Lesson Plan: Unit Plan Day 2

Transcription

1 Lesson Plan: Unit Plan Day 2 1. Identifying Information Candidate: Nicole Mickanen Class/Topic: Native Americans in Oregon Location: TBD Time: 9:30AM Grade Level: Fourth Date: Monday, November 2, Goal The goal for this lesson is to learn about the Chinooks, a Native American Oregon tribe. 3. The national and/or state standards addressed are: A. Oregon Social Studies Standards i. 4.1 Identify and describe historic Native American Indian groups that lived in Oregon prior to contact with Europeans and at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. ii. 4.4 Identify conflicts involving use of land, natural resources, economy, and competition for scarce resources, different political views, boundary disputes, and cultural differences within Oregon and between different geographical areas. iii Explain how people in Oregon have modified their environment and how the environment has influenced people s lives. B. Common Core State Standard i. 4. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. C. Rationale i. Standards 4.1, 4.4, and 4.12 will all be discussed in the student teacher s presentation in regards to the Oregon Chinooks. Standard 4.SL.1 will be achieved by the students practicing personal think-time, sharing their ideas to their table group, and then table groups sharing their ideas with the class. The fourth grade topic is Oregon Native Americans. 4. Objectives A. During this lesson, students will be able to identify where the Chinooks lived in Oregon prior to contact with Europeans and at the time of early European exploration. B. During this lesson, students will be able to identify and describe Chinook food, clothing, shelter, and customs. C. During this lesson, students will be able to describe the impact of the Westward Movement on the Chinook tribe. D. During this lesson, students will be able to explain how living in a geographical region within Oregon affects how people live. E. During this lesson, students will be able to cooperatively collaborate together with their table group to accomplish a task. 5. Connections A. Requisite skills needed to develop this strategy are the ability to demonstrate collaborative group work and active listening skills. Also, the ability to identify the regions of Oregon and to define the term habitat.

2 B. This lesson builds on previous lessons by practicing these requisite collaborative and active listening skills with the fourth grade subject area, Oregon Native Americans. Also, by applying the identification of Oregon regions, to one specific tribe in one specific region. Also, students will be examining one specific tribe s habitat. C. Students make connections between skills by examining how a region in Oregon impacts a tribe s habitat. D. This lesson scaffolds student learning toward the next lesson by providing a foundation of one tribe in order to compare and contrast it to another tribe in Oregon. 6. Literacy Integration A. The language function addressed in the segment as a whole is identifying key characteristics about the Chinook tribe. B. Key concepts (vocabulary terms) are location/environment, clothing description, survival (food, shelter, transportation), traditions & celebrations (legends, stories, potlatches, rituals), and the impact on the tribe due to the Westward Movement. C. Other academic language (discourse and/or syntax) that is important in the entire segment is orally constructing at least one main point from the total five sections (location/environment, description, how they survived, traditions & celebrations, and impact of Westward Movement). 7. Formal/informal assessment A. Informal: Throughout the lesson, student teacher will ask for students to show with a thumbs up (understand the content), thumbs down (don t understand the content), and sideways thumb (getting there) to identify for comprehension. B. Informal: Student teacher will scan the class for a mental check on if the lesson is engaging and for any puzzling faces by students. 8. Modifications/Accommodations/Differentiation A. The students with IEPs benefit from small group work, which is utilized in this lesson. B. All students, including those on IEPs and identified as TAG, will be learning about the Chinook tribe and practicing working in groups to achieve a common goal. C. Student teacher will be walking around the classroom during the small group discussions to help facilitate conversation so all are included if needed. 9. Instructional resources and materials A. Big sheet of white paper B. Pictures of the Chinooks that demonstrate their culture and habitat C. Markers D. Tape E. Document Camera to display the pictures if details are too small F. Chinook Expert Group worksheet 10. Instructional strategies, the learning segment student grouping for learning, and learning tasks A. Hook: Student teacher asks the class to first think to themselves, and then share with their table group what region the Chinooks are located. Students were read the Big Book on Oregon Native Americans in the previous class, so most students should be able to state in the NW Valley. After table-group sharing, student teacher will call on at least one table group to share their table group s answer. B. Pictorial Input: Student teacher will teach the class on Chinook clothing, how they survived, traditions and celebrations. Student teacher will draw &/or tape pictures in

3 relation to each of these topics on to the white sheet of paper, along with written facts for each topic. Students will be actively listening to the lesson at this time. Student teacher will then transition to the impact of the Westward Movement on the Chinooks. With each tribe, the impact of the Westward Movement will be discussed because the next unit will be on the Oregon Trail. Students will still be actively listening at this time. The Chinook Expert Group worksheet will be handed out by the teacher at the end of the lesson. C. Closure: Table groups will work together to come up with an oral list of one fact from each section to then share with the class. Completed Pictorial Input: Information and pictures that the student teacher presented: Chinook (chuh-nook, chuh-nuk) **depended upon natural resources for survival Location/Environment Northwest Valley/Coast Lived in a very temperate zone where the temperature was cool & mild Moved along the Columbia & Willamette Rivers

