Karankawa Indians Lesson Plan

Karankawa Indians Lesson Plan

Karankawa Indians

Indians of North America

Social conditions

South Padre Island

Cortina, Juan N. (Juan Nepomuceno), 1824-1894

Indigenous peoples

The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture.

To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were built physically, and more.

Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture.

To end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances.

Grade 5

Jacqueline Mireles

Kevin Gutierrez

Julio Mendoza

UTRGV College of Education

EDCI3335.32

Spring 2019

University of Texas Rio Grande Valley Special Collections and University Archives

1527

1891

University of Texas Rio Grande Valley

UTRGV College of Education

Stephanie Anckle

Mireles, Jacqueline, Gutierrez, Kevin, and Medoza, Julio. (2019). Lesson Plan for Karankawa Indians. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/95

PDF

English

LessonPlan-Karankawa-MirelesGutierrezMendoza

Galveston, Texas

South Padre Island, Texas

Karankawa people

§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States

• The students will:
o Learn who the Karankawa Indian were.
o Respect the lifestyle and culture of the Karankawa Indians.

• Outdoor environment
• cards for extension activity
• flipbook for exploration activity
• colors
• pencils
• Cards for evaluation activity

7 days

Abstract
The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture. To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were physically built, and more. Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After, students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture. To the end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances.

Pedagogy
Students in the Rio Grande Valley education system consists mostly of students are Hispanic. Throughout their education, they are often taught information that they can’t make a personal connection with. This has the possibility to hinder the interest of the students. An approach that that can be taken to change this phenomenon is to develop a lesson that focuses on local history. This strategy will work toward intriguing students’ interest on the topic and allow for a more engaging lesson. To further increase interest for students, it is important that worksheets are kept to a minimum, and work toward placing a bigger focus on hands on activities. The activities done during the lesson should allow teachers to assess student’s knowledge, but to get a clear understanding of how students are processing the information, a quiz over the lessons will be administered.

Methods
Our class gathered at the UTRGV archives to collect research for my lesson plan that can be utilized for a 5th grade classroom. The TEKS that will be used for this lesson is (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to :(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States.
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States. After conducting research, our group met on several different agreed dates to organize and format our work. During periods where we were not able to meet, we communicated through our mobile phones.

History
The Karankawa Indians are a tribe that resided in South Texas and were mainly located near the coastal waters of Texas. The Karankawas were discovered in 1528 by Europeans, but eventually got wiped out through war and conflict. Although they were wiped out, the Karankawas were strong mentally and physically. The males were strong hunters and were handy with their tools and weapons. The women were small in numbers and were the physical opposite of the men. The women would stay at camp and help with preparations. They would also attend to childrens’ needs if any was needed. The Karankawa’s diet consisted mostly of seafood, but also included buffalo, bird eggs, berries, grapes, nuts, persimmons. Most food eaten by the Karankawas was seasonal, so food became scarce easily thus causing their lives to be very difficult. Since food became scarce as time went on, the Karankawas had to stay mobile. Their homes were portable and were built periodically. The structures they built were called wigwam-teepees. The communicate, the Karankawas had their own language. They often used sign language since their vocabulary was very limited.
 
Day 1: Introduction
Teacher: Jacqueline Mireles
Date: Day 1
Subject / grade level: Social Studies/ 5th

Materials:
• KWL handout
• Construction Paper/colored paper
• Pencils
• Stapler
• Exit ticket Paper
• Computers
• iPad
• Notebooks

NC SCOS Essential Standards and Clarifying Objectives
• §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States
Lesson objective(s):
• The students will:
o Learn who the Karankawa Indian were.
o Respect the lifestyle and culture of the Karankawa Indians.
Differentiation strategies to meet diverse learner needs:
• To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students.

ENGAGEMENT
• The students will watch a video on the Karankawa tribes. (The video will be the one made by our group)

EXPLORATION
• The students will begin working on a foldable (graphic organizer). The students will create it using the following steps:
o Students will get four sheets of construction paper or colored paper.
o They will line up the papers an inch from one another, and then fold till the ones on top are an inch away from the bottom ones.
o The students will staple the top part of the foldable so it does not fall apart.
• The first section will be filled out which explains
o Where they live?
o Who they are?
o Where their name come from?

EXPLANATION
• The teacher will explain how the Karankawa tribe had different villages incorporated into their tribe. There were five and there are as follow:
o The Coco
o Copanes
o Cujanes
o Guapites
o Carancaguases
• The teacher will give details about each of the tribes.
• The students will be taking notes on their notebooks.
• Questions to ask students:
o Can you discuss the differences between _____(village) and ______(village)?
o Can you relate how one tribe is similar to another?
o Can you name characteristics of each tribe?

