Native Americans
2nd Grade
Social Studies Strands Lesson
By:
Emily Patrick and Christina Poulter
Table of Contents
Section
Slide #
Strand 1: American Heritage & People in Societies
3
(time, continuity, and change)
Strand 2: People in Societies
7
(culture)
Strand 3: World Interactions
11
(people, places,environments, global interactions)
Strand 4: Citizenship Rights and Responsibilities
14
(power, authority, and governance,civic ideals,and
practices)
Strand 5: Democratic Processes
19
(individuals, groups,and institution, civic ideas
and practices)
Strand 6: Decision Making and Resources
23
(power, authority, and governance, production,
distribution, and consumption)
Strand 7: Science, Technology, and Society
(no direct Ohio theme)
27
Strand 1:
American Heritage & People in Societies
(time, continuity, and change)
Activities:
1.
The students will create a time line by mapping out the earliest Native
American group to the most recent. This will be done on adding
machine paper so the students can see the relative time placement of
these Native American groups.
2.
As a class, we will take a field trip to Indian Mounds Park near
Columbus, Ohio. After returning to the classroom the students will
write a short paper explaining their favorite Native American artifact
they saw.
3.
The students, after researching Native Americans will plan and
carryout a Native American Festival; such as a Powwow in the
classroom.
Strand 1:
American Heritage & People in Societies
(time, continuity, and change)
Activities continued:
4.
The students will examine artifacts of Native American life as well as
pictures to get a sense of how they lived. Afterwards the class will play a
Native American artifacts bingo.
5.
The students will read stories recorded from the Native American oral
tradition as well as those written about Native Americans today. After
reading these stories the students will try to groups them into categories
depending on when they were written.
Strand 1:
American Heritage & People in Societies
(time, continuity, and change)
Websites:
1. Pow Wows
http://library.thinkquest.org/3081/
2. Timeline for Native American History
http://www.ilt.columbia.edu/k12/naha/natime.html
3. On This Date In North American Indian History
http://philkon.tripod.com/
Strand 1:
American Heritage & People in Societies
(time, continuity, and change)
Websites continued:
4. Discovery Guide for Fort Ancient State Memorial Park
http://www.physics.ohio-state.edu/~discover/Guide/ancient.html
5. Fort Ancient Earthworks
http://www.ohiokids.org/ohc/archeol/p_indian/maps/ftanerwk.html
Strand 2:
People in Societies
(culture)
Activities:
1.
In a class discussion the students will try to decide how the
Native Americans of the past are similar and different to us
today.
2.
The students will map out the locations of the Native American
tribes that lived in Ohio. They also need to include the rivers on
this map.
3.
The students will research Native Americans and find
photographs taken of them. Using these pictures the students
will create a list of how the Native American were similar to us
as well as different than us.
Strand 2:
People in Societies
(culture)
Activities continued:
4.
The students will find original Native American recipes and as a class
prepare a few and try them.The students will graph their favorite
Native American food they tried.
5.
After researching the clothing of Native Americans the students will
create a article of clothing using household objects. The students will
bring in their creations and share it with the class.
6.
Explain the importance of teepees and wigwams. Have the students
create their own table-top version.
Strand 2:
People in Societies
(culture)
Websites:
1. Native American Food and Recipes
http://www.kstrom.net/isk/food/recipes.html
2. What Kinds of Clothes did the Timucuas Wear?
http://pelotes.jea.com/kidcloth.htm
3. Indian Homes
http://www.germantown.k12.il.us/html/homes.html
4. The First Americans
http://www.germantown.k12.il.us/html/intro.html
5. Indian Photographs
http://nmnhwww.si.edu/anthro/wrensted/indianph.htm
Strand 2:
People in Societies
(culture)
Websites continued:
6. Fort Ancient
http://ohiohistory.org/places/ftancien/index.html
7. Hopewell Habitat
http://www.he.net/~archaeol/online/news/ft.ancient.html
8. Fort Ancient Hopewell Native American Earthworks
http://www.shakerwssg.org/fort_ancient_hopewell_native_ame.htm
9. Local Townships
http://www.princeton-realty.com/hopewellmunicipal.html
Strand 3:
World Interactions
(people, places, and environments, global interactions)
Activities:
1.
