Lesson Plan Guide

Teacher Candidate: Alex Orr

Date: 4/25/2015

Grade and Topic: 4th Grade : The Land and People Before European Exploration Length of Lesson: 2 hours
Mentor Teacher: Adcock

School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The major idea of this lesson is to give students an introduction to American Indian lifestyles in the state of
Tennessee, prior to European exploration. Students will also learn to use a variety of learning techniques to help
learn about these tribes as described in Tennessee state social studies standard 4.0.

LESSON OBJECTIVE:
First, TLW participate in a lecture given by the teacher. They will listen and take notes on the PowerPoint to help
them take the quick quiz after the lecture is over.
Next, TLW watch a short film and answer questions about the different Native American tribes.
Third, TLW complete a worksheet with a partner, of the students choosing.
Last, TLW create a PowerPoint, at home, to present to the class the following week about a chosen topic
that teaches the class something interesting about one of the tribes they learned about.

STANDARDS ADDRESSED:
4.1 The civilized tribes and their locations such as the Paleo, Archaic, Woodland, and Mississippian,
including:
Coats-Hines Site, Pinson Mounds, Old Stone Fort, and Chucalissa Indian Village
4.2 Analyze religious beliefs, customs, and various folklore traditions of the Cherokee, Creek, Shawnee, Yuchi,
and Chickasaw, including: principal chief, summer and winter homes, Beloved Woman, white jobs and red
jobs, recreation, clans, maternal designations
4.3 Create a visual display using multiple forms of media to identify with pictures geographic terms such as
bluffs, swamps, isthmus, gulf, sea, bay, and cape.
ISTE Standard
3.0 Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources of media.

MATERIALS:
Computer
PowerPoint
Worksheet

TV
DVD player
Movie
Pencil/pen
Paper
Internet access to:

http://www.enchantedlearning.com/geography/landforms/glossaryprintable.shtml

http://www.tn4me.org/era.cfm/era_id/1

http://www.historyforkids.org/learn/northamerica/before1500/history/paleoindian.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/archaic.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/woodland.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/mississippian.htm

http://www.texasbeyondhistory.net/st-plains/kids/talking/index.html

https://tennesseearchaeologycouncil.wordpress.com/tag/coats-hines/

http://www.tnhistoryforkids.org/places/pinson_mounds

http://tnstateparks.com/parks/about/old-stone-fort

http://www.archaeologychannel.org/video-main-menu/video-guide-main/video-guidesummary/128-welcome-to-chucalissa

http://www.ducksters.com/history/native_american_cherokee.php

http://www.tnhistoryforkids.org/esl/esl1

http://nativeamericans.mrdonn.org/southeast/cherokee.html

http://www.historyforkids.org/learn/northamerica/before1500/history/cherokee.html

http://4thgradeky.wikispaces.com/file/view/Cherokee+Packet.pdf

http://www.allthingscherokee.com/articles_culture_people_040101.html

http://www.wacona.com/words/creekcherokee/foods.htm

http://www.native-languages.org/creek-legends.htm

http://www.forsythcountyschools.org/its/mpayne/cherokeeandcreek/creek.html

http://www.bigorrin.org/chickasaw_kids.htm

http://www.native-languages.org/chickasaw-legends.htm

http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp?
campaign=flyout_teachers_puzzle_crisscross

BACKGROUND and RATIONALE:

Students will demonstrate a clear understanding of where each of the four tribes lived.
They will demonstrate clear knowledge on the different cultural aspects of each tribe, and be able to complete the
assignments creatively applying this knowledge.
Academic language is not addressed in IDT 3600.

This lesson is the introduction to TN state social studies standard 4.0.

This lesson will serve as a starting point for a student presentation, as well as, creative writing assignment later
in the week.
Lessons will be modified for students who are unable to complete the task at hand. They will be given alternate
assignments that will test the same knowledge base, as well as, help completing the assignment from their peers
and the teacher.

PROCEDURES AND TIMELINE:

Introduction: To introduce the assignment, I will begin with a short introductory PowerPoint. Students will take notes
on the printed PowerPoint slides that are provided to them. This will be approximately 10 minutes.

Procedures:
First, the students will watch a 10 minute video, and answer a worksheet given to them.
Second, the students will complete a worksheet with a number of tasks using the websites provided for them.
This worksheet will include coloring a map, where the different tribes live, as well as the activities listed below.
They will open the web browser, go to the first web link and take a quiz on basic landforms.
They will print the results to their quiz.
Then, they will go to the links to read about the first Tennesseans, as well as, each of the four early cultural
groups.
They will follow the next link to play a game that will teach them about how the Native groups may have
communicated.

