Grade 4 Social Studies Unit 3
Title
Suggested Time Frame st
1Six Weeks 5 Days 2nd Six Weeks 10 Days
Texas Indians
Big Ideas/Enduring Understandings
Guiding Questions
Texas Indian cultures and North American Indian cultures share certain ways of life. American Indians operated under economic and government systems . Identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano.
Describe the different Texas and North American Indian cultures and their way of life. What are the economic and governmental systems of Texas and North American Indians? Compare the different American Indian groups found in Texas and North America. TEKS
Readiness TEKS 1D
Supporting TEKS 1ABC 10A 14A 19A
Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Vertical Alignment CISD 2015, Updated 6/2/16
Process Skills 6AB, 7AB,21ABCDE,22ABCDE,23AB
Sample Assessment Question Compare and contrast the four main American Indian groups found before European exploration. What was the economic system of each group? What form of government did each group use? Identify types of housing for each group. Identify major food sources for each group. What would life be like for you if you lived with one of these groups at this time? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and researchbased best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS 21AE, 22AE, 23AB Knowledge and Skills with Student Expectations (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to:
District Specificity/ Examples Bloom’s Level: Remembering 1A1D Which best completes the diagram? The photograph above best depicts which of the…? According to the map above, which statement most accurately describes the distribution of…? The map above indicates…?
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Vocabulary
Explain nomads artifacts customs Origins
Instructional Strategies
Graphic Organizers Visuals/video KWL Instructional conversation Accountable conversation stems Think/Pair/ Share
Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Children’s Literature Texas By Carem Bredson Tumbleweed Tom on the Texas Trail By Jackie Hopkins Indians Who Lived in Texas By Betsy Warren The Ghost Dance By Alice McLerran Websites Pearson Online Lessons
(A) explain the possible origins of American Indian groups in Texas and North America; (supporting) (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to: (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (supporting)
What generalizations can be made from…? Which best illustrates the positive and negative consequences of…? The information best depicts the following Bloom’s Level: Remembering The main groups in Texas were the following: ● Gulf Culture groups (the Coahuiltecans and Karankawas ) fished and gathered berries on the coast and inland in the dry plains of South Texas. ● Plains Culture were buffalo hunters until the 1800's. Plains tribes in Texas were Comanche, Apache, Kiowa; ● The Puebloan Culture ( Jumano) in far West Texas were farmers along the Rio Grande near El Paso;
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Social Studies text TE pgs 102a 135. Students pgs 102 135.
Identify Lipan Apache Karankawa Caddo Jumano Indian groups
Graphic Organizers Visuals/video KWL Instructional conversation Accountable conversation stems Think/Pair/ Share
Children’s Literature Buffalo Hunt by Russell Freedman. Holiday House, 1988. Indians Who Lived in Texas by Betsy Warren. Hendrick Long, 1981. Buffalo Sunrise: The Story of a North American Giant by Diane Swanson. Sierra Club Books, 1996. The Legend of the Bluebonnet: An Old Tale of Texas; The Legend of the Indian Paintbrush by Tomie DePaola. Putnam, 1983 and 1988. Available in Spanish. Buffalo Woman by Paul Goble. Macmillan, 1984. Iktomi and the Berries: A Plains Indian Story ; Iktomi and the Boulder: A Plains Indian Story ; Iktomi and the Buzzard: A Plains Indian Story by Paul Goble. Orchard, 1988 and 1994. Arrow to the Sun: A Pueblo Indian Tale by Gerald McDermott. Viking, 1991. Activities By the end of fourth grade the students will compare and contrast lifestyles and settlement regions of Texas and Western
● The Southeastern Woodland Culture ( Caddo ) were farmers in East Texas Piney Woods.
North American Tribes: ● Inuit ● Cherokee ● Iroquois ● Sioux ● Navajo ● Northwest Pacific Indians This is a new objective introduced in Grade Four and provides a base of knowledge for Grades Five, Seven and Eight.
