project glad · web viewthe chinook and makah tribes lived on the northwest coast of north america...

Project GLADNoshaba Afzal

Silicon Valley AcademyNative Americans

(Level 5) IDEA PAGES

I. UNIT THEME – Native Americans lived in balance with nature Major geographic regions for North American tribes. Major tribes culture & lifestyles Cross-cultural sensitivity - the importance of people living in harmony with each

other and nature. North American tribes interacted with nature in similar & different ways.

II. FOCUS/MOTIVATION Bookmarks Native American reinforcements Read aloud Inquiry chart Challenge questions with picture file cards Observation charts Realia – native American artifacts Native American songs & music Poetry Native American as guest speaker

III. CLOSURE Process all charts and learnings Add to living wall Challenge questions Personal exploration Expert (group) Tribe Presentations On-going assessment - logs Teach test taking skills

IV. STANDARDS:History/Social Science

5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

1. Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

2. Describe their varied customs and folklore traditions.

3. Explain their varied economies and systems of government

Project GLAD Sept. 2004 Noshaba Afzal 1

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

1. Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.

2. Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).

3. Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

4. Discuss the role of broken treaties and massacres and the factors that led to the Indians defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).

5. Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).

6. Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).

5.6 Students understand the course and consequences of the American Revolution.

1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.

Science6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

b. Develop a testable question.

c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

d. Identify the dependent and controlled variables in an investigation.

e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

V. VOCABULARYChinook Makah salmonNative American Kiowa HopiTrout halibut Ohlone


Cedar longhouse chiefTotem pole ceremony wigiupMandan buffalo tuleTepee natural resource sweat housePemmican moccasins leachedMyth symbol poulticeMedicine Dance Navajo obsidianHogan livestock ceremonyAdaptation turquoise Iroquoi Chants sand painting CherokeeWeaving shaman barterDiversity culture regionDugout pit house clanPotlatch arid kachinaLodge sod travoisLegend Iroquois League confederationCouncil

VI. ORAL LANGUAGE/READING/WRITING SKILLS - ELA and ELDELA/ELD STANDARDS:Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development1.2 Use word origins to determine the meaning of unknown words.1.3 Understand and explain frequently used synonyms, antonyms, and homographs.1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).1.5 Understand and explain the figurative and metaphorical use of words in context.

2.0 Reading Comprehension (Focus on Informational Materials)Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

Structural Features of Informational Materials2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.2.2 Analyze text that is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-Appropriate Text2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those


ideas.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and AnalysisStudents read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main problem or conflict of the plot and explain how it is resolved.3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).

Literary Criticism3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.3.7 Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives.

Writing1.0 Writing StrategiesStudents write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus1.1 Create multiple-paragraph narrative compositions:a. Establish and develop a situation or plot.b. Describe the setting.c. Present an ending.

1.2 Create multiple-paragraph expository compositions:a. Establish a topic, important ideas, or events in sequence or chronological order.b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.c. Offer a concluding paragraph that summarizes important ideas and details.

Research and Technology1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).1.5 Use a thesaurus to identify alternative word choices and meanings.

Evaluation and Revision1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

2.0 Writing Applications (Genres and Their Characteristics)Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre.


Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1 Write narratives:a. Establish a plot, point of view, setting, and conflict.b. Show, rather than tell, the events of the story.

2.2 Write responses to literature:a. Demonstrate an understanding of a literary work.b. Support judgments through references to the text and to prior knowledge.c. Develop interpretations that exhibit careful reading and understanding.

2.3 Write research reports about important ideas, issues, or events by using the following guidelines:a. Frame questions that direct the investigation.b. Establish a controlling idea or topic.c. Develop the topic with simple facts, details, examples, and explanations.

2.4 Write persuasive letters or compositions:a. State a clear position in support of a proposal.b. Support a position with relevant evidence.c. Follow a simple organizational pattern.d. Address reader concerns.