Students will then follow the appropriate links to read about the four major archaeological sites these Native Americans
left behind.
When completed, they will write a brief summary of their favorite place and why they think it is a good idea to have a
class field trip there.
Next they will read about the different religions, folklore, and customs of each group.
They will write a story about a young Native American using the information they learned about their culture.
They will then use a dictionary to define the terms listed on the worksheet, and using those terms they will create a
crossword puzzle and print it out for another group of partners to try and complete.
The activities for the worksheet will take approximately one hour.
The students will then present their short stories to the class, and ask any questions they may have about the lesson. This
will take approximately 25 minutes.
Finally, the students will be assigned their presentation homework project. The last fifteen minutes will be used for
independent research on their desired topic, as well as any other questions they may have on the project.

ASSESSMENT EVIDENCE:
Criteria
Worksheet completed
Favorite Place
Quiz Print out
Creative Writing
Crossword
Teamwork

1
None
None
None
None
None
Argued/Got off task

Participation

Completed 2 or less of the

2
Incomplete
Incomplete
50% OR LESS
Incomplete
Incomplete
Stayed on task majority of
the class
Completed between 3 and 4

3
Complete
Complete
50-100%
Complete
Complete
Stayed on task the entire
classtime
Completed between 5 and 6

above tasks

of the above tasks

of the above tasks.

MODIFICATIONS:

I am aware that modifications will be used for students who did not complete the task, however, it is not part of this
course, and will not be mentioned here.

WebQuest Worksheet
Name:_________________
Partners Name:_________
Date:__________________
Task One:
Choose your partner and be sure to write their name at the top of this page.
The color the map below based on where each of the different tribes lived. Make sure you use different
colors to identify each tribe, and create a key in the corner.

Next, go to the following link:

http://www.enchantedlearning.com/geography/landforms/glossaryprintable.shtml

Here you will study the different landforms, and then take the quiz located in the top left hand corner of
the screen. Be sure to print your results so you can turn them in! You can also take the quiz as many
times as you want, if you do not do well the first time.

Now you will read about the first Tennesseans at the following website.

http://www.tn4me.org/era.cfm/era_id/1

You will also, continue to explore this website by watching the video, The Mastadon Hunt, and clicking
the Archaeology link on the left hand side.

Then go to these links and read about each of the early cultural groups.

http://www.historyforkids.org/learn/northamerica/before1500/history/paleoindian.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/archaic.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/woodland.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/mississippian.htm

You will then play a game to see how these early Native Americans may have communicated.

http://www.texasbeyondhistory.net/st-plains/kids/talking/index.html

Now you will read about the Coats-Hines Site, Pinson Mounds,Old Stone Fort, and Chucaslissa Indian
Village at the following websites:

https://tennesseearchaeologycouncil.wordpress.com/tag/coats-hines/

http://www.tnhistoryforkids.org/places/pinson_mounds

http://tnstateparks.com/parks/about/old-stone-fort

http://www.archaeologychannel.org/video-main-menu/video-guide-main/video-guide-summary/128welcome-to-chucalissa

When completed, you will write a brief summary about your favorite place, and tell why you think it
would make a good class field trip destination. Describe what you would get to see and why it is
important that we go there. Write in the space below.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

You will now research the religions, customs, and folklore of the Cherokee, Creek, and Chickasaw
Native Americans.

Go to the following websites to get started:

Cherokee

http://www.ducksters.com/history/native_american_cherokee.php

http://www.tnhistoryforkids.org/esl/esl1

http://nativeamericans.mrdonn.org/southeast/cherokee.html

http://www.historyforkids.org/learn/northamerica/before1500/history/cherokee.html

http://4thgradeky.wikispaces.com/file/view/Cherokee+Packet.pdf

http://www.allthingscherokee.com/articles_culture_people_040101.html

Creek

http://www.wacona.com/words/creekcherokee/foods.htm

http://www.native-languages.org/creek-legends.htm

http://www.forsythcountyschools.org/its/mpayne/cherokeeandcreek/creek.html

Chickasaw

http://www.bigorrin.org/chickasaw_kids.htm

http://www.native-languages.org/chickasaw-legends.htm

Now, you will define the following terms in order to better understand their significance to these Native
American cultures:

Principal chief,

Summer and winter homes

Beloved Woman

Recreation

Clans

Maternal designations

Create a crossword puzzle using your definitions at the following website:

http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp?
campaign=flyout_teachers_puzzle_crisscross

Make sure you print your crossword and its key!

