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Title of Unit: History Title of Lesson: Ancient Americans Submitted By: Denise Crosby

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn how the first people came to the Americas, where they settled, and how they lived. The lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History Volume 1 (pg. 3843). B. Target Population: Grade Level: 5th grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: Houghton Mifflin 5th grade Social Studies Book: United States History (pg. 38-43) Vocabulary & Study Guide (Unit Resource pg. 13) for each child see last page of lesson plan Pencils and paper D. Objectives: o NV State Social Studies Standards o H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact.

Student-Friendly Standards I can tell how the first people came to the Americas, where they settled, and how they lived.

E. Procedure: 1. Refer to notes on TE pg. 38 Get Set to Read Explain the Study Guide students will complete as we read Call students attention to the reading strategy of asking questions as they read (TE pg. 39) Introduce vocabulary (glacier, migration, agriculture, civilization, pueblo)

2. As a class, read pg. 38 43, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: History Title of Lesson: Ancient Americans Submitted By: Denise Crosby

4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about history, culture & critical thinking: (TE p. 39) When did migration over the land bridge stop? (TE p. 40) When did the Paleo-Indians begin using agriculture? What is a civilization? Why were civilizations like the Mound Builders able to develop in North America? (TE p. 41) What name was given to the Adena, Hopewell, and Mississippian people? (TE p. 42) How long did the Ancient Pueblo civilization last? When did the ancient Pueblo leave their villages? Where did they go? What were some of the accomplishments of the Aztec civilization? Describe three reasons why people today choose to migrate from one place to another.

5. CLOSURE: Discuss the two statements in the Review/Assess section of TE p. 43. F. Assessment: What will you use to measure student understanding? Art Activity (TE p. 43): Find out more about the Great Serpent Mound by using library resources. Draw a picture of it. Explain how you will know students understand the concepts from the lesson. Students drawing must accurately depict mound with all details present. Drawing about the Great Serpent Mound will show if students understand Native American life and culture. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach will be the Reading Strategy of questioning because we do this in our Reading and Literature groups. 2. Which part will be most challenging for you to teach? I think the most challenging part of this lesson to teach to some of the children will be the Critical Thinking Synthesizing sections of the lesson. 3. How will you follow up or extend this lesson? As an extension to this lesson, I would use the Montessori Native American Card Set. Introduce early civilizations by exploring a familiar geographic regionthe United
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: History Title of Lesson: Ancient Americans Submitted By: Denise Crosby

States. Cards detail the traditional foods, clothing, shelter, defense, and arts for the five main indigenous culture areas of Native Americans: Woodlands, Plains, Southwest, California, and Northwest. European impact is touched upon, but not emphasized. Includes 12 cards for each of 5 culture areas: one introduction card, one location card, and one picture card with matching reader card for each of 5 lifestyle topics. 120 cards in all. The students will work independently or in pairs reading & matching the cards. 4. What will you do for students who dont grasp the concepts? For the students who are having trouble understanding the concepts of this lesson, I would use the Reteach Minilesson described on the bottom of TE p. 43. 5. Which part of the lesson, if any, do you think might need to change? This lesson is complete and concise. It feels like it might take longer than the allot 50 minutes as there is quite a bit of information to process. 6. When you were writing this lesson plan, what was the most difficult part? As with any lesson, I find the assessment to be the hardest part. It is also hard to gauge just how long the upper grade lessons will exactly take since Im more used to the younger students.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: History Title of Lesson: Ancient Americans Submitted By: Denise Crosby

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

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