Curriculum / ELA / 3rd Grade / Unit 6: Honoring Indigenous Peoples / Lesson 7
ELA
Unit 6
3rd Grade
Lesson 7 of 18
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Research an Indigenous nation or tribe in your area. Create a report that shows how the Indigenous population has changed over time.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Research an Indigenous nation or tribe in your area. In your report make sure to answer the following questions.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
What were the major tribes and nations in your region before 1600, from 1600 to 1900, and from 1900 until now? Create a map that shows how their land has changed. Create a chart to show how population has changed.
What major factors or events led to the decline in population?
Describe the modern culture of the Indigenous populations in your region. What values and traditions are important to the tribe. What type of government does the tribe have?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.3.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a — Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.b — Develop the topic with facts, definitions, and details.
W.3.2.c — Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d — Provide a concluding statement or section.
W.3.7 — Conduct short research projects that build knowledge about a topic.
W.3.8 — Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Standards that are practiced daily but are not priority standards of the unit
L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
SL.3.4 — Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.5 — Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.6 — With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Explain what information the author wants readers to understand about Native languages and why they are important.
Explain two to three things the author wants the reader to know and understand about the People.
Standards
RI.3.3RI.3.7
Explain how the arrival of European explorers and settlers impacted Indigenous people.
Explain how the Americans impacted Indigenous people, culture, and society.
Explain what the People realized at the end of the story and what they told others.
Elaborate by adding important details to prove a point.
L.3.1.iW.3.2.c
Analyze and explain the author’s purpose for writing The People Shall Continue.
L.3.6RI.3.3RI.3.6SL.3.1SL.3.1.cSL.3.1.d
2 days
RI.3.3W.3.2W.3.2.aW.3.2.bW.3.2.cW.3.2.dW.3.7W.3.8
RI.3.2
Explain what messages Chester received about speaking Navajo and why the messages changed.
Explain why the Navajo Code Talkers were vital to the war.
Explain why being a Code Talker required both intelligence and bravery.
RI.3.2RI.3.3RI.3.7
Explain why it is important to honor and remember the Navajo Code Talkers.
Explain the challenges Wilma and her family faced and what Wilma learned from the challenges.
RI.3.3
Explain why Wilma was motivated to make her community a better place.
Describe why Wilma Mankiller was "an ordinary person who was given an opportunity to do extraordinary things."
RI.3.2RI.3.9
Discuss why Wilma Mankiller is considered an "ordinary person who was given an opportunity to do extraordinary things."
RI.3.2SL.3.1SL.3.1.cSL.3.1.dW.3.2
6 days
Create a presentation about a recent Indigenous changemaker.
RI.3.3SL.3.1W.3.2W.3.2.aW.3.2.bW.3.2.cW.3.2.dW.3.7W.3.8
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free