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Grade 4
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Grade 04 Social Studies Unit 02 Exemplar Lesson 01: American Indians in Texas: Meeting NeedsGrade 04 Social Studies Unit 02 Exemplar Lesson 01: American Indians in Texas: Meeting Needs
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may beimplementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s Listof State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students use their prior learning about the geographic characteristics of the regions of Texas to explain the economic activities early
American Indian groups in Texas used to meet their needs and wants. Students also look at contemporary American Indian groups in Texas.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
4.1 History. The student understands the origins, similarities, and differences of American Indian groups in Texas
and North America before European exploration. The student is expected to:
4.1A Explain the possible origins of American Indian groups in Texas and North America.
4.1B Identify American Indian groups in Texas and North America before European exploration such as the
Lipan Apache, Karankawa, Caddo, and Jumano.
4.1C Describe the regions in which American Indians lived and identify American Indian groups remaining in
Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo.
4.7 Geography. The student understands the concept of regions. The student is expected to:
4.7A Describe a variety of regions in Texas and the United States such as political, population, and economic
regions that result from patterns of human activity.
4.10 Economics. The student understands the basic economic activities of early societies in Texas and North
America. The student is expected to:
4.10A Explain the economic activities various early American Indian groups in Texas and North America used to
meet their needs and wants such as farming, trading, and hunting.
Social Studies Skills TEKS
4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from
a variety of valid sources, including electronic technology. The student is expected to:
4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps.
4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22B Incorporate main and supporting ideas in verbal and written communication.
4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 14
Grade 04 Social Studies Unit 02 PI 01
Complete a Venn Diagram comparing the economic activities of American Indian groups in Texas prior to European colonization. In a paragraph, explain how
geographic factors influenced the economic activities.
Standard(s): 4.1B , 4.7A , 4.10A , 4.22B , 4.22D
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.5B
Key Understandings
The geography of a place influences how people live.
— What were the possible origins of American Indian groups in Texas and North America?
— What basic economic activities were used by early American Indian groups to meet their needs and wants?
— What basic economic activities are used by today’s American Indian groups to meet their needs and wants?
Vocabulary of Instruction
origin
region
economic activity
trade
wants
needs
Materials
index cards
map of the world centering on the Pacific Ocean (1 to display and 1 per pair of students)
research materials
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.
Handout: Regions of Texas Map (1 per student)
Handout: Economic Patterns of Early Texas Indians (1 per student)
Handout: Reading Notes: Economic Patterns of Early Texas Indians (1 per student)
Teacher Resource: Reading Notes: The Economic Patterns of Early Texas Indians KEY
Handout: Needs and Wants of Early Texas Indians (1 per student)
Teacher Resource: Needs and Wants of Early Texas Indians KEY
Handout: Venn Diagram: Economic Activities of Texas Indians PI (1 per student)
Teacher Resource: Venn Diagram-Economic Activities of Texas Indians KEY
Resources
Texas State Library and Archives Commission: Indian Relations in Texas: http://www.tsl.state.tx.us/exhibits/indian/intro/page2.html
Texas Almanac: www.texasalmanac.com
Texas State Historical Association: http://www.tshaonline.org
Advance Preparation
1. Become familiar with the content and procedures for this lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials to support the learning in this lesson.
4. Review the concept of economics.
5. Preview materials and websites according to district policy.
6. Display vocabulary words on a “word wall” to be used during the lesson.7. Print and prepare materials for the lesson.
Background Information
Grade 4
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 14
In Unit 01 (Lesson 02), students applied the concept of economics to life in Texas today as they discussed economic activities in Texas and how geographic
factors including climate, transportation, and natural resources influence those economic activities. In this lesson, students now apply the concept of economics to
a different situation, examining the economic activities of early American Indian groups in Texas (before European exploration).
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons
are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District
personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “MyCSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
ENGAGE – Possible origin of American Indian groups Suggested Day 1 – 10 minutes
1. Organize students into pairs.
2. Display the following question (white/black board, chart paper, document
camera).
Did the first Americans arrive by land or sea?
3. Provide each pair of students with a map of the Western Hemisphere or a map
of the world showing the Pacific perspective.
4. Students study the map and infer answers to the question above. Other
possible resources could be provided to provide additional information
regarding the topic (See Notes for Teachers and Background Information.)
