Native American Unit: An Overview of the Southwest, Plains, and Eastern Woodland Tribal Areas
Topic/Theme/Purpose Statement:
The topic that will be presented during my unit plan is Native Americans. I will be specifically presenting students with an overview of Native Americans from three separate areas: The Southwest, Plains, and Eastern Woodland regions. Within each of these tribal areas I will address the location of the region, the geography of the area, and several characteristics of the tribes such as food, lodging, transportation, and clothing. The main issue that I will address is the importance of valuing the lifestyle of Native Americans, and the unique characteristics shown in each tribal area. I will also guide students in exploring examples in history when Europeans and Native Americans did not work through and value each other's differences, and how it led to fatal, devastating conflicts. Ideas of diversity and inclusion connect to the learners' lives, because their classroom as a whole is made up of several diverse ethnic groups, with one child who is part Native American!
The big questions I want students to consider through this unit are: How does the lifestyle of early Native Americans compare and contrast with my own lifestyle? How can learning about Native Americans help me better understand God's creation? How can I better value and accept those who are different from myself? By looking at this main issue, this unit will address the school's mission-related goal of valuing multiculturalism and showcasing different cultures within the classroom. This unit will also address the school's mission-related goal of teaching justice related issues and advocating for change. The unit crosses several disciplines including social studies, science, language arts, technology, and some art. This unit also connects to the broader curriculum scope in that all 2nd/3rd grade students at The Potter's House will be studying one of these Native American tribal areas in depth, followed by a school wide "pow-wow" celebration. This unit also connects with the student's previous social studies unit on their community. By presenting information about the Native Americans that lived in the Grand Rapids area, a bridge can be build between these two content areas.
Within this classroom there is a large range in skill level. A large chunk of my unit has the students working in groups to research a specific characteristic from one tribal area. The students then have the opportunity to present their findings to the class through a video. By placing 2nd and 3rd grade students together in groups, the 3rd grade students can aid the 2nd grade students in their research and writing. Also being able to guide their own research, presentation, and learning will capture students interests and allow them to research as much, or as little as needed based on their ability levels.
Integration of Faith and Learning:
My Christian worldview focuses on the story of creation, fall, and redemption; the concepts that have guided my Christian faith story from the beginning. This story, along with respecting creation, valuing diversity, and promoting justice among a broken world, are aspects of my worldview that have greatly influenced how I will teach my unit on Native Americans.
Looking at this topic in light of my worldview, I feel that studying Native Americans will help students better understand God’s love for all people from varying backgrounds, cultures, and heritages. By looking at Native Americans as people "made in God's image" students will be able to examine these people's unique characteristics and gifts in a way that points to God's majesty. God’s love for diversity will also be shown while examining each tribal area’s unique distinctions. Overall, studying this topic will give students a greater understanding of God's world and the variety of people he created.
Another important area we will examine in this unit is how the fall affected the early interactions between Native Americans and Europeans. During the lessons, students will examine specific conflict and misunderstanding that occurred between the Native Americans and Europeans in each tribal region. Particular areas we will be examining involve Native American relocation and the fight for land rights. Students will see how the effects of sin got in the way of the two group's ability to live in harmony and peace with each other.
Students will examine these specific examples of Native American mistreatment in light of their own Christian perspectives. By engaging in a discussion about the students reactions to the conflict issues, the students will get the chance to express and explore their own worldview as it relates to diversity and living in community. Students will be questioned on how these conflicts could have been better dealt with according to their worldview and how we should view differences and community as a result. As a class, we will also discuss how we should respect Native American culture and walk alongside Native Americans as a community, in order to live in a way that honors God and neighbor. Then students will also come to realize that many Native Americans live alongside them in their own community today, and that they have the opportunity to value those Native American's culture and the heritage of their ancestors. The students will also come to understand that Native Americans who believe in Jesus are their brothers and sisters in Christ, and a part of their own faith family.
My Christian worldview, and its focus on diversity and community, will also be reflected in my pedagogy and how I plan to teach this unit topic. My focus on the importance of diversity has led me to commit to developing this unit in a way that values multiculturalism and the variety of cultures represented within the classroom. I will do this by emphasizing God’s love for diversity within lessons, relating it to the diversity of races, hobbies, experiences, and people within the classroom I teach. I will also provide proper assistance for ELLs as well as promote situations that enhance a variety of learning styles. Through my worldview I also see each individual as having specific gifts and capabilities; therefore, I will allow the students choices throughout learning, and in assessment, to better appreciate and value their unique gifts.
I also believe that God gave us diversity and unique gifts in order to use them alongside others in a social, active community, as outlined in 1 Corinthians 12. God gave us others so that we can work together for the redemption of his world. Therefore, while teaching this lesson I plan to use group work and partners, when appropriate, to help build on and use the gift of community. I will also allow my students to be a significant part of the main lesson, allowing time for them to give input and show their own examples. I want the students to feel that they too are important contributors in the learning environment. Overall, my unit on Native Americans, and the pedagogy I will use to teach it, has been crafted from my Christian perspective on the world.
Click here to explore:
Unit Plan Overview
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Assessment Plan
Sources
The topic that will be presented during my unit plan is Native Americans. I will be specifically presenting students with an overview of Native Americans from three separate areas: The Southwest, Plains, and Eastern Woodland regions. Within each of these tribal areas I will address the location of the region, the geography of the area, and several characteristics of the tribes such as food, lodging, transportation, and clothing. The main issue that I will address is the importance of valuing the lifestyle of Native Americans, and the unique characteristics shown in each tribal area. I will also guide students in exploring examples in history when Europeans and Native Americans did not work through and value each other's differences, and how it led to fatal, devastating conflicts. Ideas of diversity and inclusion connect to the learners' lives, because their classroom as a whole is made up of several diverse ethnic groups, with one child who is part Native American!
