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Virginia Native American Language Groups 4th Grade Virginia Studies

Unit Introduction

This unit was created to investigate and gain a stronger knowledge-base about

the Virginia Native American Language Groups. Throughout the week, students will

explore in-depth, the traditions, culture, and geographical regions that pertain to each

individual language group. Through differentiated instruction, this unit provides lessons

that will appeal to all types of learners including auditory, visual, tactile, and kinesthetic.

Upon completion of this unit, students will be able to demonstrate knowledge of

Virginia’s Native People and their language groups, which will provide a strong

foundation when learning about future units to come.

Objectives

General Objectives

1. TSWBAT identify, articulate, and categorize the 3 Virginia Native American

Language Groups, their culture, traditions, and regions they derived from.

2. TSW gain skills such as: map skills, compare and contrast, creating mathematical

patterns, establish locomotor skills, and develop creative writing skills.

3. TSW appreciate the wealth of history that lies within the borders of Virginia and

the influence Virginia Native American contributed to the advancement of

society.

Specific Objectives

After being read a book, the student will be able to associate the relationship between the term Indian and Christopher Columbus and recognize the three different Virginia Native American languages groups with 80% accuracy. Given an interactive notebook, the student will be able to distinguish between the three

different language groups and understand the differences between each with 80%

accuracy.

After watching an educational video about Native American dancing, TSWBAT

articulate the purposes for Native American dancing, including: the different types of

dances, traditions, and clothing that is worn, with 80% accuracy.

After watching an educational video about Native American dancing, TSWBAT perform

a rhythmic movement piece that demonstrates steps or movements from traditional

Native American dancing, with 80% accuracy.

Given a computer and other research materials, TSWBAT discover important

information about a Native American tribe, and create a PowerPoint presentation to

communicate these facts with 90% accuracy.

Given clay and Native American symbols, TSWBAT create a piece of pottery that is

representative of the early 1600’s with 85% accuracy.

Given a worksheet, TSWBAT draw a mathematical pattern and create a 3-D tepee with

85% accuracy.

Given the topic of “a day in the life of a Native American child,” TSWBAT accurately

express their feelings, as well as describe the typical events that occurred during this

time period with 80% accuracy.

Given a Virginia map, the student will be able to analyze and interpret the map to

explain the relationships among climatic characteristics and historical events within

Virginia with 80% accuracy.

Given a jeopardy game, the students will be able to, identify and distinguish between the

3 different types of Virginia Native American Language groups: Siouan, Algonquian, and

Iroquois, in teams, with 80% accuracy.

Standards of Learning (SOL’s)

VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by: a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state-recognized tribes.

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to

a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause-and-effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present;

f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. Physical Education 4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities.

a) Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative skill combinations in game and modified sports activities (e.g., throw to a partner while he/she runs to catch, dribble and pass soccer ball/basketball to a moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall with an implement).

b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different international and regional American formations; create educational dances with apparent beginning, middle, and end, combining shapes, levels, pathways, and locomotor patterns).

c) Perform smooth flowing sequences that combine four or more of the following movements: traveling, balancing, rolling, and other types of weight transfer.

Math 4.15 The student will recognize, create, and extend numerical and geometric patterns. Computer Technology 3-5.7 Draw conclusions from research and relate these findings to real-world situations. A. Use research to support written and oral presentations. • Apply research derived from digital resources to original work. • Demonstrate how to cite digital resources when developing nonfiction reports and presentations. B. Apply knowledge when conducting research to develop accurate and balanced reports. • Use best practice guidelines for evaluating research results.

Language Arts 4. 7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea.

Fourth Grade: Introduction to Virginia Native

American Languages

Purpose:

● Today is one in a series of several lessons that deals with exploring the Virginia

Native American Languages: Algonquian, Siouan, and Iroquoian, and Native

peoples who belonged to those language groups. Today’s focus will be on having

children distinguish the relationship between Christopher Columbus and term,

Indian and introduce the locations of the native languages. This will build the

foundations for the rest of the week’s lessons.

