitenize the Indians. They will also have a chance to watch part of a video on a powwow I attended earlier this year.

Unit Rationale
Learning about other cultures helps students become more rounded individuals with a better understanding of others. I also have two amazing students in my classroom with Native American heritage, including this topic in our studies will give these students a since of importance and recognition. This will be helpful especially to one student in particular who is struggling with interest in learning. All students will gain background on how Utah populations were formed when this unit is tied to the other units we have been focusing on this year. I believe that the knowledge students will gain from this unit will help them to become better citizens that have a larger view of the world they live in. They will also have better connections to people that may have different backgrounds and cultures than their own.

Unit Objectives
Social Studies Core Curriculum Objectives: Standard 2 Students will understand how Utah's history has been shaped by many diverse people, events, and ideas. Objective 1 Describe the historical and current impact of various cultural groups on Utah. a. Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources. b. Explore points of view about life in Utah from a variety of cultural groups using primary source documents. c. Explore cultural influences from various groups found in Utah today (e.g. food, music, religion, dress, festivals). d. Identify and describe leaders from various cultures who exemplify outstanding character and life skills. e. Explain the importance of preserving cultural prehistory and history, including archaeological sites and other historic sites and artifacts. Objective 2 Describe ways that Utah has changed over time. a. Identify key events and trends in Utah history and their significance (e.g. American Indian settlement, European exploration, Mormon settlement, westward expansion, American Indian relocation, statehood, development of industry, World War I and II).

b. Compare the experiences faced by today's immigrants with those faced by immigrants in Utah's history. Language Arts Core Curriculum Objectives Reading: Literature Standard 2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Craft and Structure Reading: Literature Standard 4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Reading: Literature Standard 7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Speaking and Listening Standard 2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Speaking and Listening Standard 5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Fine Arts: Music Standard 1 Singing The student will develop the voice and body as instruments of musical expression. Objective 3 Discover how songs, singing games, and dances relate to various cultures in the history of Utah. (See Social Studies Core.) a. Share songs, instruments, and music enjoyed by various cultures in the history of Utah. b. Describe how music is used by cultures in Utah's history. c. Play singing games, enjoy traditional folk dances and patriotic songs related to the cultures of Utah's history. Explain what they mean personally. Fine Arts: Visual

Standard 1 (Making): The student will explore and refine the application of media, techniques, and artistic processes. Objective 1 Explore a variety of art materials while learning new techniques and processes. a. Draw objects from a variety of perspectives; e.g., directly beneath, bird's-eye view, below, from the level of the surface upon which it sits. b. Use blocking-in, gesture drawing, and/or stick figures as start-up skills for drawing. c. Portray cast shadows as having shapes different from the objects that cast them. d. Use value, color, and texture to create interest. e. Observe and render the details of real objects with a high degree of accuracy; e.g., veins in a leaf, wrinkles in a cloth, mortar between brick, ridges in bark. Objective 2 Handle art materials in a safe and responsible manner. a. Provide proper ventilation when working with art materials that give off fumes. b. Dispose and/or recycle art material wastes in a safe and appropriate manner. c. Clean and store art materials and equipment in a way that extends their life and usability. d. Clean and put back to order art making areas after projects. e. Respect other students' artworks as well as one's own.

Standard 2 (Perceiving): The student will analyze, reflect on, and apply the structures of art. Objective 1 Analyze and reflect on works of art by their elements and principles. a. Discuss how height placement creates an illusion of depth in artworks. b. Determine the overall value key for several significant works of art. c. Analyze how artists have varied the space divisions to create a more interesting composition. d. Identify evidence of depth, shadow, color, and mood in artwork.

Objective 2 Create works of art using the elements and principles. a. Draw the base of a distant object higher up on the drawing page than the bases of objects that are meant to be in the foreground. b. Portray a consistent light side closest to the light source and dark side opposite the source of light in artwork. c. Alter the intensity of any color by adding gray to it. d. Create dominance in a painting by adding gray to all the colors but one. e. Repeat elements to create movement in artwork.

Standard 3 (Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes. Objective 1 Explore possible content in art prints or works of art. a. Determine and explore a variety of sources of inspiration for making art; e.g., panoramic view, microcosm, people, imagination, experimentation, decoration, celebration, events, interpretation of emotions, education, religion. b. Examine the overall value key of significant works of art and relate the key of each work to a mood. Objective 2 Discuss, evaluate, and choose symbols, ideas, subject matter, meanings, and purposes for artworks. a. Create a work of art using inspiration from hobbies or interests. b. Interpret how artists use symbols to express moods, feelings, and ideas in art. c. Create and invent symbols to represent ideas, moods, or thoughts in artwork. d. Classify works of art according to media and genre; e.g., portrait, landscape, abstract, realistic, painting, sculpture, drawing, print. e. Identify themes in works of art. f. Hypothesize why some significant works of art are valuable. g. Predict why some people enjoy significant works of art that don't convey a story.

