FRAME THE LESSON
TEACHER: 4th grade
CLASS: Texas History
DATE: October 12-16
Americans Indians/ Mountains and Plains 2-days
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:

1b identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano
1c describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, AlabamaCoushatta, and Kickapoo
1d compare the ways of life of American Indian groups in Texas and North America before European exploration
8a identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads,
and following World War II
9b identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs,
facilitate transportation, and enhance recreational activities
10a 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
14a compare how various American Indian groups such as the Caddo and the Comanche governed themselves
21a Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material;
documents; and artifacts to acquire information about the United States.
Objectives/Key Understanding:

:
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Identify American Indian groups that lived in the Great Plains, Central Plains, and
Mountains region of Texas before European exploration.
Compare the ways of life of several American Indian cultures.
Compare the methods of government of several American Indian cultures.
Describe the effects of political, economic, and social changes on American Indians
in Texas.
Vocabulary:


My World Social
Studies consumable
textbook
My World Social
Studies Online
Texas Studies Weekly
magazine
Critical Writing Prompt:
Ally
Travois
Adobe
Government
Pueblo
Teepee
Small Group Purposeful Talk Questions:
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
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Looking at the photos in the book, what do you think the artifacts were made from?
Why did the Comanche eventually move to Texas?
In what ways were the Concho different form the Mescalero and Kiowa?
How did horses affect the lives of the Comanche?
Closing product/question/informal assessment:
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How did nomadic groups adapt to the environment?
Stop & Check for Understanding—High Level Question:
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Why do you think the Jumano made their houses out of adobe rather than
animal hides?
Were the Lipan Apache hunters or farmers first?
In what way are the Kickapoo still nomadic today?
Name the groups that the Lipan Apache fought against in the order they
fought them.
Rigor and Relevance (Real World Connection): We live in a global society, it’s
important that students grasp the geographical and societal peculiarities to a particular
region so that they can relate to the people around them. Discuss the question big
question for the chapter “How do people adapt to where they live?”
Teaching points and activities:
Big Question for chapter 3: How do people adapt to where they live?
Engage:
Utilize the online resources for the Big Question activity, MyStory spark video and activity, vocabulary practice, interactive digital lessons for the chapter, etc.
There are purposeful talk questions throughout the chapter to engage students with questions.
Explore:
Explain:
Elaborate:
Evaluate:
Introduce the key idea to lesson 3:” I will know what life was like in West Texas for American Indians long ago”.
Subtopics to be covered:
 The Jumano
 The Comanche
 The Lipan Apache
 Other American Indians of the Mountains and Plains
 American Indians in West Texas Today
Media and Technology activity idea: There is a Media and Technology activity on pg. 124. Together with students, show them on the projector how to research
more information over Native Indains. One idea for students to show their understanding is to have them teach it through a living museum project. Begin by
breaking students into groups and assign each group a different tribe. Students will spend a few days creating artifacts that the tribe would have used. Also, students
will write out important information on paper to mount on their tables like the reading plaques you see in museums. When they are finished, they will have a day to
teach other students (Kindergarten students would be perfect for this) about their selected Native Indian and artifacts as they walk through the “museum”. Students
should start the research this week and work on artifacts and plaques next week during the TEKS practice.
Complete the “Got it” activity on pg. 123 to check for understanding.
Complete the “Try it” activity on pg. 125.
FRAME THE LESSON
TEACHER: 4th grade CLASS: Texas History LESSON DATE: Oct 12-16
Other Civilizations of the Americas- 3 days
Teaching Points & Activities
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources:
1a Explain the possible origins of American Indian groups in Texas and North America.
1b identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano
1c describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, AlabamaCoushatta, and Kickapoo
1d compare the ways of life of American Indian groups in Texas and North America before European exploration
8a identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and
following World War II
9a Describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands
drainage, energy production, and construction of dams.
9b identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs,
facilitate transportation, and enhance recreational activities
10a 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
Objectives/ Key Understanding:



Identify American Indian groups in the Americas before European exploration.
Describe the regions in which North American Indians lived.
Compare the ways of life of the Inuit, Mound, Builders, Puebloans, Maya, and
Aztecs.


My World Social
Studies
consumable
textbook
My World Social
Studies online
Texas Studies
Weekly magazine
Critical Writing Prompt:
Vocabulary:
Kayak

Empire
Import
Civilization
Small Group Purposeful Talk Questions:



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How long have American Indians lived in North America?
What happened as a result of the Puebloans building dams?
How were the American Indians in the Artic and Northwest Coast different from
those in other areas?
How were the Mayan and Aztec governments similar?
Closing Product/Question/Informal Assessment:
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
What can you infer about the strength of the Spanish explores?
“Got it” activity pg. 131
Stop & Check for Understanding—High Level Questions:
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Is how the Inuit arrived in North America a fact or opinion? How do you
know?
How do you know that the Mound Builders traveled great distances and had a
lot of influence?
How did the Aztecs build such a large, rich empire?
What can you infer about the strength of the Spanish explorers?
Rigor and Relevance (Real World Connection) We live in a global society, it’s
important that students grasp the geographical and societal peculiarities to a particular
region so that they can relate to the people around them. Discuss the question big
question for the chapter “How do people adapt to where they live?”.
Teaching points and activities:
Engage:
Big Question for chapter 3: How do people adapt to where they live?
Utilize the online resources for the Big Question activity, MyStory spark video and activity, vocabulary practice, interactive digital lessons for the chapter, etc.
There are purposeful talk questions throughout the chapter to engage students with questions.
Explore:
Explain:
Introduce the key idea to lesson 4:”I will know what life was like for American Indian groups in North America”.
Subtopics to be covered:
 Possible Origins of Other North American Indians
 Mound Builders
 Puebloans
 Mayan and Aztec Worlds
Complete the “Got it” activity on pg. 131 to check for understanding.
Elaborate:
Evaluate: