Grade 04 Social Studies Unit 02 Exemplar Lesson 01: American Indians in Texas: Meeting Needs

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1 Grade 4 Unit: 02 Lesson: 01 Suggested Duration: 4 days Unit 02 Exemplar Lesson 01: American Indians in Texas: Meeting Needs This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students use their prior learning about the geographic characteristics of the regions of Texas to explain the economic activities early American Indian groups in Texas used to meet their needs and wants. Students also look at contemporary American Indian groups in Texas. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id= History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to: 4.1A Explain the possible origins of American Indian groups in Texas and North America. 4.1B Identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa,, and Jumano. 4.1C Describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo. 4.7 Geography. The student understands the concept of regions. The student is expected to: 4.7A Describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to: 4.10A Explain the economic activities various early American Indian groups in Texas and North America used to meet their needs and wants such as farming, trading, and hunting. Skills TEKS 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 4.22B Incorporate main and supporting ideas in verbal and written communication. 4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 14

2 Grade 4 Unit: 02 Lesson: 01 Suggested Duration: 4 days Unit 02 PI 01 Complete a Venn Diagram comparing the economic activities of American Indian groups in Texas prior to European colonization. In a paragraph, explain how geographic factors influenced the economic activities. Standard(s): 4.1B, 4.7A, 4.10A, 4.22B, 4.22D ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.5B Key Understandings The geography of a place influences how people live. What were the possible origins of American Indian groups in Texas and North America? What basic economic activities were used by early American Indian groups to meet their needs and wants? What basic economic activities are used by today s American Indian groups to meet their needs and wants? Vocabulary of Instruction origin region economic activity trade wants needs Materials index cards map of the world centering on the Pacific Ocean (1 to display and 1 per pair of students) research materials Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Regions of Texas Map (1 per student) Handout: Economic Patterns of Early Texas Indians (1 per student) Handout: Reading Notes: Economic Patterns of Early Texas Indians (1 per student) Teacher Resource: Reading Notes: The Economic Patterns of Early Texas Indians KEY Handout: Needs and Wants of Early Texas Indians (1 per student) Teacher Resource: Needs and Wants of Early Texas Indians KEY Handout: Venn Diagram: Economic Activities of Texas Indians PI (1 per student) Teacher Resource: Venn Diagram-Economic Activities of Texas Indians KEY Resources Texas State Library and Archives Commission: Indian Relations in Texas: Texas Almanac: Texas State Historical Association: Advance Preparation 1. Become familiar with the content and procedures for this lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials to support the learning in this lesson. 4. Review the concept of economics. 5. Preview materials and websites according to district policy. 6. Display vocabulary words on a word wall to be used during the lesson. 7. Print and prepare materials for the lesson. Background Information Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 14