VA SOLs:

VS.2 The student will demonstrate knowledge of the physical geography and native

peoples, past and present, of Virginia by:

a) locating Virginia and its bordering states on maps of the United States;

b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge

Mountains, Valley and Ridge, and Appalachian Plateau;

c) locating and identifying water features important to the early history of Virginia

(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,

Rappahannock River, and Lake Drummond and the Dismal Swamp);

d) locating three American Indian language groups (the Algonquian, the Siouan, and the

Iroquoian) on a map of Virginia;

e) describing how American Indians related to the climate and their environment to

secure food, clothing, and shelter;

f) describing how archaeologists have recovered new material evidence at sites including

Werowocomoco and Jamestown;

g) identifying and locating the current state-recognized tribes.

Objectives:

After being read a book, the student will be able to associate the relationship between

the term Indian and Christopher Columbus and recognize the three different Virginia

Native American languages groups with 80% accuracy.

Procedure:

Introduction

● Have students come to the front carpet.

● Tell students to listen and look for details about Native

Americans within the story.

● Read Aloud The Very First Americans by Cara Ashrose (Auditory)

● Call on several students to share what they heard and saw.

● Tell students that we are going to learn about the 3 different types of Native

American Language groups and how they were given their name.

Development

● Discuss with the students the discovery of the new world: who discovered it? Who

was already on it? What were those people called? Why were they called that?

● Write these discoveries on giant notepad (auditory/visual)

● Ask questions to check for understanding throughout the story.

● Example -

○ Did anyone notice what the native people are wearing?

■ What do you think their clothes are made out of?

○ What did you all notice about the surroundings and where they lived?

■ Do we still use those houses today?

○ Are there any type of artifacts that you see?

■ pots? tools? clothing?

○ What about the way they communicate? Has anyone noticed anything or

have an idea of how native people communicated?

● Discuss with students the importance of the name Native Americans vs. Indians

and why it is important to use the correct term. Introduce the idea that Virginia

had Native Americans on its soil long ago and that there are many different tribes

that fall into categories. Emphasize that a language group is not the same thing as

a tribe. Explain that many different tribes might be linked together by having a

similar language.

● Introduce the 3 different language categories and have students use an

interactive map to see where they are found in Virginia via Virginia Map

(Kinesthetic/tactile/visual)

○ The Algonquian-speaking peoples occupied the Coastal Plain (Tidewater)

region north of the Chowan drainage basin. This was the most densely

populated region of Virginia at the time. The people depended upon

agriculture (maize [corn], beans, and squash) and lived in some 161

permanent or semi-permanent villages located on the banks of the major

streams. Each town and village had from two to fifty houses. The

Powhatan were part of this group.

○ The Siouan-speaking peoples inhabited primarily the Piedmont region of

Virginia. Also agricultural people, we know less about them than the

Algonquians of the Coastal Plain. They had little direct contact with early

English settlers, who could have left a written record of their villages and

way of life. One group of Siouan people who achieved some significance

during the colonial period was the Occaneechi, who lived on islands in the

Roanoke River near today’s Virginia-North Carolina line. They became

middlemen in trade between the English settlements around the

Chesapeake Bay and the American Indians in the Carolinas. Today

Occaneechi State Park marks the location of their villages. The Monacan

were part of this group.

○ The Iroquoian-speaking peoples lived in two widely separated parts of

Virginia. The Nottoway and Meherrin were among the tribes living in the

Chowan Drainage Basin, and major tributaries to the Chowan River bear

their name today. Indications are that these people lived much as the

Algonquian-speaking peoples of the Coastal Plain. The other Iroquoian-

speaking peoples in Virginia were the Cherokee. Their villages and

agricultural lands were in the vicinity of the Great Smoky Mountains in

today’s North Carolina and Tennessee. However, southwestern Virginia

was part of their hunting territory, and others recognized their claim to

that land. The Cherokee were part of this group.

● Hand out the parts of the interactive notebook and have students cut out the

parts and place them into a Ziploc plastic bag for storage. (These will be used in

Tuesdays lesson)

● Pass out the Virginia map that includes the borders of the language groups. Have

students use the interactive map to help with labeling each location according to

the language that was once spoken there (Kinesthetic/tactile/visual/auditory)

● Move around the room to see how the students are labeling the map. Check for

proper labeling and that students are on task while using the map.

● Note where students are in their own development - Got it! developing, and

struggling.

