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 Eastern Woodlands Nation onto transparency paper for the overhead projector; (4) Photocopy and assemble Book of Native American Nations (1 per student).


Group Size: Whole Class


Learning Objectives:

Students will be able to:

·          Use a map to locate where Eastern Woodlands Native Americans lived.

·          Explain how Eastern Woodlands Native Americans met their basic needs with natural resources.


Materials: Vocabulary Cards (see attachment), Map of Native American Nations (see attachment), Eastern Woodlands 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 Eastern Woodlands Native American Nation. Display vocabulary card “Eastern Woodlands”. Call a student up to point out where the Eastern Woodlands Nation was located.

2.       Tell students: The Eastern Woodlands 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.

3.       Tell students: One of the biggest tribes in the Eastern Woodlands region was the Wampanoag Nation. How many of you have heard of them before? Let students share ideas and then display vocabulary card “Wampanoag Nation”. Tell students: Let’s practice saying Wampanoag. It is pronounced WOMP-ah-nog. Give students time to practice.

4.       Continue to tell students: The Wampanoag Tribe built small round houses called wigwams. Display Eastern Woodlands Nation on the overheard projector and show students the wigwam picture. Continue to tell students: Wigwams were very small. The base of the house was a wood frame. The frame was covered in woven sheets of bark. Ask students: What do you notice about this house? Give students time to share observations.

5.       Ask students: Does anybody have a guess how the Wampanoag Native Americans got food? Give students time to share ideas, and then tell them: Wampanoag Native Americans did a little bit of everything. They farmed corn, squash, and beans. They hunted deer and turkey. They also gathered nuts and berries. Show students pictures of Eastern Woodlands food on the overheard projector. Give students time to make observations about the pictures.

6.       Tell students: Wampanoag Native Americans also used deer for their clothing. They made their clothing out of deer hide. The Wampanoag also dressed in beaded belts and headbands. Show students picture of clothing on overhead projector, and give them time to make observations.

7.       Tell students: The last important thing we will discuss is beads. The Wampanoag Native Americans crafted beads out of shells. They used beads like money to buy things. They also made belts and headbands out beads. The belts had very special designs on them that often told the story of family’s history. Show students the bead pictures on the overhead projector, and give them time to make observations.

8.       Tell students: You have learned a lot of information about the Eastern Woodlands 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 five. At the bottom of the page instruct students to write one thing they learned in a complete sentence. Leave Eastern Woodlands Nation displayed on the overheard projector for students to see while working.

9.       Instruct students to decorate the front cover of their book once that they have completed every page. Hang student books in the classroom for the remainder of the Knowing Native Americans unit.


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,

        and photographs.

        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.

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