Written and Oral English Language ConventionsThe standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language ConventionsStudents write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Grammar1.2 Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/ raise), modifiers, and pronouns.

Punctuation1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

Capitalization1.4. Use correct capitalization.

Spelling1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Listening and Speaking1.0 Listening and Speaking StrategiesStudents deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Comprehension1.1 Ask questions that seek information not already discussed.1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.1.3 Make inferences or draw conclusions based on an oral report.


Organization and Delivery of Oral Communication1.4 Select a focus, organizational structure, and point of view for an oral presentation.1.5 Clarify and support spoken ideas with evidence and examples.1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.

Analysis and Evaluation of Oral and Media Communications1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages.1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2.0 Speaking Applications (Genres and Their Characteristics)Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.b. Show, rather than tell, the listener what happens.

2.2 Deliver informative presentations about an important idea, issue, or event by the following means:a. Frame questions to direct the investigation.b. Establish a controlling idea or topic.c. Develop the topic with simple facts, details, examples, and explanations.

2.3 Deliver oral responses to literature:a. Summarize significant events and details.b. Articulate an understanding of several ideas or images communicated by the literary work.c. Use examples or textual evidence from the work to support conclusions.

VIII. RESOURCES AND MATERIALS - Stories California Indians Told by Anne B, Fisher. Houghton Mifflin 1957.

Narrative Story: “How Coyote Got His Voice”-page 36As Long As The Rivers Flow: The Stories Of Nine Native Americans by Paula Gunn Allen (Laguna Pueblo/Sioux) and Patricia Clark Smith (Micmac) (Scholastic, 1996).Black Indians: A Hidden Heritage by William Loren Katz (Atheneum, 1986MY HEROES, MY People: African Americans And Native Americans In The West portraits by Morgan Monceaux (Creek-Seminole), text by Morgan Monceaux (Creek-Seminole) and Ruth Katcher (Frances Foster, 1999). The People Shall Continue By Simon Ortiz (Acoma), illustrated by Sharol Graves (Children's Book Press, 1988). Unsung Heroes Of World War Ii: The Story Of The Navajo Code Talkers by Deanne Durrett (Facts On File, 1998). Knots on a counting rope by John ArchambaultIndian Shoes by Cynthia Leitich Smith (Harper, 2002). Rising Voices: Writings Of Young Native Americans selected by Arlene Hirschfelder and Beverly R. Singer (Santa Clara Pueblo) (Ivy, 1993). Pushing Up The Sky: Seven Native American Plays For Children by Joseph Bruchac (Abenaki), (Dial, 2000)Revolutions Of The Heart by Marsha Qualey (Houghton Mifflin, 1993). Growing Up Native American: Stories Of Oppression And Survival, Of Heritage Denied And


Reclaimed – 22 American Writers Recall Childhood In Their Native Land edited and with an introduction by Patricia Riley (Cherokee), (Avon Books, 1993).

RESOURCES AND MATERIALS: RealiaObsidian rock MoccasinsArrow heads Clay PotsPine needle baskets Stone bowl and grinderWoven rug Woven shawlWooden carved bowl Indian dry cornGrasses/vines

COMMUNITY RESOURCESNative American Bay Area Society


Project GLADNoshaba Afzal

Silicon Valley AcademyNative Americans

Level 5UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Anthropologist awards Inquiry charts Observation charts Realia: Native American Artifacts- observation CCD Poetry

II. INPUT Map of North America with geographic features 10-2 lecture with primary language groups Pictorial Input-Ohlone tribal village Living walls input chart Narrative Knots on a counting rope Cause/effect organizer-natural resource/tribal culture

III. GUIDED ORAL PRACTICE T-graph on cooperation Mind-mapping Poems/raps Process grid Farmer-in-the-dell chart Venn diagram comparison chart Personal interactions Exploration Reports w/Picture file

IV. READING/WRITINGA. Total Group

• Group frames- found poetry- expository paragraphs, cause/effect, compare contrast - narrative