Got it! Developing Struggling

● For advanced students:

○ Allow students to create their own borders for the language groups.

● For struggling students:

○ Partner strugglers with stronger students to model and support.

○ Have maps with dotted lines to be traced and language groups already

written to be cut and glued.

Summary:

● Ask groups to come back to the carpet.

● Have students discuss the ideas they have learned and express what they would

like to learn more of. Provide discussion questions (write their responses on giant

notepad):

○ Which three language groups were found in Virginia?

■ Have students come up and label a giant drawn map of Virginia

similar to the one you handed out during class instruction.

○ Out of those 3, which language region is Richmond located in?

○ Are all the regions symmetrical?

Materials:

● The Very First Americans by Cara Ashrose

● Chart paper and markers

● Wall map of Virginia

● Virginia map for each student

● Zip lock baggies

Evaluation Part A:

Have students complete the map and label the regions by language group. For advanced

students, make sure that their regions are bordered correctly. Walk around to check for

correct placement of language groups and correct borders for the regions of the

language groups.

**Insert worksheet here**

Evaluation Part B:

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How did I manage the small groups/partners?

Fourth Grade Virginia Studies: Interactive Book & Sort

Purpose:

● Today is day two of a series of lessons that deals with the introduction to each

language group of the Native American Indians in the state of Virginia. Today's

focus will be on learning about the three different Virginia Native American

Languages: Algonquian, Siouan, and Iroquoian and their differences with one

another.

VA SOLs:















g) Identifying and locating the current state-recognized tribes.

Objectives:

Given an interactive notebook, the student will be able to distinguish between the three

different language groups and understand the differences between each with 80%

accuracy.

Procedure:

Introduction

● Bring up the PowerPoint with the Virginia Native American Languages.

● Call attention from the students and have them look up at the screen.

● Ask:

○ Can anyone read the title of this PowerPoint?

○ What do you think that we will be discussing today in class?

○ That’s right! We had talked yesterday about Native Americans in Virginia

and how they were named by Christopher Columbus.

○ Introduce background information on American Indians in Virginia.

Virginia’s first people lived throughout what is today the eastern United

States in hundreds of large towns and villages. The people depended on

extensive gardening and hunting for most of their food.

○ Today we are going to talk about something else. Something that the

Native Americans used every day. Could anyone give me a prediction of

what we may be learning today?

○ Yes, language! The way they communicated with one another. Nowadays

we use language all the time whether it be written, oral, or through hand

gestures, we communicate all the time and so did they.

○ When Europeans first made contact with these native inhabitants, there

were three distinct language groups: the Algonquian, Siouan, and

Iroquoian.

Development

● After reviewing all the language groups, and most importantly, the distinct

spatial pattern to their settlements all over Virginia in the PowerPoint

presentation, have students take out their social studies notebooks and explain to

them what it is you would like them to do with the interactive notebook materials

● Explanation:

○ In your notebooks you will be gluing your completed interactive notebook.

● Have students create a flip book about the three major

American Indian language groups,

as follows:

■ Give each student two sheets of heavy 8½

by 11 inch paper.

● Have students stack the two sheets

on top of each other, leaving 2 cm.

of the bottom sheet exposed below

the bottom edge of the top sheet, as

shown at right. Keep the edges

aligned.

● Instruct students to fold both

sheets over on themselves

from the top so that there will

be three 1-inch-high tabs at the

bottom of the book.

● There should now be four pages: a cover page and three tabs.

Staple the top where the book is folded.

● Have students title the cover page “American Indian

Language Groups” and write “Algonquian” on the first tab,

“Siouan” on the second tab, and “Iroquoian” on the bottom

tab.

American Indian

Language Groups

Algonquian

Siouan

Iroquoian

○ Take the interactive notebook and glue it into your notebook the way I

have it in my notebook (the back page of the interactive notebook should

be glued into the composition notebooks).

■ When students flip each page up, they’ll see a top section and

bottom section. For each language group, have students write on

the top section some information they learned about the language

group. Have them draw on the bottom section an illustration of that

language group. For example:

Algonquian

Siouan

Iroquoian

○ Let the students know that they will be using this notebook throughout the

rest of the week as they gain new knowledge about the different language

regions and characteristics that distinguish each from one another.

