Title of Lesson: Texas Indians

Grade:
7th grade

Subject:

Secondary Subject:

Social Studies/History
Materials Needed:
Big Poster board with Texas Outline
Copies of Texas Outline
Reading materials on each tribe
Pencil/Pen/highlighters
Paper
Markers and Crayons
Subject TEKS addressed:
113.19. Social Studies, Grade 7

English Language Arts

7.2A (Content)
compare the cultures of American Indians in Texas
prior to European colonization such as Gulf, Plains,
Puebloan, and Southeastern;

7.9B
compare places and regions of Texas in terms of
physical and human characteristics; and
7.8B
analyze and interpret geographic distributions
and patterns in Texas during the 19th, 20th, and
21st centuries

Secondary Subject TEKS addressed:

110.19. English Language Arts and Reading,
Grade 7
7.23A
follow the research plan to gather information
from a range of relevant print and electronic
sources using advanced search strategies;
7.25A
draws conclusions and summarizes or paraphrases
the findings in a systematic way;
7.26A
listen to and interpret a speaker's purpose by
explaining the content, evaluating the delivery of
the presentation, and asking questions or making
comments about the evidence that supports a
speaker's claims;

Measurable Objective(s) (Written in ABCD format)

Students will present their findings on a Texas Native Indian Tribe, given a rubric with a
set of questions. They will find all answers to items listed on the rubric to receive full
credit.
Students will collect information by researching a Texas Indian Tribe and locate the
important information to answer each given question correctly.

SPED Modifications

Have shorter segments to read from

articles.
Allow student to work in a small group.
Give smaller number of questions.
Allow for no presentation and just facts
written.
Allow for extra time on independent
work.

ELL Modifications

Have shorter segments to read from

articles.
Work student to work in a group.
Give smaller number of questions.
Allow for no presentation and just facts
written.
Allow for extra time on independent
work.
Allow the student to draw facts as well

Anticipatory Focus

Setting Expectations

Input

Modeling

Check for
Understanding

Guided Practice

Reteaching

Allow student to pick a tribe from where

they are from.

The teacher will ask the students to close their eyes and imagine a
scenario of what it might me like to be a Native American in Texas.
They will read a scenario out loud, and then ask the students
questions about their prior knowledge of Native Americans.
(Close your eyes and imagine you are sleeping on a dirt floor. Youve woken
up from the sounds of small children playing outside and the smell of fresh
tortillas. You get up and walk outside and notice the air is humid. Your family
is preparing for the annual harvest ceremonies where you will dance and
sing in hopes rain will fall on your crops. A good harvest means a good winter
with plenty of food. )
After reading, here are questions that can be asked:
1. Who do you think we were describing in this scenario?
2. What do you know about these people?
The teacher can list items students say on the board or just have a small
discussion.
Their expectations are to listen and follow along with instruction.
Students should have an understanding of how to conduct research
and find valuable information.
Students should be able to work in collaborative groups
The class will be discussing tribes of Texas from the four different
regions: South Eastern, Plains, Puebloan, and Coastal Plains.
Students will choose a tribe from an area and create groups to conduct
research on their tribe.
The focus will be on the Apache tribe. Explain how to use the internet
resource to find the characteristics of the tribe. This will include the
location, environment, food. There will also be an explanation on
reasons why they wore certain clothes tying it into the Plains location
including the geographical make-up and weather. The teacher will use
the accommodation of highlighting important information on hardcopy.
Additionally, the students will be shown pictures for a visual of shelter
and clothing that the Apaches wore.
Review with the students the information that was found and ask
questions such as:
Why did the Apache Tribe hunt instead of plant crops?
What Indian Tribe will you pick?
What are some characteristics you think your tribe will have
based on their location?
The students will be guided through the Apache characteristics by
finding and discussing their clothes, shelter, and beliefs/cultures in
whole group. Students will be put into 4 groups and given an article of
a Native American Tribe that lived in Texas. They will read the article
and answer questions, which were given, and write down answers on
a blank sheet of paper.
Students will find information on the Caddo Indians, from the article
given. They will then try to find as many things from the rubric and be
ready to present their findings with the rest of the class.
Each group will present their findings and report what they were able
to find from their article including what was on the rubric.

Independent Practice

Students will research, in small groups, a different Native American

Tribe from Texas. They will follow the same given rubric as completed
in class and will come together as a class to present their findings.

Mastery Check

Each student group will come together after their research has been
completed and present their findings on other tribes to the class. They
will then add upon the large outline of Texas and compare the different
tribes.
The students may create their own outline of Texas and add facts
about the presented tribes to their Texas Map.

Extension

Closure

Review some of the different tribes discussed and why they lived a
certain way based on their region and geographical location.

3 References:

1. http://www.bigorrin.org
2. http://www.texasindians.com/
3.www.questgarden.com