The+Chumash+People

=**The Chumash People**= By: Shani Chen and Sharon Ho


 * Table of Contents**

//__Third Grade__// 3.2 Students describe the American Indian nations in their local region long ago and in the recent past. 1.Describe national identities, religious beliefs, customs, and various folklore traditions. 2.Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 3.Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments. 4.Discuss the interaction of new settlers with the already established Indians of the region.
 * 1. Rationale**

The goal of this unit is to teach students the history, traditions, and culture of the Chumash (pronounced "Choo-mahsh," "a" as in "father," not as in "flat.") Indian tribe of the Santa Barbara County. At the end of the unit, the students will be able to understand the Chumash people's way of life, legends, culture, music and games.
 * 2. Goal and Objectives**


 * 3. Planning Web**

**8:15-8:45** Morning Work **8:45-9:45** Language Arts/Word work **9:45-10:00** Recess **10:00-10:45** UA/ELD time **10:45-11:45** Grammar/Writing **11:45-12:25** Lunch **12:25-12:35** Read Aloud **12:35-1:25** Math **1:25-2:05** Social Studies **2:05-2:15** Closing/Clean-up
 * 4. Daily Schedule:**

In order to facilitate learning for children of all styles in the classroom, several adaptations have to be made to the lesson plans. There are several groups that need to be addressed (English Language Learners, students with special needs, and gifted children). In order to assist English Language Learners, Specially Designed Academic Instruction in English (SDAIE) strategies need to be used. Such strategies could include incorporating graphic organizers and realia into the curriculum. For example, during our "Day3" activity, students will make acorn bread to simulate life for the Chumash Indians. When the teacher is leading the class in making the bread and showing the different ingredients that are to be used, students can easily understand what the process is. Realia allows children to understand and process the content that is being taught without dealing with the struggle of language. Such strategies are also beneficial for students with special needs. According to the diagnosis of each child, different methods should be implemented. For example, I dealt with a child who had an attention deficit disorder in the past. In order to assist the learning process for this child, she was given a part in a play where she could channel her energy into a productive show for the class. She was allowed to dress up and act out her lines with exaggeration. It helped her to feel focused on a project and it boost her self confidence. For students who are gifted and talented, more challenging tasks can be assigned to them. For example, during the "Day 2" activity, students will be discussing the interaction of new settlers with the already established Indians in the region. In order to make this lesson come alive, a skit can be implemented in the class. The GATE students can be in charge of developing the script for the skit, since it challenges them to be creative on a different level.
 * 5. Student Learning Styles, Special Needs, ELL and GATE**

**Day 1** On the first day of this unit, I will come to school dressed as a Chumash Indian. I will wear a headband over my loosened hair and wear a traditional ceremonial skirt. This will get the children excited about the topic right away. I will also play music in the background to simulate a ceremony of the Chumash community. In addition, I will transform the classroom to replicate the living quarters of a Chumash tribe. This can be done by setting up a large, rounded structure made of straw (or something like it) to show the kind of housing that the Indians lived in. Large canoes (made of butcher paper) will also be set along the walls of the classroom to visually stimulate the children and create learning props. Trees, mountains and streams can be posted on the walls. During this time, I will introduce the children to the topic of the unit. Then we will explore our new environment and understand what each object was used for.
 * 6. Initiating Activity**

**Day 2** The Chumash way of Life 2. The teacher will a show a video on the Chumash people. 3. There will be use of think-pair-share on different questions on the Chumash way of life.
 * 7. Sustaining Activities**
 * Standard**: 4.Discuss the interaction of new settlers with the already established Indians of the region.
 * Lesson**: 1.Students will be reading an article together on the Chumash way of life.