○ Have them write down what they already have learned today into their

interactive notebook. This should all be completed today with the facts

about each language group, including housing, clothing, and food.

● Make sure to walk around to check that the students are correctly pasting each

part of the notebook correctly and that their facts match up with the correct

language group.

● Once students have finished their interactive notebooks, have students complete

a sort for each language group.

● Have the students cut and glue the sort to turn in.

● This will be an informal assessment. It will be distributed to check for

understanding from each child and that each child understood what was being

taught during this lesson.

● Ask students to hand in the sort to the completed work bin.


○ For the sort, have all language group characteristics mixed up.

○ Place all three language groups on the same table.

● For struggling students:

○ Have each language group characteristics in order so that students can

find them easily.

○ Place each language group on its own sheet so that it is easier for the

students to focus on.

Summary:

● Ask groups to come back to the carpet.

● Pass out 9 plates:

○ 3 plates will read the language groups

○ 3 plates will read the region the language group is found

○ 3 plates will read the names of Native American tribes that spoke each

language

● Have students put themselves in order.

● Have the class check that everyone has placed themselves in the proper language

group.

● Pass out exit slips to have students complete at their seats. Ask students to

submit them to you once they have filled them out.

Materials:

● Native Americans of Virginia PowerPoint

● Native American Languages of Virginia sort

● Heavy 8½ by 11 inch paper

● Staplers

● Paper plates

● Exit slips

Evaluation Part A:

Have students complete the Native American Languages of Virginia sort. Stop when

they misplace 2 per section.

Evaluation Part B:





Were the exit slips helpful to you and your instruction?

Fourth Grade Virginia Studies:

Native American Dance and Tradition

Purpose: Today is one in a series of several lessons that deals with exploring the

Virginia Native American Languages: Algonquian, Siouan, and Iroquoian, and

Native peoples who belonged to those language groups. Today’s focus will be on

the traditions of Native American Culture. The students will discuss dance, food,

clothing and housing.

VA SOL’s

VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by: a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state-recognized tribes.

Physical Education 4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities.

a) Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative skill combinations in game and modified sports activities (e.g., throw to a partner while he/she runs to catch, dribble and pass soccer ball/basketball to a moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall with an implement).

b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different international and regional American formations; create educational dances with apparent beginning, middle, and end, combining shapes, levels, pathways, and locomotor patterns).

c) Perform smooth flowing sequences that combine four or more of the following movements: traveling, balancing, rolling, and other types of weight transfer.

Objectives:

After watching an educational video about Native American dancing, TSWBAT

articulate the purposes for Native American dancing, including: the different types of

dances, traditions, and clothing that is worn, with 80% accuracy.

After watching an educational video about Native American dancing, TSWBAT perform

a rhythmic movement piece that demonstrates steps or movements from traditional

Native American dancing, with 80% accuracy.

Procedure:

Introduction

Have students come to the carpet. Ask students what they know about Native American traditions Have the students complete the “know” and “want to know” sections of a

KWL Chart

Know Want to know Learned

Tell the students that we are going to watch a video about Native

Americans in Virginia. Have the students walk back to their seats and take out a pencil. Distribute a question sheet to each student for them to answer while they

are watching the video. (See attached) (Tactile) Tell students to pay close attention to the Native American dances; how

they move; steps they use; etc. Watch video clip http://virginiaindians.pwnet.org/ (18:00- 25:05) (Visual,

Auditory) Development

Have students discuss with students what they saw in the video clip.

(Auditory)

o Why do the Native American’s dance?

o When they dance what do they wear? What is the clothing called?

o What is the ceremony called where they dance? Can anyone go to

this ceremony?

Emphasize to students that Native American’s dance for success while

hunting, bountiful harvests, giving thanks, and religious purposes.

(Auditory)

Divide the class into groups of 4-5 students.

http://virginiaindians.pwnet.org/

Have each group create their own dance which they will perform for the

entire class. (Each dance needs to have a title and theme)

Each group will be given a piece of music to go along with their dance.

Allow students 20 minutes to come up with their dance and practice.

(Kinestic, Tactile)

Once time is complete, have students sit on the carpet

Each group will provide the class with the name and theme of their dance

and perform it.

