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American Indians of Texas Indians Poster

Name: Tiffany Novotny Date: 10-02-2017 Subject: SS Grade Level: 4th

Interdisciplinary Connections:
This lesson can be connected with ELAR, but it is specifically meant for social studies in this class.

Lesson Duration: 50 min

Relevance/Rationale:
Students will be able to identify, describe, and compare the different American Indian tribes from Texas. This activity
allows for students to visually see the difference between tribes and where they lived in Texas.

Outcomes/Objectives:
1. 4.1B- Identify American Indian groups in Texas and North America before European exploration such as the
Lipan Apache, Karankawa, Caddo, and Jumano; GOAL: Students will be able to identify the American
Indians of Texas such as the Lipan Apache, Karankawa, Caddo, Jumano, and Comanche.
2. 4.1C- Describe the regions in which American Indians lived and identify American Indian groups remaining in
Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; GOAL: Students will be able to
identify and describe what regions of Texas the American Indians lived in.
3. 4.1D- Compare the ways of life of American Indian groups in Texas and North America before European
exploration; GOAL: Students will be able to compare the different lifestyles of the American Indian groups
in Texas.
4. 4.10A- Explain the economic activities various early American Indian groups in Texas and North America used to
meet their needs and wants such as farming, trading, and hunting; GOAL: Students will be able to identify and
explain the different economic activities of needs and wants from each American Indian tribes.
5. 4.14A- Compare how various American Indian groups such as the Caddo and the Comanche governed
themselves; GOAL: Students will be able to compare the different government systems of the American
Indians of Texas.

ELPS:
ELPS 2I: (Listening) Demonstrate listening comprehension by responding to appropriate questions relating to content and
grade-level needs.
ELPS 3E: (Speaking) Ask and explain information using key terms needed in content, and share in cooperative groups.
ELPS 4D: (Reading) Use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related
vocabulary to enhance comprehension of written text.
ELPS 5B: (Writing) Write using newly acquired content information, vocabulary and skills.

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Use of Formative Assessment to Inform Planning:

Students will have enough information about the American Indian tribes of Texas to complete this poster activity and it will
assess students based on their knowledge of the different American Indians of Texas.

Class Information:
none

Technologies and Other Materials /Resources:

Smartboard (show powerpoint presentation)
long color construction paper ( yellow, green, blue, red, and orange)
Large Texas cut out for wall
printouts of Indian shelters, food, economics, and regions (cut and put into 5 different baggies, one for each group)
Colored pencils- one color per tribe
Glue
S.S. Journals

Academic Vocabulary:

Economic systems, and barter

Lesson Procedures:

Hook:

Open with memory tricks about the meanings of nomadic and sedentary.

Higher Level Questions:

Explain why nomadic Indians built teepees instead of domb huts made of straw or mud Pueblo adobe
houses? -Because teepees made with buffalo hide were easier to take down and move from place to place

Compare the nomadic Indians to sedentary Indians, what are the differences in economic trades, and
food? - Nomadic Indians are hunters, so they eat more meat. Sedentary Indians who were farmers, so they ate
more plants and vegtables.

Guided Practice:

I will explain and model the expectations of what we are doing as groups and what the final product will be. Write agenda
on the board and assign chiefs(group managers) for the groups.

10 min for explanation-- 25-30 minutes for group work-- 10 minutes for closure questions

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Independent Practice:

Students will work as a group on the American Indian tribe they have been assigned. Students will become experts on
that tribe and will be quizzed over some main lifestyles of each tribe for closure. Each group will get a colored piece of
long construction paper, 4 cut outs of note cards, and pictures to match with their tribe. They will have 25 minutes to find
and write information down about their American Indian tribe. They will need to label their poster with the name of their
tribe, list at least 4 facts, and glue down the correct pictures that match their facts. ***Be sure to note that not all the
pictures in the baggies go with their tribe, they will have some left overs that do not match their unique tribe.*** They can
use their journals, and the PPT on the smart board for facts about their American Indian tribe.

Five facts:

1. economic activities
2. shelter
3. food
4. region

Colors of long construction paper:

Karankawa: Green

Caddo: Red

Comanche: Blue

Jumano: Orange

Apache: Yellow

Closure:

Wrap up by putting each of the American Indian tribes on the large poster that connects that American Indian tribe to the
region they lived in. Students will play a short Name that Tribe game before they go.
Huntered buffalo
Nomadic tribes
Sedentary tribes
Planted crops
Called Texas, Tejas
Lived in Pueblo Adobe houses

Then discuss how they will present their information about their tribe on Wednesday.

Differentiation:
Have precut pictures and notes cards to help with time and organization.

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Assessment Criteria for Success:

Informally assess students through discussion, and quality of posters made by each group.

Anticipated Difficulties:

Time

Groups:

Caddo: Chief- Lexi

Jose, Collin, Maddison,

Karankawa: Chief- Jayden

Jocelyn, Diego, Lillian

Comanche: Chief- Regina

Jesse, Albena, Tanner

Jumano:- Chief- Brady

Easton, Dylan, Melanie, Elizabeth

Apache: Chief - Daylin

Brittany, Arabella, Daniel. Payne