nez perce a people of peace

NEZ PERCE
A PEOPLE OF PEACE
By Patty Walior
July 2012
NEZ PERCE UNIT
Third Grade
This unit will focus on the Nez Perce culture. It will integrate math,
literacy, social studies, the writing process and arts and craft activities.
The unit will allow for differentiation among students with diverse learning
abilities. This unit will take place over a period of 3-4 weeks. Some lessons
may take 2 class periods to complete.
This unit will cover the following framework standards:
History and Culture:
6.1 Causes and Effects in Human Societies.
6.4 Historical Connections
6.5 Traditional and Social Histories
6.7 Being an Historian
6.8 Movements and Settlements
6.9 Interrelationships
6.10 Meaning of Citizenship
6.14 Concepts of Culture
6. Nature of Conflict
Math:
Number and Operations; 3.NBT.1, 3.NBT.2
Writing:
Text Types and Purposes; W.CCR.3,
Production and Distribution of Writing; W.CCR.4
Range of Writing; W.CCR.10
Reading:
Key Ideas and Details; R.CCR.1, R.CCR.2
Craft and Structure; R.CCR.4
Range of Reading and Level of Text Complexity; R.CCR.10
Speaking and Listening:
Comprehension and Collaboration; SL.CCR.1, SL.CCR.2, SL.CCR.3
Presentation of Knowledge and Ideas; SL.CCR.4, SL.CCR.6
Objectives:
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Students will understand that Indians in general and the Nez Perce
specifically lived in different ways and in a different place than where
they live.
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Students will understand the lifestyle and beliefs of the Nez Perce
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Students will understand how the Nez Perce influenced American
lifestyle of today.
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Students will understand the plight of the Nez Perce in 1877and today.
•
Students will understand the importance of working together as a
community for the good of the group.
Content:
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Students will be able to summarize main points in both fiction and non
fiction text both orally and written.
Students will produce writing that has a beginning middle and end. They
will produce both fiction and non fiction pieces.
Students will use dictionaries to learn new vocabulary.
Students will become confident using the table of contents in a book to
locate information.
Students will ask questions and pose answers to how, what if, and why
questions when thinking about non fiction text.
Students will know how to gather information from print as well as web
sights and then organize that material into paragraphs with a topic
sentence and supporting details.
Students will use addition and subtraction to solve math problems that
will help them recognize and appreciate how far the Nez Perce traveled.
Students will create an autobiography using a timeline they made.
Teacher Materials:
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Chief Joseph: Nez Perce Peacekeeper: Diane Shaughnessy & Jack
Carpenter, 1977. The Rosen Publishing Group, 29 East 21st St., New
York, NY 10010
The Nez Perce: People of the Northwest: Ruby Maile, 2004. National
Geographic Society, 1145 17th Street NW, Washington, D.C. 20036-4688
Inside a Tepee: Betsy Warren, 1989. RanchGate Books, 1508 Elton
Lane, Austin, Texas 78703.
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www.bigorrin.org/nez-kids.htm
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Various You Tube Videos demonstrating Nez Perce traditions
Student Reading:
l Nez Perce: (Native Americans, Richard Gaines, 2000
l Thunder Rolling Down the Mountain: The Story of Chief Joseph & the
Nez Perce, Agnieszka Biskup & Rusty Zimmerman, 2011
l Soun Tetoken -Nez Perce Boy, Kenneth Thomasma, 2003
l The Song of the Meadowlark: The Story of the American Indian and
Nez Perce War, John A. Sanford, 1986
l Hear Me My Chiefs – Nez Perce Legend & History, Lucullus Virgil
McWhorter, 1952
l Let Me Be Free: The Nez Perce Tragedy, David Lavender, 1999
l Any other books that may be found in local or school library.
Lesson One: Introduction to Native Americans
Skills Objectives:
1. Students will identify what they already know about Native
Americans.
2. Students will identify what they want to know about Native
Americans.
3. Students will practice good listening skills and taking turns speaking.
Concept Objectives:
1. Students will understand that Native Americans lived in different
parts of North America and that the Nez Perce lived in the
Northwestern part of what is now the United States.
2. Students will recognize that they already know a lot about Native
Americans.
3. Students will determine what they want to know about the Nez Perce
and determine ways to gather that information.
4. Students will discuss their feelings about having to move to another
place that doesn't have the resources that they were used to.
Materials:
1. Large sheet of butcher paper.
2. Markers
3. Classroom that has a desirable and less than desirable place to be.
Vocabulary: CC 3.L.4
1.
2.
3.
4.
Native American
North America
Desirable/non desirable
Resources
Activities:
1. Teacher will record on a KWL chart student responses as they take
turns telling what they know about Native Americans.
2. Teacher records on chart as students tell what they want to know
about Natvie Americans.