The students will read stories that have real life problems similar to
problems that were faced by Native Americans.
2.
After learning about the Trail of Tears the students will, on a blank map
of the U.S., trace the route taken by the Native American Tribes on the
Trail of Tears.
3.
The students will write a short story describing how a Native American
child from the past would deal living with the differences in today’s
society.
Strand 3:
World Interactions
(people, places, and environments, global interactions)
Activities continued:
4. The students will create a list of at least 3 reasons why the Native
Americans chose to live where they did. After the students have created a
list the class will compile all of the reasons into a class list.
5. The students will create a map of their hometown using Native American
symbols which will be displayed in the hallway.
Strand 3:
World Interactions
(people, places, and environments, global interactions)
Websites:
1. Hopewell Culture
http://www.campus.northpark.edu/history/WebChron/Nort
hAmerica/Hopewell.html
2. Mound Builders
http://school.discovery.com/homeworkhelp/worldbook/ato
zgeography/m/373980.html
3. Cultural Resources
http://www.ohiojunction.net/hopewell/resources.html
Strand 3:
World Interactions
(people, places, and environments, global interactions)
Websites continued:
4. Trail of Tears
http://www.cviog.uga.edu/Projects/gainfo/trailtea.htm
5. Indian Symbols
http://www.indiansummer.com/symbol.htm
Strand 4:
Citizenship Rights and Responsibilities
(power, authority, and governance, civic ideals and practices)
Activities:
1.
After learning about totem poles small groups of 4-5 students will
create replica totem poles with each level representing a member of
the group. There must be as many levels as there are members.
2.
The students will research Native American reservations. In small
groups of 3-5, students will create replica reservations out of paper,
clay, and twigs. Afterwards they will present them to the class.
3.
After researching Native American family life the students, in small
groups of 3-5, will create a story that emphasizes Native American
family life. Each member must contribute at least 2 sentences.
Strand 4:
Citizenship Rights and Responsibilities
(power, authority, and governance, civic ideals and practices)
Activities continued:
4.
After the students complete their Native American reservation art project
they will create a play based on characters they create for their reservation.
They will present these plays to the second grade classes.
5.
The students will research games that Native American children played and
create a game that represents one that could have been played during that
period.
Strand 4:
Citizenship Rights and Responsibilities
(power, authority, and governance, civic ideals and practices)
Websites:
1. Totem Poles
http://users.imag.net/~sry.jkramer/nativetotems/de
fault.html
2. Implications for Inequality in Hopewell
Households
http://www.workpage.com/g/90/138g.htm
3. Native People’s Communities
http://www.turtleisland.org/communities/communi
ties.htm
Strand 4:
Citizenship Rights and Responsibilities
(power, authority, and governance, civic ideals and practices)
Websites continued:
4. Native American Games
http://www.wyomingnetwork.com/games/
5. Family Life and Customs of Native Americans
http://falcon.jmu.edu/~ramseyil/vaindianspowfamily.htm
Strand 5:
Democratic Processes
(individuals, groups, and institution, civic ideals and practices)
Activities:
1.
The students will learn about the authority roles in Native American Tribes.
Afterwards they will try to find an equivalent authoritative position in today’s
society.
2.
The students will learn about what was considered breaking the law in the
Native American community as well as what the consequences were for those
crimes.
3.
The students will use higher order thinking skill to discover why the Native
American community united towards a common goal.
Strand 5:
Democratic Processes
(individuals, groups, and institution, civic ideals and practices)
Activities continued:
4. The students will chose a member of the Native American community and
come up the responsibilities of that individual for his/her position in the
community. Afterwards the students will present their finding to the class.