• Modeling strip books frame

B. Co-op Reading/Writing Choices• Team tasks


• Team interpretation of poem• Story mapping• Cooperative strip paragraphs• Cooperative found poetry• Ear-to-ear reading-team worksheet• Focused reading• Expert groups• Mind-mapping

C. Individual Activities - Portfolio• Reading log• Interactive journal writing• Poetry booklet• Diagrams, illustrations• Reading choices

D. Writer's Workshop• Mini-lesson • Conference• Author's chair

V. EXTENTED ACTIVITIES cooking pemmican Poetry weave baskets tribal music & songs Watercolors, watercolor crayons sand paintings

VI. CLOSURE Tribal presentation Process all charts Student Big Books Living wall Parent letter


Project GLAD Noshaba Afzal

Native Americans Level 5

SAMPLE DAILY LESSON PLAN

Day 1:

FOCUS/MOTIVATION Anthropologist Awards Cognitive Content Dictionary (CCD) with signal word Observation Charts Inquiry Chart Realia-Native American Artifacts

INPUT Map of North America-topography, regions, tribes

o 10-2 lecture, primary language groups Learning Log

o ELD Review/Retell

GUIDED ORAL PRACTICE T-graph - cooperation Exploration Reports with Picture file cards

FOCUS/MOTIVATION Poetry Realia Important Big Book

INPUT Narrative Input

o 10-2 lecture, primary language groups

READING/WRITING Interactive Journals

CLOSURE Home/School Connection “Why your family came to live in this area?” Process Inquiry Chart


Day 2

FOCUS/MOTIVATION Anthropologist awards Cognitive Content Dictionary with signal word Realia: obsidian, baskets, arrow heads Home/school connection & team points Mind Map of home/school connection Poetry/Rap

INPUT Map-review with word cards & Picture File Cards: landscapes.

Learning Log

GUIDED ORAL PRACTICE Poetry/chants

INPUT Ohlone Tribal Village Pictorial Learning Log

READING/WRITING Mind Map of Pictorial Team Tasks: Team Task Key, North America Map, Village Pictorial, Exploration

Report, Mind Map. Expert Groups

GUIDED ORAL PRACTICE Farmer-in-the-Dell (SPC)

Read gameTrade game

CLOSURE Process charts Interactive Journals Home/School connection-“folk tales”


Day 3

FOCUS/MOTIVATION Anthropologist awards Cognitive Content Dictionary with signal word Poetry Realia

INPUT Ohlone tribal village-Review with word cards’

Learning Log Narrative Review with word cards & conversation bubbles

Learning LogNarrative Retell in L1ELD Retell

READING/WRITING Story Map of Narrative Here, There Poem Frame Expert Groups

Team Tasks: add CCD, SPC, Here, There Poem Frame

GUIDED ORAL PRACTICE Team Evaluation

READING/WRITING Process Grid Co-operative strip paragraph WRITER’S WORKSHOP

Mini lesson Write/conferences Author's chair

CLOSURE Living Wall of Narrative Home/School connection-“Natural resources” Interactive Journals


Day 4FOCUS/MOTIVATION Anthropologist awards Cognitive Content Dictionary with signal word Poetry

READING/WRITING Coop Strip Paragraph

Respond, Revise, Edit Co-operative Strip

Scaffolding Missing word game

Ear-to-Ear Reading Listen and Sketch Clunkers and Links-grade level reading

GUIDED ORAL PRACTICE Expert Groups team tasks and research on tribes

READING/WRITING Writer’s Workshop

CLOSURE Jeopardy with Process Grid Expert Group presentations Process Inquiry Chart and other charts


Leaching process had 6 steps : 1. gathered the acorns & took off their shells 2. crushed the acorn into a meal or flour 3. dug a hole & lined it with leaves 4. placed acorn flour on the leaves 5. poured hot water over the acorn flour ten times to remove poison. 6.mixed the acorn flour with water to make mush and cooked it in baskets with hot stones.

