Early Native American and Pioneer Life By Martha Shaw, Scott Lake Elementary

Transcription

1 Early Native American and Pioneer Life By Martha Shaw, Scott Lake Elementary I. Lesson Summary Summary In this lesson, students will gain an appreciation for various Native American cultures throughout the United States, and the European settlers that came after them, and how both cultures had much to learn from each other, in this lesson based on the book The Sign of the Beaver by Elizabeth George Speare. Objectives Students will: 1.) participate in critical-thinking and creative activities based on readings contained in this lesson; 2.) understand and demonstrate how Native Americans got their names, according to legend; 3.) learn different ways Native Americans communicated. U.S. History Event or Era This lesson should be implemented into a unit on early America or Native Americans. It can be adapted by the teacher to include the early Floridians. Grade Level Third and fourth grade Materials Multiple copies of The Sign of the Beaver by Elizabeth George Speare (25 chapters, 135 total pages); 12 x 18 drawing or white art paper; Blue-wings-Flying, by Elizabeth Willis DeHuff; paper; pencils; Chapter IV of Indians: The First Americans, by Patricia Miles Martin; copy of Indian Symbols; crayons or markers Lesson Time Lesson time will vary depending on which activities each educator chooses to implement into the classroom.

2 II. Lesson Procedures Procedures I. The suggested chapter book to be read while studying this unit is The Sign of the Beaver, by Elizabeth George Speare. The book consists of twenty-five chapters of 3-5 pages each, 135 pages total. Below is a synopsis of the book and several suggested activities to include while reading it to your students: A. Synopsis: The book The Sign of the Beaver is the story of a friendship between a young settler and a Native American. Twelve-year-old Matt is left alone in the Maine wilderness to protect the family cabin until his father returns. He is befriended by a tribal leader and his grandson, Attean. Attean teaches Matt how to survive in the forest, and Matt helps Attean learn English. As their friendship grows, Matt learns to respect and appreciate the Native American way of life. B. Critical-Thinking Activites: In this Pre-reading activity, ask students the question, If you had to survive alone in the wilderness, what would you need? What would you need to know? Have each student make a list of supplies needed and a list of skills needed. Then, have students work with partners to compare their lists, share ideas, and refine the lists. Afterwards, hold a class discussion on the lists. C. Story Map: Making a pictorial story map will help students focus on the story. Give each child a 12 x 18 piece of drawing paper. Ask them to draw a map of the area around Matt s home. Have them add details at the end of each day s reading. Evaluation will consist of the teacher looking for details that are significant to the story (accuracy in geographic detail is not to be a basis for evaluation). D. Literary Poster: After Chapter 3 has been read, have the children create a Wanted poster for Ben. Be sure to have several copies of the book available so that the students will be able to reread those sections that give the descriptive information about Ben. Provide each student with a 12 x 18 piece of white art paper or drawing paper. Students should be sure to include a written description of Ben and a picture of what they think Ben looks like. E. Literary Letter: After Chapter 20, have the students write a letter from Matt to his parents in Quincy, Massachusetts. In the letter, have them describe what has happened since Pa left. Tell them to make the letter look old by fraying the edges and folding the paper. F. Writing Assignment: In this Post-reading activity, students will gather in small groups to answer the questions, How did Matt teach Attean how to read? and How did you learn how to read? Then have each group make a collaborative list of strategies for teaching reading. Next, have each student select the strategy he or she feels works best. Have students write an evaluative essay on the topic. In the introduction, have them state an effective strategy for teaching reading. In the body of the essay, have students support their judgment using text and/or personal experience. Finally, have students summarize their argument in the conclusion. G. Optional: while studying Native Americans and reading The Sign of the Beaver, turn your classroom s reading corner into a teepee! Construct a three-legged frame (in the shape of a teepee), and let the students cover it with myth-related pictographs. Be sure to allow for adequate light on the inside of the teepee. II. As your class reads The Sign of the Beaver, have the students demonstrate their knowledge of Native American folklore centering on how early Americans received their names. A. Ask students the following question: Where do you think Native Americans got their names? B. Read Blue-Wings-Flying, by Elizabeth Willis DeHuff (ask your media specialist for help in finding this book). C. Have students make up a name for themselves and write a story using that name. Students will use the writing process, and will need paper and pencils. D. Make sure that the students used the writing process (pre-write, draft, revision, editing, and sharing); more details on Evaluation in the Assessment section of this lesson. III. Students will become familiar with how different Native American groups communicated with each other, despite speaking different languages, in this activity to be implemented during the reading of The Sign of the Beaver. A. Ask students the following question: How do you think that Native Americans communicated when they encountered members from different tribes who did not speak the same language?

3 B. Read Chapter 4 of Indians: The First Americans by Patricia Miles Martin (provided in the Activities section). C. Give each student a copy of Indian Symbols (provided in the Activities section). D. Have the class write a collaborative sentence on the board using Indian symbols; then, have each student write their own sentence using the symbols with paper, pencil, and crayons/markers.

4 III. Activities *The following passage is an excerpt from Indians: The First Americans, by Patricia Miles Martin. Chapter IV: The People of the Plains When the white settlers arrived in the woodlands, many tribes met on the plains. They followed the buffalo herd. When he went to hunt, the hunter took his tepee with him. Two long poles were fastened against a horse s shoulders. The ends of the poles dragged on the ground, and the tepee was lashed to the ends of the poles. The hunter was ready to ride away. When the wandering tribes met on the plains, they set up their tepees in a circle and tethered their horses near their tepees. Though one tribe did not know the other s language, all tribes of the plains learned a sign language, and they talked with each other, using their signs. There, in the circle of tepees, they held their rites to call the buffalo. In their rites, they told the story of a great flood, of a big canoe tossing on the waters. They told of a man in the canoe, who sent a white dove to bring back a green leaf to tell him that land was near. In their rites, they danced to the beating of drums. Often they sent messages over a long distance, with smoke signals. They built a smoky fire. Two men held a blanket over the fire. Flipping the blanket away from the fire and back again, they sent out small puffs of smoke that were seen from far away. Sometimes they sent their messages by the beating of their drums. When the message came that the buffalo herd was in sight, the men leaped on their horses and galloped away. The buffalo gave the hunters many things The People needed. There was buffalo meat to eat, fur for clothing and for tepees, horns for spoons, ropes to be made from strips of rawhide, and bones to be made into tools. The Indian girls helped prepare the buffalo hide. From the hide, the women made beautiful clothing. Warfare was common on the plains. Often a few Indians rode away to raid away another tribe. Quickly they would strike, take what they wanted horses, slaves and quickly ride away. Proudly, the warriors of the plains wore the eagle feather and the tall war bonnet with its long banner of feathers. Picture A-7-1: Traveling across the Plains ( )

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6 Assessment 1. Evaluation of the Story Map for The Sign of the Beaver: -look for details that are significant to the story. 2. Evaluation of the Native Americans Name Origins activity: -Checklist: *Did the student use the Writing Process? -Pre-write -Draft -Revision -Editing -Sharing *Did the students show in the story that they understood how Native Americans got their names? 3. Evaluation for Native American Communications activity: -Did the students follow directions to write a sentence? -Did the students use proper Indian symbols where appropriate?

7 IV. Resources DeHuff, Elizabeth Willis. Blue-Wings-Flying. Martin, Patricia Miles. Indians: The First Americans. Parents Magazine Press: New York (1970). Speare, Elizabeth George. The Sign of the Beaver.