Title of Unit: Native Americans Region Unit Plan Title of Lesson: Northeast Region/Pilgrims Submitted By: Cathy Galvan

& LaQuisha Johnson

A. Summary of the Lesson Plan: Lesson three of unit on people, cultures, and civilizations. Students will continue discussion of the regions with the Northeast Region and the pilgrims. Current Essential Question: What interactions were there between the Northeast Indians and the Target Population: Grade Level: 5th Grade Skill Level: Students at all learning levels Grouping: Whole Group, Small Group, Independent B. Materials: The First Thanksgiving by Jean Craighead George SMART Board Construction Paper & supplies to create items for trade, such as beads & feathers Corn Cloth Imitation Fur Pelts C. Objectives: o NV State Social Studies Standards H1.5.3 - Discuss the interactions of early explorers with native cultures. H1.5.7 - Examine the cultural exchange among the Native Americans and Europeans. o Student-Friendly Standards H1.5.7 - I will learn what and how natives in the Northeast and Europeans traded. D. Procedure: 1. Read aloud and discuss as a whole group, The First Thanksgiving. 2. Lecture and discussion of the goods and services available to the Wampanoag tribe and the pilgrims. Create a list on SMART Board with an approximate value for each. 3. Discussion and instructions for role-playing. 4. Class will be divided into two groups, one representing the Pilgrims and one the Wampanoag tribe. Using the list created on SMART Board, smaller groups of each of the two groups will come up with several items to trade and create physical representations of those items. 5. CLOSURE: Students will role-play and trade the items they have chosen.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Native Americans Region Unit Plan Title of Lesson: Northeast Region/Pilgrims Submitted By: Cathy Galvan & LaQuisha Johnson

E. Assessment: What will you use to measure student understanding? Assessment will be through observation of the discussion and role-playing process. Explain how you will know students understand the concepts from the lesson. Students will understand "what and how natives in the northeast and Europeans traded." Role-play and creation of trade items will demonstrate comprehension. F. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Reading the text and discussion should be the easiest part of the lesson to teach because it does not require a lot of materials. 2. Which part will be most challenging for you to teach? Helping the students to effectively role-play might be the most challenging aspect of the lesson, especially if they are unfamiliar with how to go about the process. 3. How will you follow up or extend this lesson? The lesson will be continued with a different region and culture. 4. What will you do for students who dont grasp the concepts? I will monitor the small groups as they create their items for trade and answer questions that arise. 5. Which part of the lesson, if any, do you think might need to change? I am interested to try this lesson in a classroom to see if students enjoy role-play and carry it through with understanding. If not, I would change how I present trade between Europeans and the Wampanoag tribe. 6. When you were writing this lesson plan, what was the most difficult part? The hardest part was determining how I would know if students grasped the concept of the lesson. I thought about a journal entry, however, if I had chosen that I believe I should have required that for the entire unit. In hindsight, that is perhaps something I would change in the future. A journal of this unit might be a great resource for student assessment.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Native Americans Region Unit Plan Title of Lesson: Northeast Region/Pilgrims Submitted By: Cathy Galvan & LaQuisha Johnson

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3