Title of Unit: History Title of Lesson: Peoples of the Plains Submitted By: Denise Crosby

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn more how the American Indians lived on the Eastern and Western Plains and the different ways they interacted with their environments. The lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History Volume 1 (pg. 60-63). B. Target Population: Grade Level: 5th grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: Houghton Mifflin 5th grade Social Studies Book: United States History (pg. 60-63) Pencils and paper Vocabulary & Study Guide (Unit Resource pg. 19) for each child see last page of lesson plan Art supplies for making shields (construction paper, crayons, markers, colored pencils) D. Objectives: o NV State Social Studies Standards o H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact.

Student-Friendly Standards I can describe the life and culture of the Plain Indians.

E. Procedure: 1. Refer to notes on TE pg. 60 Get Set to Read Explain the Study Guide students will complete as we read. Call students attention to the reading strategy of drawing conclusions as they look at the pictures and read. (TE pg. 60) Call students attention to the map on TE 61 and have students notice that there is an overlap of some of the Native Americans of our region. Introduce vocabulary (lodge, nomad, travois)

2. As a class, read pg. 60-63, stopping to ask questions as indicated in the margins of the TE.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: History Title of Lesson: Peoples of the Plains Submitted By: Denise Crosby

3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about history, economics, citizenship & critical thinking: (TE p. 62) History When did the Comanche start riding and raising horses? (TE p. 62) Economics Why were the Comanche thought to be rich and powerful? (TE p. 62) Citizenship In what ways do modern Comanche maintain their culture? (TE p. 62) Critical Thinking What are some of the similarities and differences between the Comanche and other groups who lived on the Plains? (TE p. 63) Critical Thinking What did the Comanche chiefs do as leaders? Which animal was more important to the Western Plains Indians, the buffalo or the horse? Explain your answer.

5. CLOSURE: Discuss the two statements in the Review/Assess section of TE p. 63. F. Assessment: What will you use to measure student understanding? Art Activity (TE p. 63): Make a fact file on the life of Western Plans Indians; illustrate their food, shelter, and way of traveling. Explain how you will know students understand the concepts from the lesson. Students will show understanding of the Plain Indians life and culture by including details in fact file with accurate illustrations. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach will be the Study Guide. They are used to this format. 2. Which part will be most challenging for you to teach? I think the most challenging part of this lesson for some students will be the critical thinking questions, evaluating and explaining their answers. 3. How will you follow up or extend this lesson? As Individual work - continue

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: History Title of Lesson: Peoples of the Plains Submitted By: Denise Crosby

As an extension to this lesson, I would use the Montessori Native American Card Set. Introduce early civilizations by exploring a familiar geographic regionthe United States. Cards detail the traditional foods, clothing, shelter, defense, and arts for the five main indigenous culture areas of Native Americans: Woodlands, Plains, Southwest, California, and Northwest. European impact is touched upon, but not emphasized. Includes 12 cards for each of 5 culture areas: one introduction card, one location card, and one picture card with matching reader card for each of 5 lifestyle topics. 120 cards in all. The students will work independently or in pairs reading & matching the cards. Another extension of this lesson would be Extend Lesson 4, Art of the Plains Indians. (TE pg. 64-65) 4. What will you do for students who dont grasp the concepts? For the students who are having trouble understanding the concepts of this lesson, I would use the Reteach Minilesson described on the bottom of TE p. 63. 5. Which part of the lesson, if any, do you think might need to change? This lesson is very complete and concise as it is written. 6. When you were writing this lesson plan, what was the most difficult part? As with any lesson, I find the assessment to be the hardest part. It is also hard to gauge just how long the upper grade lessons will exactly take since Im more used to the younger students.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: History Title of Lesson: Peoples of the Plains Submitted By: Denise Crosby

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4