Standard 4 (Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning. Objective 3 Recognize the connections of visual arts to all learning. a. Create art that expresses your connections to the early Utah art. Strategy Example: The early Utah art may be prehistoric, craft oriented, or folk art. Use the design motifs of the early Utah art to inspire similar designs in the new art made in class. b. Explain how scientific information can be communicated by visual art. c. Explain how the arts affect or enhance the quality of life in Utah; e.g., availability of the arts, traditions from previous times, value placed on arts within the state, impact of the arts on the environment.

Lesson 1: Introduction

Introduction: We will activate our background knowledge on mining, the pioneers, and the farming that the students have learned so far. Then we will use talk about how and why people came to Utah, including their own families. We had written a oral history of all the students families coming to Utah. Then we will discuss a thought that there where people here before these others arrived in Utah. I will introduce each tribe with their name. Letting them now that over the next five weeks we will be learning more about these different people and how they affected Utah today.

Content/Activity:

The students will be given two maps to color one map will be where the different tribes of Native Americans in Utah use to live and the other will be a map of Utah and where the Native Americans live today. The students will create a key for their maps to organize the different tribes. I will give the students information about where each of the tribes lived and lives today. This will have visual map pictures to help show the students where they were.

Closure: As a whole group we will discuss what the findings on the two maps show us. How the area these people live in has changed over time. I will ask students to think about what might have caused these changes. Then letting them know that we will discuss it over the next few weeks to grow our ideas. Evaluation: To evaluate what the students have learned we will group and discuss what the tribes names are and where they lived. Each group will have a scribe. The students will write their answers and all the names of the people in the group to be turned in and assessed. Adaptations: Five of my students are English Language learners and will benefit from visual aids. The instructions will be given orally, written, and demonstrated with new activities. These students will also benefit from peer collaboration and discussion groups. I also have two students who

will need extra help in any reading we do with this project. I am fortunate to have the help of an parent volunteer at this time who will be reading with the students that need it. As for my students that are advanced learners they will have an opportunity to find visual pictures of and information on a specific tribe of their choosing.

Integration: How would you take this topic and integrate it into other subject areas? (Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar, Math) How could you use technology to enhance this lesson? The integration for this lesson is Fine Arts visual, listening, communication, and writing. Lesson 2: Oral Stories

Introduction: The students will be asked to share their favorite folklore or fairytale. This has already been defined for them, but will be reminded. Then we will talk about how many of these stories have a moral or lesson to learn. We will discuss some folklore from many different cultures that can be found in Utah and around the world. Then we will discuss how many of the Native American tribes have stories they tell their young to help them learn lessons as well. Content/Activity: I will introduce go over our rules for listening when a person is speaking. Then I will introduce our guest who is there to telling them a couple of stories from his people. I will then let him take the floor and talk with the students. Closure: After the stories the students will have a chance to ask some questions of Julian. He said he would answer the ones he could. I also will answer questions at this time. Evaluation: Students will be writing a rough draft of their own version of their favorite fairytale. We will also discuss the importance of storytelling; both written and oral stories. Adaptations: Five of my students are English Language learners and will benefit from visual aids. The instructions will be given orally, written, and demonstrated with new activities. These students will also benefit from peer collaboration and discussion groups. I also have one student who will need extra help in the writing portion of this lesson. As for my students that are advanced

learners they will have an opportunity to find visual pictures of and information on a specific tribe of their choosing after completing their work. Integration: How would you take this topic and integrate it into other subject areas? (Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar, Math) How could you use technology to enhance this lesson? The integration for this lesson is writing, listening, and communication.

Lesson 3: Cultural Influences

Introduction: Students will come in from recess and be asked to clear their desks off. I will talk about how some tribes had dances to celebrate, ask for help, give thanks, and tell stories. I then talk about a powwow and what it is for. Then I will show about ten minutes of a video from a powwow this year. Content/Activity: I will bring in many different items, objects, and clothing that the different tribes have. We will discuss the differences between the items and tribes and why it might be necessary for them to have one item but not another. Students will be able to handle a few of these items at this time. We will discuss the clothing they use to wear and what the students think they wear today. Closure: The students will be making coil pots. Then they will paint them the next day. I will fire them in a kiln. The students will have an opportunity to listen to Navajo music while they make their pots. Evaluation: Students will have to describe what the pots were used for in class discussion. The will also have their pots. Adaptations: Five of my students are English Language learners and will benefit from visual aids and the hands on activities in this lesson. The instructions will be given orally, written, and demonstrated with new activities, especially the coil pots. The two students who will need extra help in in reading and writing will be okay for this lesson. I have a student that has a hard time with fine motor skills; myself or the parent volunteer will work with her on the coil pots. As for my students that are advanced learners they will be able to work on their oral presentations they will be giving soon.