3. Students will use dictionaries to look up the words desirable and
resourses and record them in their vocabulary journals.
4. Teacher reads from Chief Joseph: Nez Perce Peacekeeper, pages 4-11.
Use pictures/maps with student help.
5. Students view the two sides of classroom with desirable/undesirable
resources and go to the section they would like to live in.
6. Teacher led discussion about what it would be like to give up
resources/location. They identify their feelings and discuss if the
Native Americans may have felt the same way. Students discuss
lifestyle changes that might have occurred when giving up some of
their native lands.
7. Students write in their journals a minimum of 3 things that they
learned today.
8. Students will make and color a folder for their Nez Perce Unit.
9. Teacher will assess student understanding today by reading what has
been written in their journals.
Lesson Two: The Nez Perce People and their homes
Skills Objectives:
1. Students will locate and color on a map the location of the Nez Perce
original home land.
2. Students will read for information in small cooperative groups.
3. Students will identify main idea and supporting details on selected
reading.
4. Students will demonstrate understanding of reading by constructing
their own tepee.
Concept Objectives:
1. Students will understand that the Nez Perce lived in a different way
and place than they do.
2. Students will understand that tepees were made from resources that
were readily available.
3. Students will understand that the Nez Perce led a nomadic lifestyle
and needed to have homes that could be easily transported from place
to place.
Vocabulary: CC 3.L.4
1. nomadic
2. portable
3. longhouse
Materials:
1. Copies of pages 3-7 from book Inside a Tepee .
2. Highlighters
3. Wooden skewers
4. Green florist Oasis
5. Brown craft paper
6. Markers/construction paper crayons
7. Blank map of the United States
8. Copy of Indian symbols
Activities:
1. Teacher will demonstrate buddy reading to students by using
yesterays reading with one child in class.
2. Students will choose a partner to “buddy read” about Nez Perce
homes.
3. Students will look up the words nomadic and portable in dictionaries
and record in vocabulary journal. Class will discuss what a longhouse is.
4. Students will read and discuss the benefits/disadvantages of having a
“mobile” home. They will understand why and how a tepee was made.
5. Students will use measurement to help them construct their own Nez
Perce home after watching teacher and another student build a model.
They will be following written directions and using the previously made
model. Kids will work with a partner to help each other construct this
structure.
6. Students will show their understanding today by writing at least three
sentences in their Nez Perce journal.
7. Teacher will assess todays understanding by reading journals and
observing/listening to student discussions of reading.
Lesson Three: The Nez Perce and their food.
Skills Objectives:
1. Students will use a double bubble map to compare and contrast the
foods of the Nez Perce in the past to what students eat today.
2. Students will write a paragraph with topic sentence and supporting
details to compare and contrast Nez Perce foods from the past to
what they eat today.
3. Students will understand how the habits of the buffalo affected the
way the Nez Perce way of life.
4. Students will continue to practice reading and writing skills.
5. Students will practice taking notes while watching You Tube video
about Indian Fry Bread.
Concept Objectives:
1. Students will understand that following the buffalo was essential to
the Nez Perce's survival.
2. Students will learn that some of the food the Nez Perce eat today
they ate in the past.
3. Students will understand that different people in the tribe had
different jobs according to their age and/or gender.
Vocabulary: CC 3.L.4
1. Bison
2. Pemmican
3. Elk
4. Fry bread
Materials:
1. Copies of pages 8-12 from book, Inside a Tepee.
2. Copies of pages 8-9 from book, The Nez Perce: People of the
Northwest.
3. Recipe and ingrediants for Indian Fry Bread
4. Paper plates and napkins
5. Fry pot
Activities:
1. Students will buddy read from Inside a Tepee & The Nez Perce:
People of the Northwest. With their partner they will discuss what
the vocabulary words bison, elk and pemmican.
2. With their partners students will each fill out a double bubble map
comparing foods of the Nez Perce to foods that they eat today.
3. Students will write at least a 5 sentence paragraph comparing and
contrasting foods of the Nez Perce and food of today. Paragraph will
have a topic sentence, supporting details and a concluding sentence.
4. Students will watch a You Tube video, The Best Fry Bread, showing
how to make Indian Fry Bread
5. Students will work cooperatively to follow recipe and make fry bread.
6. Students will be assessed on todays learning by their written
paragraph and observing their ability to follow directions and work
cooperatively to make fry bread.
Lesson Four: The Nez Perce Clothing.
Skills and Objectives:
1. Students will read independently to learn about Nez Perce clothing.
2. Students will use computers to read from a student web sight about
the Nez Perce and their clothing.
3. Students will lead discussion about the differences between how they
get their clothes and how Nez Perce children got clothes. Students
will practice taking turns talking and listening to classmates.
4. Students will continue to practice reading and writing skills. They will
identify nouns and adjectives in their reading today.