5. The students will role play a tribal council meeting with each student
playing the role of a specific tribal position in the Native American
community.
Strand 5:
Democratic Processes
(individuals, groups, and institution, civic ideals and practices)
Websites:
1. Hopewell Cultural National Historic Park
http://www.gorp.com/gorp/resource/us_nhp/Oh_hopew.htm
2. Tribal Government Websites
http://nav.webring.yahoo.com/hub?ring=natg
3. Coquille Indian Tribal Court
http://www.coquilletribe.org/Tribalcourt.htm
Strand 5:
Democratic Processes
(individuals, groups, and institution, civic ideals and practices)
Websites continued:
4. The People of the Mohegan Tribe
http://www.mohegan.nsn.us/tribe/s100.html
5. Indian Honesty
http://www.minnow.net/link9.html
Strand 6:
Decision Making and Resources
(power, authority, and governance, production, distribution, and consumption)
Activities:
1.
The students will make a wampum using construction paper, tape, and glue.
2.
The students will brainstorm on how they think the Native American obtain
objects that they need. After brainstorming the students will research this and
present their findings to the class.
3.
A classroom discussion will be held on the needs of Native Americans. In this
discussion students will talk about why the Native Americans might not receive
what they need.
Strand 6:
Decision Making and Resources
(power, authority, and governance, production, distribution, and consumption)
Activities continued:
4. The students will debate the influence of the white man’s arrival into the
Native American society. Half of the class will focus of the positive aspects
and the other half will focus on the negative aspects.
5. The students will read about the specific roles held by gathers and hunters in
the Native American society. In a classroom discussion the students will talk
about why there groups were gender specific.
Strand 6:
Decision Making and Resources
(power, authority, and governance, production, distribution, and consumption)
Websites:
1. Ohio Native American Rambles
http://www.gorp.com/gorp/publishers/countryman/hik%5fswohi
o1.htm
2. Historical Wampum
http://web.syr.edu/~cfsmith/talks/cw97html/historicalwampum.ht
ml
3. Native Americans and the White Man’s Arrival
http://www.geocities.com/SouthBeach/Lights/9341/natives.htm
Strand 6:
Decision Making and Resources
(power, authority, and governance, production, distribution, and consumption)
Websites continued:
4. Indian Trade
http://www.connerprairie.org/furdoc.html
5. Hunters and Gatherers
http://wbwww.ncook.k12.il.us/museum/intro5.html
Strand 7:
Science, Technology, and Society
(no
direct Ohio theme)
Activities:
1.
The students will participate in a archeological dig in the classroom. In this
dig students will find arrowheads, pieces of pottery and other Native
American artifacts.
2.
The students will pick a topic related to Native Americans and research it on
the internet finding at least three different sites.
3.
The students will create a fictional Native American story using Hyperstudio
on the computer. The information used in the story should be material that the
students learned from previous Native American lessons.
Strand 7:
Science, Technology, and Society
(no direct Ohio theme)
Activities continued:
4.
The students will go to http://www.nativetech.org/games/index.php and
play one of the online games with information about Native Americans.
5.
The students will research animal tracks that the Native Americans hunted.
Each student will participate in tracking different animal tracks through the
school.
Strand 7:
Science, Technology, and Society
(no direct Ohio theme)
Websites:
1. Online games about Native Americans
http://www.nativetech.org/games/index.php
2. Native American Star Lore
http://www.ac.wwu.edu/~skywise/legends.html
3. Animal Tracks
http://www.geocities.com/Yosemite/Rapids/7076/
Strand 7:
Science, Technology, and Society
(no direct Ohio theme)
Websites continued:
4. Ask Jeeves Kids
http://www.ajkids.com/
5. Hyperstudio Instructions
http://www.techresource.srvusd.k12.ca.us/TR/HyperStudio/hyp
erstudioinfo.htm