Students learn about the Plains Indians and their way of life. Then, they learn about the importance of the American bison to the Plains tribes and how the near extinction of the buffalo affected them. Finally, students select a Plains Indian tribe for further research.
Students read an introduction to the Plains region and view a map showing the area occupied by the Plains Indians. They respond on a discussion wall to the prompt: based on what they know about the geography of the Midwestern states, what they think life was like for the Plains Indians.
Teacher MovesIntroduce the experience and objectives, highlighting that students will learn about Plains Indian life, the importance of the buffalo, and how their way of life ended. Use student responses about geography and lifestyle to surface initial ideas about hunting, nomadism, and reliance on local resources, and to guide follow-up discussion.
Students read background text about the nomadic lifestyle and diversity of Plains Indian tribes, then use The Plains Indians – Surviving With the Buffalo to learn more about their way of life. They complete a graphic organizer by recording three key details about Plains Indian life.
Teacher MovesReview student entries in the graphic organizer, looking for details such as nomadic or semi-nomadic patterns, hunting practices, use of the buffalo, and shared beliefs. Use these responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students examine an image of Assiniboine hunters and read an explanation of how Plains Indians depended on the buffalo and used every part of the animal. They watch Native Americans Saw Buffalo as More Than Just Food to deepen their understanding of the cultural and practical importance of the buffalo. On a discussion wall, they explain how the loss of the buffalo changed life for the Plains Indians, then read additional text describing forced relocation to reservations and pressures to assimilate.
Teacher MovesHighlight the connection between buffalo hunting, migration, and Plains Indian survival. After students post their explanations, select and share an interesting or exemplary response with the class to prompt discussion about how the near extinction of the buffalo led to major changes in Plains Indian life, including relocation to reservations and forced assimilation.
Students review a list (and image) of Great Plains tribes, then choose one tribe to research using the Internet. They create a report that addresses topics such as the tribe’s location, language, culture, homes, clothing, food, current status, and other interesting information. Students post their report or a link to a digital presentation (e.g., Prezi, timeline, slide presentation, or digital poster) on a discussion wall to share with classmates.
Teacher MovesMonitor students’ research and report creation, ensuring they address key aspects of their chosen tribe. If time permits, invite volunteers to present their reports to the class to extend learning about the diversity of Plains tribes.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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