Jaryga and Keylor

Native Americans in Texas

1st Grade Unit

Principles of Elementary EducationMallory JarygaPaula Keylor

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Jaryga and Keylor

Table of Contents

Title…………….………………………………………………………………………….1

Grade Level………………………………………………………………………………..1

Background Information…………………………………………………………………..3

Native Americans in Texas Themeweb Planning Form…………………………………..4

Daily Lesson Plans…………………………………………………………………….5-18

Bulletin Board Sketch……………………………………………………………………19

Bibliography……………………………………………………………………………..20

1st Grade TEKS…………………………………………………………………………..22

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Background Information

This unit will be a cooperative learning lesson plan that integrates social studies, music and art. Students will: create art projects in the style of Native Americans from Texas, learn about the location and patterns of settlements, explore the geographic factors that influence where people live, and interpret a traditional Indian song to better understand the influences of nature on Native American life.

Social Studies: The student understands the similarities and differences of Native-American

groups in Texas and understands the concept of regions. The student uses problem-solving and decision-making skills, working

independently and with others, in a variety of settings.

Art: The student will have a chance to discover the importance of Native America

heritage by creating art projects related to the Indian culture.

Music: The student will have a basic understand of what instruments are used in the

Indian culture and what meaning songs had to the Native Americans.

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Native Americans in Texas Themeweb Planning Form

Art(TEKS - 3)

- Students will have a chance to

discover the importance of

Native American heritage by creating art

projects relating to the Indian culture.

Music(TEKS - 5 A & B)

- Students will have basic understanding of what

instruments are used in the Indian culture and what

meaning songs had to the Native Americans.

- Students will identify the relationship between music

and other subjects.

English Language Arts and Reading(TEKS - 2B, 5J, 10A & B, 11, 13A & C, 15)

- Students will learn correct spelling and meaning of terms relating to Native Americans.

- Students will understand comcepts using maps, graphs, and various readings.

Technology(TEKS - 4)

- Students will be able to

aquire information

using educational

and interactive websites.

Social Studies(TEKS - 2, 3, 4, 15, 17)

- Students will understand similarities of Native Americans in Texas.

- Students will learn history, background, and culture of three Texas Native American tribes.

- Students will understand geographical concepts of regions relating to location of Texas Native American

tribes.- Students will learn customs and traditions of Texas

Native American tribes.- Student will use problem solving and decision making skills, working independently and with others in a variety

of settings.

Theme:"Earliest Americans: Native Americans"

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Lesson Plan: Day One

Topic: Introduction to Native Americans in Texas

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Children’s Literature- Learn about Texas Indians provided by Texas Parks and

Wildlife.2. The Indian Years Coloring Book provided by Texas Parks and Wildlife. 3. Hand out on the North American Native symbols. Provided by

http://www.geocities.com/ctesibos/symbols/native-american.html

Objectives: Students will be able to…1. know that there are many tribes of Native Americans in Texas. (We will focus on

Comanche, Caddo and Kickapoo.)2. understand Indian culture and why they are important.3. understand the arts and crafts of the three tribes.4. experience music from Native Americans.

Major Instructional Sequence: Teacher will…1. display a large map of Texas indicating the region of each tribe the lessons will be

focusing. 2. teacher will read from Learn about Texas Indians and then hand out coloring

pages to be colored by students.3. students will be placed into small groups and write a story with Indian symbols

provided by an handout.4. student will then share their constructed sentences with the class.

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Lesson Plan: Day Two

Topic: Comanches History and Background

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Map of Texas region where Comanches lived2. Map of the Comanchería3. Buffalo worksheet

Objectives: Students will be able to…1. understand a brief background and history of the Comanche Indians in Texas.2. understand the geographic region of Texas from which the Comanches lived and

worked.3. learn about the importance of the buffalo to the Comanche way of life.4. learn new vocabulary words relating to the Comanche culture.

Major Instructional Sequence: Teacher will…1. open the lesson by asking and reminding the students of what we discussed in

yesterday’s lesson.2. inform students that today’s lesson will be about the Comanche Indians of Texas.3. introduce the Comanches through simple background and history.4. pass out a copy of the regional map of where the Comanches lived in Texas and

map of the Comanchería.5. inform students about the region and how the Comanches used it to survive.6. lead discussion on the buffalo and its importance to the Comanches.7. pass out a worksheet with pictures of all the uses of the buffalo to the Comanche

tribe.8. instruct students to color the worksheet, label the items, and tell which part of the

buffalo was used to make the item. eg: picture would be “Meat,” student would label the picture “Food,” and label that it came from the meat, flesh, body, etc. of the buffalo

9. review the worksheet providing more information about the buffalo and overall Comanche culture once most students have completed the worksheet.

