Unit Overview Planning Template

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Learning Unit Title: Native Americans
NCSS Theme
Common Core
(LAFS/MAFS),
NGSSS Learning
Standards

MONDAY
NCSS Theme:
People, places, and
environment
Social studies
programs should
include experiences
that provide for the
study of people,
places, and
environments.

TUESDAY
NCSS Theme:
People, places, and
environment
Social studies
programs should
include experiences
that provide for the
study of people,
places, and
environments.

SS.2.A.2.1:
Recognize that
Native Americans
were the first
inhabitants in
North American.

SS.2.A.2.1

SS.2.A.2.2:
Compare the
cultures of Native
American tribes
from various
geographic regions
of the United
States.
SS.2.A.2.3:
Describe the impact
of immigrants on

Recognize that
Native Americans
were the first
inhabitants in
North America.
SS.2.A.2.2
Compare the
cultures of Native
American tribes
from various
geographic
regions of the
United States.
SS.2.A.2.3

Grade Level: 2nd

WEDNESDAY
NCSS Theme:
People, places, and
environment
Social studies
programs should
include experiences
that provide for the
study of people,
places, and
environments.
1. Compare and
contrast different
stories about past
events from similar
cultures, identifying
how they contribute
to our
understanding of
history.
2. Demonstrate an
understanding of
different people,
their cultures, and
environments.
SS.2.A.2.1:
Recognize that
Native Americans
were the first
inhabitants in

THURSDAY
NCSS Theme:
People, Places, and
Environments
Social studies
programs should
include experiences
that provide for the
study of people,
places, and
environments so
that the students
can:
1. Draw upon
immediate personal
experiences as a
basis for exploring
geographic concepts
and skills
2. Express interest
in things distant and
unfamiliar
SS.2.A.2.1:
Recognize that
Native Americans
were the first
inhabitants in
North America.
SS.2.A.2.2:
Compare the

FRIDAY
NCSS Theme:
People, places, and
environment
Social studies
programs should
include experiences
that provide for the
study of people,
places, and
environments.
1. Compare and
contrast different
stories about past
events from similar
cultures, identifying
how they contribute
to our
understanding of
history.
SS.2.A.2.1:
Recognize that
Native Americans
were the first
inhabitants in
North America.
SS.2.A.2.2:
Compare the
cultures of Native
American tribes

Unit Overview Planning Template

the Native
Americans.
LAFS.2.RL.3.7: Use
information gained
from the
illustrations and
words in a print or
digital text to
demonstrate
understanding of its
characters, setting,
or plot.
LAFS.2.SL.1.2:
Recount or describe
key ideas or details
from a text read
aloud or
information
presented orally or
through other
media.

Describe the
impact of
immigrants on
the Native
Americans.

LAFS.2.RL.1.1
Ask and answer
such questions
as who, what,
where, when,
why, and how to
demonstrate
understanding of
key details in a
text.
LAFS.2.RL.1.2
Recount stories,
including fables
and folktales
from diverse
cultures, and
determine their
central message,
lesson, or moral.

North America.
SS.2.A.2.2:
Compare the
cultures of Native
American tribes
from various
geographic regions
of the United
States.
SS.2.A.2.3:
Describe the
impact of
immigrants on the
Native Americans.
LAFS.2.SL.1.2:
Recount or
describe key ideas
or details from a
text read aloud or
information
presented orally or
through other
media.
LAFS.2.SL.2.4: Tell
a story or recount
an experience with
appropriate facts
and relevant,
descriptive details,
speaking audibly in
coherent
sentences.

cultures of Native
American tribes
from various
geographic regions
of the United
States.
SS.2.A.2.3:
Describe the impact
of immigrants on
the Native
Americans.

from various
geographic regions
of the United
States.

LAFS.2.RI.3.7:
Explain how
specific images
contribute to and
clarify a text.
LAFS.2.RI.3.9:
Compare and
contrast the most
important points
presented by two
texts on the same
topic.

LAFS.2.SL.1.2:
Recount or
describe key ideas
or details from a
text read aloud or
information
presented orally or
through other
media.

SS.2.A.2.3:
Describe the
impact of
immigrants on the
Native Americans.

LAFS.2.RL.1.3:
Describe how
characters in a
story respond to
major events and
challenges.
LAFS.2.RL.3.7: Use
information gained
from the
illustrations and
words in a print or
digital text to
demonstrate
understanding of

Unit Overview Planning Template

LAFS.2.RL.1.3:
Describe how
characters in a
story respond to
major events and
challenges.

its characters,
setting, or plot.

LAFS.2.RL.3.7: Use
information gained
from the
illustrations and
words in a print or
digital text to
demonstrate
understanding of
its characters,
setting, or plot.

Learning
Goals/Objectives
(The student will)

The student will

recognize different
artifacts from both
tribes, Cherokee
and Navajo.
The student will
understand, explain,
and describe how
each of the artifacts
are used.