ELABORATION
• The teacher will break the class into five groups.
• Each group will be in charge of a village to locate on a map.
• The groups will work together to finding their location along the Texas coast using iPads or computers.
• Then, each group will present their information and find connections to places they know that are located in that area now.
o For example, one tribe is near South Padre Island. Students can relate the tribes to location.

EVALUATION
• The students will participate in an 3-2-1 exit ticket. The students will answer:
o What were three things they learned in today’s lesson?
o What are two things you found interesting?
o List a question(s) you still have.

5E Lesson Plan
Date: Day 2
Subject/Grade Level: 5th Grade

Materials:
• Outdoor environment
• cards for extension activity
• flipbook for exploration activity
• colors
• pencils
• Cards for evaluation activity

NC SCOS Essential Standards and Clarifying Objectives:
(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States;

Lesson objective(s):
• Students will become familiar with the different types of tools and weapons the Karankawa Indians used.
• Students will be to identify the names of the weapons/tools used by Karankawas.
• Students will know how each tool was used effectively

Differentiation Strategies to meet diverse Learner needs:
• Students will use graphic organizers

Engagement:
• To engage students into the lesson the teacher will take the class outside and tell them to observe their surroundings. The teacher mentions that the Karankawa tribe created all their tools using natural resources. The teacher will then ask a set of open-ended questions relating to the topic.
• The teacher will ask: What kind of natural resources do you see around the area?
o Do you think we could craft a tool from these natural resources?
o Do we gather the materials with our bare hands or is there an easier alternative?
• The students will be asking/stating:
o I think we see trees, rocks, and dirt, and sticks.
o We can dig the dirt using a stick.
• Why did they use hand crafted tools, if there so difficult to create?
• After observing and forming ideas, students can share among each other what they came up with and explain to each other how they came up with those ideas.


Exploration:
• Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words.
• Students can present their info through writing and visuals

Explanation:
• The teacher will give introduce some key terms that relates to the topic being discussed
• The terms are: Cedar Bow, lances, clubs, tomahawks, canoe, etc.
• The students can ask:
o What was the point of having so much weapons?
o Do they have a favorite type of weapon that they preferred to use?
o What materials were used to create each type of weapon of tool?
o How much time was invested into crafting each weapon/tool?
Elaboration:
• To further check for understanding the teacher will present an extension activity that is engaging, students will be grouped in groups of 3 to 4 students. Each student will be given a set of cards that contains pictures and definitions for the words introduced to them. The cards with pictures will be colored green and the cards with the definitions will be colored blue.
• The students will:
o Place the cards flipped over at their workstation.
o The students will flip a card of each color, and if the picture and definition match they will gather them into a pile.
o If they fail, they will flip them back over.
o Repeat until all cards are matched with each other.

Evaluation:
• To evaluate students understanding of lesson, the teacher will conduct an assessment.
o Each student will be given be given four cards that are each colored a different color: blue(a), red(b), yellow(c), purple(d).
o The teacher will ask a question revolving around the topic and present up to 4 answer choices.
o Give students ample time to formulate a conclusion, and then verbally say “on the count to three I want see your answer choice”
o When it comes time to present the answer choices, the teacher will be able to visually see how answer choices vary among the class.

5E Lesson Plan
Date: Day 3
Subject/Grade Level: Social Studies/5th

Materials:
• Tape
• Karankawa Tribe pictures
• Flipbook
• Colors
• Exit ticket

NC SCOS Essential Standards and Clarifying Objectives:
22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and

Lesson objective(s):
• Students will be able to identify the physical traits of Karankawa Indians.
• Students will be able to identify which traits and characteristics belong to which gender.
• Students will be able to identify different types of clothing that the Karankawa tribe used.

Differentiation Strategies to meet diverse Learner needs:
• Use graphic organizers

Engagement:
• While introducing the lesson to the class, there will be a mark on the wall that represents an estimated height of 6 ft and another mark that is much lower. Lying next to the mark lies a display of pictures related to the Karankawa tribe. These pictures include: Male and female Karankawa tribe members, Karankawa tribe member fishing, etc. The instructor will then pose a set of question to the students
• Questions teacher will ask:
• What do you think the mark on the wall represents?
• What can you tell me about the pictures?
o What differences do you see between male and female?
• Questions that students can ask themselves:
o Does the tape represent the height of the Karankawa tribe members?
o Why are there two tape markers?
o Does each tape represent the difference between male and females?
o Why are the males wearing very little clothes?
o How did they get so strong?