The Mandan and Kiowa tribes lived in the Great Plains region of North America. The Mandans lived to the north in what is now North Dakota. They lived in circular homes called lodges. They were a shallow pit covered with sod or earth. The Kiowas lived to the south near Montana. They lived in tepees made of buffalo hide.

The Chinook and Makah tribes lived on the Northwest coast of North America near the Columbia River. Both tribes lived in wooden houses made of long boards that had no windows. They carved Totem poles that showed each families history.

The Hopi and Navajo tribes lived in the southwestern region of North America. The Hopi tribe lived in an adobe house called a pueblo. A Pueblo had many rooms built next to or on top of each other. Ladders were used to go up and down. It stayed cool under the hot desert sun and warm during the cold nights.


The Iroquois and Cherokee tribes lived in the north eastern woodlands of North America. This region has great diversity. It has snow-covered mountains, wet swamps, and forests so thick that sunlight does not reach the ground. These two tribes lived in wooden longhouses made of elm bark.

Ohlone Tribe lived in the Santa Clara Valley area of California, between San Mateo to Gilroy. Eachtribe lived in a village & moved according to the seasons. Each tribe usually lived near a water source. They lived in a house called a wigwam or wigiup.

The correct term for Indians is Native Americans. Native Americans have been in North America for more than 40,000 years. Each tribe in America had their own special customs, beliefs, traditions & folklore, that was passed down from generation to generation.

After the American Revolution, many new immigrants began to permanently settle across the North American continent. Tribal constitutions were written by some tribes in an effort to protect their ancestralland from the new settlers & pioneers. Pioneers wanted the best land to build their new homes, but that land already belonged to different tribes. Conflicts occurred often between the Native Americans & pioneers whomany times stole the land from different tribes in all regions across the continent.


http://images.google.com/imgres?imgurl=http://sunnyvale.ca.gov/local/ohlone%2520village%2520los%2520gatos%2520mural%25202.jpg&imgrefurl=http://sunnyvale.ca.gov/local/SVC%2520CHRONOLOGY1.htm&h=283&w=255&sz=19&tbnid=9F5yIGKH7-IJ:&tbnh=109&tbnw=99&start=20&prev=/images%3Fq%3Dohlone%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DG

http://images.google.com/imgres?imgurl=http://www.african-butterfly-home-decorating.com/visuals/north-america-continent.gif&imgrefurl=http://www.african-butterfly-home-decorating.com/free-shipping.htm&h=169&w=198&sz=13&tbnid=L9G3UUNADA0J:&tbnh=84&tbnw=98&start=4&prev=/images%3Fq%3Dnorth%2Bamerica%2Bcontinent%26hl%3Den%26lr%3D%26ie%3DUTF-8

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The Important Book About Native AmericansBy, Noshaba Afzal

The important thing about Native Americans is that they had tremendous respect for everything in their environment.

The correct term for Indians is Native Americans. Native Americans have been in North America for more than 40,000 years. Each tribe in America had their own special customs, beliefs, traditions & folklore, that

was passed down from generation to generation. But the important thing about Native Americans is that they had tremendous respect for everything in their environment.


The physical geography, including climate, influenced how Native American Nations adapted to their natural environment.

The Navajo in the deserts used red clay to make their homes. Their home was called the Hogan, which stayed cool during the hot days & warm at

night. The Hopi lived in Pueblos that also helped this tribe survive the desert heat.

But the important thing about Native Americans is that they had tremendous respect for everything in their environment.


Native Americans entire lifestyle was based on what resources they found around them. The Mandans & Kiowas learned how to use the buffalo for almost everything they

needed. The Chinooks & Makahs used cedar wood for their homes, canoes, and even their

clothes. The Iroquois & Cherokees, like most tribes, never used more than what they needed &

never wasted.But the important thing about Native Americans is that they had tremendous respect for everything in their environment.


