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Native Americans Grade 3 Core Knowledge language Arts® • listening & learning™ strand Tell It Again!™ Read-Aloud Anthology Read-Aloud Again!™ It Tell Native Americans Native Regio N s s AN d Cultu d R es Native Americans Regio N Ns A d cultuRes Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand gRAde 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. t able of contents Native Americans RegioNs and cultuRes t ell it Again!™ Read-Aloud Anthology Alignment Chart for Native Americans: Regions and Cultures v Introduction to Native Americans: Regions and Cultures 1 Lesson 1: Spreading Through the Continents 15 Lesson 2: Changing Ways of Life 31 Lesson 3: Native Americans of the Greater Mississippi River Areas 43 Lesson 4: Native Americans of the Southwest, Part I 57 Lesson 5: Native Americans of the Southwest, Part II 72 Lesson 6: Native Americans of the Northeast 86 Lesson 7: Native Americans of the Southeast 101 Lesson 8: Native Americans of the Arctic/Subarctic 115 Pausing Point 128 Domain Assessment 139 Appendix 141 Alignment Chart for Native Americans: Regions and Cultures The following chart contains core content objectives addressed in this domain. It also demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Alignment Chart for Lesson Native Americans: Regions and Cultures 1 2 3 4 5 6 7 8 Core Content Objectives Locate the continents of North America, South America, and Asia on a map P Locate the Bering Strait on a map, and explain that during the Ice Age, this region was an exposed land mass known as Beringia that connected Asia to P North America Explain how and why nomadic hunters migrated from Asia to North America P Explain that the ways Native Americans obtained food evolved over time to include hunting, gathering, and in some areas, fishing and farming PP Explain that Native Americans spread out across North and South America in search of food and eventually developed different languages and cultures PP Describe the importance of trade in the development of farming techniques P Explain how Native Americans adapted to their environments and how these environments contributed to their cultural identity PPPPPPP Describe the way in which Native Americans handed down their history from one generation to another P Explain why native people came to be called “Indians” P Explain that Native Americans still live throughout North America PPPPPPP Locate regions in North America where Native Americans lived, and describe the physical characteristics of those regions PPPPPPP Identify three of the groups of Native Americans that are referred to as Mound Builders P Explain how and why mounds throughout eastern North America were built by different groups of people at different times and that many are still visible P today Describe the various food sources and dwellings of Native Americans as related to their environment PPPPPP Locate on a map of North America the Mississippi River and surrounding areas where the Mound Builders lived P List three of the groups of Native Americans that are referred to as Mound Builders: Adena, Hopewell, and Mississippian P Explain that the Native Americans of the Southwest region developed ways of channeling water from rivers to their fields PP Native Americans: Regions and Cultures | Alignment Chart v © 2013 Core Knowledge Foundation Alignment Chart for Lesson Native Americans: Regions and Cultures 1 2 3 4 5 6 7 8 Explain that the Ancestral Pueblo became known for their stonework, basket weaving, and pottery making P Describe some characteristics of Native American cultures, including religious beliefs PPPPPP Explain that the Ancestral Pueblo left their homes quite suddenly, migrated to new areas in the same region, and established new settlements, some of PP which still exist today Identify some tribes of the Southwest as including the Hopi, Zuni, Diné (Navajo), and Apache P Describe kachinas and their significance to the Hopi culture P Explain the significance of the winter and summer solstices to the Hopi culture P Identify the tribal names of some of the Native Americans of the Eastern Woodlands, including the Iroquois, Mohican, and Powhatan P Explain why the Iroquois nation was formed P Explain that many families in the Northeast region lived together in a longhouse and that a young married couple would live with the wife’s family P Explain that corn, beans, and squash were very important to many Native Americans and are referred to as the “three sisters” P Describe wampum and its significance in the Iroquois cultures P Describe the roles and areas of authority of both men and women in Cherokee society P Explain why the Southeast was the most densely populated region P Identify the Thule as the group with which the Inuit merged P Explain the importance of domesticated animals in Native American cultures P Reading Standards for Informational Text: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the STD RI.3.1 answers. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud P CKLA Ask and answer questions, orally or in writing, Goal(s) that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/ informational read-aloud, including asking and answering why questions that require recognizing or P inferring cause/effect relationships vi Native Americans: Regions and Cultures | Alignment Chart © 2013 Core Knowledge Foundation Alignment Chart for Lesson Native Americans: Regions and Cultures 1 2 3 4 5 6 7 8 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical STD RI.3.3 procedures in a text, using language that pertains to time, sequence, and cause/effect. Sequence four to six pictures or sentences illustrating/ describing events from a nonfiction/informational read- P aloud Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in CKLA technical procedures in a nonfiction/informational read- Goal(s) PPPP aloud, using language that pertains to time, sequence, and cause/effect Distinguish nonfiction/informational read-alouds that describe events that happened long ago from those that PPP describe contemporary or current events Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 STD RI.3.4 topic or subject area. Determine the literal and nonliteral meanings of and appropriately use common sayings and phrases PP CKLA Determine the meaning of general academic and Goal(s) domain-specific words and phrases in a nonfiction/ informational read-aloud relevant to a Grade 3 topic or subject area P Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate STD RI.3.7 understanding of the text (e.g., where, when, why, and how key events occur). Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a nonfiction/informational read-aloud (e.g., where, when, PP why, and how key events occur) CKLA Use images (e.g., maps, photographs) accompanying Goal(s) a nonfiction/informational read-aloud to check and support understanding P Interpret information from diagrams, charts, graphs, and/or graphic organizers P P STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Compare and contrast the most important points and CKLA key details presented in two nonfiction/informational Goal(s) PPPP read-alouds on the same topic Native Americans: Regions and Cultures | Alignment Chart vii © 2013 Core Knowledge Foundation Alignment Chart for Lesson Native Americans: Regions and Cultures 1 2 3 4 5 6 7 8 Writing Standards: Grade 3 Production and Distribution of Writing With guidance and support from adults, produce writing in which the development and organization are appropriate STD W.3.4 to task and purpose. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) With guidance and support from adults, produce CKLA writing in which the development and organization Goal(s) are appropriate to task and purpose, i.e., ideas and paragraphs presented clearly and in a logical order P With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as STD W.3.6 well as to interact and collaborate with others.
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