5. Students brainstorm questions related to the main question, and prepare to
discuss the questions and possible answers.
6. Share possible answers. Encourage students to support their ideas.
After 3-5 minutes of brainstorming, allow each group to share unique
questions (no repeats) and speculative answers to explain how American
Indians could have possibly traveled to Texas (possible origins of American
Indian groups in Texas and North America).
Materials:
map of the world centering on the Pacific Ocean
(1 to display and 1 per pair of students)
Instructional Note:
There is no consensus about the arrival of the first people.
Study continues.
EXPLORE – Economic activities of early American Indian groups Suggested Day 1 - 40 minutes
Ask an introductory question such as:
Once Indian groups arrived in North America, how did they
survive?
Review the economic concepts of needs and wants.
Distribute to students:
Handout: Economic Patterns of Early Texas Indians
Handout: Reading Notes: Economic Patterns of Early Texas
Indians
Other appropriate classroom resources
Students read the information and take notes on the Handout: Reading
Notes: Economic Patterns of Early Texas Indians. Before reading, lead
a strategy such as the SCAN strategy to help ensure students can
comprehend the vocabulary in the reading. (To further facilitate the reading,
the teacher could read the selection aloud.)
Teacher circulates to support reading comprehension and to ensure
students conclude that American Indian groups in Texas and North America
met their needs and wants by farming, trading, and hunting.
To deepen their understanding, students could read appropriate sections of
their textbook or other materials. (This could be completed as homework.)
Attachments:
Handout: Economic Patterns of Early Texas
Indians (1 per student)
Handout: Reading Notes: Economic
Patterns of Early Texas Indians (1 per
student)
Teacher Resource: Reading Notes:
Economic Patterns of Early Texas Indians
KEY
Instructional Note:
The economic concepts of wants and needs were first
introduced in Kindergarten and have been discussed each
year since. (K.6: Needs: food, clothing, shelter; Needs can be
met through means such as self-producing, purchasing, and
trading)
Instructional Note:
Subsistence Economy: Their traditional
lifestyle was a subsistence economy. A
subsistence economy is one in which the
people barely meet their everyday needs; it is
Grade 4
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 14
an economy which is not based on money, in
which buying and selling are absent or
rudimentary though barter may occur, and
which commonly provides a minimal standard of
living.
SCAN strategy: students quickly scan through
the reading and call out words with which they
are unfamiliar. Teacher lists the words called
out. When the list is complete, teacher
pronounces each word and then provides a
short, quick definition, leaving the list of words
and definitions posted. The goal of the strategy
is to remove difficult vocabulary from being a
barrier to comprehending; the purpose is not to
have students learn/memorize all the terms and
definitions. The whole process should take 3-5
minutes at most.
EXPLAIN – Economic activities of early American Indian groups Suggested Day 2 – 15 minutes
1. Distribute the Handout: Needs and Wants of Early Texas Indians to each
student.
2. Working individually or in pairs, students use the knowledge they gained in Unit
01 (about the characteristics of regions of Texas) and the information gained in
the Explore section above to identify how Texas Indians in each region met
their needs and wants.
3. Students label the geographic regions of Texas and label the location of Texas
Indians in the region they lived before European exploration. They also identify
how the Indian group met their needs and wants.
Attachments:
Handout: Needs and Wants of Early Texas
Indians (1 per student)
Teacher Resource: Needs and Wants of
Early Texas Indians KEY
Instructional Note:
This activity reviews learning about Regions from Unit 01 and
adds new information for this lesson.
EXPLORE – American Indian groups remaining in Texas Suggested Day 2 – 35 minutes
1. Continue discussion about wants and needs of people in contemporary Texas.
2. Students, working as individuals or in pairs, examine information about
contemporary Indian groups, their way of life today, their economic activities,
and how they meet their wants and needs. (Some possible, optional, suggested
websites are listed in Notes for Teachers. There are many other resources
available. Make sure to preview all websites according to district policy.)
3. Students analyze how Texas Indians that live in Texas today meet their wants
and needs.
4. Facilitate a discussion about similarities and differences in societies from
before European exploration and societies today.
5. To deepen their understanding, students access additional appropriate
sections of their textbook, other classroom resources, and appropriate web
resources (including the K-12 databases) to learn about the American Indian
groups remaining in Texas.