After the American Revolution, many new immigrants began to permanently settle across the North American continent.

Tribal constitutions were written by some tribes in an effort to protect their ancestral land from the new settlers and pioneers.

Pioneers wanted the best land to build their new homes, but that land already belonged to different tribes.

Conflicts occurred often between the Native Americans & pioneers who many times stole the land from different tribes in all regions across the continent.

But the important thing about Native Americans is that they had tremendous respect for everything in their environment.


Narrative Input- Ohlone /Costanoan folk taleFrom authentic myths collected by anthropologist Dr. Merriam written in:Stories California Indians Told by Anne B, Fisher. Houghton Mifflin 1957.How Coyote Got His Voice-page 36

Pictorial Input #1: Continent of North America with the geographic regions highlighted and the tribe names written to show locations. General information for each tribe can be read on each expert group page.

Pictorial Input # 2: Ohlone tribal village with all the information included on the Facts about Ohlone sheet. See pictorial on following page.


INFORMATIONAL FACTS for pictorial-Ohlone TribeGEOGRAPHIC LOCATION:Lived in the Santa Clara Valley area, from San Mateo to Gilroy.INTERESTING FACTS:

Language: Penutian Tribes had from 30 to 150 people in it. Each tribe lived in a village & moved according to the seasons. Each tribe usually lived near a water source.

HOME: Each village had three types of buildings. Homes called wigiups or wigwams-made by drawing a circle on level

ground & digging a 2 foot deep hole within the circle. Willow poles were used around the pit and the top was tied together. They wove willow branches in and out of the poles. In warm weather, they covered the whole wigiup with tule leaves. In cold weather they sometimes covered them with mud or lived in caves. They left a hole at the top to let out the smoke from the fire. The door was covered with a tule mat. They also used the tule mats to sleep on at night.

A large wigiup was used for meetings and special occasions. Sweat house-it was covered with mud and was partly underground. Fires

burned inside. Once a day the men would visit the sweat house to be cleansed, spiritually & physically. Hunters used it to rid themselves of human smell before a hunt. Women did not use the sweat house; they bathed in creeks and steams.

FOOD: Hunters & gatherers. Acorns leached, men knocked them down from trees,

women and children gathered them in baskets. Hull removed, ground into fine meal, leached for several days, then cooked into acorn meal or mush. Mush made by adding water to tightly woven baskets, hot rocks were added to baskets to cook the mush. Families ate from the baskets scooping the mush with their fingers.

Also gathered plants, roots, seeds, nuts, and berries. Men hunted: deer, elk, fox, squirrels, rabbits, ducks, geese, jays with bows

& arrows. They stalked large animals by disguising themselves with the head of the animals & painting their bodies. Fish caught with nets & spears.

Nothing was ever wasted; they never took more than they needed.SKILL/TALENT:

Medicine: bay & willow leaves used for headaches, willow also reduced fevers. Indian lettuce & nettles made into tea for pain & colds. Wild onion made into a poultice for snake bites.

Weaving baskets, Hunting


Native Americansby, Noshaba Afzal

Native Americans here, Native Americans there,Native Americans, tribes everywhere.

Brave Ohlone gathering relentlessly,Persistent Navajos weaving courageously,Talented Mandans hunting daily,And strong Makahs carving creatively,

Ohlone in their wigwams,Hopis up their pueblos,Kiowas near the tepees, And Chinooks within a wooden pit house.

Native Americans here, Native Americans there,Native Americans, tribes everywhere.

Native Americans! Tribes! Native Americans!


Ohlone is my NameBy, Noshaba Afzal

Ohlone, Ohlone is my name,Hunting and gathering is my game.

Live in a wigiup every day,Made of tule grass that’s the way.

West coast is my home,During the seasons I do roam.

Weaving baskets is our skill,Decorating them with berries to make them real.

Acorns are what I eat the most.Come on over, I’d love to be your host.

