Table of Contents - Teacher Created Materials...Teacher Created Materials #12129 (i4415)—Leveled Texts: Early America 3.

© Teacher Created Materials #12129 (i4415)—Leveled Texts: Early America 3

ResearchIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Literacy in the Twenty-fi rst Century . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Why Combine Literacy and Content? . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Promoting Literacy with Leveled Texts . . . . . . . . . . . . . . . . . . . . . . . . . 7

Standards CorrelationsHow to Find Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . 10

Purpose and Intent of Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

McREL Compendium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Standards Correlations Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Program OverviewRaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Leveled Texts Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Tiered Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

English Language Learners Graphic Organizer Connection . . . . . . . . 16

Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Interactive Whiteboard Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Culminating Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

How to Use This ProductLesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Student Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Culminating Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Leveled Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Audio and Teacher Resource CDs . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

How to Use the Interactive Whiteboard FileGetting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Navigating Through the File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Interactive Whiteboard Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Student Response Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Table of Contents

4 #12129 (i4415)—Leveled Texts: Early America © Teacher Created Materials

Lessons Lesson 1: Exploring the New World . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Lesson 2: Explorers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Lesson 3: American Indian Tribes of the East . . . . . . . . . . . . . . . . . . . 59

Lesson 4: American Indian Tribes of the Plains . . . . . . . . . . . . . . . . . 71

Lesson 5: American Indian Tribes of the West . . . . . . . . . . . . . . . . . . 81

Lesson 6: The New England Colonies . . . . . . . . . . . . . . . . . . . . . . . . . 91

Lesson 7: The Middle Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Lesson 8: The Southern Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Lesson 9: Slavery in the New World . . . . . . . . . . . . . . . . . . . . . . . . . 125

Lesson 10: Causes of the American Revolution . . . . . . . . . . . . . . . . . 137

Lesson 11: The Declaration of Independence . . . . . . . . . . . . . . . . . . 149

Lesson 12: The American Revolution . . . . . . . . . . . . . . . . . . . . . . . . 159

Lesson 13: Early Congresses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Lesson 14: The Constitution of the United States . . . . . . . . . . . . . . . 181

Lesson 15: The Bill of Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Culminating Activity Good Morning, Early America! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

AppendicesAppendix A: References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Appendix B: Image Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Appendix C: Contents of the Teacher Resource CD and Audio CDs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230

Table of Contents (cont.)


American Indian Tribes of the East

Unit Learning Objectives

• Social Studies: Students will understand the economic, social, and cultural infl uence of location and physical geography on different American Indian societies. McREL United States History, 6.1, Level II

• Nonfi ction Reading: Students will fi nd details in the text and list them under different categories.

• Nonfi ction Writing: Students will use details from the text to write conversations between two different American Indian tribe members.

Materials

• All four audio CDs

• Text of the rap (rap03.pdf)

• Electronic copies of the leveled text images to project

• Copies of the leveled text cards (card03.pdf)

• Copies of the student reproducibles (pages 63–67)

• Copies of the rubric (page 69)

• Copies of the Map Activity Student Response Sheet (page 68) (optional)

• Interactive whiteboard fi le (fi lename: TCM Early America) (optional)

Lesson Overview

• Students will read the leveled text in small groups and then complete the tiered graphic organizers.

• Students will write conversations between tribe members from the two regions found in the text. Through the conversations, students will give details about the culture and the way of life of these different American Indian tribes.

• Students will be assessed by completing activities based on Bloom’s Taxonomy. A multiple-choice quiz is also provided.

• Interactive whiteboard fi les available for this lesson include the rap, vocabulary words, and the three graphic organizers. Additionally, there is a Map Activity in which students place fl ags on a map and then answer questions about the American Indian tribes of that region.

Vocabulary Words and Concepts

• ceremonies—formal, often religious celebrations of an event

• chickees—wooden frame homes raised off the ground and open on all four sides

• matrilineal—related through the mother’s side of the family

• palisades—walls made of sharp wooden posts

• wigwams—dome-shaped, bark-covered houses with a smoke hole opening in the top

Lesson3


Introducing the Content

1. Set the stage for teaching this content by playing the American Indian Tribes of the East rap (Track 05) from any one of the four audio CDs. You can display the PDF of the words (rap03.pdf) using a projector, or copy and distribute the text so that students can read or sing along with the rap. Let students share aloud what they think they will be studying.

