SS+UbD's

Content Standard: The student explains how various American Indians adapted to their environment in relationship to shelter and food (e.g. Plains, Woodland, Northeast Coast, Southeast and Pueblo cultures in the period from 1700 - 1820.) //Students will understand that. . .// The land forms, natural resources, and climate of a region influence the culture of the people living in that region. //How does where I live influence how I live?// //What makes a place unique and different?// //What is a culture?// //What defines a region?// //How are people in different regions alike and different?// //How does life in different regions compare/contrast to life in Kansas?// //-the basic geography, natural resources, and climate of each the U.S. regions// //-key facts about one tribe from each region// //-use a Venn Diagram to compare/contrast// //-express knowledge orally and in writing// //**Stage 2 - Assessment Evidence**// Performance Task(s): //Design and create a PROJECT to present to another class about one group of American Indians. Your project should include the group's culture, and how that was influenced by the land forms, natural resources, and climate of their region.// //Choices: board game, model, poster, role-play, graphs, charts, bulletin boards// //Other Evidence:// //-Venn Diagram compares/contrasts two tribes, or one tribe to Kansas// //-Oral presentation// //**Stage 3 - Learning Plan**// //Learning Activities:// //-Read and discuss one trade book (novel) about your tribe// //-Internet search on your tribe (locate key facts)// //-Use native American resource books to locate key facts// //-Draw a map of your tribe's region// //-Musical Instrument// //-Native food, games, dance or song// //-Build a replica of your tribe's dwelling// //-Create a seed catch//
 * //Stage 1 - Desired Results//**
 * Understanding(s):**
 * Essential Question(s):**
 * Students will know . . .**
 * Students will be able to . . .**