Unit Plan – Native American History and Culture in Kentucky
Fourth Grade
Native American History and Culture, developed for fourth grader students, focuses on the true history of Native Americans in Kentucky and their culture. In this unit students will have the opportunity to participate in a mock trial, storytelling, live like the Paleo- Indians, write persuasive letters, work with timelines, create native styles art projects, and much more.
Content Standards:
Academic Expectations:
1.1 students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems
1.11 students will write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.12 students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
2:16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups
2:17 Students will interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.
2:20 Students understand, analyze and interpret historical events, conditions, trends, and issues to develop historical perspective.
2:25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.
2:26 through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.
5.3 students organize information to develop or change their understanding of a concept.
6.1 students connect knowledge and experiences from different subject areas.
6.2 students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.
6.3 students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
Program of Studies:
AH-4-HA-U-1- Students will understand that the arts are powerful tools for understanding human experiences both past and present.
AH-4-HA-U-2- Students will understand that the arts help us understand others’ ( often very different) ways of thinking, working, and expressing ourselves.
AH-4-HA-U-3- Students will understand that the arts play a major role in the creation and defining of cultures and building civilizations.
Ah-4-HA-S-MU1- Students will associate music they listen to or perform with specific cultures ( Native American, Appalachian, West African); describe in simple terms how the music reflects the cultures.
AH-4-HA-S-Da1- Students will associate dances they observe or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how dances reflect the cultures.
AH-4-HA-S-DT1-Students will associate storey-telling, myths, legends, folktales they experience or perform with specific cultures (Native American, Appalachian, West African); describe how literature and oral traditions reflects the cultures.
AH-4-HA-s-VA1- students will associate artworks they experience or create with specific cultures (Native American, Appalachian, West African); describe in simple terms how art work of these cultures reflect the cultures.
SS-4-CS-U-1- Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, language and skills shared by a group of people. Through a society’s culture, Individuals learn the relationships, structures, patterns, and processes to be members of the society.
SS-4-CS-U-2- students will understand that cultures develop social institutions (e.g., government, economy, education religion, family) to structure society, influence behavior and respond to human needs.
SS-4-CS-U-3- students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.
SS-4-CS-S-1-Students will develop an understanding of the nature of culture a) explore and compare cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups (e.g., Native Americans and early settlers) in the early settlement of Kentucky b) examine the influences /contributions of diverse groups in Kentucky
SS-4-CS-S-3-students will describe conflicts that occurred between diverse groups (e.g., Native Americans and the early settlers) in the settlement of Kentucky
SS-4- HP-U-1- Students will understand that history is an account of human activity that is interpretive in nature and a variety of tools (e.g., primary and secondary sources) are needed to analyze and understand historical events.
SS-4- HP- U-2- Students will understand that the history of Kentucky can be analyzed by examining the connected events shaped by multiple cause- effects relationships, tying past to present.
SS-4-HP-S-1- Students will demonstrate an understanding of the nature of history using a variety of tools ( e.g., Primary and secondary sources): a) investigate and chronologically describe (e.g., timelines, charts) significant events in Kentucky history b) interpret and describe events in Kentucky’s history in terms of their importance
Core Content:
AH- 04-2.1.1- Students will identify how music has been a part of cultures and periods throughout history. DOK2
AH-04-2.2.1- Students will identify how dance has been a part of cultures and periods throughout history. DOK2
AH-04-2.3.1- Students will identify how drama has been a part of cultures and time periods throughout history. DOK2
AH-04-2.4.1- Student will identify how visual art had been a part of cultures and time periods throughout history. DOK2
SS-04-2.1.1 – Students will identify early cultures (Native American, Appalachian, Pioneers) n Kentucky and explain their similarities and differences. DOK 2
SS-04-2.3.1- Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers) DOK 2
SS-04-5.1.1- students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. DOK 2
SS-04-5.2.2- Students will identify and compare that cultures of diverse groups and explain why people explored and settled in Kentucky. DOK 2
WR-04-2.3.1 -
1. Students will communicate ideas and details in meaningful order.
2. Students will apply a variety of transitions or transitional elements between ideas
and details to guide the reader.
3. Students will apply paragraphing effectively.
4. Students will create conclusions effectively.
WR-04-1.2.3
1. Students will communicate relevant information to clarify a specific purpose.
2. Students will develop an angle with support (e.g., facts, examples, reasons,
comparisons, diagrams, charts, other visuals).
3. Students will develop explanations to support the writer’s purpose.
4. Students will apply research to support ideas with facts and opinions.
5. Students will incorporate persuasive techniques when appropriate (e.g.,
bandwagon, emotional appeal, testimonial, expert opinion).
WR-04-1.1.3
1. Students will communicate a purpose through informing or persuading.
2. Students will develop an effective angle to achieve purpose.
3. Students will communicate as an informed writer to clarify what the reader
should
know, do or believe as a result of reading the piece.
4. Students will apply characteristics of the selected form (e.g., letter, feature
article).
5. Students will use a suitable tone.
6. Students will allow voice to emerge when appropriate.
Time Frame:
This unit last 1-2 weeks. Teachers may keep the trunk for no more than 3 weeks.
Unit Organizer:
What is the true history of Native Americans in Kentucky?
Unit Essential Questions:
1) What was the culture of both prehistoric and historic Native American tribes/ groups in Kentucky?
2) Why are there so many stereotypes surrounding Native Americans in Kentucky?
3) Why did the myths and stereotypes surrounding Native Americans in Kentucky last for so long?
4) How would my needs have been met in Native American society?
5) How did the Native Americans of Kentucky effect the development of state and our culture?
Structure:
This unit is broken down into five sections, myths vs. facts, prehistoric native history and life ways, the Cherokee and Shawnee, Oral history and storytelling, Native music and dance. Each section comes with a power point presentation or other more appropriate teaching aid.
Culminating Performance/Project: Mock Trail (DOK 4) The Treaty of Sycamore Shoals
Essential Questions:
What is the true history of Native Americans in Kentucky?
Targeted Standard/ Core Content:
Core Content:
SS-04-2.1.1 – Students will identify early cultures (Native American, Appalachian, Pioneers) n Kentucky and explain their similarities and differences. DOK 2
SS-04-2.3.1- Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers) DOK 2
SS-04-5.1.1- students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. DOK 2
Technology and Materials:
Pen/pencil, paper
As determined by the student
Product / Assessment:
The product is the mock trail to be held at the Lexington History Museum. Plus all research, scripts, and reports.
Procedure:
1) Students will review the information given on Native American and European views of land ownership.
2) Students will review the treaty of Sycamore Shoals.
3) Have the Students delegate the position of judge, jury, and lawyers for both the Cherokee Nation and the Transylvania Company.
4) Have students’ research each position taking cultural point of view in consideration.
5) Have the students prepare their arguments and witness list, just as if they were real lawyers
6) Perform the mock trial
Differentiation:
1) Have students who cannot participate in the acting, or who are shy, should act as court reporters and/or reporters from the local newspaper covering the trail.
2) For students that are having a hard time with preparing statements, starter cards with the basic information will be provided.
