The Eastern Woodland Native Americans of Virginia th​
4​
Grade Victoria Albis & Maria McGee SOL VS.2­​
The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Teaching Time frame:​
​
This unit will span over a period of five days. Unit Introduction: This unit correlates directly with the Virginia Studies SOL concerning the regions and culture of the Native Americans who lived in the different regions of Virginia. This unit is important in explaining how these groups of Indians are similar and how they differ from one another; this is specifically based on what they ate, the types of shelter they lived in, the clothes they wore, and the languages they spoke. In teaching this unit, the students will be introduced to the culture of the Native Americans of Virginia and create a stronger understanding for them as a people. Throughout this unit, the students will be familiarized to the three language groups of Virginia, Iroquoian, Siouan, and Algonquian, based on their location within the regions of Virginia. This unit will occur following the two week study of the regions and water features of Virginia, allowing the students to understand the geographic differences between these regions and how they would affect individuals living there. After teaching this unit, the students will begin learning about the first permanent settlement in Virginia and their relationship with the native people living in that region. These units correspond directly due to the regions influencing the location and tribe of native people living in that area of Virginia. By having an understanding of the bodies of water and topography of the various regions, students will be able to formulate a stronger understanding of how these aspects of the environment influence the way the Native American people live. By having the students learn and understand the culture and locations of these native people, the students will better understand the effects of the English settlement in Virginia. Objective: ​
Following a series of lessons, the student will be able to locate the three American Indian language groups on a Virginia map and elaborate on how their lifestyles differ based on the environment during the seasons in their particular regions. Unit Outline Target VA SOL ● SOL VS.2­​
The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Supporting SOLs ● Science 4.9­​
The student will investigate and understand important Virginia natural resources. Key concepts include a) watersheds and water resources;
b) animals and plants; c) minerals, rocks, ores, and energy sources; and d) forests, soil, and land. ● English 4.1­ ​
The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others
d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas. f) Communicate new ideas to others. g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently. ● Fine Arts 4.2­ ​
The student will demonstrate craftsmanship in personal works of art. ● Physical Education 4.4​
­ The student will demonstrate positive interactions with others in cooperative and competitive physical activities. a) Work productively and respectfully with others in achieving a common group goal. b) Work toward positive solutions in resolving disagreements. c) Demonstrate appropriate etiquette and application of rules and procedures. d) Identify the contributions various cultures have made to sport, dance, and recreational pursuits. ● C/T 3­5.1​
­ Demonstrate an operational knowledge of various technologies. ○ A.) Use various types of technology devices to perform learning tasks
■ Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer. ■ Demonstrate the ability to perform a wide variety of basic tasks using technology, including saving, editing, printing, viewing, and graphing. ○ B.) Communicate about technology with appropriate terminology. ■ Use basic technology vocabulary in daily practice. Day 1 ● Discuss who Native Americans are as a people and review the regions of Virginia from the previous unit of study ● Begin interactive notebook notes ● Introduce the three branches of Native Americans who reside in Virginia ● Create a Eastern Woodland Food Chart→ Targets Science SOL http://outnumbered20to1.blogspot.com Day 2 ● Introduce the Algonquian Tribe (English SOL) ● Discuss the spoken language of the tribe, their location in Virginia, and their use of the environment for food, shelter, clothing, and climate. ● Introduce their shelter (wigwam) to the students by showing them a video: https://www.pinterest.com/pin/105271710013426294/ ● Have the students write one paragraph about what they know, what they wondered, and what they learned from the video. Day 3 ● Introduce the Iroquoian Tribe (4 corners game­ movement PE) ● Add notes to the interactive notebook
● http://i0.wp.com/socialstudiesdifferentiatedinstruction.com/wp­content/uploads/2012/10/
graphic­organizer­for­blog.jpg Day 4 ● Introduce the Siouan Tribe to the students by showing them the informational video on youtube: http://study.com/academy/lesson/sioux­indian­tribe­history­facts­culture.html ● Add notes to the interactive notebook ● Target the Fine Arts SOL → Through ice cream cone activity https://s­media­cache­ak0.pinimg.com/736x/53/3f/88/533f8801062786d6beb8a03f3faf42d7.jpg Day 5 ● Review and Play comprehension games ○ Targets Tech SOL ■ Create a Eastern Woodland Tribe Jeopardy Game to play with the class ○ Create a web on the laptops linking the flow of the Native American Tribes and how the relate Assessment ● The final assessment will be a take home project due the Monday following the end of the unit where the students create a diorama representing one of Virginia’s regional Native American tribes. In addition to the diorama, they are to write a short one page paper about that tribe and how their diorama represents them. → Targets English SOL https://s­media­cache­ak0.pinimg.com/originals/eb/ee/dd/ebeedd847ee6a86f91da05cf09471b04.j
pg https://s­media­cache­ak0.pinimg.com/originals/4c/78/7f/4c787f9be652d80f017b048fe98fdbda.j
pg Virginia’s Native Americans ​
Lesson 1
Purpose: This is the first lesson in a series of 5 lessons on Virginia’s Native Americans, known as the Woodland Indians. This unit will focus on the Algonquian, Iroquoian, and Siouan tribes and how they adapted to their environments to survive. Today’s focus will be on having students use their previous knowledge of Virginia’s regions to understand how the Woodland Indians as a whole adapted to these environments using the resources around them to create food, shelter, and clothing. This lesson allows the students to build on their foundational understanding of Woodland Indians in order to comprehend the tribal branches located in Virginia. SOL VS.2­​
The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Corresponding SOL Science 4.9­​
The student will investigate and understand important Virginia natural resources. Key concepts include ​
a) watersheds and water resources;
b) animals and plants; c) minerals, rocks, ores, and energy source​
s d) forests, soil, and land Objective: ­ Given paper and pencil, the student will identify what languages the Woodland Indians speak based on their regional and tribal locations in Virginia with 100% accuracy. ­ Given a graphic organizer, the student will be identify and illustrate the Woodland Indians use of resources for food, shelter, and clothing with 100% accuracy. Procedure: Introduction: ­
­
­
­
­
­
­
­
­