For Advanced Students: Have students write a short paragraph about the

creation of their dance. It should include why they are dancing, if they are

celebrating something specific, and what they would wear.

For Struggling Students: Provide the questions sheet from the video and

have them answer only the questions that are circled, instead of answering

all of the questions during the video.

Summary

After the students perform, have the students explain the things they

learned.

As they are discussing, complete the “Learned” section on the KWL Chart.

Materials

Video Sheet (attached)

Laptop (to play video)

Projector (to watch video)

KWL Chart

Music for students to use for their dance

Rubric for performance

Evaluation Part A

To assess student’s knowledge, I will collect the video sheet from the video to

check to make sure that the students were paying attention. While they are in

their groups, I will walk around and discuss with each group what type of dance

they choose to do and why that would be so important to the Native Americans.

When performing, I will have a rubric that I will use to grade each group based on

participation and demonstrating accurate information.

Evaluation Part B

Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? How did I manage the small groups/partners?

Name:_________________________

Native American Video Question Sheet

1. What is one reason Native American’s dance?

_______________________

2. What is a Powwow?

____________________________________________

3. When do Native American’s wear their sacred clothing?

_______________________________________________

______________

Name:___________________

______

Native American Video Question Sheet

4. What is one reason Native American’s dance?

_______________________

5. What is a Powwow?

____________________________________________

6. When do Native American’s wear their sacred clothing?

_______________________________________________

______________

Grading Rubric for Native American Dance

Score 1 2 3 Total Score

Group Participation

Very little participation from the members of the group.

Moderate participation from the members of the group.

All members of the group participated.

Use of Traditional Elements

Did not incorporate any traditional elements during the performance.

Incorporated very few traditional elements during the performance.

Incorporated 3 or more traditional elements into their performance.

Title and Theme

There was no title or theme discussed.

There was only one element discussed. (Title and no theme or Theme and no title).

Both the title and theme were discussed before the group performance.

Class Participation

Disruptive or not paying attention while groups were performing.

Sometimes paying attention; other times a loss of focus.

Always paying attention to the other group’s performances.

Total Score:____/12__

Fourth Grade Virginia Studies:

Native American Language Group Centers

Purpose: Today is one in a series of several lessons that deals with exploring the

Virginia Native American Languages: Algonquian, Siouan, and Iroquoian, and Native

peoples who belonged to those language groups. Today we will focus on components

that make up each language group in center rotations. This is the fourth lesson in a

series of lessons.

VA SOL’s

VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by: a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state-recognized tribes. Math 4.15 The student will recognize, create, and extend numerical and geometric patterns. Computer Technology 3-5.7 Draw conclusions from research and relate these findings to real-world situations. A. Use research to support written and oral presentations. • Apply research derived from digital resources to original work. • Demonstrate how to cite digital resources when developing nonfiction reports and presentations. B. Apply knowledge when conducting research to develop accurate and balanced reports. • Use best practice guidelines for evaluating research results.

Language Arts 4. 7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea.

e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea.

Objectives:

Given a computer and other research materials, TSWBAT discover important

information about a Native American tribe, and create a PowerPoint presentation to

communicate these facts with 90% accuracy.

Given clay and Native American symbols, TSWBAT create a piece of pottery that is

representative of the early 1600’s with 85% accuracy.

Given a worksheet, TSWBAT draw a mathematical pattern and create a 3-D tepee with

85% accuracy.

Given the topic of “a day in the life of a Native American child,” TSWBAT accurately

express their feelings, as well as describe the typical events that occurred during this

time period with 80% accuracy.

Procedure:

Introduction

Gain the students’ attention while they are sitting at their seats. Explain to them that they are going to rotate through four stations to

expand their knowledge about the Virginia Native American Languages

Groups and Tribes. Explain each center rotation listed below. After explaining each center, divide students into 4 even groups. Direct each group to begin at a certain center.

o Group 1: Tepee Math o Group 2: American Indian Pottery o Group 3: Research Center o Group 4: Writing Center

Each center will last for 20 minutes Once time is up, the groups will rotate clockwise to the next center. By the

end of center time, each group will have rotated to each center.