10. spell and define new vocabulary words on the board/overhead while students copy them.

11. inform/remind students of the Spelling Bee that will come at the end of the Unit.12. review the day’s lesson including connections to the previous day.

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Lesson Plan: Day Three

Topic: Comanche Food – Pemmican

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Shredded beef jerky2. Dried red cherries, raisins, and other dried berries3. Softened butter4. Bowls5. Plates

Objectives: Students will be able to…1. further their knowledge of Comanche culture by making pemmican, a traditional

“Indian bread.”2. learn new vocabulary words relating to the Comanches.

Major Instructional Sequence: Teacher will…1. briefly review the previous day’s and inform students that, today, we will be

making a traditional Comanche dish called Pemmican.2. check before-hand if any students are allergic to any ingredients in the Pemmican.3. ask students if anyone is allergic to any of the ingredients.4. pass out all necessary materials and recipe for Pemmican.5. instruct students in the process of making Pemmican using recipe and instructions

(see below).6. (Teacher should have previously prepared Pemmican before class. Keep

refrigerated until after students are done making their Pemmican.)7. place all Pemmican patties made by the students into the refrigerator.8. give students pre-made Pemmican for sampling.9. discuss why the Comanches made Pemmican.10. spell and define new vocabulary words on the board/overhead while students

copy them.11. close lesson by reviewing the day’s new information and connecting it to the

previous days’ lessons.

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Pemmican

Ingredients:

2 cups beef jerkey

1 cup dried cherries, raisins, or other dried berries

6 tablespoons softened butter

Directions:

1. Lightly pound the meat with a wooden mallet to tenderize the meat.

2. Pound the berries.

3. Mix meat, fruit, and softened butter together.

4. Form into patties.

5. Place on a serving dish and cover with plastic wrap.

6. Refrigerate until served.

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Jaryga and Keylor

Lesson Plan: Day Four

Topic: Comanche Way of Life – Shield

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Strong cardboard2. Plain fabric3. Feathers4. Paint/markers5. Glue

Objectives: Students will be able to…1. further their knowledge of Comanche culture through discussion and making of a

shield.2. learn more vocabulary words relating to the Comanche and their culture.

Major Instructional Sequence: Teacher will…1. open lesson with review of yesterday’s lesson.2. briefly give new information regarding the Comanches concerning warfare while

connecting that information to the previously learned information about the tribe and region.

3. pass out all necessary materials along with instructions on how to create a shield (see below).

4. allow students time to create their shield.5. again discuss importance and significance of the shield to the Comanches.6. instruct students to clean their areas and return/put away all materials.7. spell and define new vocabulary words on the board/overhead while students

copy them.8. conclude lesson, and exploration of the Comanches, with oral review and

questioning.

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How to Make a Comanche Shield

Materials:

1. Strong cardboard

2. Plain fabric

3. Feathers

4. Paint/markers

5. Glue

Instructions:

1. Cut a cardboard circle 14 in. in diameter. (Teacher can have these pre-made)

2. Trace circle onto plain fabric.

3. Cut out the circle leaving 2 extra inches of fabric around the edge.

4. Place circle on fabric.

5. Fold edges up over the edge of the circle; glue in place.

6. Cut two strips of cardboard to be used as handles.

7. Glue the strips onto the back of the shield.

8. Paint/color/decorate the front of the shield using paints, markers, and feathers.

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Jaryga and Keylor

Lesson Plan: Day Five

Topic: Caddo History and Background

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Native Americans in Texas folder2. Map of Caddo territory in Texas.3. Davis, Lucille. The Library of Native Americans: The Caddo of Texas. New

York: The Rosen Publishing Group, Inc., 2003.

Objectives: Students will be able to…1. understand brief history and background of the Caddo and their culture.2. understand the geographic location of the Caddos in Texas using maps.3. listen and respond to the Caddo Creation Myth.4. learn new vocabulary words relating to the Caddos.