Materials:
research materials
index cards
EXPLAIN Suggested Day 3 - 15 minutes
1. Provide each student with an index card.
2. On the index card, students write about how today’s Texas Indian groups meettheir wants and needs.
Materials:
index cards (1 per student)
ELABORATE Suggested Day 3 – 35 minutes
1. Students consider the effects of the environment on the lives of Texas Indian
groups in the past and the effects of the environment on people living in Texas
today.
2. Facilitate a discussion where students prepare a list of information they would
give a group of people planning to move to Texas to help them choose where
to move.
3. Include in the discussion opportunities for students to use what they have
Grade 4
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 14
learned about Texas Indian groups (past and present) to support the Key
Understanding by answering the Guiding Questions and providing supporting
evidence.
The geography of a place influences how people live.
— What were the possible origins of American Indian groups in Texas and North
America?
— What basic economic activities were used by early American Indian groups to
meet their needs and wants?
— What basic economic activities are used by today’s American Indian groups to
meet their needs and wants?
EVALUATE – Complete Venn Diagram and summarize Suggested Day 4 – 50 minutes
Grade 04 Social Studies Unit 02 PI 01
Complete a Venn Diagram comparing the economic activities of American Indian groups in
Texas prior to European colonization. In a paragraph, explain how geographic factors
influenced the economic activities.
Standard(s): 4.1B , 4.7A , 4.10A , 4.22B , 4.22D
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.5B
1. Students complete the Handout: Venn Diagram – Economic Patterns ofEarly Texas Indians PI, which compares the economic activities of American
Indian groups in Texas prior to European colonization.
2. Below the Venn Diagram (or on the back), students explain how geographic
factors influenced the economic activities in a paragraph.
3. Students may use the information they gathered in earlier activities.
Attachments:
Handout: Venn Diagram – EconomicPatterns of Early Texas Indians PI (1 per
student)
Teacher Resource: Venn Diagram –Economic Patterns of Early Texas Indians
KEY
Grade 4
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 14
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 04/04/13 Page 1 of 1
Regions of Texas Map
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 05/07/12 page 1 of 1
Economic Patterns of Early Texas Indians
Native Americans have been in Texas for thousands of years. Archaeologists study
Native Americans in Texas by examining artifacts they have left behind. Archaeologists
believe Indians moved to Texas about 10,000 BC. Most of the earliest Texas groups
were hunters and gatherers. Hunters and gatherers were people who followed animals
they hunted and collected food they needed. One type of animal they hunted was the
buffalo that roamed the Texas plains. Buffalo became a very important resource for
Texas Indians.
Over time, Texas Indians farmed and bartered goods. The Caddo and Jumano Indians
were farmers who also bartered or traded goods. The Caddo Indians lived in East
Texas. They lived in an area with good precipitation levels and where the soil was
fertile. They grew large amounts of crops such as corn and produced pottery, cloth, and
jewelry. These items were traded for shells, turquoise, and copper because these
resources were not found in their region. In West Texas, the Jumanos were also farmed
along the Rio Grande River. They used irrigation to farm corn, squash, beans, and
other produce. These items were used to trade for animal hides and food they could
not grow.
The Karankawa Indians lived along the Gulf of Mexico and were nomadic. Nomadic
Indians were usually hunters because they moved from place to place following the
animals they hunted. As a result, the Karankawas hunted small animals, gathered
berries and other food, and fished the rivers and lagoons along the Gulf of Mexico.
The Comanche and Lipan Apache were Indians well known for being fierce hunters and
warriors who roamed the Great Plains. They were hunters and very skilled traders who
spoke many languages. Goods they bartered or traded included buffalo products,
horses, stolen goods, and even people they took captive in exchange for tools, shells,
beads, pottery, and food. These Texas Indians developed large trading networks that
included routes reaching as far away as central Mexico and present-day Wyoming, and
Idaho.
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 05/07/12 Page 1 of 1
Reading Notes: Economic Patterns of Early Texas Indians
Directions: Complete the graphic organizer using the reading Economic Patterns of Texas Indians.