Ohlone, Ohlone is my name,Hunting and gathering is my game.


Native American CadenceBy, Noshaba Afzal & Adam Fee

We just know what we’ve been told,Native American history is richer than gold.With culture, beliefs, and talents too,Indigenous people lived free and true.

SOUND-OFF TraditionsSOUND-OFF FolkloresSOUND-OFF 1-2-3-4 Strong Family Ties!

Native tribes adapted to their environment,Respecting the land was a requirement.Using only what they needed,Kept natural resources from being depleted.

SOUND-OFF Water SOUND-OFF Air & LandSOUND-OFF 1-2-3-4 Saved the Earth! Settling the frontier was the central plan,Stealing tribal land was how it began.Conflicts started taking place of course,As settlers broke treaties and killed natives for sport.

SOUND-OFF Trespassing SOUND-OFF Destroyed their lifestyleSOUND-OFF 1-2-3-4 Inhumane!


Date: ___________________

Project GLAD Native Americans UNIT

HOME/SCHOOL CONNECTION #1

Native Americans lived in certain geographic areas for specific reasons. Interview your parents. Ask them why they moved to this area?

Parent: ___________________________ Student: ________________________Project GLAD 2004


Date: ___________________



Interview your parents. Ask them to tell you a folk tale or legend from your family’s culture.



Date: ___________________



Interview your family. Discuss with them what natural resource are in your area & how they use them in different ways.



EXPERT GROUPS ---Mandans & Kiowas Tribe

The Mandan and Kiowa tribes lived in the Great Plains region of North America. The Mandans lived to the north in what is now North Dakota. They lived in circular homes called lodges. They were a shallow pit covered with sod or earth. The Kiowas lived to the south near Montana. They lived in tepees made of buffalo hide.

Both the Mandan and Kiowa tribes hunted the buffalo for food. Many times they dried the meat to make jerky which could be kept for many months. The Mandans also skillfully farmed crops such as beans, corn, squash, and sunflowers.


These tribes were talented hunters. Although both tribes used the buffalo mainly for food, they used every part of the buffalo in many other ways. They made needles, arrowheads, and tools from the bones. The skin was made into clothing, blankets, and moccasins.

The Mandans made interesting round boats from buffalo skins & wooden frames. They used these boats to get across lakes and rivers. The Kiowas used to harness dogs to pull a carrier called a travois. They used the tepee poles tied to a skin and put their belongings on this when they moved from one area to another. In the Kiowa tribe, everyone was equal. They believed no one person was born more important than another.


EXPERT GROUPS –Chinooks & Makahs Tribe

The Chinook and Makah tribes lived on the Northwest coast of North America near the Columbia River. Both tribes lived in wooden houses made of long boards that had no windows. Chinook homes were built with some of its rooms under the ground. These houses were called a pit house. Several families belonging to the same clan lived in each house. A clan is a group of families that are related to one another.

Both of these tribes fished salmon and hunted sea otters. They also hunted whales and would use harpoons to kill them. They hunted whales from carved canoes called dugouts that were 6 feet wide and carried up to 60 people. The canoes were built for the ocean, but could still be tipped over by an angry whale. All parts of a whale were used for food, oil, ropes, and even bags.


The Chinooks controlled Columbia River, which was known as the ‘highway’ of the Northwest area. They made other people pay to travel on the river. Both the Chinooks and Makahs traded with other tribes. They developed a language for exchanging or barter goods. Among the things traded were copper, jewelry, baskets, dugouts, seal oil, masks, and furs. They even traded prisoners.

These tribes held potlatches to show off the things they owned. Potlatches were special gatherings or celebrations with feasting and dancing. Members of some clans would give valuable gifts away as a sign of their wealth. The Chinook and Makah tribes were talented wood carvers. They carved totem poles that showed each family’s history and importance.