Major Instructional Sequence: Teacher will…1. begin by briefly reviewing the previous day’s lesson by asking students questions.2. introduce the Caddo Indians and give brief history and background.3. show students the region of Texas where the Caddos lived.4. inform student about the region and how the Caddo survived using what they

found throughout the region. 5. read aloud the “Creation Myth.”6. discuss the myth with students and compare and contrast it to similar American

stories.7. spell and define new vocabulary words from the myth on the board/overhead

while students copy them.8. remind students that, at the end our exploration of Native Americans, we will

have a Spelling Bee using these and other words from the unit.9. review the day’s lesson by asking questions about the “Creation Myth” and

connect new information to precious lessons.

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Jaryga and Keylor

Lesson Plan: Day Six

Topic: Caddo Way of Life - Moccasins

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Burlap, or similar fabric2. Cardboard3. Felt-tip pens or markers4. Scissors5. Stapler

Objectives: Students will be able to…1. learn about the Caddo way of life, including farming, hunting, and fishing

practices.2. gain knowledge of new vocabulary words throughout the lesson.3. further their understanding of the Caddo by making their very own pair of

moccasins.

Major Instructional Sequence: Teacher will…1. discuss Caddo way of life, including farming, hunting, and fishing practices along

with the types of homes they lived in.2. instruct the students, as a class, to think of new words used in today’s lesson that

might be good for the Spelling Bee.3. take word suggestions and include additional, required words.4. spell and define the words on the board/overhead while students copy them. 5. pass out all necessary materials for the moccasins, including instruction sheet on

how to make them (see below).6. instruct students step-by-step how to make the moccasins while showing them

examples of what their work should look like along the way.7. lead discussion by taking comments and asking questions about why the Caddos

wore moccasins and how they aided them in their every-day life.8. relate lesson to the previous day’s lesson by connecting information.

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How to Make Moccasins

Materials:

1. Burlap, or similar fabric

2. Cardboard

3. Felt-tip pens or markers

4. Scissors

5. Stapler

Instructions:

1. Trace the shape of your feet on the cardboard.

2. Cut out the shape of each of your feet from the cardboard.

3. Use the cardboard soles as a guide to cut a larger-sized piece from the burlap.

4. Then, cut a toe piece to go on top of your foot.

5. Place the cardboard on top of the larger piece of burlap.

6. Decorate toe piece with felt-tip pens, markers, and beads.

7. Fold up the edges of the large piece of fabric and staple it to the toe piece with

help from the teacher.

8. Decorate the sides of the moccasins with felt-tip pens, markers, and beads.

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Lesson Plan: Day Seven

Topic: Caddo Customs and Music

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Caddo music 2. Clock Buddies

Objectives: Students will be able to…1. learn about Caddo customs and music.2. work in cooperative teams to come up with a dance and corresponding story set to

Caddo music.3. present their story and dance to the class, explaining how and why they came up

with their story and dance.4. learn new vocabulary words relating to the day’s lesson.

Major Instructional Sequence: Teacher will…1. begin the lesson by asking questions about the previous day’s lesson.2. tell students that, today, we are going to learn about the customs and music of the

Caddo Indians.3. have students listen to various traditional Caddo songs, via the internet, and

briefly explain when and how they were used.4. instruct students to get into pairs using Clock Buddies.5. instruct students that they are to, with their partner, come up with a dance and

corresponding story that will work with the Caddo music.6. allow time for students to work, about 15-20 minutes, while walking around,

answering and asking questions, and making sure students are on task.7. bring student work time to an end and take volunteers to present their story and

dance to the class.8. make sure that every group has had a turn to present to the class.9. review new vocabulary by spelling and defining them on the board as students

copy them.10. close lesson with review and connection to previous days’ lesson.

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Jaryga and Keylor

Lesson Plan: Day Eight

Topic: Kickapoo Tribe

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Internet web sites:

www.texasindians.com/kickapoo- Texas Indianswww.tsha.utexas.edu/handout -Handbook of Texas Online

2. An ordinary stick3. How Chipmunk Got Tiny Feet Native American Stories Collected and retold by

Gerald Hausman.

Objectives: Students will be able to…1. locate the region in Texas where the Kickapoo tribe lived.2. understand life and history of a Kickapoo Indian.3. understand key vocabulary.4. understand the art of storytelling.

