Grade 4 Social Studies
Unit 3
Title
Suggested Time Frame
st ​
1​
Six Weeks 9 Days
nd​
2​
Six Weeks 10 Days
Texas Indians Big Ideas/Enduring Understandings
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. Guiding Questions
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. Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
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.
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 research-based 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
6AB, 7AB, 21A-E, 22A-E, 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: (A) explain the possible origins of American Indian groups in Texas and North America; (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America Suggested Resources
District Specificity/
Examples
Groups: Comanche Caddo Apache Karankawa Jumano Nomads Hunters Gatherers Farmers Native American Regions: Coastal Plains Central Plains Great Plains/High Plains Mountains and Basins 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…? The main groups in Texas were the following: ● Gulf Culture groups (the Coahuiltecans and Karankawas​
) Resources listed and categorized to indicate suggested uses. Any
additional resources must be aligned with the TEKS.
Vocabulary
Explain
Children’s Literature nomads
. artifacts
Websites customs
Lessons Identify
exploration
Children’s Literature Buffalo Hunt​
by Russell Freedman. Holiday House, 1988. before European exploration. The student is expected to: fished and gathered berries on the coast and inland in the dry plains of South Texas. (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; ● 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 (​
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 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 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. and provides a base of knowledge for Grades Five, Seven and Eight. 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. Primary Sources Websites Pacific Northwest Indians ­ http://people.ucls.uchicago.edu/~cmanner/NAproject2007/
timeCulture8/index.html Inuit ­ http://www.historyforkids.org/learn/northamerica/before1
500/history/inuit.htm Sioux ​
– ​
http://www.indians.org/articles/sioux-indians.html Cherokee​
­ http://www.indians.org/articles/cherokee-indians.html Navajo ​
­ http://www.indians.org/articles/navajo-indians.html Iroquois​
­ http://www.mce.k12tn.net/indians/reports1/iroquois.htm
(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 Pueblo, Alabama­Coushatta, and Kickapoo; and Native American cultures Describe
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. ● 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. Children’s Literature 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). 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. Primary Sources Websites Maps (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: (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. Each type of Indian culture group in Texas shares similarities with other specific North American groups What generalizations can be made from…? Which best illustrates the positive and negative consequences of…? The information best depicts the following. Compare
American Indians
Texas
North America
European
exploration
Children’s Literature 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. 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 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 Primary Sources Websites Maps (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 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. capital resources) each group used to provide products and services to meet their needs. Explain economic activities, various, barter, trade 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). Native Americans in Texas had a traditional economy. Native Americans in Mexico, like the Aztecs, had a ● 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. 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. 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 Primary Sources Which statement best characterizes…? What best reflects…? Websites Maps (14) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: (A) compare how various American Indian groups such as the Caddo and the In Texas there were four major culture groups of Native Americans: ● Gulf Culture (tribes: Coahuiltecans and Karankawas) in Texas fished and gathered berries on Compare
governed
confederacy
Children’s Literature Activities In Texas there were four major culture groups of Native Americans: Comanche governed themselves; and ● 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, 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 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 ● 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 Primary Sources Websites Maps 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 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 and local government. What generalizations can be made from…? Which best illustrates the positive and negative consequences of…? The information best depicts the following. Children’s Literature
Background/ Extra information 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 Children’s Literature Activities Primary Sources Websites 23(A) use a problem­solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. Children’s Literature Activities Primary Sources Websites Lessons