Development

Centers

o Tepee Math Each student will receive a worksheet that has a tepee cut-

out. On this cut-out each student will illustrate a pattern around

the tepee with crayons, markers, or a pencil. The pattern can

be of American Indian symbols, shapes, numbers, etc. Once they have completed the pattern, the student will cut

out the tepee cut-out and glue it together to make a tepee. o American Indian Pottery

Students will be provided with a worksheet describing how

pottery was discovered and made.

After the students read the sheet, each student will create

their own piece of pottery using clay.

The students will be directed to either form their pottery

piece from one piece of clay or to form coils to make their

pottery.

At this center, there will also be a sheet that shows students

traditional Native American symbols, which they can choose

to incorporate into their pottery.

o Research Center

At this center, students will research a particular tribe in one

of the Virginia Language groups. Each group should research

the clothing, food, and housing from their particular tribe.

Students will fill in a worksheet based on their research. On

this worksheet will be websites where they can go to gather

information.

The students will have access to laptops, informational

books, magazines, and their notes taken during the week.

After completing research, the group will make a 2-3 minute

PowerPoint presentation consisting of a title slide, 3

informational slides, and a reference slide.

o Writing Center

At this center, student will be asked to imagine what their

day would be like if they were a Native American child

during the 1600’s.

Each student will write 2 paragraphs about what a typical

day would be like during this time period.

For Advanced Students: Have students create their own tepee outline,

instead of having the cutout.

For Struggling Students: In the writing center, have students draw a

picture demonstrating what their day would be like and instead of having the student

write 2 paragraphs, have them write 1.

Summary

After students clean up there centers, they will go back to their seats.

Each group will give their presentation.

After all groups have gone, students will write down on a piece of paper 2

things they learned and 1 question they might still have.

Materials

Tepee Cut-out worksheet

Native American Symbols Example Sheet (2 Copies)

Clay

Native American Pottery Worksheet

Laptops

Informational books/textbooks

Student’s Notes

Magazines

Research Worksheet

Resources: http://www.indians.org/articles/native-american-pottery.html

Evaluation Part A

Students will demonstrate their understanding by presenting their PowerPoint

presentations. I will also be able to know if they understand patterns by looking

at their tepees.

Evaluation Part B

Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? How did I manage the small groups/partners?

Tribe Research Worksheet

Group Members

Names:______________________________________________

_

Tribe Name:

___________________________________________________

_____

Directions: Your group members will research the tribe that you selected

out of the hat. You will need to research the tribe’s clothing, housing, and

food. You should also find 1 interesting fact about this tribe. You may

complete your research from the following websites:

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9333/Nat

ive_People_in_Early_Virginia.pdf

http://virginiaindians.pwnet.org/index.php

http://www.native-languages.org/virginia.htm

Complete each box with 3 facts that you discover about each heading about

your tribe. Once you have found all the information, the group will create a

1-2 minute or 3-5 slide PowerPoint Presentation. You may include pictures

on the slides. Once the PowerPoint is complete, save it on the desktop with

the tribe’s name as the title. On the next page is squares to put the

information you learned while researching.

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9333/Native_People_in_Early_Virginia.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9333/Native_People_in_Early_Virginia.pdf

http://virginiaindians.pwnet.org/index.php

http://www.native-languages.org/virginia.htm

Food Clothing

Shelter Interesting Facts

Fourth Grade Virginia Studies: Map Skills and Review

Purpose:

● Today is day 5 of a series of lessons that deals with the introduction to each

language group of the Native American Indians in the state of Virginia. Today's

focus will be on using map skills to analyze and interpret the map of Virginia and

to explain the relationships among climatic characteristics and historical events

within Virginia that included the three Native American Languages: Algonquian,

Siouan, and Iroquoian and the Native Americans culture. This lesson is an

extension of the physical geography of Virginia SOL VS 2 a-c. After instruction,

review will be provided for the entire unit in preparation of the final assessment.

VA SOLs:















g) identifying and locating the current state-recognized tribes.

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to

a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause-and-effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing;

i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Objectives:

1. Given a Virginia map, the student will be able to analyze and interpret the map to

explain the relationships among climatic characteristics and historical events

within Virginia with 80% accuracy.

2. Given a jeopardy game, the students will be able to, identify and distinguish

between the 3 different types of Virginia Native American Language groups:

Siouan, Algonquian, and Iroquois, in teams, with 80% accuracy.