Major Instructional Sequence: Teacher will…1. display a large map of Texas depicting Indian territories. 2. have the children identify where each tribe lived and how it relates to where they

live today. 3. read from How the Chipmunk Got Tiny Feet, and discuss how storytelling was

important to Native Americans. 4. explain to class that Native Americans were great storytellers and how they used

the talking stick to tell stories.5. pass the stick around and have each student tell a story about what they learned

that day.

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Jaryga and Keylor

Lesson Plan: Day Nine

Topic: Kickapoo Tribe – Teepee

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Constructions paper 2. Scissors 3. Tape4. 2 to 3 Straws5. Markers and stickers6. Websites:

a. http://www.showmomthemoney.com/PreschoolEducation/ november_nativeamerican_week.htm

b. http://www.manataka.org/page186.html

Objectives: Students will be able to…1. understand the history of Indian Teepee’s and how the originals were built.2. create craft that resembles an Indian Teepee using art materials.

Major Instructional Sequence: Teacher will…1. read from the web site Plains Indian Teepee.2. have each student work independently creating a teepee from the supplies and use

markers to draw Indian symbols.3. discuss and review why Indians lived in Teepee’s vs. traditional housing.

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Lesson Plan: Day Ten

Topic: Kickapoo Tribe – Indian Fry Bread

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. Flour2. Salt3. Baking power4. Cinnamon5. Oil6. Hot plate and skillet7. Book -A Native American Feast by Lucille Penner

Objectives: Students will be able to…1. understand the many types of Native American foods.2. make Indian Fry Bread.3. know what cooking utensil and cooking styles were used by Native Americans.

Major Instructional Sequence: Teacher will…1. read from the Book a Native American Feast and describe the foods available to

the Indians and what recipes they made from their resources.2. divide the students into small groups. 3. allow each group to make a small batch of the Indian Fry Bread. (Teacher will

perform the cooking procedure.)4. discuss how the Indians gathered their food and prepared their meals.

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Lesson Plan: Day Eleven

Topic: Final Day – Culminating Activity

Grade Level: 1st Grade Time: 45 minutes

Materials Needed:1. American Indian Games and Crafts by Charles L Blood, Lisa Campbell Ernst.2. A list of words learned over the previous lessons for the spelling bee.3. Indian Games and Dances with Native Songs , by ALICE C. FLETCHER, Small,

Maynard & CO.

Objectives: Students will be able to…1. identify and relate information about any of the three tribes studied in the

previous lessons.

Major Instructional Sequence: Teacher will…1. give a spelling bee with 20 words learned from the previous ten lessons.

a. Comancheb. Kickapooc. Caddod. Moccasine. Teepeef. etc.

2. Culminating Activity: Students will re-create an Indian Pow-Wow. During the celebration the students will play an American Indian Game and share what they have learned through out the lessons. Indian music and folk songs will be played while the games are played.

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Bulletin Board Sketch

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Bibliography

Teacher References

Anderson, Adrian N. et al. Texas and Texans. Columbus: Glencoe/McGraw Hill, 1993.

Bial, Raymond. The Comanche. New York: Benchmark Books, 2000.

Davis, Lucille. The Library of Native Americans: The Caddo of Texas. New York: The

Rosen Publishing Group, Inc., 2003.

Haslam, Andrew. North American Indians. Chicago: Two-Can Publishing, 1997.

www.caddonation-nsn.gov/Main.htm

www.familycrafts.about.com

http://www.geocities.com/ctesibos/symbols/native-american.html

www.kindercrafts.com

http://www.manataka.org/page186.html

http://www.showmomthemoney.com/PreschoolEducation/

november_nativeamerican_week.htm

www.teach.virginia.edu

www.texasindians.com

www.tsha.utexas.edu/handout

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Student References

Bial, Raymond. The Comanche. New York: Benchmark Books, 2000.

Davis, Lucille. The Library of Native Americans: The Caddo of Texas. New York: The

Rosen Publishing Group, Inc., 2003.

Hausman, Gerald.  How Chipmunk Got Tiny Feet. New York: HarperCollins Publishing,

1995.

Martini, Teri. Indians. Chicago: Childrens Press, 1982.

Penner, Lucille. An American Native Feast. New York: Simon & Schulster, 1995.

Warren, Betsy. Indians Who Lived in Texas. Dallas: Hendrick-Long Publishing

Company, 1970.

www.canyonrecords.com/cr6146.htm

www.texasindians.com

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