Concept Objectives:
1. Students will understand that the Nez Perce used what was readily
available to make their own clothing.
2. Students will understand that decorating clothes had symbolism for
the Nez Perce.
3. Students will understand that Nez Perce still wear traditional clothing
today for special occasions.
Vocabulary: CC 3.L.4
1. Moccasins
2. Breechcloths
3. Leggings
4. Traditional
Materials:
1. Computers
2. Copies of pages 10 & 11 from The Nez Perce: People of the Northwest.
3. Photocopies of pictures of boy and girl clothing (pages 16, 17 & 26 of
Inside a Tepee.
4. Crayons
5. Scissors
Activities:
1. Students will read independently copies of pages 10 & 11 from book.
Adult guidance will be available for those who need it. Students will
find a minimum of 4 nouns and adjectives from today's reading.
2. Students will use dictionaries to look up the words moccasins and
traditional and record in Vocabulary Journals.
3. Students will partner up and log onto web site www.bigorrin.org/nezkids.htm to read and look at pictures of native clothing. They will read
about the decorations used and the symbolism of those decorations.
4. Students will color and cut out pictures of clothing for Nez Perce
boys and girls.
5. Students will write in journal and answer the question, “What are the
benefits and disadvantages of making your own clothes?”
6. Teacher will assess todays understanding by reading student journals.
Lesson Five: Transportation and Trade
Skills and Objectives:
1. Students will use computer and books to continue practicing good
reading and comprehension skills.
2. Students will identify verbs in todays reading.
3. Students will used addition and subtraction to computate distance.
Concept Objectives:
1. Students will appreciate the distance traveled to complete trading
with both other Native Americans and settlers.
2. Students will know the different modes of transportation that Nez
Perce used to travel.
3. Students will understand how aquiring horses affected their trading
and hunting.
Vocabulary:
1. Trade
2. Goods
3. Travois
4. Longboat
Materials:
1. Computers
2. Copies of pages 15 and 16 from book The Nez Perce: People of the
Northwest.
3. Copies of directions and game pieces for Trading Game, dice and chalk.
4. Pictures of a longboat and travois
5. Copies of math computation sheet
Activities:
1. Students will use dictionaries to look up the words trade and goods
and record them in their vocabulary journals. Class will look at
pictures and discuss the words longboat and trvois.
2. Students will use computers to buddy read from the web site,
www.bigorrin.org/nez_kids.htm in the section transportation.They will then
read about Nez Perce trade from pages 15-16 from the book The Nez
Perce: People of the Northwest.
3. Students will work with partners to find a minimum of 5 verbs from
today's reading.
4. Students will lead discussion about the different ways the Nez Perce
traveled and what the benefits of aquiring horses were, and how that
helped them hunt and travel.
5. Students will play trade game.
6. Students will work in pairs to complete math problems about distance.
7. Students will write a minimum of four sentences in their Nez Perce
journals about what they learned today.
8. Teacher will assess todays understanding by reading student journals.
Lesson Six: Traditions and Celebrations
Skills and Objectives:
1. Students will continue practicing good reading skills.
2. Students will identify main idea and supporting details in reading.
3. Students will practice good listening and question answering skills.
4. Students will use a double bubble map to compare and contrast a
pow wow to a celebration that they observe with their families.
Concept Objectives:
1. Students will understand how and why storytelling was important.
2. Students will observe a pow wow and make observations comparing and
contrasting to celebrations that they have.
3. Students will understand that all celebrations are important and have
value to those people celebrating them.
4. Students will know that different cultures have different
celebrations and it is important to carry on traditions.
Vocabulary: CC.3.L.4
1. Pow Wow
2. Culture
Materials:
1. Copy of Heart of the Monster
2. Computers
3. Blank Double Bubble Map
Activities:
1. Students listen to legend, Heart of the Monster, read by teacher.
2. Students will look up the word culture in dictionaries and record in
Vocabulary Journals. Class will discuss the word pow wow.
3. Students buddy read on Computer the legend “The Origin of
Moccasins from the web site, www.bigorrin.org
4. Teacher led discussion about storytelling and legends.
5. Students watch Youtube Video, Chief Joseph Memorial Pow Wow.
6. Students fill out double bubble map comparing similarities and
differences between a pow wow and a celebration that they observe
with their families.
7. Student led discussion using their maps about different celebrations
and why it would be important for the Nez Perce to continue
traditions.
8. Teacher will assess todays understanding by listening and observing
class discussion.
Lesson Seven: Chief Joseph and “ The Flight for Freedom
Skills and Objectives:
1.
2.
3.
4.
Students practice reading skills.
Students practice listening skills.
Students identify main idea and supporting details.
Students will diagram sentences using the “Framing your Thoughts”
model that they know.