2. Display the image of the American Indian village from the front of the leveled texts cards. This image is on the Teacher Resource CD (wigwam.jpg). Use a projector to display the image or print out the image and use it with a document camera or overhead projector.

3. Divide the class into two groups. Tell one group to study the left side of the image and the other group to study the right side. Have the groups list as many details as they can about their side of the image. Talk about these details as a class. Point out that just as pictures have details, texts also have details that students can fi nd by reading.

4. Tell students that they will be reading about this image, but fi rst they need to discuss important vocabulary terms. Write the vocabulary words and their defi nitions on the board.

5. Divide students into fi ve groups. Assign each group a different vocabulary word from the list. Have students read the defi nitions and look up synonyms for their words. They should draw a picture that explains the vocabulary word. Then, have each group share their picture and synonym.

Dictionary

American Indian Tribes of the East Lesson Plan

#12129—Leveled Texts: Early America © Teacher Created Materials

3

American Indian Tribes

of the East

In the North, to the East, lived some Indian tribes,Who lived very quiet, very simple lives.

There were families with children and dads and momsWho all lived together in their own wigwams.

Corn was the number one thing they’d use,For eating and art and even making shoes.

They respected Mother Earth from the land to the sea,And lived each day in nature’s harmony.

So they’d hunt and they’d craft their entire lives,Men and women both together in an Indian tribe.

American Indian Tribes of the EastThe Woodland People

The northeastern American Indian tribes were called the Woodland People. They excelled at making baskets, canoes, tools, pots, and dishes from wood. They surrounded their villages with tall palisades, which are walls made of sharp wooden posts. Most of the Indians lived in homes called wigwams, that were only large enough for one family. A wigwam was a dome-shaped, bark-covered house with a smoke hole opening in the top. Some tribes lived in long houses made from bark and poles. These long buildings had rounded roofs and several families lived together within them.

Many northeastern Indians were farmers. They planted crops of corn, beans, squash, and yams. Their most important crop was corn. The people used every part of the corn, eating the kernels and using the cobs and husks for crafts, bedding, shoes, and ceremonies (SER-uh-mo-neez).These American Indians had a deep respect for nature and believed that everything in nature had a spirit. Thus, after eating an animal, tribe members offered a prayer or a sacrifi ce (SAK-rih-fi ce). They might also show respect for the spirits by holding a special ceremony led by a medicine man.

#12129 (i4417)—Leveled Texts: Early America

© Teacher Created Materials


The northeastern American Indian tribes were called the Woodland People. They had many trees in their region. So, they learned to make baskets, canoes, tools, pots, and dishes from wood. They surrounded their villages with tall walls. The walls were called palisades. These walls were made of sharp wooden posts. Most of the Indians lived in homes called wigwams that were just large enough for one family. Wigwams were dome-shaped, bark-covered houses. Each one had a smoke hole in the top. Some tribes lived in long houses made from bark and poles. These long buildings had rounded roofs. Several families lived together within each one.

Many northeastern Indians were farmers. They tended crops of corn, beans, squash, and yams. Their most important crop was corn. The people used every part of the corn. They ate the kernels and used the cobs and husks for crafts, bedding, shoes, and ceremonies (SER-uh-mo-neez).These American Indians had a deep respect for nature and believed that everything had a spirit. Thus, after eating an animal, tribe members offered a prayer or a sacrifi ce (SAK-rih-fi ce). Another way they showed respect for spirits was to hold a special ceremony. This type of ceremony was led by a medicine man.

#12129 (i4417)—Leveled Texts: Early America © Teacher Created Materials


The northeastern American Indian tribes were

called the Woodland People. They had lots of trees

on their land. So, they made dishes, pots, tools, and

even canoes from wood. They built tall walls of sharp

wooden posts around their villages, too. The walls

were called palisades. Most tribes lived in wigwams.

Wigwams were dome-shaped, bark-covered homes. Each

one had a smoke hole in the top. One family lived in each

wigwam. Some tribes lived in long houses. These long

buildings were made of poles and bark. They had rounded

roofs. A few families lived inside each one.