3 Grade 4 Unit: 02 Lesson: 01 Suggested Duration: 4 days In Unit 01 (Lesson 02), students applied the concept of economics to life in Texas today as they discussed economic activities in Texas and how geographic factors including climate, transportation, and natural resources influence those economic activities. In this lesson, students now apply the concept of economics to a different situation, examining the economic activities of early American Indian groups in Texas (before European exploration). GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES ENGAGE Possible origin of American Indian groups 1. Organize students into pairs. 2. Display the following question (white/black board, chart paper, document camera). Suggested Day 1 10 minutes Materials: map of the world centering on the Pacific Ocean (1 to display and 1 per pair of students) Did the first Americans arrive by land or sea? 3. Provide each pair of students with a map of the Western Hemisphere or a map of the world showing the Pacific perspective. Instructional Note: There is no consensus about the arrival of the first people. Study continues. 4. Students study the map and infer answers to the question above. Other possible resources could be provided to provide additional information regarding the topic (See Notes for Teachers and Background Information.) 5. Students brainstorm questions related to the main question, and prepare to discuss the questions and possible answers. 6. Share possible answers. Encourage students to support their ideas. After 3-5 minutes of brainstorming, allow each group to share unique questions (no repeats) and speculative answers to explain how American Indians could have possibly traveled to Texas (possible origins of American Indian groups in Texas and North America). EXPLORE Economic activities of early American Indian groups Ask an introductory question such as: Once Indian groups arrived in North America, how did they survive? Review the economic concepts of needs and wants. Distribute to students: Handout: Economic Patterns of Early Texas Indians Handout: Reading Notes: Economic Patterns of Early Texas Indians Other appropriate classroom resources Students read the information and take notes on the Handout: Reading Notes: Economic Patterns of Early Texas Indians. Before reading, lead a strategy such as the SCAN strategy to help ensure students can comprehend the vocabulary in the reading. (To further facilitate the reading, the teacher could read the selection aloud.) Teacher circulates to support reading comprehension and to ensure students conclude that American Indian groups in Texas and North America met their needs and wants by farming, trading, and hunting. To deepen their understanding, students could read appropriate sections of their textbook or other materials. (This could be completed as homework.) Suggested Day 1-40 minutes Attachments: Handout: Economic Patterns of Early Texas Indians (1 per student) Handout: Reading Notes: Economic Patterns of Early Texas Indians (1 per student) Teacher Resource: Reading Notes: Economic Patterns of Early Texas Indians KEY Instructional Note: The economic concepts of wants and needs were first introduced in Kindergarten and have been discussed each year since. (K.6: Needs: food, clothing, shelter; Needs can be met through means such as self-producing, purchasing, and trading) Instructional Note: Subsistence Economy: Their traditional lifestyle was a subsistence economy. A subsistence economy is one in which the people barely meet their everyday needs; it is Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 14

4 Grade 4 Unit: 02 Lesson: 01 Suggested Duration: 4 days an economy which is not based on money, in which buying and selling are absent or rudimentary though barter may occur, and which commonly provides a minimal standard of living. SCAN strategy: students quickly scan through the reading and call out words with which they are unfamiliar. Teacher lists the words called out. When the list is complete, teacher pronounces each word and then provides a short, quick definition, leaving the list of words and definitions posted. The goal of the strategy is to remove difficult vocabulary from being a barrier to comprehending; the purpose is not to have students learn/memorize all the terms and definitions. The whole process should take 3-5 minutes at most. EXPLAIN Economic activities of early American Indian groups 1. Distribute the Handout: Needs and Wants of Early Texas Indians to each student. 2. Working individually or in pairs, students use the knowledge they gained in Unit 01 (about the characteristics of regions of Texas) and the information gained in the Explore section above to identify how Texas Indians in each region met their needs and wants. 3. Students label the geographic regions of Texas and label the location of Texas Indians in the region they lived before European exploration. They also identify how the Indian group met their needs and wants. EXPLORE American Indian groups remaining in Texas 1. Continue discussion about wants and needs of people in contemporary Texas. 2. Students, working as individuals or in pairs, examine information about contemporary Indian groups, their way of life today, their economic activities, and how they meet their wants and needs. (Some possible, optional, suggested websites are listed in Notes for Teachers. There are many other resources available. Make sure to preview all websites according to district policy.) Suggested Day 2 15 minutes Attachments: Handout: Needs and Wants of Early Texas Indians (1 per student) Teacher Resource: Needs and Wants of Early Texas Indians KEY Instructional Note: This activity reviews learning about Regions from Unit 01 and adds new information for this lesson. Suggested Day 2 35 minutes Materials: research materials index cards 3. Students analyze how Texas Indians that live in Texas today meet their wants and needs. 4. Facilitate a discussion about similarities and differences in societies from before European exploration and societies today. 5. To deepen their understanding, students access additional appropriate sections of their textbook, other classroom resources, and appropriate web resources (including the K-12 databases) to learn about the American Indian groups remaining in Texas. EXPLAIN 1. Provide each student with an index card. 2. On the index card, students write about how today s Texas Indian groups meet their wants and needs. ELABORATE Suggested Day 3-15 minutes Materials: index cards (1 per student) Suggested Day 3 35 minutes 1. Students consider the effects of the environment on the lives of Texas Indian groups in the past and the effects of the environment on people living in Texas today. 2. Facilitate a discussion where students prepare a list of information they would give a group of people planning to move to Texas to help them choose where to move. 3. Include in the discussion opportunities for students to use what they have Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 14

