ALEX Lesson Plan

     

Compare and Contrast Native American Regions

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  This lesson provided by:  
Author:Kelly Watkins
System: Attalla City
School: Attalla Elementary School
  General Lesson Information  
Lesson Plan ID: 33859

Title:

Compare and Contrast Native American Regions

Overview/Annotation:

There are many Native American regions throughout the United States. In this lesson students are given two different Native American regions to research and learn about their geographic region, natural resources, community organization, economy, and belief systems. Students will then create a venn diagram that will allow them to see the similarities and differences in the two assigned regions.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 5
12 ) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.12- Identify the relationship/connection between two individuals, events, or ideas in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 5
19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RI.5.10]

English Language Arts
ELA2015 (2015)
Grade: 5
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

•  Locating on a map American Indian nations according to geographic region
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Describe major American Indian cultures in North America according to:
    • geographic region
    • natural resources
    • community organization
    • economy
    • belief systems
  • Locate American Indian nations on a map according to geographic region.
Teacher Vocabulary:
  • belief system
  • community organization
  • distinguish
  • economy
Knowledge:
Students know:
  • The description of major American Indian cultures including geographic regions, the use of natural resources, community organization, economy and belief systems and locate these nations on a map.
Skills:
Students are able to:
  • Locate major American Indian nations on a map.
  • Distinguish American Indian cultural groups by examining the geographic region, natural resources, community organization, economy, and belief systems.
Understanding:
Students understand that:
  • The major American Indian cultures can be distinguished from one another based on geographic region, natural resources, community organization, economy, and belief systems.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.3- Recognize that there were many American Indian cultures in North America.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • information to research questions can be obtained from digital sources.
  • resources to organize information.
  • resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as Alabama Virtual Library.
  • use advanced search techniques to search by file type, dates, and specific domains.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct advanced keyword searches.
  • produce valid, appropriate search results.
  • evaluate search results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
  • site/domain
  • file type
Knowledge:
Students know:
  • how to conduct advanced keyword searches.
  • how to evaluate the accuracy of information.
  • that not all information online is valid or true.
  • different sites or domains publish for different audiences.
Skills:
Students are able to:
  • conduct advanced keyword searches using domain type such as '.edu', '.com', '.org', '.gov', file types, usage rights.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using advanced keywords while searching will deliver better results.
  • not all information online is valid or true.

Local/National Standards:

 

Primary Learning Objective(s):

Students are able to distinguish between major Native American regions.

Students can see the connections between the Native American cultural regions and the natural resources.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

United States Map, A poster or piece of paper for each group for final presentation, textbook, or articles pertaining to Native American Regions if desired

Technology Resources Needed:

Internet ready devices for partners

Background/Preparation:

Students need an understanding of what it means to compare and contrast.

  Procedures/Activities: 

Post a United States of America Map, and discuss how there were groups of people throughout the country prior to Europeans landing.

Assign students two different Native American regions preferably ones that are not from similar regions, and give them two copies of the graphic organizer so they can begin researching.

Students open the Alabama Virtual Library(AVL) http://www.avl.lib.al.us/ and use Encyclopedia Britannica for elementary students. Textbooks and articles can also be used at this time if desired.

Students will search for their Native American regions and use the graphic organizer to record their learning.

Students will use their graphic organizers to distinguish the similarities and differences between the regions and transfer the information into a Venn Diagram or other compare and contrast model. 

Below the diagram the group will write a paragraph that summarizes the similarities and differences between the two regions that can be shared with the class.

As part of the presentation students should add their tribal region's location on the United States Map before they begin their presentation.



Attachments:
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  Assessment  

Assessment Strategies

Rubric

Acceleration:

 

Intervention:

Encyclopedia Britannica allows students to listen to the text while they are reading which can assist all students.  


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.