Have the students clean off their desks before facing the Promethean board Tell the students, “Today we will be starting our new unit on Virginia’s Native Americans! To start off our lesson we are going to get to know these native people as a whole by discussing the Woodland Indians. The Woodlands Indians encompass all of Virginia’s Native Americans.” To start our lesson we are going to look at a site where we can see facts about the various regions we learned about previously and how these native people fit into those regions. (V, A) Introduce the topic of Native Americans by showing the students this website: (V, A) http://www.solpass.org/4ss/standards/StudyVS.2Regions.htm As a class, review the different regions of Virginia by discussing their features and location on the map shown on the website. (V, A, K) ­ Refer back to the students previous notes in their notebooks ­ The students will have a copy of the Virginia Borders worksheet already completed in their interactive notebooks. ­
­ https://www.teacherspayteachers.com/Product/VS2­Virginias­Borders­543182 Scroll down on the website to the section “Indians and Language Groups” and discuss the three major language groups (Algonquian, Iroquoian, Siouan) (V, A) Zoom on the corresponding picture of Virginia. It is broken down by color to show the language spoken in various regions of the state. (V, A) Ask the students a few questions: What Indian language was spoken in the Tidewater region? What about the Piedmont region? Blue Ridge Mountains? (A) Remind the students to raise their hands to answer the questions! Development: ­ Have the students to pull out their interactive notebooks. ­
­
­
­
­
Tell the students, “We are going to begin adding notes for this unit into our notebooks to help create helpful resources to refer back to.” Have two students pass out the information sheet on Virginia’s Native Americans. Inform the students that they are to glue the notes into a new section of their notebook on the left side. Because the notes are two pages long, the notes will be glued into two corresponding left pages leaving the right pages blank. Remind them to add this information sheet to their table of contents. As a class talk about the handout after the teacher reads it aloud. (V, A) ­ Ask the students what the Woodland Indians do for food in the winter? ­ Hunt animals ­ Eat the food they stored from previous seasons ­ What kinds of crops did they grow in the Spring? ­ Corn, beans, and squash After going through the sheet ask students how the Native Americans used the resources available to them each season to survive. (A) ­ They took the resources that they could find to create food, shelter, and clothing each season. They learned how to adapt to the environment in order to survive and be resourceful. ­ Tell the students, “To show what we have learned today, we are going to create a chart showing what the Woodland Indians did for food, shelter, and clothing.” ­ On the chart, have the students draw and label pictures representing the information belonging in each section. Inform the students that they can use the information on their note page to help them organize their information. (K,V) ­ Inform the students that once they have completed their chart to glue it into their interactive notebook on the right hand page beside their notes. (K, V) ­ This will allow for the students to have the information presented to them in a variety of ways. ­ As the students are working on their chart, walk around the room to see what the students are writing and drawing. This will allow for an informal assessment to see what the students learned from the lesson and to make sure everyone is on task. For advanced students: ­ Have the students write 5­7 sentences in their interactive notebooks about what they learned about the geographical regions of Virginia and the correlating languages spoken within them. For struggling students: ­ Allow these students to work with a partner while completing the activity. ­ Allow these students to look up information as necessary. Summary: ­ Have the students put their interactive notebooks/materials away and face the front of the classroom. ­ Ask them to pull out their whiteboards and dry­erase markers. ­ They will be using these materials to answer the questions you ask them verbally . ­ Have the students refrain from writing their answers on their white boards until you say “Go!” ­ State the geographical regions of Virginia, one at a time. Have the students write the Indian language group that was spoken in each region on their whiteboards (A,V,K) ­ Remind them to think about the class discussions and activities from today ­ Tidewater Region? ­ Piedmont Region? ­ Ridge and Valley? ­ Appalachian Plateau? ­ Blue Ridge Mountains? ­ Ask these questions to the entire class: (A) ­ What are some resources or materials gathered by the Indians? ­ What did the Indians use to make their shelters? ­ Name one of the seasons that affected the lives of the Indians? ­ In the springtime, what are some practices performed by the Indians during this time? ­ Allow students time to answer the questions ­
­
­
­
Remind students to keep their whiteboards face down once they answer the question so other students can’t see their answers Visually check the students understanding by asking them to hold up their white boards after writing each answer (V, K) ­ If a student is correct, give them a thumbs up ­ If a student is incorrect, encourage them to reflect on their prior knowledge and quickly try again before continuing to the next question Once the students have finished answering these questions, ask the students to put away their boards and markers. Explain to the students that their exit ticket for the day is to complete a worksheet where they will be labeling the regions of Virginia based on its spoken language. Materials: ­ Foods of the Eastern Woodland Indians Worksheet­ Circle diagram ­ Adapted from ­ https://s­media­cache­ak0.pinimg.com/236x/31/72/be/3172be7d1c96fbed1
590d20fd17915b8.jpg ­ Eastern Woodland Indians of Virginia Information Worksheet ­ Adapted from StephS on TeachersPayTeachers ­ https://www.teacherspayteachers.com/Product/VA­Studies­Native­America­VS2d
­g­2010842 ­ Eastern Woodland Indians of Virginia Worksheet ­ Adapted from Virginia Kiddies ­ https://www.teacherspayteachers.com/Product/Virginia­Studies­Freebie­Virginia­
Indians­Language­Groups­Tribes­with­Maps­1959726 ­ Crayons or Colored Pencils ­ Virginia Borders Worksheet ­ Adapted from Teachers Pay Teachers ­ https://www.teacherspayteachers.com/Product/VS2­Virginias­Borders­543182 ­ Whiteboards (each student has one in their desk) ­ Dry erase markers (every student has one of these as well) ­ Pencils ­ Promethean Board ­ Internet Access ­ Paper ­ Website used for introduction of lesson: http://www.solpass.org/4ss/standards/StudyVS.2Regions.htm Evaluation A: ­
­
­
­
Have the students clean up their materials and the area around their desks Walk around the classroom and distribute the Eastern Woodland Indians of Virginia worksheet (the worksheet has three outlines of Virginia with the three different language groups on each ­­ handouts are attached at the back of this lesson plan) (K, V) Remind the students that the worksheet should be done independently Encourage them to ask you questions, if needed Evaluation B: Did the students meet your objectives? How do you know? ​
Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? Virginia’s Native American Tribes Algonquian Tribe: Lesson 2 Purpose​
: This lesson is the second lesson in a series of five lessons on the Native American’s of Virginia. The focus of this lesson is on the Algonquian Tribes, the Indian language group that resided in the Tidewater region of Virginia. The activities within the lesson will provide the student with a better understanding of the language, location, and their use of environmental resources to survive in the Coastal Plain. SOL VS.2:​
The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Corresponding SOL: ● English 4.1­ ​
The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate ideas.