Hemisphere Native American cultures before European exploration. Lifestyle includes how a group meets their basic needs for food, clothing, and shelter. Lifestyle also includes such characteristics as tools and technology, jobs and work patterns, religion, customs and traditions. Settlement regions refer to where groups lived and the resources they had available in their natural environment. There were both primitive and advanced groups in the Western Hemisphere before the Europeans arrived in the Americas. However, none of the groups were as technologically advanced as the Europeans. In Mexico, the Aztecs were the most advanced group. They lived in and around what is now Mexico City (which they called Tenóchtitlan). They had advanced systems of government, roads, religion, and farming. They knew about astronomy, had libraries and a mail service, and systems of writing and mathematics. They were powerful and warlike and enslaved other Native American to work for them and to pay taxes to them. They built huge pyramids and other buildings in their cities, and mined gold and silver. In what is now the United States there were many groups of Native Americans that were more primitive than the Aztecs. These Native Americans are referred to by where they lived. Websites Pacific Northwest Indians http://people.ucls.uchicago.edu/~cmanner/NAproject2007/tim eCulture8/index.html Inuit http://www.historyforkids.org/learn/northamerica/before1500 /history/inuit.htm
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Sioux – http://www.indians.org/articles/siouxindians.html Cherokee http://www.indians.org/articles/cherokeeindians.html Navajo http://www.indians.org/articles/navajoindians.html Iroquois http://www.mce.k12tn.net/indians/reports1/iroquois.htm Lessons
(1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to: (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur
Bloom’s Level: Understanding Native American cultures refer to large groups made up of several different tribes that lived a similar lifestyle. ● There were Gulf culture tribes all along the Gulf coast from Florida to Texas. ● There were Plains culture tribes who depended almost totally on the buffalo throughout the Great Plains from Texas north to the Canadian border.
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Describe Regions Ysleta Del Sur Pueblo Alabama Coushatta Kickapoo
Graphic Organizers Visuals/video KWL Instructional conversation Accountable conversation stems Think/Pair/ Share
Pearson Online/Text Children’s Literature Texas By Carem Bredson Tumbleweed Tom on the Texas Trail By Jackie Hopkins Indians Who Lived in Texas By Betsy Warren The Ghost Dance By Alice McLerran Activities A culture group goes through developmental stages that progress (based on need) from primitive to advanced. In Texas, before the Spanish Conquest, there were a variety of Native American cultures that fit on the continuum from primitive to more advanced. There were no cultures in Texas that were as advanced as the Aztecs in Mexico or the conquering Europeans. Help students understand the generalization: Environment affects culture The resources and climate of a group affect the way they meet their basic needs (food, clothing, and shelter), their tools and technology, and their general way of life (culture).
● There were Puebloan culture tribes throughout the southwest in what is now Texas, New Mexico and Arizona. ● There were Woodland tribes in the whole eastern half of the current U.S.
Pueblo, AlabamaCoushatt a, and Kickapoo; and (supporting)
(1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to:
Bloom’s Level: Analyzing Each type of Indian culture group in Texas shares similarities with other specific North American groups
Compare American Indians Texas North America European exploration
Graphic Organizers Visuals/video KWL Instructional conversation Accountable conversation stems Think/Pair/ Share
Pearson Online Children’s Literature Texas By Carem Bredson Tumbleweed Tom on the Texas Trail By Jackie Hopkins Indians Who Lived in Texas By Betsy Warren The Ghost Dance By Alice McLerran Activities Given a description of two different Native American cultures in Texas, have the students use a Venn Diagram to compare and contrast these Native American groups in terms of food, clothing, shelter and tools and technology. They can extend their comparison by writing a paragraph or drawing pictures describing the lifestyles of these two groups.
(D) compare the ways of life of American Indian groups in Texas and North America before European exploration.
Give students a primary source excerpt such as a passage from Cabeza de Vaca's journal and ask students to describe how the Native American lifestyle was different from that of the
(Readiness) CISD 2015, Updated 6/2/16
Define technology any tool (including weapons) that makes one's life easier. Technology is not just computers! None of the Native American cultures and tribes in Texas had a system of writing and their technology was limited to primitive spears, fishing tools, bows and arrows, stone farming tools and so on. Of the Texas Indian tribes, the Coahuiltecans were the most primitive and the Caddo the most advanced. Websites
Europeans, citing specific examples from the primary source. Have students pretend that they are one of the first Europeans to encounter a Native American culture group in Texas. Ask them to draw a picture of how those Natives might have looked to the "explorer" and to write three entries in a journal the explorer might have kept about his experiences with the Native Americans Websites
(10) Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to: (A) explain the economic activities various early American Indian groups in Texas and North America used to meet their needs and wants such as farming, trading, and hunting; and
Bloom’s Level: Understanding Students should compare the economic patterns of groups of Native Americans and settlers living in similar geographic areas based on: ● The way each group provided themselves with food, clothing, and shelter. ● The types of natural resources used by each group. ● The types of tools and instruments (i.e.
