Third Grade Social Studies Strands Native Americans Amanda Ayers Amy Bradley Cyrena Harris Wendy Stephens

TABLE OF CONTENTS Strand 1 Websites and Activities Strand 2 Websites and Activities Strand 3 Websites and Activities Strand 4 Websites and Activities Strand 5 Websites and Activities Strand 6 Websites and Activities Strand 7 Websites and Activities

STRAND 1 AMERICAN HERITAGE

WEBSITES A website describing totem poles and their history Gives a brief description about Native Americans and how they got their names The history behind Native American mythology and folktales The legend of the dream catcher according to the Lakota tribe Insights from the first tribes to make contact with Europeans.

ACTIVITIES 1. Using crayons, paints, fabric, glue or other materials, students will design their own totem pole so that it tells a story about them. 2. Students will interview local Native Americans to learn about their history, culture, and contributions to the region. 3. Students will write a response to a guided reading approach of a Native American folktale. 4. Students will make a dream catcher after discussing how they were used by Native Americans. 5. Students will list and explain three differences among the first Native American tribes.

STRAND 2 PEOPLE IN SOCIETIES

WEBSITES 1. html html This website has biographies for major Ohio Indian chiefs This is an informational site about Cherokee Indians This is an informational site that talks about the lifestyle and culture of the Pueblo Indians This is an informational page that provides a chronological timeline of the burial practices of the Huron people This website provides pictures and information about burial grounds in Michigan.

ACTIVITIES 1. Given the resources needed, students will be divided into groups in order to research and find the six main Indian tribes that lived in Ohio. 2. The class will compare and contrast the different styles of living arrangements between the Cherokee tribe and the Pueblo Indian tribe. 3. Students will learn the different burial processes that the Native American’s believed in. Each group of students will be assigned a different burial procedure and will give an informational presentation to the class. 4. Students will perform various tasks that the Indians did in their villages. 5. Field trip to the Indian burial mound.

STRAND 3 WORLD INTERACTIONS

WEBSITES This website contains stories and a simulation for children to discover what wampum is and how the Indians used it for money This website provides a look at how Native Americans traded in the past and in the present departments/History/newnation/tecumseh/tecumseh.htmhttp:// departments/History/newnation/tecumseh/tecumseh.htm A website about the life of Tecumseh This website is focused on the Cherokee “Trail of Tears.” This website includes information and pictures about the many different types of Indian cultures.

ACTIVITIES 1. Following direct instruction, the students will each be given a map of Ohio. They will be responsible for labeling the area where each tribe lived. They will be given a word bank and clues to figure out where each tribe goes. 2. The students will have a class discussion about what kinds of currency or trade were used when buying and exchanging goods. 3. The students will watch a documentary on the Trail of Tears. They will write a response paper on their feelings about the documentary. 4. As a class, the students will write letters to students at a school on an existing Indian reservation. 5. The students will go and watch the outside drama, Tecumseh.

STRAND 4 DECISION MAKING AND RESOURCES

WEBSITES 1. education-world.com/a_lesson/00-2/lp2213.shtml education-world.com/a_lesson/00-2/lp2213.shtml This website focuses on the Navajo code talkers and their contributions to World War II A description and recipe for blueberry pudding, which Indians made during Colonial times Pictures and descriptions of a variety of Indian arrowheads Site about Chief Crazy Horse s.html s.html An informational site about the Ute Indians.

ACTIVITIES 1. Students will use the Navajo Code Talker’s Dictionary to create messages. 2. Students will make “Sautauthig”. A pudding that Native Americans made during the Colonial times. 3. Students will be given a variety of arrowheads and will identify them by using the arrowhead diagram handout. 4. Students will play the “Indian Life” game in order to learn the importance of conservation of natural resources and how decisions should be made. 5. Students will use brown paper bags and paint to create stories that resemble old Indian leather paintings.

STRAND 5 DEMOCRATIC PROCESSES

WEBSITES An informational page about the Cheyenne River Sioux Tribe An informational page about the roles women play in tribes spiritual-authority spiritual-authority An informational page about medicine men and their roles in Native American tribes An informational site about the tools and weaponry of Indians An informational site about the Battle of Little Big Horn and General Custer.

ACTIVITIES 1. The students will do a KWL chart on what they know about government in tribes. 2. The students will be divided into groups. Each group will vote and agree which member holds a specific title (one chief, one warrior, one medicine man, one medicine woman.) 3. The groups (#2) will be given a problem that the Indians faced and the groups must decide how to solve the problem. 4. Students will be divided into groups and will research and present information to the class about the Battle of Little Big. 5. Students will compare and contrast the forms of government that the Indians had compared to the government in today’s society.

STRAND 6 CITIZENSHIP AND RESPONSIBILITIES

WEBSITES An informational site about various Indian reservations and the history behind state names This website discusses the Passamaquoddy tribe reservation and their form of government This site dicusses the roles of women in tribal societies This website takes a look at Indian reservations in Idaho This website looks at the treaties and reservations in Minnesota.

ACTIVITIES 1. The students will take a field trip to visit an Indian reservation. The students will compare and contrast our life style to the reservation life style. 2. Students will be divided into groups of four and they will have to decide on a group (tribe) name. The group (tribe) will need to develop five rules and consequences for the tribe to follow. 3. The students will write a response to this prompt: Do you think it is right, the way our country has pushed the Indians on to reservations? Why or why not? 4. The students will make Indian jewelry. 5. The students will debate on whether they agree with the roles women were given in a tribe.

STRAND 7 SCIENCE, TECHNOLOGY, AND SOCIETY

WEBSITES 1. ml ml A description and pictures of the earliest canoes that Indians used m9e.htm m9e.htm Describes the trade and transportation that native Americans used An overview of different ceremonial tribe dances /fenlewis/History.html 12/fenlewis/History.html The history of the Cuyahoga river and it’s importance to Indians The meaning and history of Powwows.

ACTIVITIES 1. Students will build their own canoe model after discussing how canoes were used as a means of transportation. 2. Students will create a Lanape name for themselves using a Lanape word list. 3. Students will simulate the Shoshone Duck Dance while listening to traditional Native American music. 4. Students will learn about the important role horses played in Native American life, by completing the horse activity sheet. 5. After discussing the importance of Powwows, students will write a brief summary describing several of the major Powwow activities.