f) Communicate new ideas to others. g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently. Objective: ● Given paper and a pencil, the student will be able to independently write 5­7 sentences about the Algonquian Tribe with 100% grammatical accuracy. ● Utilizing their prior knowledge of the regions of Virginia and the Algonquin Tribe, the student will be able to use three vocabulary terms in their writing with 85% accuracy. Procedure: Introduction: ● Before introducing the lesson, recap the material learned yesterday with the students ● Allow the students to turn and talk to their neighbor after each question (give them about a minute to do this) (A) ● Say “Time’s up!” to the students after each question; in doing so, the students will know to wrap up their partner discussion and wait to hear the next question ○ “What are the five regions of Virginia?” (A) ■ Tidewater (Coastal Plain), Piedmont, Blue Ridge Mountains, Appalachian Plateau, and the Ridge and Valley ○ “What are the three main Indian language groups we learned yesterday?” (A) ■ Algonquian, Sioux, and Iroquois ○ “What Indian language group resides in this Virginia region?” (A) ■ Tidewater Region? (Algonquian) ■ Piedmont Region? (Sioux) ■ Ridge and Valley? (Sioux) ■ Appalachian Plateau? (Iroquois) ■ Blue Ridge Mountains? (Iroquois) ● Walk around the room to get a sense of what the students are discussing. ○ Answer any questions if needed ● Ask the students to push in their chairs and come to the front carpet ● They should be sitting on their and keep their hands to themselves during this time ● Introduce the Algonquian Tribe to the students by reading the first chapter of the book “Turtle Island: Tales of the Algonquian Nation” (A) ○ After a few paragraphs, ask the students to raise their hands and verbally recap what they have heard in the chapter so far ● Have the students return to their seats and pull out their whiteboards/dry erase markers ● Have them write three headers “ K, W, L” on their whiteboards (V, K) ○ K: Know ○ W: Wonder ○ L: Learned ● Ask the students to write one to two things under each category (what they know, wonder, and learned from the first chapter of ​
Turtle Island​
) (V, K) ● Have the students put their whiteboards and markers away in their desks and wait quietly for the next activity Development: ● Have the students pull out their interactive notebooks ● Pass out the Algonquian Indian picture and a blank piece of paper to each student
● Tell the students, “Now we are going to be adding to our interactive notebooks! I will be passing out a picture of a Native American from the Algonquian tribe and a blank piece of paper. I would like you all to look at the picture for a minute, then write 5­7 sentences about what you observed in the photograph and what you know about the Algonquian tribe that supports your observations. For example, in the picture, he is wearing a head band made of _______. These were found in the _________ region. (V, K) ○ First blank: Feathers (Sea­gulls) ○ Second blank: Tidewater/Coastal Plain ● Encourage them to look for details within the picture: (A) ○ What is he wearing? ○ What do you think he used from the environment and resources to make his clothes? ● Walk around the classroom to check students writing and understanding of the activity ● Encourage the students to ask questions if they are stuck or need further clarification ● Answer any questions if needed For Advanced Students: ● Encourage them to write 2­3 additional sentences, if they are finished with their paragraph ● Allow them to write a mini­paragraph (2­4 sentences) on what their daily life would look like if they lived in the Tidewater region as a member of the Algonquian Tribe For Struggling Students: ● Allow these students to write 3­4 sentences about what they observe in the photograph, instead of 5­7 sentences ● Allow them to look in their interactive notebooks for previous notes if needed Summary: ● Have them return to their seats and face the Promethean board (at the front of the room) ● Show the following video (a tour of a real wigwam) to the students: (A) ○ https://www.pinterest.com/pin/105271710013426294/ ● Encourage them to look at the materials used to make the shelter ● Ask the students to think about: ○ How long do you think it took to make the shelter? ■ Why? ○ How many people can it hold? ○ How is the wigwam put together? ○ What materials were used? ○ Do you think it is safe? Waterproof? ○ Would you want to live in a wigwam? ● Allow them to turn and talk to their neighbor to brainstorm the questions asked ● Have the students put their eyes on you before beginning the class discussion ● Call on students with raised hands to share their observations and thoughts ● Pass out the Algonquian Wigwam handout to the students ● Have them put the handout in their interactive notebooks as part of their notes from today Materials: ● The Algonquian Tribe Video (retrieved from): ○ https://www.pinterest.com/pin/105271710013426294/ ● Internet Access ● Student Interactive Notebooks ● Pencils ● Blank pieces of paper (one piece for each student) ● The book: ​
Turtle Island: Tales of the Algonquian Nation ● Algonquian wigwam handout (retrieved from): ○ https://s­media­cache­ak0.pinimg.com/736x/fc/79/b0/fc79b0c487e8ffe4c7786f63
4734edf2.jpg ● White boards ● Algonquian Indian Portrait Picture ○ https://www.quia.com/files/quia/users/greendale/Trail­of­Tears.jpg ● Dry erase markers Evaluation Part A: ● Have the students clean off their desks and stand next to them with their chairs pushed in ● Ask them to stand in a line and join you at the white board located towards the front of the classroom ● Draw an outline of Virginia and the five regions (Piedmont, Blue Ridge Mountains, Tidewater, Appalachian, Ridge and Valley) on the white board (the best you can!) ○ Refrain from labelling the different regions­ this will be done by the students ● Tell the students, “I am going to circle one region at a time. Then, I will call on a few students to tell me a fact about the particular region. Randomly call on students for the answers. If they are unable to provide an answer, ask another student to help him/her out ○ Begin the activity by circling the Tidewater/Coastal Plain Region first (this focuses on the material and vocabulary covered today) ■ Algonquian Indians resided in this region ■ Climate: windy, sandy, not very many trees, beaches ■ Food resources: fish, clams, water ○ Facts can include: Indian language tribes found, the name of the region, types of climate, resources available (for food, shelter, clothing) ○ If the other students agree with their answer, have them give a ‘thumb up’; if a student disagrees, encourage them give a ‘thumbs down’, then explain why they disagree ● Thank the students for their participation in the activity ● Have them return to their seats Evaluation Part B: Did the students meet your objectives? How do you know? Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? Virginia’s Native American Indians The Iroquois Indians: Lesson 3 Purpose: This lesson is the third lesson in a series of five lessons on the Native American’s of Virginia. The focus of this lesson is who the Iroquois Indians are as a people, the language they speak, where in Virginia they are located, and how they used the resources of their environment to survive. This lesson will pull from the student’s previous knowledge of the regions of Virginia and add to their understanding of the Woodland Indians as a whole. SOL VS.2:​
