Allison Scarry CT-Tracy Adams, Cedar Road Elementary School Chesapeake Public Schools November 21, 2013

GRADE: 2nd SUBJECT: Content TIME: (50-60 minutes) DIFFERENTIATION: By readiness and interest STRATEGY: Gallery walk of artifacts, Create a historical scene, Share and discuss scenes. MATERIALS: Smart Board visual of a Lakota person today, with the task of creating a picture of what life was like for their ancestors. Cue cards for different categories of the culture and environment: Region, Homes, Occupations, Transportation, Contributions, and Today. Artifacts for gallery walk: Visual depictions with short writings to label the artifacts. Teepee created from tortilla wrap for homes. Buffalo picture Horse picture Labels for artifacts 24 pieces of White paper for students sketch. Historical Recording document, with white boards to write on. I Pad with Lakota tribe music I Pad dock to play music.

ESSENTIAL QUESTIONS: In what ways were past American Indian lifestyles in Virginia similar to and different from those of the Lakota and Pueblo Indians? What are some contributions of American Indian culture to present-day life? How are American Indians of the past different from those of today?

SOLs: 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. GEOGRAPHY 2.4 (c & d) The student will develop map skills by 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. OBJECTIVES Compare and contrast differing sets of ideas. Gather, classify, and interpret information. Construct and explain simple charts. Collect, organize, and record information Where are the regions of the Powhatan, Lakota, and Pueblo people located on a United States map? How did the environment affect the Powhatan, Lakota, and Pueblo Indians? How did the Powhatan, Lakota, and Pueblo people relate to their environments?

PROCEDURE:
(8 minutes) ENGAGE:
(5-6 minutes) Introduction Introduction to the task: Performance Task ( created by Scarry) using Lakota Native American named Jeremy a second grader who wants to find out what a picture of life would have looked like back when his ancestors lived in the plains region of the United States. They will look at the artifacts and use them to answer what life was like for the Lakota people of the plains in the past.

Where did they live? (region) What was the environment like where they lived? (environment) What did they do for shelter? (home) How did they get around? (transportation) What kind of work did they do? What did they do to get or find food? What did they eat? (occupation) What contributions did they make? (contributions)

Tell students that in order to help Jeremy they will become history detectives to get information from the clues, and then they will have to use all that information to create a picture of what life was like in the past. Discuss and point to cue cards for specific information that is important for historians to know in order to tell what life was like in the past. (Allowing 2 minutes for questions)

(2-3 minutes) Explore/Explain

SAY: There are 6 artifact sites around the room labeled 1, 2, 3, 4, 5, and 6. (point to and move to show where each artifact site is) ASK: What are artifacts? Think about the artifact bag you did at the beginning of the year. How did your artifacts tell about you and your life? SET CLEAR EXPECTATIONS FOR WHAT THE MOVEMENT AROUND THE ROOM WILL LOOK LIKE******

(30 minutes) Explore/Explain: THINK/SHARE/PAIR

Students will move in groups with their table teams using the recording sheet and something to write on and with. They will have 2-3 minutes at each artifact site to record notes draw pictures if time in order to answer Jeremys questions about his heritage. Students will independently record their observations on the recording sheet. They will spend time at every artifact site. Tell students they will independently work during the observation sheet because they need to think, explain they will be discussing with each other shortly. Once students return to their desks, have students work in pairs to answer Jeremys questions. Have a few pairs share their responses, guide students to responses teacher is looking for if necessary.

(10-15 minutes) EXTEND: Create a picture of what life was like for the Lakota of the Past ***During this time, play Native American Plains Music using IPAD dock and IPAD as children work to help set the mood.***
Using the information they have gathered from the artifact sites, students will draw a picture of what life was like for the Lakota people in the past. Share a few of the drawings. Children should tell about what they drew.

(5-6 minutes)EVALUATE: Students will complete the following 3-2-1:

3 things you learned about the Lakota 2 ways the Lakota are different from the Powhatan 1 way the Lakota are the same as the Powhatan (2-3 minutes) Closure: Share responses and engage in discussion about essential question, thinking about Jeremy, a Lakota who is their ageask the following How are American Indians of the past different from those of today?

Homework: No Content Homework but to apply concepts outside of the classroom and share. Assessment: Informal Formative-Observation of students during individual/pair work Assessment: Informal Formative -The recording sheet Assessment: Informal Formative-3-2-1
______________________________________________________________________________ ____ ****Differentiations by Readiness, if some students need more help with these concepts see the differentiation plan below.***

Differentiation Plan for Readiness:

If students seem to struggle with concepts, will re-teach using textbook literature and worksheets

provided by classroom teacher. ****May also use these to reinforce important concepts as needed***. Students will be given the short summary worksheet on the Lakota. Read aloud the summary with the students and then together highlight the key information. Students will independently answer the questions. Students will share their responses and the teacher will clarify any misconceptions, or direct students to a more appropriate response as needed. The students will then use the information to fill in their chart on the three tribes they are studying for the Lakota tribe. Have students think about and discuss how the Lakota are different from the Powhatan. Share responses with the class, the teacher will record the differences on smart board or chalk board or poster board. The teachers will the draw the other circle to create a Venn diagram. The students will then discuss and share how the Powhatan and the Lakota are similar. Differentiation by preferred interest modality: Teacher will still have students compare and contrast the Lakota and the Powhatan, but will use hula hoops on the floor to create the Venn diagram. Students will be given the facts one or two per student. The students will come up and place their fact in the appropriate circle or shared circle. The student will read the fact and say where they are placing it and why. The class will show they agree or disagree by using symbols used in class of thumbs up if they agree with the statement and thumbs down if they disagree. Students must be able to explain why they disagree, using evidence to support. (We have been practicing this during morning work review daily) Students will then record a copy of the Venn diagram for their interactive social studies notebook. REFLECTION: