ELA  /  3rd Grade  /  Alternate Unit 2: Honoring Indigenous Peoples

Honoring Indigenous Peoples

Students learn about Indigenous peoples and their history, including investigating Indigenous Nations and Indigenous change-makers, and build an understanding that Indigenous peoples have always been and remain influential changemakers.

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ELA

Alternate Unit 2

3rd Grade

Unit Summary

Please Note: In June 2026, this unit and its lesson plans received significant revisions for the 2026–27 school year that improve writing, language, and reading instruction, as well as updating assessments and progress monitoring guidance.

There are currently 3 million Indigenous people from more than 500 federally recognized Indigenous nations living in the United States. Indigenous nations have rich, diverse histories, cultures, and ways of knowing that have existed since time immemorial and continue to thrive in the present. While Indigenous communities have experienced significant challenges and disruptions since the arrival of European settlers, they have shown enduring strength, resilience, and leadership in protecting their cultures, lands, and communities. It is impossible to synthesize the diverse history and culture of Indigenous people into one unit, but it is important for students to understand that Indigenous people have been, and still are, an important part of our country's history and future. Therefore, this unit has two focuses.

The first focus is on providing students with an overarching understanding of the Indigenous people of North America and their history, using the book The People Shall Continue by Simon J. Ortiz as a guide. After reading the text, students participate in a guided research project to learn more about an Indigenous nation near where they live. The second part of the unit focuses on different Indigenous people who have worked hard and overcome hardships to create equal opportunities and experiences for Indigenous people today. After reading a few biographies as a class, students research additional Indigenous heroes to learn more about their achievements, sacrifices, and passions. The goal of the second part of the unit is to shine a light on influential Indigenous figures and emphasize the idea that Indigenous people have been and always will be influential changemakers. Texts include Go Show the World: A Celebration of Indigenous Heroes by Wab Kinew; Classified: The Secret Career of Mary Golda Ross, Cherokee Aerospace Engineer by Traci Sorell; Autumn Peltier, Water Warrior by Carole Lindstrom; The First Woman Cherokee Chief: Wilma Pearl Mankiller by Patricia Morris Buckley; and Contenders: Two Native Baseball Players, One World Series by Traci Sorrell. Throughout the unit, students will also read short stories from the book Indian Shoes by Cynthia Smith Leitich, which follows the relationship of Ray Halfmoon and his Grampa. 

Students review using chronology and cause-and-effect to explain the connection between historical events. When reading the different core texts, students learn how to analyze the relationship between the text and illustrations to help determine the full meaning of a text, noting places where readers learn additional information from the illustration or the text. Students also compare information from multiple texts and sources to deepen their understanding of Indigenous changemakers and how their actions and values have shaped their communities. When discussing the text, students continue to work on engaging with the thinking of others by building on others' ideas, paraphrasing ideas in order to understand, and questioning and clarifying.

At this point in the sequence, students are able to write fluently in response to the daily Target Tasks in order to show understanding of the text. Therefore, the writing focus of this unit is on researching and writing informational texts that introduce a topic, develop the topic, and provide text features and visual support in order to teach readers about different Indigenous nations and heroes.

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Texts and Materials

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Core Texts

Supporting Texts

Rubrics

Resources for Lessons and Projects

Text Selection Rationale
All Course Materials

Assessment

Assign

The following assessments accompany Alternate Unit 2. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the Reading Focus Areas of the unit to comprehend a new text, topically or thematically related to the content of the unit. It may be administered in addition to the Content Assessment.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Unit Prep

Intellectual Prep

Unit Launch

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

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Essential Questions

  • How are Indigenous nations connected, and what makes each one unique?
  • How have Indigenous nations experienced and responded to colonization? How do their cultures and communities continue to thrive today?
  • Who are some Indigenous individuals and leaders who have shaped their communities? How have they helped change the world around them?

Reading Focus Areas

  • Readers use chronology and cause and effect to explain the connection between historical events.

  • Analyzing the relationship between the text and illustrations helps a reader determine the full meaning of a text.

  • Comparing and contrasting details from multiple texts on the same topic helps readers understand multiple perspectives of an influential individual.

Writing Focus Areas

Informational Writing

  • Introduce a topic using a topic sentence.

  • Develop the topic with reasons, facts, and details.

  • Organize information using a cause-and-effect or chronological text structure.

  • Conduct short research projects to build knowledge.

  • Take notes and sort evidence into categories.

  • Include illustrations and text features to aid in comprehension.

Speaking and Listening Focus Areas

  • Build onto a partner's ideas. Seek to genuinely understand what peers are saying and then build upon it.

  • Paraphrase to make meaning. Paraphrase what others are saying in order to keep track of key ideas in a discussion.

  • Question and clarify to build understanding. Seek to clarify a particular point a peer makes by asking follow-up questions.

  • Use vocabulary. Students use vocabulary that is specific to the subject and task to clarify and share thoughts.

Vocabulary

Text-based

ElderIndigenousassimilatecherishconfrontedenduredexcelfaminefertilegenerationhardshipheritagehonorablyhumanityintegrityintimidatedinjusticesnationrestorerecruitingreservationrelocationsacredsovereigntenacitytreaty

Root/Affix

-ity-ly-ship-tionen-re-

To see all the vocabulary for Unit 2, view our 3rd Grade Vocabulary Glossary.

