Transcript Unit Plan Presentation

Cyndy Wray & Maryanne Rosso
Randolph-Henry High School
Early
American
Indians
Essential Question
Can you describe the life
and culture of the early
American Indian?
Unit Question
How did some of the culture,
customs, myths, legends and
geography differentiate early
American Indian tribes?
Content Question
How did the life and culture of
the first Americans influence
and help the early settlers?
st
21
Century Skills
 Creativity & Innovation
 Critical Thinking & Problem Solving
 Communication & Collaboration
 Information Literacy
 Flexibility & Adaptability
 Initiative & Self-Direction
 Productivity & Accountability
Technology Standards
Social and Ethical Issues
C/T 9-12.4
 The student will practice responsible use of
technology systems, information, and software.
 Adhere to fair use and copyright guidelines.
 Adhere to the school division’s Acceptable Use
Policy as well as other state and federal laws.
 Model respect for intellectual property.
Technology Standards
Social and Ethical Issues
C/T 9-12.5
 The student will demonstrate knowledge of
technologies that support collaboration, personal
pursuits, and productivity.
 Respectfully collaborate with peers, experts, and
others to contribute to an electronic community of
learning.
Technology Standards
Technology Research Tools
 C/T 9-12.6
The student will use technology to locate,
evaluate, and collect information from a variety of
sources.
 Integrate databases, spreadsheets, charts, and tables to
create reports.
 Use available technological tools to expand and enhance
understanding of ideas and concepts.
SOLs
USI.1
 f) analyze and interpret maps to explain
relationships among landforms, water features,
climatic characteristics, and historical events;
 g) distinguish between parallels of latitude and
meridians of longitude.
SOLs
USI.2 The student will use maps, globes, photographs,
pictures, or tables to
 b) locate and describe the locations of the geographic
regions of North America: Coastal Plain, Appalachian
Mountains, Canadian Shield, Interior Lowlands, Great
Plains, Rocky Mountains, Basin and Range, and Coastal
Range;
 c) locate and identify the water features important to the
early history of the United States: Great Lakes, Mississippi
River, Missouri River, Ohio River, Columbia River, Colorado
River, Rio Grande, St. Lawrence River, Atlantic Ocean,
Pacific Ocean, and Gulf of Mexico;
 d) recognize key geographic features on maps, diagrams,
and/or photographs.
SOLs
USI.3 The student will demonstrate knowledge of
how early cultures developed in North America by
 a) describing how archaeologists have recovered
material evidence of ancient settlements, including
Cactus Hill in Virginia;
 b) locating where the American Indians lived, with
emphasis on Arctic (Inuit), Northwest (Kwakiutl),
Plains (Lakota), Southwest (Pueblo), and Eastern
Woodlands (Iroquois);
 c) describing how the American Indians used the
resources in their environment.
Student Objectives and Learning
Outcomes
 After picking an Indian name associated with nature or an
animal, and using assorted Indian symbols the student will
create a folder to store and display their work.
 After reading and researching a particular tribe the student
will map its location on a map of America and create a shoebox
diorama or other sample of an Indian village.
 After researching time lines of the early American Indians the
student will create a time line of important events of his/her
own life.
Student Objectives and Learning
Outcomes
 After reading and learning about the Indian ways of trading
the student will create a trading chart of their own
 After reading and researching about Indian myths and
legends, the student will create an “Indian Medicine Bag”,
a “Dream Catcher”, a “Totem Pole” and a “Peacepipe”
 The culminating activity will be a “pow wow” in the
classroom with Indian music and food such as rice,
pumpkin seeds and corn tortillas.
Student Samples
Student Samples
Student Samples
Student Samples
Student Samples
Student Samples
By: Emma Piazza
Locations
 The Cheyenne lived in fixed villages
and used the land for farming.
 Some moved west and southwest.
 Eventually, they moved into the
plains area, in the woodlands of the
Mississippi River Valley.
 Today they are settled in Montana
and Oklahoma
Shelter
 They lived in houses made from
the skin of the animals they killed.
 Fur from a wolf.
 Skin of a dear.
 They used poles to keep tepees
standing up.
Clothing
 Cheyenne women wore long
deerskin dresses.
 Men wore breechcloths with
leather leggings.
 Later, Cheyenne men adopted the
Plains war shirt worn by other
Indians of this region.
 A Cheyenne lady's dress or warrior's
shirt was fringed and decorated
with porcupine quills, shells, and
elk teeth.
Crops/Food
 The Cheyenne hunted the western plains in
common with the Lakota Sioux.
 The Cheyenne's were originally farming
people, with the women harvesting corn,
squash, and beans and the men fishing and
hunting deer and, when it was possible,
buffalo.
 As horses entered their culture the Cheyenne
lifestyle, like other Plains Indian tribes,
became more and more dependent on the
buffalo for their food.
Daily Life
 Before the sun rose, the Cheyenne began
preparing for the day.
 Building the fire was the first task to be
completed.
 The women woke to get the water from
the nearby stream, while the men and
boys went to the stream to bathe.
 As dawn continued, the camp became
livelier.
Customs
 Under their old system, before the
division of the tribe, they had a council
of 44 elective chiefs, of whom 4
constituted a higher body, with power to
elect one of their own number as head
chief of the tribe
 This council of 44 is still symbolized by a
bundle of 44 invitation sticks, kept with
the sacred medicine-arrows, and
formerly sent around when occasion
arose to convene the assembly.
Games
 The children would scatter about the
area to swim, run, and model images out
of clay.
 The women of the camp had many
activities to keep them busy.
 They would go off in groups to gather
wood and roots early in the day.
 This was their time for joking and
laughing.
 They gathered sticks from the ground
and broke dead branches
Traditions
 Cheyenne Indians love to tell
stories about their history and
ways of life.
Citations
 http://www.mnsu.edu/emuseum/cultural/northamerica/cheyenne.ht
ml

http://www.ops.org/elementary/bancroft/SPECIALISTS/ComputerLab
/MRSPEARSON/Curriculum/NebraskaNativeAmericans/Cheyenne/ta
bid/210/Default.aspx
Assessment