EXPERT GROUPS – Hopis & Navajo Tribe

The Hopi and Navajo tribes lived in the southwestern region of North America. The Hopi tribe lived in an adobe house called a pueblo. A Pueblo had many rooms built next to or on top of each other. Ladders were used to go up and down. The Navajo lived in a cone-shaped house called a Hogan. A Hogan was made by covering a log frame with mud or grass. It stayed cool under the hot desert sun and warm during the cold nights.

These tribes farmed corn, beans, squash, and cotton. This area was very dry or arid, so they had to gather rain or underground water for their crops. The Navajo used to hunt before learning how to farm from the Hopi. Children also helped the tribes. The boys went to the fields to scare crows or gather up brush. Girls stayed with the women and did grinding with stones or gathered sticks for firewood.


Both these tribes were skillful at weaving cotton. But when the Navajo first moved to the south, they were nomads and did not know how to weave. The Hopis taught the Navajo how to weave on a loom, so they would not steal their blankets and baskets. These tribes were also talented in making beautiful sand paintings.

The Hopi tribe made kachina figures to represent spirits. They carved and painted the wooden figures to look like different kachinas or spirits. These kachinas were treasures passed down to each child’s own child. The Navajos believed the religious leader called a shaman held special healing powers.


EXPERT GROUPS – Iroquois & Cherokees Tribe

The Iroquois and Cherokee tribes lived in the north eastern woodlands of North America. This region has great diversity. It has snow-covered mountains, wet swamps, and forests so thick that sunlight does not reach the ground. These two tribes lived in wooden longhouses made of elm bark.

These tribes were talented farmers and grew corn, beans, squash, pumpkin, sunflowers, and tobacco. They learned to use different plants to make medicine. They also skillfully fished and hunted deer, turkeys and even rabbits.


The Iroquois tribe created the Iroquois League, which was a loose form of governments. It had council groups and laws that they created for order. They had strong family ties in which legends or stories were handed down over time.

The Cherokee tribe held a Green Corn Ceremony were they gave thanks for a good harvest. They believed the religious leader called a shaman had special healing powers. This tribe played games like “little War” that was similar to today’s game of lacrosse. The object of the game was to throw a small ball between two posts, using a special stick with a net on the end.


Name of Tribes GeographicArea

Foods Type of Home Skill orTalent

Interesting Facts

Ohlone West coast Bay Area Santa Clara Valley

acorns deer elk fox rabbit

wigiupor wigwam

willow

hunted weaving medicine

sweat house moved for seasons 30-150 people per tribe 3 types of buildings-sweat house, family wigiup, large tribal wigiup lanuage- Penutian

Mandans

Kiowas

Great Plains:Northern

Southern

Buffalo

Buffalo Beans,corn,squash, sunflowers

Lodges-pit covered w/sod

Tepee

Hunting & farming Mandans: made round boats from buffalo skins & wooden frames

Kiowas: Used dogs to workUsed buffalo for everythingEveryone equally important

Chinooks

Makahs

North west coastColumbia river

Fish-salmonSea otterswhales

Long wooden house

Pit house

-Harpooned whales-Carved canoes- carried 60 people-carved totem poles

Controlled Columbia riverCharged people to use riverTraded with other tribesPotlatches

Hopis

Navajos

South West CornBeansSquashCottonHunted=Navajo

Pueblo-adobe houseHogan=cone-shaped mud or grass

Weaving cotton

sandpaintings

Navajos were nomads, learned from Hopi to grow crops & weave. Shaman had healing powers

Iroquois

Cherokees

North Eastern Woodlands Corn, beans, squash, pumpkins, sunflowers, tobacco, fished, Hunted- deer, turkeys, rabbits

Wooden longhouse:Elm bark

Farmed

medicine

Created Iroquois League-loose form of governments, with council groups & lawsLegends handed down

Green Corn Ceremony=thanks for harvestShamans=healingPlayed game=”little War”


project glad · web viewthe chinook and makah tribes lived on the northwest coast of north america...

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