Social Studies Lesson Plan Template

Group Members/Group Name: __Alecia Pike, MaiAsia Barrett, Amanda Brezina, Kayla Cadenas___ _______________________________
Thematic Unit Theme/Title/Grade Level: __Florida Native Americans 4th Grade_ _____________
Group Weebly space address: ___https://floridanativeamericans.weebly.com/____________________________________________________
Daily Lesson Plan Day/Title: _Day 4 Native American Traditions_ ___________
Lesson Length (ie. 30 minutes): ___35 minutes_______________

Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.
Florida Native Americans set the foundation for much of what we know today. The Native Americans
reflect a great diversity of geographic location, languages, socioeconomic conditions, school experience,
and the retention of traditional spiritual and cultural practices. Students should understand the facts of
our Florida Native Americans opposed to the stereotypes, as many of these Native Americans are still
around today. Teaching students about their culture and traditions will create a whole new respect for
the Native Americans and clear up any confusions.

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events
throughout Florida History.
SS.4.A.2: Describe pioneer life in Florida
 SS.4.A.4.In.b: Identify characteristics of pioneer life in Florida, such as isolated family farms,
few roads, and use of steamboats.
 Supported
 SS.4.A.4.Su.b: Recognize a characteristic of pioneer life in Florida, such as farming.
 Participatory
 SS.4.A.4.Pa.b: Recognize that pioneers lived in Florida a long time ago.
LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!
The purpose of this primary source set is to introduce students to Seminole culture from frontier times
to the 20th century.
Document analysis is the first step in working with primary sources. Teach your students to think
through primary source documents for contextual understanding and to extract information to make
informed judgments.
Use these worksheets — for photos, written documents, artifacts, posters, maps, cartoons, videos, and
sound recordings — to teach your students the process of document analysis.
Follow this progression:

Modified 2/18 – Van De Mark from document created by L. Spaulding


Student Activities &
Procedures
Design for Instruction
 What best practice strategies will be
implemented?
 How will you communicate student
expectation?
 What products will be developed and
created by students?
 Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Social Studies Lesson Plan Template
1. The first few times you ask students to work with primary sources, and whenever you have not
worked with primary sources recently, model careful document analysis using the worksheets.
Point out that the steps are the same each time, for every type of primary source:
1. Meet the document.
2. Observe its parts.
3. Try to make sense of it.
4. Use it as historical evidence.
2. Once students have become familiar with using the worksheets, direct them to analyze
documents as a class or in groups without the worksheets, vocalizing the four steps as they go.
3. Eventually, students will internalize the procedure and be able to go through these four steps on
their own every time they encounter a primary source document. Remind students to practice
this same careful analysis with every primary source they see.
Part I: Introducing Content
1. Begin by reviewing what students know about the pioneer experience.
a. Develop a working definition of a pioneer.
b. What experiences were common to all pioneers?
c. Did the pioneer experience differ from one ethnic group to another?
2. Conduct an in-class discussion/survey of students’ prior knowledge of the Florida Seminoles.
a. Where did the Seminoles come from?
b. Where did they live?
c. What did Seminole clothing look like?
3. Provide brief historical context on the Seminole Wars and Seminole relocation to South Florida
(see “Photos and a Brief History” included with this unit). Explain to students that, like other
Americans, white and black, the Seminoles were pioneers in the development of South Florida.
Tell students they will be learning about Seminole pioneers and their way of life.
Part II: Photo Analysis
1. Prompt students to think about the pioneer experience.
a. Students can make a short list, alone or in a group, about the things they associate with
pioneer life.
2. Students should record their thoughts on the photographs using the Primary Source Analyzing
Tool, paying special attention to what they think these images tell us about Seminole pioneers.
Part III: Describing Daily Life for Seminole Pioneers
Modified 2/18 – Van De Mark from document created by L. Spaulding

Assessment
 How will student learning be assessed?
Authentic/Alternative assessments?
 Does your assessment align with your
objectives, standards and procedures?
 Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Resources/Materials
Social Studies Lesson Plan Template
1. Break students into small groups and instruct them to take note of things in the photographs that
interest them.
2. The teacher can build a master list with student input in order to reconstruct daily life for
Seminole pioneers. To build the list, teachers should focus on questions like:
a. What did Seminole clothing look like? How did men’s clothing differ from women's?
b. What did Seminoles eat? How do you think their diet compared with other pioneers in
Florida?
c. Where did Seminoles live? What type of houses did they build?
d. What types of families did Seminoles have?
e. What type of work did Seminoles do?
Part IV: Writing About Seminole Pioneers
Students should write brief journal responses to the photographs based on what is interesting to them.
Teachers may prompt students with questions like: What is the most interesting thing you learned from
the photographs?
Unit Pre-Assessment: KWL Chart on prior knowledge for Florida Native Americans. Students
will include information they “Know”, “What to Know” and have already “Learned” so far.
Unit Post-Assessment: Students will complete a KaHoot in whole group to recap the Florida
Native American Thematic Unit.
Daily Lesson Plan Assessment:. Students will internalize the procedure and be able to go through these
four steps on their own every time they encounter a primary source document.
Photopraph and Motion Picture Analysis Worksheets from the National Archives and Records
Administration
Photograhs and video of the Semionoles in pioneer Florida
Use these worksheets — for photos, written documents, artifacts, posters, maps, cartoons, videos, and
sound recordings — to teach your students the process of document analysis.
 Photograph (PDF) (HTML)
 Written Document (PDF) (HTML)
 Artifact or Object (PDF) (HTML)
 Poster (PDF) (HTML)
 Map (PDF) (HTML)
 Cartoon (PDF) (HTML)
Modified 2/18 – Van De Mark from document created by L. Spaulding

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
Additional Comments and
Notes
Social Studies Lesson Plan Template
 Video (PDF) (HTML)
 Sound Recording (PDF) (HTML)
State Library. (n.d.). Florida Seminoles - Teacher Resources. Retrieved April 02, 2018, from
https://www.floridamemory.com/onlineclassroom/seminoles/lessonplans/4thgrade/4th-pioneer.php
ESOL; Students with Learning Differences:
Novice or Younger Students or ELL students will have access to a separate selection of worksheets to
analyze. This selection will have detailed instruction with prompts to help students navigate easily.
 Photograph (PDF) (HTML)
 Written Document (PDF) (HTML)
 Artifact or Object (PDF) (HTML)
 Poster (PDF) (HTML)
 Map (PDF) (HTML)
 Cartoon (PDF) (HTML)
 Video (PDF) (HTML)
 Sound Recording (PDF) (HTML)
Gifted/Talented:
 Photograph (PDF) (HTML)
 Written Document (PDF) (HTML)
 Artifact (PDF) (HTML)
 Poster (PDF) (HTML)
 Map (PDF) (HTML)
 Cartoon (PDF) (HTML)
 Video (PDF) (HTML)
 Sound Recording (PDF) (HTML)
Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Modified 2/18 – Van De Mark from document created by L. Spaulding