Introduction: Prior to beginning the lesson: (1) Cut out and laminate Vocabulary Cards for display in the classroom; (2) Photocopy Map of Native American Nations onto transparency paper for the overhead projector; (3) Photocopy Map of Native American Nations (1 per student).
Group Size: Whole Class
Students will be able to:
· Identify various regions on North America.
· Use north, south, east, and west to navigate around a map.
Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), pointer, overhead projector, crayons
1. Ask students: Who remembers what we talked about yesterday? How did the Native Americans come to North America? Give students time to share ideas.
2. Ask students: Do you think that the Native Americans all stayed in the same place when they arrived in North America? Give students a chance to make guesses.
3. Tell students: Remember, the Native Americans came to North America to find food. So they spread out all over the place to find food.
4. Use a pointer to show students the Pacific Northwest. Display vocabulary card “Pacific Northwest”. Tell students: This is the area where the Native Americans first arrived. Some of the Native Americans stayed in the Pacific Northwest, and some of the Native Americans moved to other areas and formed new groups. We call these groups Nations.
5. Display vocabulary card “nations”. Tell students: Nations are different groups of Native Americans.
6. Distribute copies of Map of Native American Nations to students. Instruct students to point to the Pacific Northwest region on their maps and to color that region with a yellow crayon.
7. Call a student up to the front of the classroom. Tell the student: Point to the Pacific Northwest. Now move the pointer south to the Great Basin.
8. Display vocabulary card “Great Basin”. Tell the class: The Great Basin was another region of Native Americans. On your maps move south from the Pacific Northwest and color the Great Basin brown.
9. Continue to call students to the overhead projector, display vocabulary cards, and give directions to color in the remaining regions: Southwest (blue), Plains (green), and Woodlands (orange).
Modifications: For students with special needs, provided one-on-one assistance with identifying regions on the map as necessary.
Assessment: Teacher should circulate classroom to ensure students are following the oral directions and identify regions correctly.
Benchmark or Standards:
National Council for the Social Studies Standards:
III. People Places and Environments
a. Construct and use mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size, and shape.
b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,