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 Southwest Nation onto transparency paper for the overhead projector; (4) Photocopy and assemble Book of Native American Nations (1 per student).
Group Size: Whole Class
Students will be able to:
· Use a map to locate where Southwest Native Americans lived.
· Explain how Southwest Native Americans met their basic needs with natural resources.
Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), Southwest Nation (see attachment), Book of Native American Nations (see attachment), overheard projector, pointer.
1. Display Map of Native American Nations on overheard projector. Tell students: Today we are going to learn about the Southwest Native American Nation. Display vocabulary card “Southwest”.
2. Display Map of Native American Nations on the overheard projector, and call a student up to point out where the Southwest Nation was located.
3. Tell students: The Southwest Native Americans had to meet their needs just like other Native American nations. Let’s think about what their life was like. Give students time to share ideas.
4. Tell students: One of the biggest tribes in the Southwest region was the Pueblo Nation. Many of you might have heard of the Pueblos. We are going to learn about them today. Display vocabulary card “Pueblo Nation”. Tell students: The Pueblo Nation is the biggest tribe in the Southwest region.
5. Continue to tell students: The Pueblo Tribe built homes called Adobe Houses. Display Southwest Nation on the overheard projector and show students the adobe house picture. Continue to tell students: Adobe is clay. The Southwest Native Americans baked this clay into hard bricks to build homes. Adobe houses were more like apartment buildings. Many families lived inside one house. What do you notice about this house? Give students time to share observations.
6. Ask students: Does anybody have a guess how the Pueblo Native Americans got food? Give students time to share ideas, and then tell them: Pueblo Native Americans were farmers. They mostly grew corn and beans. Men also hunted buffalo. Show students pictures of Southwest food on the overheard projector. Explain to students: Corn was very important to the Pueblo diet. They ground the corn into a meal that used like flour. Give students time to make observations about the pictures.
7. Tell students: Pueblo Native Americans also used buffalo for their clothing. Does anybody remember the name for buffalo skin? Give students time to answer hide and display vocabulary card “hide”. Show students picture of clothing on overhead projector, and give them time to make observations.
8. Tell students: The last important thing we will discuss is pottery. The Pueblo Native Americans were experts at making pottery. They made their pottery from clay, and used it for storing water and for cooking. Show students the pottery picture on the overhead projector, and give them time to make observations.
9. Tell students: You have learned a lot of information about the Southwest Nation. Now you are going to record this information in your book. Distribute Book of Native American Nations from the previous day. Instruct students to complete page three. At the bottom of the page instruct students to write one thing they learned in a complete sentence. Leave Southwest Nation displayed on the overheard projector for students to see while working.
10. Collect books for use the following day.
Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.
Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.
Benchmark or Standards:
National Council for the Social Studies Standards
I. Culture and Cultural Diversity
a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.
d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.
III. People Places and Environments
b. Interpret, use, and distinguish various representations of the earth, such as maps, globes,
h. Examine the interaction of human beings and their physical environment, the use of land,
building of cities, and ecosystem changes in selected locales and regions.