Emily Christner and Ashley Pelling Unit Plan Course Title: Early Indiana Grade Level: Fourth Unit: Prehistoric Abstract This unit introduces students to the Prehistoric cultures of the Adena, Hopewell, and Mississippian in Indiana. They study the history and impact of these prehistoric cultures on Indiana as well as the reasons why they were here. The students also use reflective thinking to generate ideas as to why these cultures suddenly disappeared from the area. Students also learn about the Mounds State Park, Falls of the Ohio State Park, and the O’Bannon Woods State Park and how they are related to the history and impact of these three prehistoric cultures. Students use a variety of graphic organizers to shape their thoughts and they are given many opportunities to discuss their ideas and thoughts in class discussions. Students also gain value map skills as they learn to use a map scale to estimate how far two places are from each other. Students participate in a role-play of trading with their own objects. Students learn why trading is important. Most importantly, students learn how places like state parks are tired to history they are learning about. Focus Questions What are a few of the common physical environment features where the Prehistoric Cultures were located? How did the Adena, Hopewell, and Mississippian Prehistoric Cultures impact Indiana? Benchmarks Assessment Key Concepts Students will: Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans (SS 4.1.1). Create and interpret timelines that show relationships people, events, and movements in the history of Indiana (SS 4.1.15). Students will: Create a timeline that includes when the Adena, Hopewell, and Mississippian Prehistoric Cultures lived in the in the area and when three Indiana landmarks became State Parks (SS 4.1.1, SS 4.1.15). Write a paragraph in which they explain how trading Adena Hopewell Mississippian Distance Prehistoric Trade
Estimate distances between two places on a map, using a scale of miles, and use cardinal and intermediate directions when referring to relative location (SS.4.3.2). Explain how both parties can benefit from trade and give examples of how people in Indiana engaged in trade in different time periods (SS 4.4.3). benefits people and how the prehistoric cultures benefited as well. Students will also use a map to estimate the distances between two state parks and use cardinal and intermediate directions to refer to their relative locations (SS 4.3.2, SS 4. 4.3) Instructional Resources Indiana Memory: (Locations of Indian Tribes in Northern Indiana) = (Adena-Hopewell Indians) (Antiquities of North American Indians) (Prehistoric Upper Mississippian bowl) Ancestral Art: Information on Hopewell Culture. Trading Practices. Retrieved December 6, 2012 from Crawford County, Indiana - Official Tourism Site. (n.d.). Crawford County, Indiana - Official Tourism Site. Retrieved December 6, 2012, from Falls of the Ohio State Park. (n.d.). Falls of the Ohio State Park. Retrieved December 6, 2012, from History Mounds State Park. (n.d.).Mounds State Park. Retrieved December 6, 2012, from Indiana Tribes. (n.d.). Native Americans. Retrieved December 6, 2012, from Moore, L. (n.d.). What Are Some Facts About the Adena & the Hopewell Indians? | eHow.com. eHow | How to Videos, Articles & More - Discover the expert in you. | eHow.com. Retrieved December 6, 2012, from Mound, n., & Site, V. (n.d.). Hopewell tradition - Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. Retrieved December 6, 2012, from Mounds State Park - Wikipedia, the free encyclopedia. (n.d.). Wikipedia, the free encyclopedia. Retrieved December 6, 2012, from Schoolhouse Rock barter and trade. Youtube.com. Retrieved from Written, T. T., & Cherokee., S. A. (N.D.). Mississippian culture - Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. Retrieved December 6, 2012, from
a new house or school. Have them think about and list five reasons why people move now. Discuss this as a class. Then have the students create their timelines using the hand and websites listed at the bottom of the handout. The complete guidelines are in the rubric. When they have finished, send them to one of the State Parks named in this unit to inform the public of the early Prehistoric Cultures of Indiana and the state parks that connect them to us now. Scoring Rubric Benchmarks Score Students will identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans (SS 4.1.1). Students will create and interpret timelines that show relationships among people, events, and movements in the history of Indiana (SS 4.1.15). 1 2 3 4 Student’s timeline begins at around 800 BC. Does not address the Early cultures or the state parks. Student’s timeline begins at around 800 BC; has even increments of time; shows how long one of the early cultures lived in the region; includes when one of theses became a state park: Mounds State Park, Falls of the Ohio, and O’Bannon State Park. Student’s timeline includes a title, begins at around 800 BC; has even increments of time; shows how long two of the early cultures lived in the region; includes when two of these became a state park: the Mounds State Park, Falls of the Ohio, and O’Bannon State Park. Student’s timeline includes a begins at around 800 BC; has even increments of time; shows how long all three early cultures lived in the region; includes when the Mounds State Park, Falls of the Ohio, and O’Bannon State Park became state parks. Assessment Task Two Course Title: Early Indiana Level: Fourth