Lesson Plans Pre-K-12 |
California Native American Day
Friday, September 27, 2013
California Native American Day
was established as an official state holiday in 1998. Today,
all California schools recognize the fourth Friday in
September as the official Native American holiday.
Events held at USCD during the months of September
Kumeyaay Info Website
is an excellent website that provides research
and links for all the local Native American
Bands/Tribes of the San Diego area.
Read this First:
Teaching Respect for Native Peoples
The National Museum of the
American Indian has published an
excellent guide outlining the
Native American perspective we need to
understand before teaching about Native
Americans or Thanksgiving.
Scholastic.com has published
teaching guidelines from Oyate, a
Native organization whose goal is to insure that
native peoples' histories are portrayed honestly
Lesson Plans (PreK-12)
Click here for
California Native American Day web site.
It includes links, resources, news, lesson plans and announcements.
Projects Grades PreK-8
Students can conduct research and then
interview an anthropologist, learning more about three Native
American tribes who are working to protect the wild salmon in the Skagit
The Earthwatch Institute and
Scholastic have teamed up to create a website of information and research projects
about Native American Cultures of New Mexico, Utah, and Washington.
Students can participate in a
research project on the Anasazi
and Pueblo Indians at a web site created by Scholastic and
Visit the Kids Guide to the
Kumeyaay for research projects and information for students on the
Kumeyaay Band of Native Americans
Software Grades 9-12
For information on how access this outstanding software purchased by PUSD,
check your email for updated information. Using the Social Studies
and Literature link guides below, navigate to the lessons that
would be best for your students.
Studies> US History > Native American History
section has the following components:
American Tribal Governments (QL #611):
In this web lesson, students compare tribal governments of
several Native American tribes to the government of the
Wars (QL #1130):
In this classroom
activity, students research five military encounters between the
and Native American tribes on the
late 1800s. Students discuss the legacy of each conflict.
Early North American
Civilizations (QL #1342):
Learn about Native American societies before 1500 by studying what
archeologists know about early Native American Societies.
Removal Act of 1830 (QL #31): In
this Web Inquiry, students research the government's attempt to
assimilate Native Americans through education programs at the
turn of the 20th century. Students then write an essay analyzing
the impact of this movement on Native American children and
Native American Reeducation Movement (QL #200):
Students research the government's attempt to assimilate Native
Americans through education programs at the turn of the 20th
century and the impact of this movement on Native American
children and culture.
Eastman, Native American (QL #557): In
this web lesson, students explore the writings of Charles
Eastman (1858-1939), a Santee Sioux educated at
. Students read selections
from Indian Boyhood to identify details of 19th-century
Indian life and the changes brought to Indian culture as the West
was settled by European Americans.
and Voice in Hogan's Power
(QL #1081): In this classroom
activity, students examine the way language is used to develop
the theme of survival in Power by Linda Hogan. They do an
analytical reading of one short passage, focusing on how the
novel's narrative voice is defined by the use of tone, dramatic
scene, syntax, imagery, and narrative method. Applying these
skills in close reading, they discuss the way language reveals the
network of social and blood relationships, history, and memories
that make up Chickasaw culture. Students write an analytical essay
on the relationship of the narrator and the panther, and they
compose an original narrative sketch about a totem animal that
represents the spirit of their own class and school community.
American Responses to Loss (QL #349): In
this project, students examine The Way to Rainy Mountain
by N. Scott Momaday along with excerpts from other
Native American literary responses to the loss of lands and
identity. Together these selections illustrate both traditional
and nontraditional Native American literary and rhetorical
patterns. Students analyze the way each author uses rhetorical
forms to construct a positive and powerful Native American
identity for a non-Native American audience. Working
collaboratively, students plan and present a conference on these
works, organized around a theme of their choice.
Native American Writers (QL #1363): Learn about the
challenges Native Americans face in honoring their traditions while building
introduces students to the culture, themes, and stylistic devices
associated with Native American literature. In the opening Focus
section, students examine images and respond to questions that
prepare for reading. In the Explore section, students read and may
listen to short quotations by Sarah Winnemucca Hopkins, Charles A.
Eastman Ohiyesa, N. Scott Momaday, Leslie Marmon Silko, Joy Harjo,
and Linda Hogan. Interpretive aids help students analyze themes
and stylistic devices in these passages. In Respond, students
apply their learning in an independent analysis of an excerpt from
N. Scott Momaday's "The Man Made of Words."
Discovery Education Videos
Login to the Discovery Education site
with your Discovery Education login. Search for key words: Native
American and then filter by grade and subject area for videos, photos,
articles, and images. (There are 1,500 videos and video segments you can
further filter by grade level or Standard.)