Procedure:

Introduction

● Have students take out their maps of Virginia where the Native American

language regions are color coded and labeled.

● Have students focus their attention to the map of Virginia on the board.

● Ask the students if anyone can remember what some of the parts of a map are

called. Call on students so that they may share their answers with the class and

point to the map so they can show the class. (Kinesthetic/tactile/visual/auditory)

● Ask the students if they could locate the different regions of Virginia. Have

students come up to the board to show the class.

(Kinesthetic/tactile/visual/auditory)

● Ask students where each language group could be found on the map. Have

students come up and show the class on the map.

(Kinesthetic/tactile/visual/auditory)

● Ask: Why do you think it is important that we know how to correctly read,

understand map features, and label a map? (auditory)

○ Students: So we know where to locate cities or regions and

know where we are using our cardinal directions.

○ Teacher: Yes, and why do they need to be labeled correctly?

○ Students: So that we don’t get lost?

○ Teacher: Yes, that too, but why do you think it’s important

to label this map? This map of Virginia Native American

Language regions?

○ Students: So that we know where historical events took

place.

○ Teacher: Wonderful! We need to know where these

historical events took place and knowing exactly where on

the map also lets us know other things about the Native

Americans like their traditions, culture, and food.

Development

● Discuss with the students how map skills help us understand historical events

that took place. (auditory)

● Example -

○ We know that there are 3 different language groups, and within each

language group are different tribes that lived in the language regions we

have been talking about this past week.

■ Who remembers which Virginia region the Algonquin language was

spoken in? Using your cardinal directions, North, South, East, West

(North East, North West, South East South West if students

know/remember), where is the language group located?

■ Who remembers which Virginia region the Siouan language was




■ Who remembers which Virginia region the Iroquois language was




○ All of these tribes lived in different parts of Virginia and that means that

they all hunted and gathered different materials. But, what is something

we know about the climatic and environment and how the Native

Americans used this resource?

■ Students: They worked with what they had

during the season.

○ Could someone come up to the board and write one thing that the Native

Americans hunted, gathered, lived in? (Kinesthetic/tactile)

● Now that we gone over some map skills and have reviewed what we already know

about the Native American language groups in Virginia, let’s play a jeopardy

game! (Kinesthetic/tactile/visual/auditory)

○ How to play:

■ Group students into teams. There can be as

little as two teams or up to four depending on how small or large

you want the groups to be.

■ Once the groups are made, hand out 1 small

dry erase board to each team. Start with the first group, and allow

them to pick a topic and then a dollar amount. For example, Food

for $500 please.

■ Have a spokesperson for each group write the

teams answer on the whiteboard. Give the groups 10 seconds to

answer. When the 10 seconds are up, have students raise their

boards to show you their answer. Whichever teams got the answer

correct, give them 500 points. If they did not get the answer correct

the receive nothing.

■ At the end of the game, all teams will have the

opportunity to play the Surprise Question. In order to play and

receive more points from the surprise question, teams need to risk a

certain amount of their earned points. Each team answers the

questions like before. Points are earned and doubled if the answer is

correct and points are lost if the answer is incorrect. For example, if

a team has 500 points and wants to risk all their points for the

surprise question, and it is answered correctly, they receive 1000

points.

■ The team with the most points, wins!


○ Allow students to show class the language region, tribe in the language

region, and name a food source.

o For struggling students:

o Partner strugglers with stronger students to model and support.

○ Allow students to review their interactive notebooks during class

discussion.

Summary:

● Ask teams to return to their desks.

● Ask the team spokesperson to hand you the white boards and markers.

● Once everyone is settled, pass out exit slips.

● Have students write on the slip what it is they feel they still do not know or

understand.

Materials:

● Jeopardy game

● Virginia map

● White boards and markers

● Exit Slip

Evaluation Part A:

Based off the answers given during the discussion, and the answers during the jeopardy

game check to see which students are not interacting with the teams, not helping answer

questions, are blurting out incorrect answers, or are checking their interactive

notebooks for answers. Make sure these students mark on their exit slips what it is they

need help with so that you may give them extra study materials before the final

assessment.

Evaluation Part B:





How did I manage the small groups/teams?

virginia native american language groups grade virginia ... · individual language group. through...

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