After you complete this worksheet, raise your hand and let me know, so that I can give you further
instructions. If all your work has been satisfactorily completed, and there is still extra time, you may
play a computer game on one of the appropriate websites listed on the board.

WebQuest Worksheet
Name:_KEY_______
Partners Name: KEY
Date:__ TODAY___
Task One:
Choose your partner and be sure to write their name at the top of this page.
The color the map below based on where each of the different tribes lived. Make sure you use different
colors to identify each tribe, and create a key in the corner.

Next, go to the following link:

http://www.enchantedlearning.com/geography/landforms/glossaryprintable.shtml

Here you will study the different landforms, and then take the quiz located in the top left hand corner of
the screen. Be sure to print your results so you can turn them in! You can also take the quiz as many
times as you want, if you do not do well the first time.

Now you will read about the first Tennesseans at the following website.

http://www.tn4me.org/era.cfm/era_id/1

You will also, continue to explore this website by watching the video, The Mastadon Hunt, and clicking
the Archaeology link on the left hand side.

Then go to these links and read about each of the early cultural groups.

http://www.historyforkids.org/learn/northamerica/before1500/history/paleoindian.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/archaic.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/woodland.htm

http://www.historyforkids.org/learn/northamerica/before1500/history/mississippian.htm

You will then play a game to see how these early Native Americans may have communicated.

http://www.texasbeyondhistory.net/st-plains/kids/talking/index.html

Now you will read about the Coats-Hines Site, Pinson Mounds, Old Stone Fort, and Chucaslissa Indian
Village at the following websites:

https://tennesseearchaeologycouncil.wordpress.com/tag/coats-hines/

http://www.tnhistoryforkids.org/places/pinson_mounds

http://tnstateparks.com/parks/about/old-stone-fort

http://www.archaeologychannel.org/video-main-menu/video-guide-main/video-guide-summary/128welcome-to-chucalissa

When completed, you will write a brief summary about your favorite place, and tell why you think it
would make a good class field trip destination. Describe what you would get to see and why it is
important that we go there. Write in the space below.

My favorite place that I read about was Coats-hines. I think that is is really cool that they found mastodon
bones there. They were really big animals, kind of like elephants. I think we should have a class field trip

here because I want to learn more about the people who were able to use such a big animal for food, and
resources.

You will now research the religions, customs, and folklore of the Cherokee, Creek, and Chickasaw
Native Americans.

Go to the following websites to get started:

Cherokee

http://www.ducksters.com/history/native_american_cherokee.php

http://www.tnhistoryforkids.org/esl/esl1

http://nativeamericans.mrdonn.org/southeast/cherokee.html

http://www.historyforkids.org/learn/northamerica/before1500/history/cherokee.html

http://4thgradeky.wikispaces.com/file/view/Cherokee+Packet.pdf

http://www.allthingscherokee.com/articles_culture_people_040101.html

Creek

http://www.wacona.com/words/creekcherokee/foods.htm

http://www.native-languages.org/creek-legends.htm

http://www.forsythcountyschools.org/its/mpayne/cherokeeandcreek/creek.html

Chickasaw

http://www.bigorrin.org/chickasaw_kids.htm

http://www.native-languages.org/chickasaw-legends.htm

Now, you will define the following terms in order to better understand their significance to these Native
American cultures:

Principal chief,

Summer and winter homes

Beloved Woman

Red jobs

White jobs

Recreation

Clans

Maternal designations

Create a crossword puzzle using your definitions at the following website:

http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp?
campaign=flyout_teachers_puzzle_crisscross

Make sure you print your crossword and its key!

Across
2. women who had attained the right to serve on the Council served as ambassadors to other
tribes considered peacemakers i.e., Nancy Ward
4. games of skill were popular contests between clans
7. wattle and daub rectangular with poles holding bark and wood scraps usually very
large to accommodate extended families
9.
10. determined the CLAN no intermarriage within CLANS
Down
1. usually the oldest and wisest member of the tribe passed on through bloodlines made
decisions with advice from a council (which could include women)
3. included those that contributed to the daily life and welfare of the tribe (peacetime)
5. Matriarchal all lineage through the MOTHER
6. asi smaller and closer to the ground sometimes built into the ground warmer in
the winter
8. included those connected to war making weapons or training horses

After you complete this worksheet, raise your hand and let me know, so that I can give you further
instructions. If all your work has been satisfactorily completed, and there is still extra time, you may
play a computer game on one of the appropriate websites listed on the board.