The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Corresponding SOL: Physical Education 4.4​
­ The student will demonstrate positive interactions with others in cooperative and competitive physical activities. a) Work productively and respectfully with others in achieving a common group goal. b) Work toward positive solutions in resolving disagreements. c) Demonstrate appropriate etiquette and application of rules and procedures. d) Identify the contributions various cultures have made to sport, dance, and recreational pursuits. Objective: Given a graphic organizer and pencil, the student will be able to identify the similarities and differences of the Iroquois and Algonquian Indians with 95% accuracy based on their location, language, and use of resources. Given instructions and clues, the student will be able to answer questions about the Iroquois Indians by moving to the appropriate part of the room to denote whether the statement is true or false with 90% accuracy. Procedure: Introduction: ● Greet the students ● Ask the class to take out their social studies notebook and a pencil to write with. ● Ask the students, “Who can tell me what group of people we learned about yesterday?” (A) ○ The Algonquian Indians ● Follow up by asking, “What are some interesting things we learned about the Algonquian Indians?” (A) ○ They were the largest group of Indians in Virginia ○ The Powhatan Indians were part of the Algonquian tribe ○ They lived in the eastern part of Virginia (near where we live) ○ The environment was mild and consisted of forests and rivers ○ They lived in wigwams ● Complement the students for their contributions. ● Inform the class that, “We will be continuing our study of the Native American’s of Virginia by looking at the Iroquois Indians.” ● Have the students open their notes to the Native American’s information sheet. (A, V) ● Pull up a map of Virginia on the Promethean board that has the state of Virginia broken into the 5 regions. (V) ○ http://exchange.smarttech.com/details.html?id=6f3f340d­a843­4d41­adb7­c18ddf
c7e106 ● Ask the students to look at the map of Virginia in their notes. Ask them to raise their hands if they can locate the region of Virginia where the Iroquois Indians live. (V, K) ● Walk around the room and see where the students are pointing and ask someone if they could use their knowledge of maps to explain where in Virginia they are located and if they can show the class on the big map at the front of the room. ● Thank the student for showing the class. ● Have the students walk to the carpet by dismissing them letter by letter based on the first letter of their name. ○ All “A” names may go to the carpet… ○ All “B” names may go to the carpet… ● Once the students are all on the carpet, introduce the book “If You Lived With The Iroquois” by Ellen Levine. (A) ● Have the students make predictions about what the book will be about (A, V) ○ How the Iroquois Indians lived and where ● Read the selected portions of the story to the class asking questions as you go. (A, V) ○ How is that different from the Algonquian Indians? Why? ● After reading the story, have the students return to their seats by calling them one at a time. Development: ● Have students turn their notebooks to a clean page and on the right hand side write “The Iroquois Indians”. (A, K, V) ● On the board Write headers stating “Clothing”, “Food”, “Shelter”, “Language”, and “Location”. (V) ● Have the students write these terms down in their notebook in columns, leaving room to write information below each one. (V, K) ● As a class, discuss what would go beneath each of these headers writing them on the board as you go. (A, K, V) ●
●
●
●
●
●
By the end of the lesson the students should have these notes written into their notebook. After the notes have been added to the student's notebook, tell the students that they will be playing a true or false game around the room based on the information we have just covered. Tell the students the directions for how to begin the game: (A) (Ensure that these directions are also written down for those students who need to see them visually) (V) ○ “After we are done talking, I want everyone to stand up in front of their desks.. We are going to push our desks and chairs to the sides of the room. I will come around and tell you which direction to push your desk so that we don’t crowd the room. After the desks are moved I want everyone to stand in the middle of the room quietly waiting for the rest of the directions.” Place a “true” sign at one end of the room and a “false” sign at the other end of the room. (V) Go around and direct the students to move their desks based on which side they are closer to in the room leaving plenty of room in the middle as a path. Get the students attention and give the rules of the game. (A) ○ “Today we are going to play a true or false game related to the Iroquois Indians. I am going to read a fact about the Iroquois Indians and I want you to decide whether that fact is true or false. Once you have decided you will go to the side, “true” or “false” based on what you believe is correct. If you look at each side of ●
●
●
●
●
the room there are two signs representing those words. However, you will not be walking to the side you believe is correct. If you believe the statement is true, you will hop to the side marked “true”. If you believe the answer is “false”, you will dance to that side. Once everyone has chosen a side, I will read the statement one more time. If the statement is false, I will ask the group to tell me a statement to make it true.” Model an example. State, “The sky is green”. Dance to the side marked “false” and read the statement again. “The sky is green”. Correct the statement and say, “The sky is blue”. (A, V) Ask the students if they have any questions. (A) Answer their questions and model another example as needed. Play the game. (A, K, V) At the end of the game ask the students whose desks are on the right side to get them and move them back to where they belong and have a seat. Then, ask the students whose desks are on the left to move them back to where they belong and have a seat. ● For Advanced Students: ○ Have the students make up additional questions they could ask the class. ○ Have them compare their answers to the Algonquian Indians. ● For Struggling Students: ○ Allow them to have a partner in deciding which way they should travel during the game. ○ Allow them to write their answers done on paper and stand with the teacher during the game ○ Make accommodations for disabilities such as snapping for true and clapping for false to allow for the student to stay seated. ○ Ensure that the pathways are large enough for wheelchairs or walkers. Summary: ● Ask the students what they have learned. (A) ○ Where the Iroquois Indians lived ○ What they ate ○ What clothes they wore ○ What language they spoke ● Tell the students that their exit card for the day is to complete a graphic organizer comparing the Algonquian indians to the Iroquois indians. (A, V) ● Let the students know that once it is completed they need to bring it up to you to check off. Once it has been checked off, they are to glue that organizer into their notebooks on the left­hand side next to their notes from earlier. (A) ● Inform the students that they can use their notes as needed to fill out the organizer. (A, V) ● Pass out the organizer. (A, K, V) http://i0.wp.com/socialstudiesdifferentiatedinstruction.com/wp­content/uploads/2012/10/graphic­organizer­for­blog.
