Students brainstorm what people need in order to survive. Then they learn about the Caddo and Jumano tribes in Texas. Next they compare the houses of these two tribes and how the materials reflect the tribes’ adaptation to the environment. Finally they take a closer look at the Caddo culture and write a short report about an aspect that interests them.
Students are introduced to the idea that some American Indian tribes in Texas were sedentary and will focus on the Caddo and Jumano. They view a map of major Indian tribes in Texas and respond to a word cloud prompt about the basic needs people must meet in order to survive.
Teacher MovesPreview the experience, highlighting key vocabulary (survive, dome, confederation, mound) and the lesson objective. Clarify that humans must have food, water, air, and shelter to survive, and explain that this lesson will focus on food, water, and shelter as they relate to settled tribes.
Students read informational text about the Caddo, including their location in the Coastal Plains, their Southeastern culture region, and their economic activities such as farming, hunting, fishing, and trading. They learn about Caddo grass-domed houses, village and farm settlements along rivers, and the political confederations led by chiefs who were both political and religious leaders. Students also read about religious mounds and festivals and the possible origin of the word “Texas” from the Caddo word “Tejas.” They then complete a graphic organizer to summarize Caddo food, shelter and settlement patterns, government, and an interesting fact.
Teacher MovesGuide students through the reading, clarifying key ideas about Caddo location, economy, housing, and government. Prompt students to use the text to complete the graphic organizer accurately, then briefly review and summarize the main points about the Caddo before moving on.
Students examine an image of pueblo houses and read about Pueblo tribes in the Southwest, focusing on adobe pueblos made from sun-dried clay and straw. They learn that the Jumano lived in villages along the Rio Grande in the dry Mountains and Basins region, farmed near the river, hunted bison, gathered wild plants, and traded with other tribes. They read how Jumano pueblos were built around a plaza, stayed cool in summer, and were not individually owned. Students then answer multiple-choice questions about the location of Pueblo tribes, the main material in adobe bricks, and how Jumano farmers irrigated their crops.
Teacher MovesSupport students as they connect the text and images to the quiz questions, checking for understanding of Jumano location, housing, and farming practices. Review student responses, address errors, and correct misconceptions before continuing.
Students review that the Caddo built grass-domed houses and the Jumano built adobe pueblos. They respond to a class wall prompt explaining how the building materials used for each tribe’s houses reflect their adaptation to the physical environment.
Teacher MovesHighlight and share strong student explanations to deepen discussion. Explicitly connect each tribe’s housing materials to its region: explain that the Caddo used wood and grass available in the rainy, forested Coastal Plains, while the Jumano used clay bricks dried in the hot sun in the arid Mountains and Basins region.
Students view an image of Caddo-made moccasins and then visit World of the Caddo to research an aspect of Caddo culture that interests them, such as clothing, spiritual beliefs, village life, or government. They write a short report or create a poster describing what they learned and post it to a shared wall. Students then read classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesSet clear time expectations for the research and product creation. Encourage students to explore different facets of Caddo culture and support them in organizing their findings into a brief report or poster. Allow time for students to read and respond to each other’s work so they can broaden their understanding of Caddo life.
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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