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Homes for Native Nations

Comparison of different native groups focuses on shelters.

  • Grade 2
    Grade 3
    Grade 4
  • 30 to 60 minutes
  • Directions

    1. Define the word native. Have students name and list all the native nations, in the US or another, that they have heard about. Confirm and expand this list by researching the first peoples who first lived in the country where they live. Make maps and notes with Crayola® Colored Pencils.
    2. In small groups, students choose four nations from the list. Study the homes in which these people lived. How did their homes look? Of what were they were built? At what time of year were they lived in? Were these homes permanent or temporary? Where were they placed in relation to the landscape or to each other? How large (or small) were they? Students record their findings.
    3. Find out what people and/or animals lived inside these native homes. Explain what is meant by family. Does this include grandparents, aunts and uncles, or cousins? Or did only one gender or one age live together?
    4. Divide a large piece of construction paper into four sections, one on top of another. With Crayola Crayons, illustrate four different native shelters using the information students found about each group. Label each section with the preferred name of the native group.
    5. What is the same about these four shelters? What is different? What influences may have caused these differences? Students compare the shelters they drew with those completed by other groups.
  • Standards

    LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    LA: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text.

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    SS: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.

    SS: Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

    SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

    SS: Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions.

    VA: Use visual structures of art to communicate ideas.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

    VA: Identify specific works of art as belonging to particular cultures, times, and places.

  • Adaptations

    Possible classroom resources include: Houses and Homes by Ann Morris; A Life Like Mine: How Children Live Around the World by DK Publishing

    Working in small groups, students research various native groups in their home country or another country. Students can use Crayola Model Magic, as well as recycled materials, to create a 3-D representation of the homes of a native culture.

    Compare and contrast other attributes of native nations such as foods, farming, clothing, festivals, languages, migration patterns, or music and dance. Students organize their research into an electronic format for presentation to classmates.


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  • Change.
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