jpg ● Give the students 10 minutes to complete the organizer. ● As the students bring their notebooks to you, check for correctness and write down their score for your records. Materials: ● Social Studies Notebook ● Map ● Previous handout about the Native American Indians ● Promethean Board or Map of Virginia ● “If You Lived With The Iroquois” by Ellen Levine ○ “Introduction”, “Did Everyone Speak the Same Language”, “Where Would You Live?”, “What is a Longhouse?”, “What Kinds of Food Would you Eat?”, “How Many Ways Would You Use Corn?”, “What Kind of Shoes Would You Wear?” ●
●
●
●
●
●
White Board Dry Erase Markers Note sheet organizer for personal use True and false signs Questions for Game Algonquian and Iroquoian Organizer ○ http://i0.wp.com/socialstudiesdifferentiatedinstruction.com/wp­content/uploads/2
012/10/graphic­organizer­for­blog.jpg ● Pencil ● Grade sheet ● Pen Evaluation A: ● During the game, keep track of the students performance and take notes of those students struggling or lagging behind in order to supply them with more resources if necessary. ● Grade the organizer for correctness to see what the students learned and what needs to be readdressed. ● Write the grades onto a score sheet and count it as a classwork grade. ● Place smiley face stickers on each students organizer regardless of their grade. Evaluation B: Did the students meet your objectives? How do you know? Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? True or False Game Iroquois Indians 1. The Iroquois Indians lived on the east coast of Virginia. (​
True​
) 2. They did not fish for food. (​
False​
→ They fished for food everyday) 3. They spoke 6 languages. (​
True​
) 4. They would hunt for food (​
True​
) 5. They were not considered hunter gatherers. (​
False​
→ The Iroquois Indians had to hunt and gather food to eat. An example of this is picking berries and hunting deer.) 6. They would use every part of the animal for food, shelter, and tools. (​
True)​
. 7. The main crop that they grew was wheat. (​
False → ​
The main crop that the Iroquois indians grew was corn) 8. The Iroquois indians lived in teepees. (​
False → ​
They lived in longhouses made from wood and bark) 9. They wore shoes made from deer skin called moccasins. (​
True)​
. 10. Animal furs were only used for clothing. (​
False → ​
Animal furs were used for clothes but they were also used for a lot more. Animal furs were used for beds, blankets, rugs, coverings for houses, and many other things) The Iroquois Indians of Virginia Clothing Made from deer furs and skin Shoes were made from deerskin to be warm and easy to walk in Tunics, pants, and moccasins were worn Food Corn Beans Squash Wild berries Mushrooms They would hunt deer and other small animals. They would Fish Shelter Longhouse built from twigs and branches covered in elm bark A fence would be built around the village made from logs Animal furs were used as blankets and rugs Language The Iroquois Language Branch had 6 dialects Mohawk, Seneca, Oneida, Onondaga, Cayuga, and Tuscarora. Location Eastern Virginia Virginia’s Native American Indians ​
Siouan Tribe: Lesson 4 Purpose: ​
This is the fourth lesson in a series of five lessons on the Native Americans of Virginia. The lesson focuses on the Siouan language tribe, located in the Piedmont region of Virginia. In fact, there is an emphasis on the food resources, shelters, and lifestyles of the Native Americans. Through a fine arts activity, the students will have a better understanding of the structure of teepee shelters within the Siouan community. SOL VS.2:​
The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Corresponding SOL: Fine Arts 4.2­​
​
The student will demonstrate craftsmanship in personal works of art. Objective: Given a variety of food supplies, the student will be able to build their own Siouan Teepee with 100% accuracy. Given a paper and pencil, the students will be able to write 4­5 sentences about what they have learned about the Siouan language tribes with 100% accuracy. Procedure: Introduction​
: ● Welcome the students into the classroom with a friendly smile (A) ● Ask the students to clear their desks and face the Promethean board at the front of the room ● Open Internet Explorer and go to the website: http://nativeamericansofvirginia.weebly.com/native­americans­of­virginia.html ● Scroll down to the section on the Siouan Language Tribe ● Tell the students, “In today’s lesson of Native American language tribes, we will be focusing on the Siouan­speaking Indians.” (A, V) ● Read the paragraph above and below the picture of Virginia (A, V) ● Pass out the Siouan Native Americans Notes handout (one to each student) ● Ask the students to read over the notes to themselves (A) ● Have the students glue the page into their interactive notebooks (also, have them add the page to their table of contents located in the front of their notebooks) (V, A, K, T) ● Ask the students if they have any questions (A) Development​
: ● Have the students clear off their desks ● Pass out a piece of newspaper to each student; have them lay the newspaper flat on their desks during the activity ● Tell the students, “Now we are going to do something super fun! We will be making our own Native American Teepees! As you read in your notes, some of the Siouan language tribes lived in teepees; their shelters were strong, large, and very tall. The Native Americans used the resources found in their environment to build their shelters. I will pass out a picture of a teepee so you all can see a real­life example of what we will be creating today.” (A) ● Give the teepee picture to one student and have them pass it to another; make sure every student gets to see the example (V, K, T) ● Pass a waffle cone (with the tips cut off), 3 pretzel sticks, a small paper cup (filled halfway with chocolate frosting), plastic spoon, and 5 colorful sugar leaves to each student (K, T) ● Ask them to pick up the waffle ice cream cone and 3 pretzel sticks. Then, instruct the students to insert the pretzel sticks into the hole at the tip of the ice cream cone ○ The ice cream cone should be face down on the desk during this time; make sure the students are carefully placing the pretzel sticks through the top hole of the cone (V, A, K, T) ● Next, have the students pick up their plastic spoon and dip it into the cup containing chocolate frosting (V, K, T) ● Encourage them to spread the chocolate frosting around the bottom rim