Many northeastern Indians planted crops. They grew

corn, beans, squash, and yams. The most important crop was corn. The

people ate the corn. Then, they used the cobs and husks to make crafts,

bedding, and shoes.

The American Indians honored nature. They thought that everything had

a spirit. After eating an animal, the tribe offered a prayer. They might also

show respect by having a ceremony (SER-uh-mo-nee). Medicine men led the

ceremonies.


American Indian Tribes of the East

The Woodland People

Some American Indians lived in the Northeast of the

United States. They were called the Woodland People.

They had a lot of trees on their land. They made pots,

tools, and canoes from wood. They put walls made of

wooden posts around their towns. These walls were

called palisades.

Most of the Indians lived in houses called wigwams.

These were dome-shaped homes. Each one had a smoke

hole in the top. The outside of the wigwam was covered

with bark from trees. One family lived in each wigwam.

Some tribes built long houses. These homes were made of

poles and bark. They had rounded roofs. A few families

lived in each long house.

These Indians planted crops. They grew corn, beans, squash, and

yams. Corn was the most important crop. The people ate it. Then, they

used the other parts of the corn to make bedding and shoes.

The American Indians loved nature. They thought that each thing had

a spirit. When the tribe members ate an animal, they would say a prayer.

They honored the spirits of things in other ways, too. The tribes held

ceremonies (SER-uh-mo-neez). Ceremonies are special celebrations.

#12129 (i4417)—Leveled Texts: Early America

© Teacher Created Materials


Reading the Text

1. Distribute copies of the appropriate leveled text card to students based on their reading abilities. The cards are differentiated, with leveled texts written at various grade levels.

▲ 7.0 grade level

■ 5.0 grade level

● 3.2 grade level

★ 1.7 grade level

2. Have students read the leveled texts in homogeneous groups. You may wish to be a part of the lower-level students’ group to help as they read.

3. Next, distribute copies of the Finding Details in the Text Graphic Organizer (pages 63–65) to students. Give the above-grade-level students the triangle sheets, the on-grade-level students the square sheets, and the below-grade-level students the circle sheets. Students will list details under the categories to show information from the text.

4. Have students read the text once again with partners. As they read, have students list any other details they may have missed on their graphic organizers. Then, discuss the graphic organizers as a whole group. You may also wish to have students answer the comprehension questions at the end of their leveled text cards. Move around the room to make sure students can answer the questions.

English Language LearnersGraphic Organizer Connection

Allow your English language learners to partner with language-profi cient students as they complete their graphic organizers. Take time to explain to language-profi cient students the best ways to work with these learners: provide wait time for them, speak clearly and slowly so they can be understood, point to words as they read, highlight key terms, etc.




Assessing Their Understanding

1. Ask students to think about the ways that conversations can include details about an event or a story. Have students review the fi rst paragraph of their leveled text. Ask them to turn to a partner and have a dialogue as if they were a Woodland Indian telling a non-Woodland Indian about the trees and all the things they made from wood.

2. Have students work with their partners to write conversations between the Woodland People and the Southeastern Indian tribe. Students should refer to their graphic organizers when creating their conversations to give details about the different tribes.

3. Play the American Indian Tribes of the East rap (Track 05) again so that students can review the topic of the text.

4. Assign students two of the activities from page 66 based on their abilities or allow students to choose two of the activities on their own. A rubric (page 69) and multiple-choice quiz (page 67) are also provided.

Interactive Whiteboard Activity

Map Activity (Literacy skill: Prior knowledge and making connections)

This activity is available in the interactive whiteboard fi le on the Teacher Resource CD (fi lename: TCM Early America). Choose the American Indian Tribes of the East lesson. Then select the activity.

Students will make connections between the location of the American Indian tribes of the East and how they lived by placing fl ags on the correct locations on the map. Then students will touch or click on the fl ags to learn more about the people who lived there. Finally, they will answer a question by choosing between two images.

This can be done as a whole-class activity, small-group activity, or individual activity. Have students record their answers on the Map Activity Student Response Sheet (page 68).

