Title of Unit: History Title of Lesson: Peoples of the Northwest Submitted By: Denise Crosby

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn more how the Native Americans of the Pacific Northwest lived and adapted to their coastal environment. The lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History Volume 1 (pg. 46-49). B. Target Population: Grade Level: 5th grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: Houghton Mifflin 5th grade Social Studies Book: United States History (pg. 46-49) Pencils and paper Vocabulary & Study Guide (Unit Resource pg. 15) for each child see last page of lesson plan D. Objectives: o NV State Social Studies Standards o H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact.

Student-Friendly Standards I can describe the life and culture of the Tlingit of the Pacific Northwest.

E. Procedure: 1. Refer to notes on TE pg. 46 Get Set to Read Explain the Study Guide students will complete as we read. Call students attention to the reading strategy of listing main ideas and details as they read (TE pg. 46) Introduce vocabulary (surplus, potlatch, clan)

2. As a class, read pg. 46-49, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about history, culture & critical thinking:
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: History Title of Lesson: Peoples of the Northwest Submitted By: Denise Crosby

(TE p. 47) what kinds of house die the Northwest Indians build? (TE p. 48) what resources did the Tlingit use to make clothes? What did the inside of a Tlingit house look like? Infer If the Tlingit had been farmers long ago, do you think they would still be?

5. CLOSURE: Discuss the two statements in the Review/Assess section of TE p. 49. F. Assessment: What will you use to measure student understanding? Writing Activity (TE p. 49): Students will use the information from the lesson to write a brief Table of Contents for the chapters of a nonfiction book on the Tlingit. Include chapters about their culture and the way they adapted to their environment. Explain how you will know students understand the concepts from the lesson. Students will show understanding of the Tlingit by using the correct format for Table of Contents, include correct main points supported by details. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach will be the Study Guide. They are used to this format. 2. Which part will be most challenging for you to teach? I think the most challenging part of this lesson for some students will be the critical thinking section of inference. This is a tough skill to teach as many children deal in black & white or right or wrong answers. 3. How will you follow up or extend this lesson? As Individual work - continue As an extension to this lesson, I would use the Montessori Native American Card Set. Introduce early civilizations by exploring a familiar geographic regionthe United States. Cards detail the traditional foods, clothing, shelter, defense, and arts for the five main indigenous culture areas of Native Americans: Woodlands, Plains, Southwest, California, and Northwest. European impact is touched upon, but not emphasized. Includes 12 cards for each of 5 culture areas: one introduction card, one location card, and one picture card with matching reader card for each of 5 lifestyle topics. 120 cards in all. The students will work independently or in pairs reading & matching the cards.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: History Title of Lesson: Peoples of the Northwest Submitted By: Denise Crosby

As another extension of this unit, I would use the Extend Lesson 2 Chinook Wind Wrestles Cold Wind TE p. 50-51 4. What will you do for students who dont grasp the concepts? For the students who are having trouble understanding the concepts of this lesson, I would use the Reteach Minilesson described on the bottom of TE p. 49. 5. Which part of the lesson, if any, do you think might need to change? This lesson is complete and concise. 6. When you were writing this lesson plan, what was the most difficult part? As with any lesson, I find the assessment to be the hardest part. It is also hard to gauge just how long the upper grade lessons will exactly take since Im more used to the younger students.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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