of the ice cream cone (not the top with the pretzel sticks coming out!) (V, A, K, T) ● When finished, have the students put the chocolate covered spoon back into the paper cup ● Allow the students to pick up their sugar leaves with their hands and stick them on the chocolate frosting around the bottom rim of the ice cream cone (V, K, T) ● After, tell the students, “You all have completed your own teepees! Do you think your teepee looks like the real­life teepee we glued into our notebooks earlier?” (A) ○ Hopefully, the answer is YES! ● Allow the students to eat their teepees upon completion (give them about 5 minutes to do this) (K, T) ● Have the students throw away their newspapers in the trashcan at the front of the room ● Thank them for their participation during the lesson. For Advanced Students: ● Allow the students to write 4­5 sentences about what the Siouan tribes used to build their teepees and longhouses (V) For Struggling Students: ● Allow the students to draw and color (with colored pencils) their Siouan Teepee instead of constructing one out of food materials (V, K, T) Summary​
: ● Have the students clean off their desks and check the floor for any food or debris ● Ask them to pull out their interactive notebooks ● Pass out the real­life picture of each student (V) ● Have them add the page to their table of contents, titled “Siouan Teepee Entry” and number it _​
****​
. Then, have the students glue the picture into their interactive notebook (V, A, K, T). ● Ask the students to draw a picture of a teepee underneath the picture on the right side of their notebooks. Also, have them write 3­4 sentences about what they learned about the Siouan tribe today. (V, K, T) Materials: ● Ice cream waffle cones (with the tips cut off) ● Colorful sugar leaves ● Pretzel Sticks ● Chocolate frosting ● Small paper cups ● Plastic spoons ● Teepee picture ○ http://www.ducksters.com/history/native_american_teepee.jpg​
(Retrieved on 4/27/16) ● Internet access ● Siouan Native American Notes/Handout ○ Adapted from the website: http://virginiaindians.pwnet.org/resources/va_studies.php#4 ● Website used for introduction of lesson: ○ http://nativeamericansofvirginia.weebly.com/native­americans­of­virginia.html (retrieved on 4/27/16) Evaluation Part A: ● Have the students stand up next to their desks and push in their chairs (K, T) ● Tell them, “When I call your name, I would like you to tell me a fact about the Siouan Native Americans. If your fact is correct, then you may be seated. If your answer is incorrect, you must remain standing until you state a correct fact (regarding shelter, food, seasons, clothing). While we are doing this activity, think about the information you read from the Siouan Native American handout earlier in the class period.” (A) ● Use the Siouan Native American Notes handout in order to check the students answers ● Call on each student, one at a time to tell a fact about the Siouan Tribe (A) ● After all of the students are seated again, have them give themselves a pat on the back for their fantastic effort. Evaluation Part B: Did the students meet your objectives? How do you know? Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? Virginia’s Native American Indians The Eastern Woodland Indians (Recap/Game) Lesson 5 Purpose: This is the fifth lesson in a series of five lessons on the Native Americans of Virginia. This lesson will complete the unit by readdressing each of the three Native American groups in Virginia and how they are known collectively as the Woodland Indians. The students will have to pull from the information they have learned over the past few days to answer questions completely and display appropriate understanding of the information. During the review game, the students will be able to review and form a concrete understanding of each of the three tribes, their language group, location, shelter, environment, and clothing. SOL VS.2:​
The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Corresponding SOL: C/T 3­5.1​
­ Demonstrate an operational knowledge of various technologies. A.) Use various types of technology devices to perform learning tasks
Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer. Demonstrate the ability to perform a wide variety of basic tasks using technology, including saving, editing, printing, viewing, and graphing. B.) Communicate about technology with appropriate terminology. Use basic technology vocabulary in daily practice. Objective: Given the technology resource of a jeopardy game, the student will be able to discuss and answer questions with their group about the Woodland Indians and their specific language groups with 95% accuracy. Given paper and pencil, the student will be able to write about what they have learned over the week about the Native American’s of Virginia in 5 to 7 sentences with 100% accuracy. Procedure: Introduction: ● Greet the students and welcome them to their social studies block! ● Inform the students that today is the last day of the unit and that they would be spending the class period reviewing and reflecting on the material they have learned and discussed over the week. (A) ● Ask the students, “What Native American language group did we discuss in class yesterday?” (A) ○ The Siouan ● Say, “Great! Who can tell me who the other two language groups of Virginia are?”(A) ○ The Algonquian and the Iroquoian ● Inform the class, “Today we are going to play a game of jeopardy to review what we have learned in this unit and to retouch on the regions and borders of Virginia. To do this, we are going to break into groups and then I will give the class further direction on how we will play”. (A) ● Break the students into groups by having them count off into fours. Walk around the classroom and help them count off to make sure they are going in the correct order. By having them count off, the students will be mixed up allowing for teams to be split equally. (A, V) ● After the students have been informed of their number explain to them where in the room they will move to and how they will position their desks. ○ Have the first two groups cluster into the front right and left corners, positioning their desks in a cluster (A, K, V) ●
●
●
●