4 Their geographical location influenced the foods they hunted or gathered, shelter, clothing and their religious customs or practices. Picture: color/circle region Chinook s lived in Description Clothing o Men Breechcloth or nothing o Women Pounded cedar bark or grass skirts o Both Tule capes to protect from the sun Wolf, deer, elk, rabbit fur robes & moccasins to keep warm Basket hats made from spruce trees

5 Painted faces for occasions (ceremonies, war, mourning) Bead necklaces Long hair, wore down or braided Feathers and shells Leather leggings & tunics How They Survived Food o Men Hunted Birds Deer Elk o Women Gathered Roots Berries o Fish: salmon, shellfish (crab), clams Shelter o Longhouse made of cedar planks people per house

6 Sometimes as long as 100+ft. long Longhouse: Wood was plentiful from area s forests built from cedar planks o Tree bark roof o Stayed in 1 place o Open fire o Whole extended family lived in 1 home/multi-family o o Cedar tree of life Evergreen Grows near rivers Rot resistant Transportation o By foot o Canoe Dugout 1 cedar tree Traditions & Celebrations Told legends, myths, stories o Legends Coyote is a trickster character that occasionally appears in Chinook legends, even though Bluejay is the more typical trickster in Chinook mythology.

7 o Myths o Stories Chinook oral language has it that the 1 st men of the tribe came from the sky because they were the offspring of Thunderbird. Thunderbird was part man, part spirit-being. The story centered in Oregon, on Saddle Mountain. Ceremonies o Potlaches (Chinook word meaning to give away ) Ceremonial feasts that lasted several days Food at potlach: dried or smoked deer meat to all guests Potlatch meant to display host s wealth and increase standing in the community The host of the feast, a person of wealth, would give gifts to the guests. They were held to celebrate major events. i.e. birth, passage into adulthood, marriage, death o Rituals Rituals to help find food & to give thanks for food Impact of Westward Movement Known as Merchant Lords o Traded heavily with Americans & the British Peaceful encounters w/ Lewis & Clark Due to the Westward Movement, Smallpox, Influenza, Malaria broke out in the tribe o Resulting in Death/decreased population No reservation nor federal benefits Had the opportunity to enroll as a federally recognized tribe, but they wanted to be recognized as their own nation o So the Chinook people do not have a reservation or live on tribal lands o They live scattered throughout o Some Chinook people joined the Confederated Tribes of Siletz Indians Had to prove that they were descendants of continent s original inhabitants

8 Chinook Handout: Name: Chinook Tribe Expert Group Location/Environment The Chinook tribe lived in the northwest region of Oregon, in the valley. They lived in a very temperate zone where the temperature was cool and mild. They also moved along the Columbia and Willamette rivers. Their environment influenced what they wore, ate, and built. How they Survived: Shelter, Food, and Transportation The Chinooks made longhouses out of cedar planks that were sometimes as long as 100 feet or longer. The roofs of their houses were made of tree bark. About 20 to 30 people lived in each home, which the whole extended family was living in one house. The Chinook men hunted and provided salmon, bird, deer, shellfish (i.e. crab and clams) for food. The woman gathered roots and berries for food. Chinooks traveled by foot and canoes built from one cedar tree. Description/Clothing The men typically wore breechcloth or nothing. The women typically wore a cedar bark or grass skirt. Men and women also wore leather leggings and tunics. Tule capes were worn to protect themselves from the sun. Wolf, deer, elk, and rabbit fur robes and moccasins were worn to keep warm. Basket hats were made from spruce trees. Their faces were painted for special occasions, like ceremonies, war, and mourning. Bead necklaces, feathers, and shells were incorporated into their outfits, too. Lastly, the Chinooks wore their hair long and either braided or down.

9 Traditions and Celebrations Chinooks told legends, myths, and stories. The coyote was a frequently occurring trickster character in legends, and the blue jay was the main trickster character in myths. The Chinooks told stories about the Thunderbird being the first man in the tribe. It was believed that the Thunderbird was half man and half spirit-being. Potlatches were ceremonial feasts that lasted several days in order to celebrate major events (i.e. birth, becoming an adult, marriage, and death). The host was viewed as wealthy and gave gifts to its guests, as well as served dried or smoked deer meet to all guests. Chinooks also held rituals to help find food and to give thanks for food. Impacts of Westward Movement The Chinooks were known as merchant lords, meaning that they traded heavily with Americans and the British. The Chinooks had peaceful encounters with Lewis and Clark. Due to the Westward Movement, smallpox, influenza, and malaria broke out in the tribe. This resulted in a lot of death and a decreased population. The Chinooks did not have a reservation or federal benefits as a result of the Westward Movement. The Chinooks had the opportunity to enroll as a federally recognized tribe, but they wanted to be recognized as their own nation. They had to prove that they were descendants of the continent s original inhabitants.