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Explain Economic activity Needs Wants Farming Trading Hunting
Graphic Organizers Visuals/video KWL Instructional conversation Accountable conversation stems Think/Pair/ Share
Pearson Online Children’s Literature Activities Economic systems are the rules and procedures that communities or countries use to decide ● What to produce ● How to produce ● How much to produce ● For whom to produce There are three types of systems: ● Traditional (customs, habits, laws, and religious beliefs control decisions) ● Command (government regulates economic activity) ● Market (individuals control production and distribution of resources and make decisions based on the market in which they function).
(Supporting)
capital resources) each group used to provide products and services to meet their needs.
Native Americans in Texas had a traditional economy. Native Americans in Mexico, like the Aztecs, had a combination of a traditional economy and a market economy. The Europeans (Spanish) had mostly a market economy with some aspects of a command economy because the government controlled much of the wealth coming out of the Americas.
● The way each of the groups interacted with other groups to meet their needs. ● They types of jobs held by the members of each group.
Students were first introduced to the concept of productive resources and a market economy in third grade. Review productive resources with students: ● Natural resources (referred to collectively as "land") are those things present in nature. This includes things such as trees, crops, buffalo, horses, water, etc. ● Human resources (also called labor) represent the quality and quantity of human effort directed toward the production of a good or service. Capital resources are goods (tools, equipment, etc.) made by people to produce other goods Websites Pearson Online/Text
(14) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:
Bloom’s Level: Analyzing In Texas there were four major culture groups of Native Americans: ● Gulf Culture (tribes: Coahuiltecans and Karankawas) in Texas fished and
(A) compare how various American Indian groups such CISD 2015, Updated 6/2/16
Compare Organized Government Governed
Graphic Organizers Visuals/video KWL Instructional conversation Accountable conversation stems Think/Pair/ Share
Children’s Literature http://www.livebinders.com/play/play?id=592458 Activities In Texas there were four major culture groups of Native Americans: ● Gulf Culture (tribes: Coahuiltecans and Karankawas) in Texas fished and gathered berries on the coast and inland in the dry plains of South Texas.These tribes,
as the Caddo and the Comanche governed themselves; and (Readiness)
gathered berries on the coast and inland in the dry plains of South Texas. ● Coahuiltecan’s government consisted of doing what was best for the group. There were no "chiefs" but often elder members of the tribe had authority. Most of these tribes had a medicine person (shaman) who was also influential and could be male or female. ● Plains culture These tribes had war chiefs as leaders. This leader usually was honored and listened to because he was brave and fierce. They also had medicine men who were powerful. The leaders were male.
● Puebloan culture lived in settlements (pueblos) and chose their leaders based CISD 2015, Updated 6/2/16
especially the Coahuiltecans, were small bands of hunters and gatherers. ● Plains Culture were buffalo hunters until the 1800's. Plains tribes in Texas were Comanche, Apache, Kiowa; ● The Puebloan Culture (Jumano) in far West Texas were farmers along the Rio Grande near El Paso;
● The Southeastern Woodland Culture (tribe: Caddo) were farmers in East Texas Piney Woods. ● The Caddo were the most "advanced" of the Native American cultures in Texas. They lived in large, permanent villages (sometimes as many as 500 people). They Websites http://www.livebinders.com/play/play?id=592458
on wisdom, age, and leadership ability. The leader had knowledge of farming and other important survival skills. There was sometimes a wise woman who became a leader. ● Southeastern Woodland culture elected their leaders and the tribes in an area banded together into a confederacy to help one another when there was danger or when crops failed. Each tribe sent representatives to a meeting of the confederacy held at least once a year. At this meeting they decided on things important to all the tribes. This is a new objective at fourth grade. In previous grades students have identified the purpose, structure and function of state and local government. CISD 2015, Updated 6/2/16
4.21(B) analyze information by sequencing, categorizing, identifying causeandeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Ongoing Embedded
Sequencing Categorize cause/effect Compare & contrast Main idea Generalize Inference Drawing conclusions
4.21(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 22(A) use social studies terminology correctly 22(E) use standard grammar, spelling, sentence structure, and punctuation
Ongoing Embedded
23(A) use a problemsolving process to identify a problem, gather information, list and
Ongoing Embedded
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consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
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