Notes to the Teacher

  • Learn about local Indigenous groups: In preparation for this unit, learn the core cultural values of the Indigenous group or groups in your area. Consider ways to center Indigenous voices in your classroom. Work to weave these values throughout your discussions. Teachers should deepen their own understanding of the local Indigenous Nation or Nations whose land their school is located on, including how the community refers to itself, its current governance structure, and its continued presence today. Teachers should also build a working understanding of tribal sovereignty and the Nation-to-Nation relationship with the United States, as well as the specific historical context of their region, such as treaties, relocation, or boarding school policies. Equally important is learning about contemporary Indigenous leadership and thriving, including language revitalization, cultural practices, environmental stewardship, and community initiatives. Grounding instruction in accurate terminology, place-based knowledge, and Indigenous-authored sources strengthens both the integrity and impact of the lesson and unit. Consider visiting the following organizations in addition to local Indigenous organizations:
  • Forced relocation: Some texts in this unit mention the forced relocation of Indigenous people from their homelands to reservations. While it is not the focus of the book or lesson, students may ask questions about this history. Approach the material with care and respect, acknowledging the historical and ongoing injustices involved. Use accurate terms such as "forced relocation," and emphasize the lasting impacts on Indigenous communities today, while also recognizing their resilience and sovereignty as distinct nations. Incorporate authentic Indigenous perspectives, and be mindful that students may have personal connections to these topics; create a safe space without pressuring them to share. Encourage empathy and respect, framing the discussion as an opportunity to understand and honor diverse histories and experiences.
  • Use of the term "Indian": After first being introduced by Christopher Columbus, the term "Indian" was commonly used to refer to the Native peoples of the Americas and remained in use well into the 1970s. Because of this history, the term is rooted in colonization and has caused harm. Today, it is widely considered inappropriate and offensive when used by non-Native people. Some Indigenous individuals and communities have reclaimed "Indian" and may choose to use it themselves. For example, in Indian Shoes, Cynthia Leitich Smith, a Muskogee (Creek) author, uses the word intentionally and from within her own cultural and personal context. This is different from how the term has historically been imposed or misused by outsiders. Throughout the unit, Fishtank ELA refers to specific tribes or nations (i.e., Blackfoot, Cherokee, Haudenosaunee, etc.) whenever possible.
  • Celebrate Indigenous joy and thriving: Throughout the first part of the unit, students will learn about the difficult history of settler colonialism in the United States. As you guide this learning, consider ways to highlight Indigenous brilliance alongside difficult histories. Focusing on the power, resilience, and joy of Indigenous communities is essential to providing students with a balanced and truthful understanding of the past and present. By celebrating Indigenous innovation and ongoing contributions in science, art, governance, and environmental stewardship, students will discover vibrant and dynamic Indigenous communities that live near them and across North America. Consider using the Indigi-Genius channel from New Mexico Public Media, which features short videos introducing Indigenous innovations from around the world.
  • Indigenous enslavement: The text mentions that the People were taken to "serve as slaves." The enslavement of Indigenous people had a big impact on the People's nations and future. Students will learn more about Indigenous slavery in later years, but students must understand the following key ideas. These ideas come from Learning for Justice's Teaching Hard History: Grades K–5. 
    • Slavery is when a person owns another person as property. 
    • Enslaved Indigenous people came from nations with diverse cultures and traditions, and they continued many of their traditions while enslaved. 
    • Enslaved people had families that could be split up at any time. 
    • Enslaved people hated being enslaved, and they resisted bondage in many ways. 
    • Enslavers exploited the skilled labor of the enslaved to make money. 

Content Knowledge and Connections

Previous Fishtank ELA Connections

Lesson Map

24
Lesson
Writing

5 days

Overview

Create a presentation about a recent Indigenous changemaker.
Day 1 - Researching

Research a recent Indigenous changemaker.

Materials
  • Indigenous Changemakers Tracker (G3, Alt U2) — Completed
  • Influential Indigenous People Note-Taking Guide (G3, Alt U2, L24)
  • Nonfiction Sources (G3, Alt U2, L24)

Standards

W.3.2W.3.2.bW.3.6W.3.7W.3.8

Day 2 - Planning

Plan an informational paragraph about a recent Indigenous changemaker that introduces a topic, includes related details, and provides a concluding statement.

Materials
  • Single Paragraph Outline

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 3 - Drafting

Draft an informational paragraph about a recent Indigenous changemaker that introduces a topic, includes related details, and provides a concluding statement.

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 4 - Revision & Editing

Develop and clarify writing by adding linking words to connect related ideas.

Materials
  • Linking Words Practice Handout 2 (G3, Alt U2, L24)

Standards

W.3.2W.3.2.cW.3.7W.3.8

Day 5 - Publishing

Create a visual to share information about an Indigenous changemaker.

Materials
  • Display Planning Sheet (G3, Alt U2, L24)

Standards

W.3.2W.3.6W.3.7W.3.8

Common Core Standards

Core Standards

RI.3.2
RI.3.3
RI.3.6
RI.3.7
RI.3.9
RL.3.3
W.3.2
W.3.2.a
W.3.2.b
W.3.2.c
W.3.2.d
W.3.7
W.3.8
L.3.1
L.3.1.d
L.3.1.e
L.3.1.f
L.3.1.i
L.3.2
L.3.6
SL.3.1
SL.3.1.c
SL.3.1.d

Supporting Standards

RI.3.1
RI.3.4
RI.3.5
RI.3.10
RL.3.1
RL.3.2
RL.3.4
RF.3.3
RF.3.4
W.3.4
W.3.5
W.3.6
W.3.10
L.3.1.a
L.3.4
L.3.4.b
L.3.5
SL.3.1.a
SL.3.1.b
SL.3.2
SL.3.3
SL.3.4
SL.3.5
SL.3.6
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