○ Have the third group cluster behind the first group, positioning their desks in a cluster. (A, K, V) ○ Once the third group has moved, have the fourth group cluster behind the second group positioning their desks into a cluster. (A, K, V) ○ If there are additional groups, continue this process until all of the groups are situated. Once the groups are all situated and clustered together, allow the groups to each come up with a team name. Inform the class that once they come up with a name they are to look up and wait patiently. Allow them two minutes to think of a name. (A) After the two minutes are over, call on each group and ask them for their name. As they call out their team names, write them on the board. (A, V) These columns will be used to keep score. Inform the class that we will be playing jeopardy and that each group will take turns picking and answering questions. If a group doesn't know the answer or gets the answer wrong, the question will move to the next group to try and answer. Groups will not be penalized for missing the questions but can only earn points by getting the answer correct. (A) ● Remind the students that only one person can answer from each group to ensure that everyone isn’t blurting out. (A) ● Have each group pick their speaker. Development: ● Begin the game by allowing the first team to choose their category and value. Once they do this, allow them 20 seconds to think about their answer. When they come to a decision, the speaker will state the answer to the class. (A, V) ● If the answer is correct, give the group the points under their name on the board and allow them to choose another question. If they get it incorrect or are unsure, allow the question to move to the next group. (A,V) ○ Each group can only get one additional question when they get their first question correct. ● Continue playing the game in this manner until all of the questions have been answered. (A, V, K) ● When it come time for final jeopardy give the students the directions on how this portion of the game will work. ○ “The last question we have is called ‘final jeopardy’ where each group gets the opportunity to answer the same question. I will come around and give each group a piece of paper and a pencil to write their answer down on. In addition to writing the answer, you will need to write how many points you want to bet that your answer is correct. If your answer is correct you will get those points added to your score and whoever has the highest score will win! Just keep in mind that you can only bet up to the amount of points you have. After you write your answer down, I want you to sit quietly and look up at me. I will give you 1 minute to talk with your group about the answer.” (A) ● Pass out the paper and pencils. ● Ask the students if they are ready! (A) ● Open the final jeopardy question and start the timer on the program. (V) ● Once the timer is up, collect the answers.(A, K, V) ● Add the points the students bet to the groups that answered correctly. (V, A) ● Add the new totals up to see the end scores. (V) ● The group that has the highest score wins. ○ Pass out pencils to the winning group! ○ Give those groups who lost an awesome sticker! ● Ask the students to quickly and quietly move their desks back to where they belong and to pull out a piece of paper and a pencil when they get settled back in. (A, K) For Advanced Students: ● Add additional questions if needed ● Ask the students to provide specific examples that relate to the questions in addition to the broad definition. ● Ask them to explain why they chose a specific answer For Struggling Students: ● Ensure that these students are in groups that will provide support for them during the game. ● Allow them to use their interactive notebook ● Allow them to answer the questions independently in their notebook instead of working with a group. Summary: ● After the students are seated with their paper and pencils pulled out, thank them for participating in the game and for showing great cooperation with their groups. (A) ● Inform the students that the exit card of the day is to write a short paragraph of 5 to 7 sentences explaining at least 5 things they learned over the week. (A) ○ This piece is going to allow the students to reflect on what they have learned. ● Then announce to the students that they will need to turn it into you when they are finished and then read silently until the rest of the class is finished. (A, K, V) ○ Make sure the students are aware that this piece will be graded. Materials: ● Paper ● Pencils ● Promethean Board or Projector ● White board ● Dry erase markers ● Stickers ● Bookmarks ● Jeopardy Game ○ http://www.superteachertools.us/jeopardyx/jeopardy­review­game.php?gamefile=
1851965#.VyAyMG1GFQw.email Evaluation Part A: ● Read the students responses in their reflection to see what they have learned throughout this unit and what activities stood out the most to them. Grade the students based upon whether or not they have 5 things listed and explained as per the directions. Use this grade as a classwork grade. Evaluation Part B: Did the students meet your objectives? How do you know? Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? A Day in the Life of Virginia‛s Native American‛s
​
​
Take Home Project
The Native American Indians of Virginia, also known as the Woodland
Indians, consisted of three main branches: the Algonquian, the Iroquoian, and the
Siouan. These Indians all lived in very different ways due to their different
environments and native languages. Your job is to choose one of the three tribes
and create a diorama representing the environment they lived in and how they
adapted their homes to fit in this environment.
Your project should include:
● What the ​
environment​
of the tribe looks like
● Do they live in the forest? The mountains? By bodies of water?
● What ​
season​
are they experiencing?
● Spring, Summer, Fall, Winter
● This should be represented in the background of the diorama
● Example: winter would have snow on the ground or on the
mountains
● What type of ​
shelter ​
do​
they live in?
​
● A teepee? A wigwam? A Longhouse?
● How do they get their ​
food​
during this time?
● Farm? Hunt? Gather? Fish?
● How do they stay ​
warm and cook​
their food?
● Fire? Utensils used? Clothing?
● What do the men and women ​
wear​
?
After you finish your diorama:
After finishing your diorama, write a short paper about the tribe you chose
and how they live day to day. This paper should state what Virginia tribe you chose
and what their environment, shelter, and clothes look like. The paper should also
explain what kind of food your tribe ate and how they got it.