**Day 3** The different foods nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 2. Students will be reading an article on the different Chumash foods and how the tribe gathered it. 3. Teacher will guide the students in making Acorn Bread! __Acorn Bread__ 1 cup acorn meal 1/2 cup cornmeal 1/2 cup whole wheat flour 3 Tbsp. salad oil 1 tsp.salt 1 Tbsp.baking powder 1/4 cup honey 1 egg Shell acorns and grind meats in a food mill or electric blender. Leach the meal until all bitterness is gone. Measure one cup meal and combine with cornmeal, flour, salt and baking powder. Combine honey, egg and milk and add to dry ingredients. Mix just until all dry ingredients are moistened. Pour into greased 8x8-inch pan and bake at 350 degrees for 20 to 30 minutes. Yield: one 8-inch loaf.
 * Standard**: 2.Discuss the ways in which physical geography, including climate, influenced how the local Indian
 * Standard for Math**: 1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
 * Lesson**: 1.The teacher will ask the students where their food comes from.

**Day 4** The Chumash houses and different materials that were used nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 2. Students will be reading an article on the Chumash houses and the materials that were used in building it. 2. After reading the article, students will follow each step and draw a diagram of a Chumash house.
 * Standard**: 2.Discuss the ways in which physical geography, including climate, influenced how the local Indian
 * Lesson**: 1. Teacher will ask the students what their house is made of. Who built their house?

**Day 5** Chumash Game Day! [|File0076.jpg] [|File0077.jpg] [|File0079.jpg] keep track of the outcomes when the event is repeated many times. 3. Students will be visiting the different stations around the room and trying the games.
 * Standard**:1.Describe national identities, religious beliefs, customs, and various folklore traditions.
 * Standard for Math**: 1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically
 * Lesson**: 1. Teacher will set up 5 stations around the room.

**Day 6** The Chumash Canoe [|File0080.jpg] [|File0081.jpg] nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 2. Teacher will provide a template of the canoe and each student will make one from the template provided.
 * Standard**: 2.Discuss the ways in which physical geography, including climate, influenced how the local Indian
 * Lesson**:1. Students will read about how the Chumash people built their canoes.

**Day 7** Chumash rock painting 2. Students will read about what the Chumash painted and what they used for materials. 3. After learning about the Chumash paintings, they will make their own mural for the classroom wall using reddish-brown, white and black pastels on brown craft paper.
 * Standard**:1.Describe national identities, religious beliefs, customs, and various folklore traditions.
 * Standard for Visual Arts**: 1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and value.
 * Lesson**: 1. Teacher will ask the students why people create art. What is a symbol? Why would artists use symbols? Do all pictures show something that you recognize?

**Day 8** Chumash Music [|File0083.jpg] [|File0084.jpg] [|File0093.jpg] [|File0086.jpg] 2.1 Sing with accuracy in a developmentally appropriate range. 2. They will also discuss what the purpose of a song is. 3. Students will learn 2 Chumash songs: Why it was written and how it was sung.
 * Standard**:1.Describe national identities, religious beliefs, customs, and various folklore traditions.
 * Standard for Music**: 1.1 Read, write, and perform simple rhythmic patterns using eighth notes, quarter notes, half notes, dotted half notes, whole notes, and rests.
 * Lesson**: 1. Students will share what their favorite type of music is with a partner.

**Day 9** Different Chumash Legends [|File0087.jpg] [|File0089.jpg] [|File0094.jpg] [|File0091.jpg] 2. Each group will read about one of the Chumash legends. 3. After each group has completed reading about a Chumash legend, they will present it to the rest of the class.
 * Standard**:1.Describe national identities, religious beliefs, customs, and various folklore traditions.
 * Lesson**: 1. Students will be divided into 6 groups.

