CCSS

Creel, 2005

Title: _2nd grade, SS. Native Americans______Subject: Social Studies_

Topic: Native American______Grade: ____2______Designers: _Atkinson

Stage 1: Desired Results
QCC & ELA Standard(s) (underline big ideas and key words) / The student will describe the Georgia Creek and Cherokee culture of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
ELA2W1 The student demonstrates competency in the writing process.
QCC and ELA
Enduring Understandings (Teacher tool) / The student will describe the regions in Georgia where the Creek and Cherokee lived and how the people used their local resources. The student will compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.
QCC and ELA
Essential questions
(2-5 questions)
(Student tool) / How do the Creek and Cherokee shelters compare?
What type of clothing do the Creek and Cherokee wear?
What method of transportation did they use?
What were the most important resources for the 2 tribes?
What tools do the tribes use to obtain food?
Elements / Utilize the standard elements to
identify knowledge and skills
QCC and ELA
Knowledge & Skills
(Comes from the elements) / Knowledge (noun)
Students will know…
a.  the types of shelters
b.  the types of clothing
c.  the methods of transportation
d.  the most important resources
e.  the tools used to obtain food / Skills (verbs)
Students will be able to…
a.  compare and contrast their types of shelters using a Venn diagram
b.  design an outfit that would be worn by one of the tribes
c.  write a journal entry for a three-day trip describing their method of transportation and the challenges you would face
d.  create an acrostic poem or song that explains the importance of the resources
e.  create replicas of the tools that the tribes used to obtain food
f.  write a story about a NA family, using the information you have gained from the unit.
WHERETO:
Stage 2 - Assessment Evidence: What evidence will show that students met the learning goal?
Traditional Assessment
Social Studies Benchmark 2 Indians / Portfolio Assessment
Shelter-Venn diagram
Clothing-designed outfit
Transportation-journal entry
Resources-song or poem
Tools-replicas of tools / Authentic Assessment
Shelter-Venn diagram
Clothing-designed outfit
Transportation-journal entry
Resources-song or poem
Tools-replicas of tools / Self-assessment
Review with a partner rubric objectives.
Stage 3 – Designing an Instructional Plan
Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance Tasks
Students will visit the media center, and the media specialist introduce the students the unit by reading The First Strawberries: a Cherokee Story by Joseph Struchac and illustrated by Anna Vojtech.
Anchor Activities:
Illustrate the story; use graphic organizers to show the main ideas of the story; word splash and word map to show the characters and plot in the story.
Explore the Big Ideas, Essential Questions, and Equip for final performance
Direct Instruction / Experien-tial Learning / Indepen-dent Learning / Indirect Instruc-
tion / Interactive Instruction
Social Studies textbook
United Streaming
Native American materials / Centers with arrow-heads, bones, etc.; tasting some of the foods;
have guests
bring artifacts, books, materials relating to the unit;
let students explore items; / Yahoo-ligan searches;
research using library materials;
work on portfolio items;
read from social studies book (pages 142-145); use work-sheets; make portfo-lios; / Self-selected library books;
put out supplies and have different teams create housing, models of food and clo-thing; create story maps of a day in a Native Ameri-can’s life; / Working in groups;
creating a poem, song;
create a product-home, clothing, utensils; role play a day in a NA’s life;
create a mural, filmstrip, play; write an opinion article about which NAs had the best lifestyle;
compare and contrast a day in the life of a NA child with the life of a present day student;
Rethink, Revise, Refine, Reflect, Resubmit
Schedule “Rethink” days; students can look over rubrics together; schedule a conference day for teachers and student-partners to compare products to rubrics.
Encourage ongoing evaluation and student self-evaluation
Use rubrics; reflect in a journal knowledge you have gained; complete the KWL chart; Ask the students, “What do you really understand about Native American culture?”
What questions and concerns do you still have about Native Americans?
How has what you learned changed your mind about Native Americans?
Tailoring the Design for Diverse Learners
Differentiated
Activities
High: Power Point Presentation; make a videotape reenacting a day in the life of a Native American;
Average: Research Report; make a dictionary of NA terms;
Low: Summary and Illustrations; compile a portfolio of sketches of NAs; pantomime NA activities; / Suggested Accommodations
Work in pairs and
groups; videotapes; / Suggested Extensions
Prepare and serve NA food;
Organizing the Learning
Day One: Hook and Anchor Activities;
Day Two: Shelter;
Day Three: Resources;
Day Four: Clothing;
Day Five: Transportation;
Day Six: Food;
Day Seven: Reflect
Days Eight and Nine: Write story about a Native American family using the information you’ve learned from the unit.
Day Ten: Present stories and products