Economic Activity
Texas Indian Groups
Description of how they met their needs and wants
Geographic Factors that influenced economic activities
Farming
Shade regions where these Indians lived
Hunting
Shade regions where these Indians lived
Trading
Shade regions where these Indians lived
What were economic activities that Texas Indians used to meet their needs and wants?
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 05/07/12 Page 1 of 1
Reading Notes: Economic Patterns of Early Texas Indians - KEY
Directions: Complete the graphic organizer using the reading Economic Patterns of Texas Indians.
Economic Activity
Texas Indian Groups
Description of how they met their needs and wants
Geographic Factors that influenced economic activities
Farming
Shade regions where these Indians lived
Caddo
Jumano
Caddo
Grew corn
Lived in East Texas Jumano
Lived along the Rio Grande
Grew corn, squash, beans, and other produce
Fertile soil
Rivers and lakes
Hunting
Shade regions where these Indians lived
Karankawa
Comanche
Lipan Apache
Comanche and Apache hunted buffalo and other animals
Karankawa fished along the coast and rivers and hunted small animals.
Gathered food.
Nomadic
Buffalo
Large/small animals
Fish
Gulf of Mexico
Trading
Shade regions where these Indians lived
Comanche
Lipan Apache
Caddo
Jumano
Caddos traded their crops and pottery they produced for shells, turquoise, and copper.
Jumano traded their crops for animal hides and food they did not produce.
Comanch and Apache spoke many languages.
Comanche and Apache traded animal hides, horses, stolen goods and sometime people for tools, shells, beads, pottery, and food.
Part of a trading network
Trade Network
Large amounts of resources
Knew languages
What were economic activities that Texas Indians used to meet their needs and wants? Answer should be based on the information above.
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 05/07/12 page 1 of 1
Needs and Wants of Early Texas Indians
Texas Indians Located in Texas How did they meet their
needs and wants? Draw a picture to
represent this Indian tribe.
Karankawa
Caddo
Lipan Apache
Jumano
Comanche
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 05/07/12 page 1 of 1
Needs and Wants of Texas Early Indians – KEY
Texas Indians Located in Texas How did they meet their
wants and needs? Draw a picture to
represent this Indian tribe.
Karankawa
Karankawa lived along the coast. They fished and hunted along the Gulf of Mexico and rivers.
Picture should represent information.
Caddo
The Caddo lived in East Texas where the soil was good and they got enough rainfall. This resulted in a supply of crops that allowed them to trade.
Picture should represent information.
Lipan Apache
Lipan Apache were fierce hunters of buffalos and large animals. This resulted in a supply of hides that they could trade as well as horses, stolen goods and people.
Picture should represent information.
Jumano
Jumano farmed along the Rio Grande and hunted small animals.
Picture should represent information.
Comanche
Comanche were fierce hunters of buffalos and large animals. This resulted in a supply of hides that they could trade as well as horses, stolen goods and people.
Picture should represent information.
Grade 04 Social Studies
Unit: 02 Lesson: 01
Page 1 of 1©2012, TESCCC 05/07/12 Page 1 of 1
Economic Activities of Early Texas Indians
TRADING
SIMILARITIES
DIFFERENCES DIFFERENCES
HUNTING
FARMING
How did geographic factors influence the economic activities of Early Texas Indians?
Caddo Karankawa Comanche
Jumano
Apache
Caddo
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 05/07/12 Page 1 of 2
Economic Activities of Early Texas Indians
DIFFERENCES DIFFERENCES
SIMILARITIES FARMING Caddo
Jumanos
HUNTING Karankawa
Apache
TRADING Comanche
Caddo
Caddos East Texas Karankawa Gulf of Mexico Coast Rivers Fish and Small Animals Comanche Traded animal hides, stolen goods, and people
Jumanos Grew Corn Along the Rio Grande By Rivers West Texas
Apache Nomadic Hunted Buffalo and
large animals Great Plains
Traded for products Caddo they did not have Traded crops and
pottery
How did the geographic factors influence the economic activities of Texas Indians? Example of a suggested answer The type of economic activities that Indian groups participated in depended on the geographic factors of the region. An example of this would be the Caddo. They were able to farm because they lived in a region where there was enough water, fertile soil and good climate.
Grade 04 Social Studies
Unit: 02 Lesson: 01
©2012, TESCCC 05/07/12 Page 2 of 2