**Day 10** Taking the students to **Los Angeles County Museum of Natural History**! Exposition Park Los Angeles, CA 90007 Anthropology and natural history; guided tours for school groups (213) 744-3341 During this trip, students can receive guided tours for Native American exhibits by museum personnel. This will allow the children to gather information from other sources and see artifacts that they learned about pertaining to the Chumash Indians.
 * 8. Culminating Activity**

For this particular unit, various plans of assessment will be put in place. Along with the traditional formal assessment of multiple-choice testing, plays and artwork will also be collected and assessed. The reason for this is because not all of the students are good test-takers and can display their understanding through answering multiple-choice questions. There are students who thrive on the arts and can better demonstrate their knowledge through those means. Informal assessment will also be utilized throughout the unit by peppering questions constantly during all the lessons. It is critical to always assess student-understanding at any given point in the lesson because assessment is what drives instruction. In order to go on with a concept or go back to review, one must know where the children are. Participation is another big factor that will be considered when assessing student success for this unit. It is because this unit includes a lot of hands-on activities and participation is required.
 * 9. Assessment Plan**

Faber, Gail and Michele Lasagna, 1990. __Pasquala: The Story of a California Indian Girl__. Magpie Publications, Alamo, CA. Hoffmann, Eleanor, 1965. __The Charmstone__. Illustrated by Campbell Grant. McNally & Loftin, Santa Barbara. O' Dell, Scott. __Island of the Blue Dolphins__. Paperback edition: Dell Publishing, New York, 1973. O' Dell, Scott, 1976. __Zia__. Houghton Mifflin Co., Boston. Rambeau, John, Nancy Rambeau and Richard Gross, 1968. __Chumash Boy__. Field Educational Publication, Inc., San Francisco. Sanger, Kay (ed.), 1983. __When the Animals Were People: Stories told by the Chumash Indians of California__. Malki Museum Press, Banning. Blackburn, Thomas C., 1975. __December's Child: A Book of Chumash Oral Narratives__. University of California Press, Berkeley. Clark, Charlotte Bringle, 1977. __Edible and Useful Plants of California__. University of California Press, Berkeley. Geiger, Maynard, O.F.M., 1960. __The Indians of Mission Santa Barbara__. Old Mission, Santa Barbara. Gibson, Robert O., 1990. __The Chumash__. Chelsea House, New York. Grant, Campbell, 1965. __The Rock Paintings of the Chumash__. University of California Press, Berkeley. Hudson, Travis and Janice Timbrook, 1980. __Chumash Indian Games__. Santa Barbara Museum of Natural History. Webb, Edith Buckland, 1982. __Indian Life at the Old Missions__. Reprint edition. University of Nebraska Press, Lincoln.
 * 10. Appendices**
 * Books that students can read about the Chumash tribe:**
 * Bibliography:**

Websites: [] This link shows the 13,000 years of change along the Central Coast in the format of a timeline. It is a broad look at the main events that occurred. [] This site offers a look into the daily life of a Chumash Village. The information covered includes topics such as Food and Medicine, Clothing, and Myths.. [] Here is a link full of fun facts regarding the Chumash Indians for kids. This can be used to spark interest and learning among students. [] Here is another great website which shows an overview of the Chumash Indians using language that younger students can understand. This website is good for children to explore on their own. [] This video is a recording of the annual Chumash Indian Pow Wow Drum Ceremony in recent years. [] A short informative video spoken by a Chumash descendant
 * 11. Technology Resources**

Items to include in the Resource Box: A small canoe replica (real canoes are 30 feet long and made of redwood), basketry (baskets played essential roles in all aspects of Chumash life), pictures of Chumash houses (Chumash houses were round and shaped like half an orange. They were made by setting willow poles in the ground in a circle), Bead Money from the Chumash villages (Bead money was usually made from small disks shaped from the Olivella shell, also called the Purple Olive, a marine snail), Clothing from the tribes (Women usually wore a two-piece skirt of deer skin or plant fiber, men usually wore a belt or a small net at the waist for carrying tools they might need), a stone mortar, acorns (the most important plant food which took a long time to prepare. Dried, shelled acorns were ground to a powder with a stone mortar and pestle) and tools (such as bows and arrows and harpoons which were used for fishing).
 * 12. Resource Box**