5 Grade 4 Unit: 02 Lesson: 01 Suggested Duration: 4 days learned about Texas Indian groups (past and present) to support the Key Understanding by answering the Guiding Questions and providing supporting evidence. The geography of a place influences how people live. What were the possible origins of American Indian groups in Texas and North America? What basic economic activities were used by early American Indian groups to meet their needs and wants? What basic economic activities are used by today s American Indian groups to meet their needs and wants? EVALUATE Complete Venn Diagram and summarize Unit 02 PI 01 Complete a Venn Diagram comparing the economic activities of American Indian groups in Texas prior to European colonization. In a paragraph, explain how geographic factors influenced the economic activities. Standard(s): 4.1B, 4.7A, 4.10A, 4.22B, 4.22D ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.5B 1. Students complete the Handout: Venn Diagram Economic Patterns of Early Texas Indians PI, which compares the economic activities of American Indian groups in Texas prior to European colonization. Suggested Day 4 50 minutes Attachments: Handout: Venn Diagram Economic Patterns of Early Texas Indians PI (1 per student) Teacher Resource: Venn Diagram Economic Patterns of Early Texas Indians KEY 2. Below the Venn Diagram (or on the back), students explain how geographic factors influenced the economic activities in a paragraph. 3. Students may use the information they gathered in earlier activities. Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 5 of 14

6 Regions of Texas Map 2012, TESCCC 04/04/13 Page 1 of 1

7 Economic Patterns of Early Texas Indians Native Americans have been in Texas for thousands of years. Archaeologists study Native Americans in Texas by examining artifacts they have left behind. Archaeologists believe Indians moved to Texas about 10,000 BC. Most of the earliest Texas groups were hunters and gatherers. Hunters and gatherers were people who followed animals they hunted and collected food they needed. One type of animal they hunted was the buffalo that roamed the Texas plains. Buffalo became a very important resource for Texas Indians. Over time, Texas Indians farmed and bartered goods. The and Jumano Indians were farmers who also bartered or traded goods. The Indians lived in East Texas. They lived in an area with good precipitation levels and where the soil was fertile. They grew large amounts of crops such as corn and produced pottery, cloth, and jewelry. These items were traded for shells, turquoise, and copper because these resources were not found in their region. In West Texas, the Jumanos were also farmed along the Rio Grande River. They used irrigation to farm corn, squash, beans, and other produce. These items were used to trade for animal hides and food they could not grow. The Karankawa Indians lived along the Gulf of Mexico and were nomadic. Nomadic Indians were usually hunters because they moved from place to place following the animals they hunted. As a result, the Karankawas hunted small animals, gathered berries and other food, and fished the rivers and lagoons along the Gulf of Mexico. The Comanche and Lipan Apache were Indians well known for being fierce hunters and warriors who roamed the Great Plains. They were hunters and very skilled traders who spoke many languages. Goods they bartered or traded included buffalo products, horses, stolen goods, and even people they took captive in exchange for tools, shells, beads, pottery, and food. These Texas Indians developed large trading networks that included routes reaching as far away as central Mexico and present-day Wyoming, and Idaho. 2012, TESCCC 05/07/12 page 1 of 1

