Lesson Plan
Second Grade Social Studies
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Sunshine State Standards: SS.2.A.2.1, Recognize that Native Americans were the first inhabitants in North America, Strand: American History, Standard: Historical Knowledge; SS.2.A.3.1, Identify terms and designations of time sequence, Strand: American History, Standard: Chronological Thinking; SS.2.A.2.3, Describe the impact of immigrants on the Native Americans, Strand: American History, Standard: Historical Knowledge

Day 1:
Learning Objective: For second grade social studies class to act out in small groups the life of Native American Indians, with enough accuracy to refer to at least three historically accurate lifestyle habits or developments.

Taxonomy Level: Synthesis, Comprehension

Student Activities: As a class, start reading "Naya Nuki, Shoshoni Girl Who Ran." After reading, as a class, discuss what students now know about Native Americans. Students will then be separated into groups and discuss it further. After discussing, students will, in their groups, play as if they are Native Americans, and incorporate what they have learned, and/or already knew. For a more detailed explanation and instructions, visit the Student Activities page of this website.

Materials Needed: The book, "Naya Nuki, Shoshoni Girl Who Ran," by Kenneth Thomasma, Chart Paper, Markers

Expectations for Grading: Students should list or draw at least five different items or ideas in the group activity, and refer to three historically accurate lifestyles and/or developments during their short play to receive full credit.



Day 2:
Learning Objective: For second grade social studies students to illustrate two historically accurate Native American Dance moves after watching a Movie illustrating such moves, and practicing them as a class.

Taxonomy Level: Synthesis, Knowledge

Student Activities: Watch 20 minutes of Pow Wow Trail, Vol. 3: The Dances. Discuss as a class the different meanings of dances and their objectives. Students are to draw Native American Dancing. Class will be shown several specific Native American dance moves, and will all practice together. Students will then illustrate at least two of the moves when dancing in small groups to Native American Music.

Materials Needed: Pow Wow Trail, Vol. 3: The Dances, construction paper and crayons for each student, Sacred Spirit: Chants and Dances of the Native Americans by Sacred Spirits (CD), construction paper and crayons and/or markers.

Expectations for Grading: Children should participate in the drawing and exhibit two accurate dance moves (within reasonable imitation) while dancing in groups.


Day 3:
Learning Objective: For second grade social studies students to list three historically accurate facts about the Seminole Indians after watching an educational video, and participation in a class discussion on the subject.

Taxonomy Level: Comprehension

Student Activities: Watch selected clips of "Seminoles of the Everglades - An Exploration of the Arts, Culture and Economy of the Seminole Indian of Florida" (about 30 minutes). Class will then discuss how such Indians lived right here in Florida, and what we saw in the video. Further discussion into the Seminole Doll making. Class will then color in Seminole Doll color sheets and design their own doll. Class will then be asked to write or draw any three facts about Seminole Indians (what their clothes looked like, what they did for fun, historical events, etc. See Student Activities link on this website for further instruction.

Materials Needed: "Seminoles of the Everglades - An Exploration of the Arts, Culture and Economy of the Seminole Indian of Florida" (movie), blank, Seminole Indian Doll color sheets (available online for free), crayons/markers.

Expectations for Grading: Students should be able to list or draw three facts or details about Seminole Indians. Participation in designing the Seminole Doll is expected for credit.

Day 4:
Learning Objective: For second grade students to create a time line of events and tell the story of the Pilgrims' immigration to North America (either in words or pictures) with 90% accuracy, after story and activities.

Taxonomy Level: Comprehension, Application

Student Activities: Read out loud "Mayflower 1620: A New Look at a Pilgrim Voyage," by Peter Arenstam. Photos from the book will be scanned and put into a power point so students can observe enlarged photos while story is being told. Before story is started, students will be huddled into a small rectangle to illustrate how cramped the Mayflower was. Class will the discuss what was read. Students will get into groups of four or five and create a time line of the Pilgrims' events. (Word bank of events will be provided). Students will then be asked to individually describe (either in words or pictures) the events of the Pilgrims' immigration. For further instruction and details on activities, visit the Student Activities link on this website.

Materials Needed: "Mayflower 1620: A New Look at a Pilgrim Voyage," by Peter Arenstam, projector for power point, masking tape, paper, and crayons/markers .

Expectations for Grading: Students should be able to create a time line of basic events and describe the story of the Pilgrim's immigration with 90% accuracy.


Day 5:
Learning Objective: Second Grade social studies students be able to illustrate two differences between the Wampanoag Indians and the Seminole Indians and to be able to compare the life of the Wampanoag Indians and the Pilgrims with 90% accuracy after reading on and discussing the subjects.

Taxonomy Level: Comprehension, Analysis

Student Activities: Students will decide if they would like to be a Pilgrim or an Indian. Indians will create a simple head dress made out of construction paper, and Pilgrims will fold a simple hat out of black construction paper. After students have created their head gear, they will form a circle to listen to the story of "People of The Breaking Day," by Marcia Sewall. After reading this story, students will discuss the lifestyle of the Wampanoag Indians and what it was like before the Pilgrims immigrated. A community list will also be made while discussing how they were different from Seminole Indians. After a community list has been compiled on the black board, "The Pilgrims of Plimoth," by Marcia Sewall will be read. The chart will be extended to describe the Pilgrims as well. children will be asked to form groups of four or five and create a list (either with words of pictures), describing both the differences, and the similarities of the Wampanoag Indians and the Pilgrims.For further detail and instruction, see the Student Activities page on this website.

Materials Needed: Construction paper, scissors, markers/crayons.

Expectations for Grading: Students should be able to list, in a group, at least three similarities and three differences of between the Wampanoag Indians and Pilgrims, with 90% accuracy.