Grade: Elementary

#3254. Indians of the Woodlands

Social Studies, level: Elementary
Posted Mon Oct 11 11:32:33 PDT 2004 by Erin Bealonis (
University of Pittsburgh at Johnstown, New Florence, USA
Materials Required: Textbooks, Group Worksheets, Pencils, Computer(s)
Activity Time: 30 minutes
Concepts Taught: Haida and Iroquois Indians, living environments, culture

Lesson Topic: Lesson 2: Indians of the Woodlands

Academic Standards for History
• 8.2-C: Identify and describe how community and change have influenced Pennsylvania history.
• 8.4-A: Identify individual and groups who have made significant political contributions to world history.
• 8. 4-D: Identify how conflict and cooperation among social groups and organizations affected world history.

• Students will be able to read sections of the text aloud.
• Students will be able to work cooperatively in groups to complete a worksheet activity.
• Students will be able to share their responses with the entire class.
• Students will be able to understand the meaning of the new vocabulary words.

Cross -Curricular Integration: Reading, Writing

Materials: Textbooks, Group Worksheets, Pencils, Computer(s)

New Vocabulary: Wigwams, Longhouses

Instructional Procedures:
• Anticipatory Set: Introduce lesson by reading the text aloud. Students will be asked questions about important and interesting information throughout the reading.
• Lesson Focus: Divide students into groups to focus on individual paragraphs of the text. Each group of students will be considered the "experts" of that particular section of the text. Students will re-read the paragraph to find answers to complete the worksheet activity.
• Closure: Students will present their questions and answers to the entire class. After each group has presented their worksheet to the entire class, new vocabulary words will be introduced. Students will then participate in a discussion of what they learned in this lesson. Additional comprehension questions provided within the text will also be discussed.

• Students will be observed as they read each section aloud.
• Students will be observed on their ability to work cooperatively with their group members to complete their worksheet.
• Students' answers will be assessed for accuracy and completion.
• Students will be observed on their interest and comprehension of the lesson.

• Students will use the computer lab to research more information about the lives of the Haida and Iroquois Indians.
• Students will write in their journals about differences between their life and that of the Haida and Iroquois Indians.
• Students will create a model of either a wigwam or a longhouse.

Special Needs Adaptation: Hearing Impaired
• Move student near the front of the room.
• Clearly give instructions and check for understanding.
• Monitor noise level at all times to avoid confusion.
• Select appropriate group members for the student to work with.

Technology Integration:
• Activity 1: Students will take turns on the one classroom computer to research information about the wigwams and longhouses that the Haida and Iroquois Indians lived in. They will be permitted to print out any useful information that they find and use it to create their own model of either a wigwam or longhouse.
• Activity 2: Groups of students will work on the six classroom computers to create a PowerPoint presentation on the differences between their life and that of the Haida and Iroquois Indians. The PowerPoint will include six to 10 slides and they will be permitted to use the Internet to look up information about specific clothing, food, housing that the Indians had. They will then attach any pictures or links to websites that they find in order to create a more visual effect.
• Activity 3: All students will work on their own individual computer and visit Our World - Our Way of Life - an exploration of the cultures of the Inuit and Haida - a 'Virtual Museum' of Canada. The teacher will lead the tour as the field trip guide. Students will be permitted to ask questions and make comments as they take the tour.