Students will
become familiar
with the culture of
the Dine (Navajo)
tribe. They will be
able to identify
characteristics of a
Hogan and locate
where on the
current US map the
Navajo tribe lived
compared to their
home state.
Students will be
able to identify
characteristics of a

1. The student will

understand and
recount key details
of the Cherokee
lifestyle by
completing a
graphic organizer.
2. The student will
understand,
describe, and
respond to how the
Cherokee Indians
felt during the Trail
of Tears by writing
a journal entry from
a Cherokee native
point of view.
3. The student will
describe how

By creating a
collaborative Venn
Diagram comparing
the Navajo and
Cherokee tribe,
students will
understand the
many similarities
and differences the
two tribes shared.
The student will
demonstrate this by
participating in a
class discussion
about what they
have learned about
the two tribes as
well as by creating
a Venn Diagram

The student will

describe how Native
Americans
responded to major
events and
challenges by
thoughtfully
answering point of
view questions.
The student will
learn the effect of
the Indian Removal
Act on the Native
Americans.
The student will
describe the impact
of immigrants on
the Native
Americans.

Unit Overview Planning Template

desert habitat based
on the reading and
successfully create
a picture with at
least 4
characteristics.
Students will be
able to compare and
contrast on a Venn
diagram, a desert
region and their
home state region.
They will have
successfully
identified 6 main
points in a group.
Students will be
able to answer
questions about the
key details in the
text. They will
successfully
chronicle the steps
taken by the weaver
in the story to make
the rug and create
their own.

Cherokee Indians
responded to major
events and
challenges by
writing a journal
entry from a
Cherokee native
point of view.

with the class.

After listening to a
story from each of
the tribes, the
student will identify
which story was
told from which
tribe based on
context clues. The
student will then
create their own
story using Native
American Sign
Language using a
template provided
for them.

Unit Overview Planning Template

Students will be
able to show an
understanding on
the Navajo culture
by creating a
journal entry in
which they detail
what job they
would like to have
best and what live
would be like for
them in the tribe.

Activities/Tasks to
meet Standards:
Resources/Materials
:
(Texts, Digital
resources, &
materials)

Pencil, Paper,
Artifacts (teacher
brought), Paper
towel/toilet paper
rolls,
Markers/crayons,
Beans, Tape

Chart Paper,
Pictures of Hogans
Map, Map
worksheet, Venn
Diagram worksheet,
Cardboard looms,
Yarn, Student
Journals

Graphic organizer,
journal/diary entry,
exit slip

Graphic organizer,
writing stories

Graphic organizer,
exit slip, center
questions

Graphic organizer,
Social Studies
Notebooks/Journals,
Trail of Tears video,
The Trail of Tears
book by Joseph
Bruchac,
If You Lived With
The Cherokee book
by Peter & Connie
Roop,
Blank notebook
paper,
Anticipatory guide
statements

Venn Diagram,
Social Studies
Notebooks/Journals
, The First
Strawberries story,
Coyote Kills a
Giant story, Indian
Language
Characters
template/key

Graphic organizer,
Social Studies
Notebooks/Journals,
Indian Removal Act
video, Shooting
Back from the
Reservation: A
Photographic View
of Life by Native
American Youth
book by Jim
Hubbard, blank
notebook paper,
center questions,
pre/post video

Unit Overview Planning Template

Assessments:

NOTES:

1. Informal
discussion
2. After students
turn paper in: What
items did students
identify correctly?
What similarities
did students show
between items?
What common item
did students not
identify

1. Discussions
2. Mapping
3. Group
discussions
4. Individual Maps
colored and keyed
5. Individual desert
drawings
6. Group Venn
Diagram
7. Individual
weaving projects
8. Individual
Journal entries
9. Questions during
activity

1. Informal
discussions
2. Graphic
organizer
3. Journal/diary
entry
4. Anticipation
guide True or
False statements
5. Exit slip - What
caused the white
settlers and
government to want
the Cherokees land
in in the Smoky
Mountains?

1. Class discussion
2. Venn Diagram
3. Students
personal Story
using the different
characters from
Indian Sign
Language template
4. Exit Slip: What
are some factors
about the place you
live in that are
based on location?
(sea food because
you live by the
ocean, summer
clothes because of
the hot weather,
etc.)

Students will add

their home state to
the map they
colored and key it
properly; they can
continue their work
on their rugs if
necessary and
journal entries if
necessary.

Have the students

pick a question
from the table of
contents in the book
If You Lived With
The Cherokee by
Peter & Connie
Roop and write a
summary/create an
illustration that
corresponds

The stories that

students write using
pictures can be
posted in a bulletin
board and shared
with the class. Also,
Venn Diagram
assignment can be
done as a whole
class or in small
groups.

questions
1. Informal
discussions
2. Graphic
organizer
3. Exit slip
4. Pre/Post video
questions
5. Center questions

Have the students

write their own
reservation laws