Integration: How would you take this topic and integrate it into other subject areas? (Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar, Math) How could you use technology to enhance this lesson? The integration for this lesson is Fine Arts visual, Fine Arts: music, Fine Arts: drama: Moving, and listening.

Lesson 4: Reservations and Schools Introduction: We will play a snowball activity where each square will have one of the tribe names in it. Then we will discuss as group answers on each. The students have less risk in answering because they have anothers answers in front of them to read and no one knows whose it is. The students have done this activity with other subjects and beg to play it. Content/Activity: We will pull our Utah maps from the beginning of this unit out and talk about what has caused the difference in the land the tribes inhabited then and now. I will define and explain what a reservation is and how they came about. Also when they came about. Then we will talk about how there were schools here in Utah that Native American kids were sent to not by choice but rather by orders. How they were given different names, different clothes, and different language. If they were caught show any of their culture they were punished. I am still seeking a book on this that is appropriate for this age group. Closure: The students will answer questions about the topics discussed today. Some questions will be facts and others will require them to form an opinion on the new knowledge. Evaluation: The closure will be turned in for a grade against a rubric. Adaptations: I will be giving students who need it visual aids. The sentences used by me will be short and use language the students understand. There will be an explanation of words that are new to the students. This will help my students who are ELLs and also my two lower level readers. The students who are advance will use time left to finish their oral presentation for next week. Integration: How would you take this topic and integrate it into other subject areas? (Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar, Math) How could you use technology to enhance this lesson? The integration for this lesson is Fine Arts visual, Literacy, communication, comprehension of vocabulary specific to topic and listening skills.

Lesson 5: Tie it all together Introduction: The Six or so students who have oral presentations on a tribe will give them at this time. We will discuss the information the students have given us and how it add to what we have learned in this unit. Content/Activity: I will discuss the question of what changed where these tribes live again. Then we will open discussion to how the Native American tribes in Utah helped to form the place we live today. What their cultures have brought to us and how their cultures are similar and different from the ones we have in our classroom. Thankfully we have a diverse classroom with many different cultures. Then the students we create a mini poster of one of the tribes that will include the tribes name, definition, where they live in Utah (region), and at least one object that is unique to this tribe. The students will be given a rubric that I will use to grade this work.

Closure: I will have some of the items I brought a few weeks ago for the students to look at again and a print out of the story told by Julian. The students will get their pots back.

Evaluation: I will grade their work from the rubric and then it will be put on our board outside our classroom for display for the month. Adaptations: The instructions will be given orally, written, and demonstrated with new activities, especially the instructions for the poster. There will be an example of great, good, not so great work. The advanced learners will be giving presentation today on their chosen tribe. The students who complete first will work on reading for our Accelerated Readers or Math Program that all students work on regularly.

Integration: How would you take this topic and integrate it into other subject areas? (Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar, Math) How could you use technology to enhance this lesson? The integration for this lesson is Fine Arts visual, Fine Arts: music, communication, and listening.

Unit Closure
The students will receive their coil pots back that they made earlier. I will read a few more stories from the different tribes will they eat popcorn on the floor. During our next art time we will be putting together drums and painting them with pictographs. We will listen to the some Native American music while we work.

The Assessment
The students will write 4th grader paragraphs on the writing prompt, The Native Americans contributed to Utah today by. A 4th grader paragraph has at least four sentences. It has an introduction sentence, explaining sentence, and a conclusion sentence. The sentences all start with capitals and end marks. The sentences all have at least seven words in them. The students will use the information they have gained to answer this question.

Bibliography
Canyon Trilogy flute music CD Coil pots http://www.jhpottery.com/tutorial/coil.htm Native American Tales and Legends (Dover Children's Evergreen Classics) by Children's Classics and Allan A. Macfarlan Native American History for Kids: With 21 Activities (For Kids series) by Karen Bush Gibson North American Indians (Pictureback(R)) by Douglas Gorsline Oral knowledge from Native Americans I know: Marilyn Parry Lakota Julian Paiute Forrest Ute Mitchell Navajo Power Point I produced in my Native American Culture Diversity class from SLCC Five tribes of Utah website http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=17813

Utah Division of Indian Affairs http://indian.utah.gov/ Utah Native Americans for kids http://www.bigorrin.org/ute_kids.htm Utah history of Native Americans in Utah http://historytogo.utah.gov/utah_chapters/american_indians/nativeamericansinutah.html