5. Students will write a paragraph with beginning, middle and end.
Concept Objectives:
1. Students will understand that the Nez Perce had land taken away by
the United States Government.
2. Students will understand that some Nez Perce refused to sign a
treaty to force them to live on a reservation.
3. Students will learn and appreciate how far the Nez Perce traveled by
foot to try and escape to Canada.
Vocabulary: CC.3.L.4
1. Treaty
2. Reservation
3. Surrender
Materials:
1. Copies of pages 12-22 from the book, Chief Joseph: Nez Perce
Peacekeeper.
2. Copy of pages 21-24, Chief Joseph Biography, in book The Nez Perce:
People of the Northwest.
3. Map of the “Trail of Tears”
4. Computers
5. Outline of autobiography timeline
Activities:
1. Students look up the words treaty, reservation, and surrender in
dictionaries and fill in Vocabulary folders
2. Students will follow along as teacher reads pages 12-22 from book.
3. Students will work with a partner to find topic sentences and
supporting details in the pages just read to them.
4. Students watch the film “Landscape of History: The Nez Perce (Nee
Me Poo) National Historic Trail” on Youtube. (Approx. 20 minutes)
5. Class discussion about students feelings regarding the treatment of
the Nez Perce and how they think the Indians themselves felt
6. Students will buddy read pages 21-24 from Chief Joseph Biography.
7. Students fill out timeline of their lives. They will then make list of at
least three important events in their lives.
8. Students will use their timelines to write a rough draft of their
biographies. They will use a topic sentence and supporting details.
Students will think about how these events made them feel, what they
may have learned from them and in the end tie them together in a
concluding sentence.
9. Students will revise and edit with adult their rough draft.
10.
Students will write a final draft of their biographies.
Lesson Eight: The Nez Perce Today
Skills and Objectives:
1. Students will practice good listening skills.
2. Students will practice taking notes.
3. Students will participate in group discussion using good speaking skills.
4. Students will use computers to find at least two facts about the Nez
Perce of today to share with class.
Concept Objectives:
1. Students will understand that the Nez Perce tribe is still here.
2. Students will understand that Native Americans today go to school,
dress, eat, play, and work just like they do.
3. Students will understand that the Nez Perce want to preserve their
culture and traditions.
Vocabulary: CC.3.L.4
1. Preserve
Materials:
1. Copy of Nez Perce Soil and Water Article, “Soil to Spoon”.
2. Computers
Activities:
1. Students will work with a partner to research on computers to find at
least two ways Nez Perce live today. It can be a similarity or
difference.
2. Students will share with the class what they found in their research.
3. Teacher will fill in with more similarities and/or differences.
4. Student led discussion about what they learned in this unit.
5. Students will write at least 5 things that they discovered and liked
learning about in their journals.
6. Teacher will assess todays understanding by reading journals.
Culminating Activity:
Students will play the game “Nez Perce Jeopardy!” We will be following
general Jeopardy rules, each category will have five questions and have a
value of 10-50 points.
Categories for the game will be:
1. Food and Shelter
2. Celebrations and Traditions
3. Transportation and Trade
4. Clothing
5. Chief Joseph and the Flight for Freedom
Final Assessment of this unit will be teacher observations through out,
participation in group discussions, all journal entries and knowledge of
answers to Jeopardy questions.
GENERAL RUBRIC FOR CONTENT AREAS
This scoring rubric applies to any authentic, content specific writing tasks/assignments in content areas
such as Mathematics, Sciences, Social Sciences, Humanities, Arts, Technology, etc.
Content Area Rubric
Points
Descriptions
3
•
The student response addresses all aspects of the writing task/assignment
•
All directions are followed • Appropriate and accurate specific examples are cited and
explained •
Sound reasoning is employed • Use of the skills of evaluation, analysis, and
synthesis is
apparent
2
•
The student response addresses most aspects of the writing task/assignment
•
Most directions are followed •
Appropriate examples are cited and explained, however,
some
inaccurate information is included • Reasoning employed is on the inferential level •
Use of
the skills of synthesis and analysis is apparent
1
•
The student response addresses some aspects of the writing task/assignment
•
Some directions are followed • Some examples may be cited, may attempt to be
explained,
and inaccurate information is included •
Reasoning employed is on the concrete level • Use of
literal skills is apparent
0
The student response addresses no aspect of the writing task/assignment
Few or no directions are followed •
Examples, if cited, are inaccurate or inappropriate •
There is little or no evidence of any reasoning employed •
There is little or no evidence of
any apparent skills
Note:
•
When scoring content-specific tasks for Second Language courses, student responses
may be composed in the foreign language that is being taught and scored accordingly.
•
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If any materials are needed or there are questions, please contact me at
patty_walior@wsesu.org or at Academy School 1-802-254-3743