68 #12129 (i4415)—Leveled Texts: Early America© Teacher Created Materials

Name __________________________________________

American Indian Tribes of the EastStudent Reproducibles

Map Activity Student Response SheetDirections: This sheet will be used with the interactive whiteboard activity. Circle and

label the Northeast region and the Southeast region of the United States on the map

at the bottom of the page. Then, as you work through the activity on the interactive

whiteboard, record your answers below.Question: What kind of home would be best for the Indians living in the Northeast:

a wigwam or a tepee?

Question: What kind of home would be best for the Indians living in the Southeast:

a pueblo or a chickee?


Finding Details in the Text Graphic Organizer

Directions: Look for details in the text. Then, use the graphic organizer below to record those details about the text. You will need to complete two of these graphic organizers: one for the Woodland People and one for the Southeastern Indians.

Name of Tribe: ____________________________________

American Indian Tribes of the East Student Reproducibles

How did their surroundings infl uence their shelter?

How did their surroundings infl uence what they ate?

How did their surroundings infl uence how they interacted with the world around them?

In what ways would living this way change my life?

Name __________________________________________


Name __________________________________________


Directions: Look for details in the text. Then, use the graphic organizer below to record those details about the text. You will list information from both the Woodland People and the Southeastern tribes on the graphic organizer.


Name of Tribe

Category One: Homes

Details: Details: Details:

Category Two: Way of Life/Traditions

Category Three: Resources/Food

Name of Tribe

Category One: Homes

Details: Details: Details:

Category Two: Way of Life/Traditions

Category Three: Resources/Food


Name __________________________________________


Directions: Look for details in the text about each tribe mentioned. Then, use the graphic organizer below to write those details about the text.

Woodland People Southeast Indian Tribes

Homes wigwams

Traditions mothers were important

Food/Resources



Name __________________________________________


American Indian Tribes of the East Quiz

Directions: Circle the best answer for each multiple-choice question. Write your response to the short-answer question on the back of this sheet or on another sheet of paper.

1. Which crop did American Indians of the East use in a variety of ways?

a. rice

b. corn

c. potatoes

d. tobacco

4. Which job did the men of the Southeastern tribes do?

a. tended gardens

b. made jewelry

c. hunted for food

d. made pottery

2. The Woodland Indians in the Northeast lived in ___________.

a. chickees

b. teepees

c. wigwams

d. caves

5. Which item was made using corncobs and husks in the Northeast?

a. baskets

b. shoes

c. canoes

d. palisades

3. Which statement is false about the matrilineal tribes of the Southeast?

a. When a young couple married, they lived with the woman’s family.

b. Women held places of honor in the tribe.

c. Women made the important decisions for the tribe.

d. An individual’s relatives were all the people who were related on the mother’s side of the family.

Short-Answer Question

6. Describe three major differences between the tribes of the Northeast versus the Southeast.


The northeastern American Indian tribes were called the Woodland People. They excelled at making baskets, canoes, tools, pots, and dishes from wood.They surrounded their villages with tall palisades, which are walls made of sharp wooden posts. Most of the Indians lived in homes called wigwams, that were only large enough for one family. A wigwam was a dome-shaped, bark-covered house with a smoke hole opening in the top. Some tribes lived in long houses made from bark and poles. These long buildings had rounded roofs and several families lived together within them.

Many northeastern Indians were farmers. They planted crops of corn, beans, squash, and yams. Their most important crop was corn. The people used every part of the corn, eating the kernels and using the cobs and husks for crafts, bedding, shoes, and ceremonies (SER-uh-mo-neez).

These American Indians had a deep respect for nature and believed that everything in nature had a spirit. Thus, after eating an animal, tribe members offered a prayer or a sacri�ce (SAK-rih-�ce). They might also show respect for the spirits by holding a special ceremony led by a medicine man.

called the Woodland People. They excelled at making

which are walls made of sharp wooden posts. Most of the Indians lived in homes called wigwams, that were only large enough for one family. A wigwam was a dome-shaped, bark-covered house with a smoke hole opening in the top. Some tribes lived in long houses made from bark and poles. These long buildings had rounded roofs and


Table of Contents - Teacher Created Materials...Teacher Created Materials #12129 (i4415)—Leveled Texts: Early America 3.

Documents