8 Reading Notes: Economic Patterns of Early Texas Indians Economic Activity Farming Texas Indian Groups Shade regions where these Indians lived Directions: Complete the graphic organizer using the reading Economic Patterns of Texas Indians. Description of how they met their needs and wants Geographic Factors that influenced economic activities Hunting Shade regions where these Indians lived Trading Shade regions where these Indians lived What were economic activities that Texas Indians used to meet their needs and wants? 2012, TESCCC 05/07/12 Page 1 of 1

9 Economic Activity Farming Reading Notes: Economic Patterns of Early Texas Indians - KEY Texas Indian Groups Shade regions where these Indians lived Jumano Directions: Complete the graphic organizer using the reading Economic Patterns of Texas Indians. Grew corn Lived in East Texas Description of how they met their needs and wants Jumano Lived along the Rio Grande Grew corn, squash, beans, and other produce Geographic Factors that influenced economic activities Fertile soil Rivers and lakes Hunting Shade regions where these Indians lived Karankawa Comanche Lipan Apache Comanche and Apache hunted buffalo and other animals Karankawa fished along the coast and rivers and hunted small animals. Gathered food. Nomadic Buffalo Large/small animals Fish Gulf of Mexico Trading Shade regions where these Indians lived Comanche Lipan Apache Jumano s traded their crops and pottery they produced for shells, turquoise, and copper. Jumano traded their crops for animal hides and food they did not produce. Comanch and Apache spoke many languages. Comanche and Apache traded animal hides, horses, stolen goods and sometime people for tools, shells, beads, pottery, and food. Part of a trading network Trade Network Large amounts of resources Knew languages What were economic activities that Texas Indians used to meet their needs and wants? Answer should be based on the information above. 2012, TESCCC 05/07/12 Page 1 of 1

10 Needs and Wants of Early Texas Indians Texas Indians Located in Texas How did they meet their needs and wants? Draw a picture to represent this Indian tribe. Karankawa Lipan Apache Jumano Comanche 2012, TESCCC 05/07/12 page 1 of 1

11 Needs and Wants of Texas Early Indians KEY Texas Indians Karankawa Located in Texas How did they meet their wants and needs? Karankawa lived along the coast. They fished and hunted along the Gulf of Mexico and rivers. Draw a picture to represent this Indian tribe. Picture should represent information. The lived in East Texas where the soil was good and they got enough rainfall. This resulted in a supply of crops that allowed them to trade. Picture should represent information. Lipan Apache Lipan Apache were fierce hunters of buffalos and large animals. This resulted in a supply of hides that they could trade as well as horses, stolen goods and people. Picture should represent information. Jumano farmed along the Rio Grande and hunted small animals. Picture should represent information. Jumano Comanche Comanche were fierce hunters of buffalos and large animals. This resulted in a supply of hides that they could trade as well as horses, stolen goods and people. Picture should represent information. 2012, TESCCC 05/07/12 page 1 of 1

12 Economic Activities of Early Texas Indians DIFFERENCES DIFFERENCES SIMILARITIES Jumano FARMING Karankawa Apache HUNTING Comanche TRADING How did geographic factors influence the economic activities of Early Texas Indians? Page 1 of , TESCCC 05/07/12 Page 1 of 1

13 Economic Activities of Early Texas Indians DIFFERENCES DIFFERENCES FARMING Jumanos s East Texas SIMILARITIES Grew Corn By Rivers Jumanos Along the Rio Grande West Texas HUNTING Karankawa Apache Karankawa Gulf of Mexico Coast Rivers Fish and Small Animals Nomadic Apache Hunted Buffalo and large animals Great Plains TRADING Comanche Comanche Traded animal hides, stolen goods, and people Traded for products they did not have Traded crops and pottery How did the geographic factors influence the economic activities of Texas Indians? Example of a suggested answer The type of economic activities that Indian groups participated in depended on the geographic factors of the region. An example of this would be the. They were able to farm because they lived in a region where there was enough water, fertile soil and good climate. 2012, TESCCC 05/07/12 Page 1 of 2

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