1. Hopi
SS4H1 The student will describe how early Native American cultures developed in
North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest
(Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast
(Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing, and
shelter.
-Intro Hopi with the Butterfly Dance video http://videos.howstuffworks.com/hsw/24400-
pow-wow-hopi-nation-butterfly-dance-video.htm (Be aware that a commercial usually
plays before this video, so you may want to press play before your group gets to you and
then press pause) Read to students about the dance on p. 26 of The Butterfly Dance by
Gerald Dawavendewa
-Use the Atlas and p. 5 of Hopi by Mary Stout let students identify where the Hopi are
found & fill in graphic organizer.
-In pairs or triads, have students work together to read packets about food, shelter, and
clothing (1 topic per pair/triad) and fill in graphic organizer. After a very brief time, have
students share what they discovered, and you fill in the details using the book and pages
labeled with post-its. (Food 14, 15, 17; Clothing p. 19; shelter p. 15)
-Tell a Hopi story such as a short story from Spider Spins a Story. There is an intro to the
Hopi on p. 43.
-If time allows, you could also read some of The Butterfly Dance
-Closing: How did the Hopi use their environment to obtain food, clothing, and shelter?
How did Hopi location, food, clothing, and shelter influence the folktale or story?
On the 3rd round of centers, make sure students have written down one thing they will
carry away (on their graphic organizer) before coming back to the carpet?
2. Inuit
SS4H1 The student will describe how early Native American cultures developed in
North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest
(Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast
(Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing, and
shelter.
-Show Inuit throat singing video
http://www.metacafe.com/watch/1386713/throat_singing/ Explanation: Two women
face each other usually in a standing position and holding each other's arms. Sometimes
they will do some kind of dance movements while singing (e.g., balancing from right to
left). One singer leads by setting a short rhythmic pattern, which she repeats leaving brief
silent intervals between each repetition. The other singer fills in the gap with another
rhythmic pattern. The sounds used include voiced sounds as well as unvoiced ones, both
through inhalation or exhalation.[4] The first to run out of breath or be unable to maintain
the pace of the other singer will start to laugh or simply stop and will thus lose the game.
It generally lasts between one and three minutes. The winner is the singer who beats the
largest number of people.[5] At one time, the lips of the two women almost touched, so
that one singer used the mouth cavity of the other as a resonator, but this is less common
in present day. Often, the singing is accompanied by a shuffling in rhythm from one foot
to the other. The sounds may be actual words or nonsense syllables or created during
exhalation.
-Use the Atlas (marked pages of Alaska & Canada) and Inuit by Michael Burgan p. 5 and
let students identify where the Inuit are found.
-In pairs or triads, have students work together to read packets about food, shelter, and
clothing (1 topic per pair/triad) and fill in graphic organizer. After a very brief time, have
students share what they discovered, and you fill in the details using the book and pages
labeled with post-its. (Food p. 24-25; Clothing p. 18-19; shelter p. 16-17). Be sure to
point out in this book how it shows how inuit clothing, shelter, and food have evolved
into what we use in modern times.
-Read a story, The Great Giant from The Dancing Fox or Kumak’s Fish or Nessa’s Fish
or The Seasons and Someone
Closing: -Closing: How did the Inuit use their environment to obtain food, clothing, and
shelter?
How did Inuit location, food, clothing, and shelter influence the folktale or story?
On the 3rd round of centers, make sure students have written down one thing they will
carry away (on their graphic organizer) before coming back to the carpet?
3. Seminole
SS4H1 The student will describe how early Native American cultures developed in
North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest
(Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast
(Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing, and
shelter.
-Watch video http://vimeo.com/10637088 Shows some traditions from Seminole culture
that today’s tribe are attempting to keep alive.
-Use the Atlas (marked Florida page) and Seminole Indians by Caryn Yacowitz (p. 4-6)
and let students identify where the Inuit are found
-In pairs or triads, have students work together to read packets about food, shelter, and
clothing (1 topic per pair/triad) and fill in graphic organizer. After a very brief time, have
students share what they discovered, and you fill in the details using the book and pages
labeled with post-its. (Food p. 8-9; Clothing p. 14-15 ; shelter p. 12-13 ).
-Tell a Seminole story such as the Corn Lady from Spirits of Dark & Light or read parts
of She Sang Promise: The Story of Betty Mae Jumper, Seminole Tribal Leader
Closing: -Closing: How did the Seminole use their environment to obtain food, clothing,
and shelter?
How did Seminole location, food, clothing, and shelter influence the folktale or story?
On the 3rd round of centers, make sure students have written down one thing they will
carry away (on their graphic organizer) before coming back to the carpet?
![Inuit
SS4H1 The student will describe how early Native American cultures developed in
North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest
(Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast
(Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing, and
shelter.
-Show Inuit throat singing video
http://www.metacafe.com/watch/1386713/throat_singing/ Explanation: Two women
face each other usually in a standing position and holding each other's arms. Sometimes
they will do some kind of dance movements while singing (e.g., balancing from right to
left). One singer leads by setting a short rhythmic pattern, which she repeats leaving brief
silent intervals between each repetition. The other singer fills in the gap with another
rhythmic pattern. The sounds used include voiced sounds as well as unvoiced ones, both
through inhalation or exhalation.[4] The first to run out of breath or be unable to maintain
the pace of the other singer will start to laugh or simply stop and will thus lose the game.
It generally lasts between one and three minutes. The winner is the singer who beats the
largest number of people.[5] At one time, the lips of the two women almost touched, so
that one singer used the mouth cavity of the other as a resonator, but this is less common
in present day. Often, the singing is accompanied by a shuffling in rhythm from one foot
to the other. The sounds may be actual words or nonsense syllables or created during
exhalation.
-Use the Atlas (marked pages of Alaska & Canada) and Inuit by Michael Burgan p. 5 and
let students identify where the Inuit are found.
-In pairs or triads, have students work together to read packets about food, shelter, and
clothing (1 topic per pair/triad) and fill in graphic organizer. After a very brief time, have
students share what they discovered, and you fill in the details using the book and pages
labeled with post-its. (Food p. 24-25; Clothing p. 18-19; shelter p. 16-17). Be sure to
point out in this book how it shows how inuit clothing, shelter, and food have evolved
into what we use in modern times.
-Read a story, The Great Giant from The Dancing Fox or Kumak’s Fish or Nessa’s Fish
or The Seasons and Someone
Closing: -Closing: How did the Inuit use their environment to obtain food, clothing, and
shelter?
How did Inuit location, food, clothing, and shelter influence the folktale or story?
On the 3rd round of centers, make sure students have written down one thing they will
carry away (on their graphic organizer) before coming back to the carpet?](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)