The big questions I want students to consider through this unit are: How does the lifestyle of early Native Americans compare and contrast with my own lifestyle? How can learning about Native Americans help me better understand God's creation? How can I better value and accept those who are different from myself? By looking at this main issue, this unit will address the school's mission-related goal of valuing multiculturalism and showcasing different cultures within the classroom. This unit will also address the school's mission-related goal of teaching justice related issues and advocating for change. The unit crosses several disciplines including social studies, science, language arts, technology, and some art. This unit also connects to the broader curriculum scope in that all 2nd/3rd grade students at The Potter's House will be studying one of these Native American tribal areas in depth, followed by a school wide "pow-wow" celebration. This unit also connects with the student's previous social studies unit on their community. By presenting information about the Native Americans that lived in the Grand Rapids area, a bridge can be build between these two content areas.
Within this classroom there is a large range in skill level. A large chunk of my unit has the students working in groups to research a specific characteristic from one tribal area. The students then have the opportunity to present their findings to the class through a video. By placing 2nd and 3rd grade students together in groups, the 3rd grade students can aid the 2nd grade students in their research and writing. Also being able to guide their own research, presentation, and learning will capture students interests and allow them to research as much, or as little as needed based on their ability levels.
Integration of Faith and Learning:
My Christian worldview focuses on the story of creation, fall, and redemption; the concepts that have guided my Christian faith story from the beginning. This story, along with respecting creation, valuing diversity, and promoting justice among a broken world, are aspects of my worldview that have greatly influenced how I will teach my unit on Native Americans.
Looking at this topic in light of my worldview, I feel that studying Native Americans will help students better understand God’s love for all people from varying backgrounds, cultures, and heritages. By looking at Native Americans as people "made in God's image" students will be able to examine these people's unique characteristics and gifts in a way that points to God's majesty. God’s love for diversity will also be shown while examining each tribal area’s unique distinctions. Overall, studying this topic will give students a greater understanding of God's world and the variety of people he created.
Another important area we will examine in this unit is how the fall affected the early interactions between Native Americans and Europeans. During the lessons, students will examine specific conflict and misunderstanding that occurred between the Native Americans and Europeans in each tribal region. Particular areas we will be examining involve Native American relocation and the fight for land rights. Students will see how the effects of sin got in the way of the two group's ability to live in harmony and peace with each other.
Students will examine these specific examples of Native American mistreatment in light of their own Christian perspectives. By engaging in a discussion about the students reactions to the conflict issues, the students will get the chance to express and explore their own worldview as it relates to diversity and living in community. Students will be questioned on how these conflicts could have been better dealt with according to their worldview and how we should view differences and community as a result. As a class, we will also discuss how we should respect Native American culture and walk alongside Native Americans as a community, in order to live in a way that honors God and neighbor. Then students will also come to realize that many Native Americans live alongside them in their own community today, and that they have the opportunity to value those Native American's culture and the heritage of their ancestors. The students will also come to understand that Native Americans who believe in Jesus are their brothers and sisters in Christ, and a part of their own faith family.
My Christian worldview, and its focus on diversity and community, will also be reflected in my pedagogy and how I plan to teach this unit topic. My focus on the importance of diversity has led me to commit to developing this unit in a way that values multiculturalism and the variety of cultures represented within the classroom. I will do this by emphasizing God’s love for diversity within lessons, relating it to the diversity of races, hobbies, experiences, and people within the classroom I teach. I will also provide proper assistance for ELLs as well as promote situations that enhance a variety of learning styles. Through my worldview I also see each individual as having specific gifts and capabilities; therefore, I will allow the students choices throughout learning, and in assessment, to better appreciate and value their unique gifts.
I also believe that God gave us diversity and unique gifts in order to use them alongside others in a social, active community, as outlined in 1 Corinthians 12. God gave us others so that we can work together for the redemption of his world. Therefore, while teaching this lesson I plan to use group work and partners, when appropriate, to help build on and use the gift of community. I will also allow my students to be a significant part of the main lesson, allowing time for them to give input and show their own examples. I want the students to feel that they too are important contributors in the learning environment. Overall, my unit on Native Americans, and the pedagogy I will use to teach it, has been crafted from my Christian perspective on the world.
Click here to explore:
Unit Plan Overview
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Assessment Plan
Sources
Evidence of Student Learning
My aiding teacher observed lesson two of my unit plan and gave me this feedback after the lesson was complete:
Below is one partner group on their journey through their research. You will find their individual pre-assessments and their combined research packet.
Pre-assessments:
Student 1, Page 1
Student 2, Page 1
Student 2, Page 1
Student 2, Page 2
Formative Assessment (Research Journals):
Research Packet, Day1
Research Packet, Day 2
Research Packet, Day 3
Summative Assessment:
**I was unable to give these students a summative assessment due to limited amount of time in my aiding placement.
Pre-assessments:
Student 1, Page 1
Student 2, Page 1
Student 2, Page 1
Student 2, Page 2
Formative Assessment (Research Journals):
Research Packet, Day1
Research Packet, Day 2
Research Packet, Day 3
Summative Assessment:
**I was unable to give these students a summative assessment due to limited amount of time in my aiding placement.