By the time we get to the Native American unit, I am ready to begin pushing social studies out to a center. I’m not going to focus on how I actually do that in this post. I will write a post with some tips on that in the future. For right now, I just want to throw out some ways that I handle this unit. It takes me about ten days to complete this unit, including all the video centers, maps, and tests. None of the activities, including the tests, should take over 20 minutes. Many of them should be less.
Video Centers
To begin with, I teach this unit through a series of videos. You can probably find fancier videos online. No doubt you could find one with less stuttering. Every year, I say I’m going to redo these. Life always has different ideas. If you find some better ones or make your own, post a link in the comments. I would love to retire mine!
I have students take notes from the videos. I can’t provide you with the notes page I use because it is under copyright. You could easily make your own. I have done flip books, charts, you name it. I really don’t think it matters. I do think it is important to have the students write down something they learn.
I will provide you with links to the videos I use (in the order I use them) at the bottom of the post. You will also find some copies of note pages, a map, and tests at the end of this post.
Map Activity/Test
I do have them color a map that I can share since it is hand drawn. I usually do this as an end of week activity to have the students work on while I finish up any conferences or small groups that needs a reteach or extra practice. They do the map for a grade, then take it home to study for a test, which is just to label the different tribes on the map. I provide one with a word bank for students who need it.
Integrate Writing
Another way to sneak some writing into this unit is to do a free write. I often do these for test grades. They require no prep on my part, integrate writing, and the students always seem to really get into them. Here is what I do:
I tell the students to look over their notes and choose one tribe they felt was the most interesting. Then, I tell them that on a certain day the following week, they will be asked to write as much as they know about that tribe for a test. They may study using their notes or simply re-watch the videos as much as needed. I always reserve the day before the test to allow a study center where they can re-watch the videos.
On the day of the test, I tell students they have twenty minutes to write as much as they can. You can give them a whole period, but I am going to tell you that your over-achievers are going to write about ten pages if you do. I grade it on this scale:
5 or fewer facts=70
5-10 facts=80
10-15 facts=90
If you want more than a 90, you need to correctly do a skill that I choose based on what we have been working on. For example, I might say that you must put periods at the ends of most of your sentences if that was something we had worked on that week. One I often say for this particular test is that students must capitalize proper nouns correctly. This works really well for this unit because I start the year off with that skill, and the tribal names should be capitalized. I will also add those ten points to any other grade if you scored lower than a 90.
Integrate Reading
If you are teaching reading, you might prefer to use a reading center for the students to learn instead of videos. If you decide to do this, I would go ahead and use the introductory videos and the video about where the tribes are now as bookends to the unit and allow them to research the individual tribes by reading and taking notes in some format. The best website for that is:
For students who struggle with reading, you could have students work with a partner. My favorite way is to use technology. Our school is a GSuite campus, and we have access to Google Read/Write. All the student needs to do is highlight the part they want read to them on the web page and click the read button. My favorite part is that it highlights the words as it reads, which I really think helps with tracking.
**I am editing this post to add a recent addition given to me by a very helpful reader, Margie Gray. She created this symbaloo to help her students learn about the tribes and was willing to share.
https://www.symbaloo.com/shared/AAAABWts0UwAA41_0NdmSA==
Optional Project
The final thing I do for this unit is to offer an optional project. You are going to be a little bit shocked about this one. I don’t offer them a grade or even bonus points. I just say they can do it if they want. Almost all of them do…and I don’t stress over those that don’t.
Here are my guidelines:
I ask them to create a diorama that illustrates one of the TEXAS tribes we studied. I ask that it be small enough that they can carry it by themselves. I also ask that it be no bigger than their desk. Trust me on those rules. I once had a project turned in that was 8 feet long and took two adults to carry. Once delivered, it sat in my floor for THREE WEEKS before someone arrived to take it home.
I am amazed every year at the creativity and work students put in just for the fun of it. Don’t ruin it with a grade.
TEKS:
explain the possible origins of American Indian groups in Texas and North America.[4.1A]
identify and compare the ways of life of American Indian groups in Texas before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano.[4.1B]
describe the cultural regions in which American Indians lived such as Gulf, Plains, Puebloan, and Southeastern [4.1C]
locate American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo [4.1D]
explain the economic activities various early American Indian groups in Texas used to meet their needs and wants such as farming, trading, and hunting.[4.9A]
compare how various American Indian groups such as the Caddo and the Comanche governed themselves.[4.12A]
create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies [4.21D]
Video List
Print Resources
Teaching Without Twitching 