​ake sure your name is on both your diorama and paper! Be creative and
M
have fun! Eastern Woodland Indians Diorama Rubric ​
4 3 2 1 Diorama clearly represents the theme of Eastern Woodland Indians. Diorama is self­ explanatory. Diorama is completely accurate. Diorama clearly represents the theme of Eastern Woodland Indians. Diorama is self­explanatory. Diorama has less than two mistakes. Diorama clearly represents the theme of Eastern Woodland Indians. Diorama is self­ explanatory. Diorama has three to five mistakes. Diorama is missing or incomplete. Information is clearly and neatly displayed in the form of a diorama and one­page paper. Visuals relate to the topic, are large enough to see, and have captions. Information is clearly and neatly displayed. Visuals relate to the topic, are large enough to see, and have captions. Information is neither clear nor neatly displayed. Visuals do not relate to the topic or are not large enough or lacking captions. Information is neither clear nor neatly displayed. Visuals do not relate to the topic, aren’t large enough, lacking captions. Paragraphs are neatly done. They are creative and organized with a great deal of attention paid to detail. Writing or word processing is neatly done; a pencil is used Paragraphs is neatly done. They are organized, with some attention paid to detail. Writing or word processing is neatly done; a pencil is used Paragraphs are somewhat neatly done; some attention is paid to detail. There are some cross­outs, crooked writing, and mostly done in pencil. Paragraphs are done in a messy and careless manner; no attention to detail, too many cross­outs, crooked writing, done in pen or marker, instead of pencil Paragraphs are Paragraphs are Paragraphs are difficult Paragraphs are poorly well­written: well­written: to understand in some written and difficult to ­ Focused and ­ Focused and parts: understand: on­topic on­topic ­ Writing is not ­ Writing is ­ Good grammar, ­ Good grammar, completely unfocused, off spelling, and spelling, and focused on the topic, or punctuation punctuation topic. confusing to ­ Good sentence ­ Good sentence ­ Some the reader structure structure sentences are ­ Many ­ Evidence of ­ Evidence of confusing punctuation, proofreading proofreading ­ Some evidence grammar, and and editing. of proofreading spelling errors. and editing Resources 1. Native American Make­A­Statements by Hokie Teach on Teachers pay Teachers https://www.teacherspayteachers.com/Product/Native­American­Make­A­Statements­Vir
ginia­Studies­328447 This resource is a card game where the students get to match the correct word to its definition and work to create a correct statement about the Native American’s of Virginia. THe statements are cut up into portions so that students have to work to make them correct again. This activity would be a great way to finish off a unit about the Native American’s and give students the opportunity to review what has been discussed in class. This activity could also be tweaked or added to by having the students add additional statements to use in the game. 2. Field Trip to Jamestown, Virginia https://www.nps.gov/jame/learn/education/planafieldtrip.htm Having a field trip to the historical site of Jamestown would provide a great gateway from this unit to the next unit about Jamestown. This could also be done at the end of this unit or at the end of the next based upon the ability of your school to send the students on this field trip. The field trip to Jamestown will allow the students to see how the Algonquian indians lived and interacted with the settlers of Jamestown. The students will be able to see where the settlers lived and how they arrived to the “new world”. This field trip will allow the students to see first hand what the Native American’s did daily and how they lived. 3. Native American’s of Virginia Bingo Game by Carrie Reed on Teachers Pay Teachers https://www.teacherspayteachers.com/Product/Native­American­Bingo­Virginia­Studies­
SOLs­2d­2g­608230 This resource is a Bingo game that allows students to review the information they have learned throughout the SOL VS.2d­g. This Bingo game comes with cards, chips, and questions. By playing this game at the end of a unit or even prior to taking the SOL test, this game gives students the opportunity to learn and review in a fun and interactive way. 4. Werowocomoco and Jamestown Notes by Hokie Teach on Teachers Pay Teachers https://www.teacherspayteachers.com/Product/Werowocomoco­and­Jamestown­Notes­V
S2­f­329466 This is a sheet that can be added to an interactive notebook displaying pictures and information on Werowocomoco and Jamestown. This sheet is important because it allows students to see what these places look like and where they are located on a map. In addition to this visual representation, the sheet also has little summaries about each place and why they are important in Virginia studies. This resource would be a great addition to a student's notebook. 5. SOL Review Quiz by JenTeach on Teachers Pay Teachers.
https://www.teacherspayteachers.com/Product/SOL­Review­Quiz­for­VS2a­gVS10b­c­2
67985 This quiz is a resource that can be used at a variety of different times in a unit to check for understanding and to prepare for the unit assessment. In addition to these times, this quiz would be helpful in reviewing for the SOL test and taking a quick note about what needs to be recovered. This resource contains questions that pertain to the whole VS.2 standard. 6. “The Spirit of Corn” Native American Corn Origin Myth and Legend by Danielle Knight on Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Native­American­Origin­Myth­The­Spirit­
of­Corn­Craftivity­and­Printables­1316186 This resource is a lesson plan that is centered around the myth of corn and how the Native Americans created a legend about its origin and gave thanks for it. This lesson contains the myth itself and comprehension questions that could be used to incorporate it into a reading lesson as well. At the end of the myth this resource contains a craft that can be used on a bulletin board to represent what the class is learning. The craft is coloring corn and decorating it in a way that represents the myth and how they believed it came into existence. 7. Native American Crafts by Alison Hage on her blogspot which can also be accessed through Teachers Pay Teachers http://hurrayforfdk.blogspot.com/2012_11_01_archive.html This resource is a blogspot account and contains an endless supply of fun crafts that can be done to reinforce what the students are learning about the Native American people. The crafts range from tissue paper teepees to painted patterns on brown paper to look like leather. These crafts all contain directions and pictures to help make sense of the activity and leave t=it open for differentiation. This resource would be great to look to continuously throughout the unit to allow students to make crafts. 8. “The People of The Longhouse” by Nicholas Vargas https://www.youtube.com/watch?v=yIs3aiFrTQc This resource is a video about the Iroquois and their culture. The video begins by showing pictures of things we see everyday and showing the iroquoian word for that item. The video then takes you through the life of an Iroquois Indian and allows you to see what the inside of their home looked like and how they would be adapted to hold more families as necessary. This video is a great resource for beginning a discussion about the Iroquoian indians and can even be used as a review to ensure that all of the students learning needs have been met. 9. Traditional Siouan Song being played by John Rainer Jr.. The video was created and posted by Karolina Pawlak https://www.youtube.com/watch?v=n­­U__owlSM This piece is a wonderful way to get students thinking about the culture of the Siouan and understand how that correlates into our unit. This song represents the ways of the people and how they would use music as a uniting force to show war, healing, thanks, and many other things. This piece would be a great way to start a lesson on the Siouan people and could even be played in the background while students are working on assignments. By playing music like this, students will truly be able to experience the culture of these native Americans. 10. Song with Interpretive Movement about the Powhatan Indians by Mrs. Cobey https://www.youtube.com/watch?v=IE0FE53m4sg This link takes you to a video teaching you a song with hand movements to learn about the Powhatan.The song discusses where they lived, what they lived in, and how they got their foods. This video is a great way to teach the students the song and movements so that it can be sung as a class throughout the unit and as a form of review before the test. This song will be something that the students will remember for many years!