Exploration:
• Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words.

Explanation:
• The teacher will introduce vocabulary words to the students: muscular, squat, tattoos, ornamentation, adorned. Give students a set amount of time to.
• The teacher can ask:
o In your own words, can you define the words I just introduced to you?
o Can you give me a synonym for any of the words?
o Ask your partner to see if you the same definition
• The students can ask:
o Did you think “x” means this?
o The word “x” sounds very similar this word?
o Did you get the same definition I did?
o Are all of these words relate to physical traits?
• After giving ample time for discussing the words, the teacher will define and explain the meaning of each word.

Elaboration:
• The students will create a Venn diagram that compares the similarities and differences between males and females in the Karankawa tribe. Student will use all prior information introduced to them.
• Students can present the information through vocabulary, illustrations, etc.

Evaluation:
• Student will do an exit ticket to finish the lesson. The students will write
o 3 things that they learned
o 2 things they found interesting
o 1 question that they want an answer to

Teacher: Mr. Gutierrez
Date: Day 4
Subject / grade level: Social Studies 5th Grade

Materials:
• PowerPoint
• Paper
• Pencils
• Notecards
NC SCOS Essential Standards and Clarifying Objectives
(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and

Lesson objective(s):
• Students will be able to compare and contrast the foods Karankawa ate to their own.
• Students will be able to understand why these were the foods the Karankawa ate.

Differentiation strategies to meet diverse learner needs:
• Use Graphic Organizer

ENGAGEMENT
• The students will be presented with a Bell ringer as the class begins asking the students to write about the foods that they like to eat.
• Class discussion on what foods the students like to eat and foods that are available.

EXPLORATION
• Foldable showing the different foods the Karankawa ate modeled by the teacher.
• Foldable will included a brief description of the food item.

EXPLANATION
• PowerPoint showing visuals of the foods the Karankawa ate and explanation as to why those were the food that they ate.
• The teacher will also use descriptive words to help the students understand what that food item is and perhaps what it would taste like.
• The teacher can ask the students questions such as: Of the foods the Karankawa ate, which would you say you like, and which do you not like, stating why or why not.

ELABORATION
• Students will complete a Venn-diagram comparing the foods the Karankawa ate compared to some of the food that the students personally like to eat.
• The student can either write out the words if they choose, or they can draw them if they would like
• The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them.

EVALUATION
• 3-2-1 exit ticket.
o 3 things the student learned.
o 2 things the student still wants to know.
o 1 thing the student has a question on.

Teacher: Mr. Gutierrez
Date: Day 5
Subject / grade level: Social Studies 5th Grade

Materials:
• Straws
• PowerPoint
• Paper
• Pencils
NC SCOS Essential Standards and Clarifying Objectives
(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and

Lesson objective(s):
• Students will be able to describe the structure in which the Karankawa lived.
• Students will be able to decide whether these structures would have been ideal to live in or not.

Differentiation strategies to meet diverse learner needs:
• Use Graphic Organizers

ENGAGEMENT
• The students will be presented with a bell ringer asking the student to describe the home they live in.
• Class discussion on the place the students live using descriptive words

EXPLORATION
• Foldable on the homes of the Karankawa
• The vocabulary "Wickiup" will be introduced to give the students the proper terms for the homes of the Karankawa

EXPLANATION
• PowerPoint using visual and providing description of the houses the Karankawa lived in and how they were built.
• Teacher will also explain the reason why the Wickiups were useful
• The teacher can ask the student questions such as how do you think it would have been like to live in these homes? Would you like it, why or why not?

ELABORATION
• Students will build their own wickiup out straws to get a better understanding of how these structures were made and to be in a hands-on activity.
• The students can test out their built structures to see how their structures would fare against the environments. Such as by blowing air at it, by pouring a small amount of water to mimic rain
• The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them.

EVALUATION
• 3-2-1 Exit Ticket
o 3 things the student learned
o 2 things the student still wants to know
o 1 thing the student still has a question on.

Teacher: Ms. Mireles
Date: Day 6
Subject / grade level: Social Studies 5th Grade

Materials:
• Common phrases and words spoken by the Karankawa
• Paper
• Pencil
• Note Cards
NC SCOS Essential Standards and Clarify
(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States;

Lesson objective(s):
• The student will be able to understand the importance of communication
• The student will become familiar with common words and phrases the Karankawa spoke

Differentiation strategies to meet diverse learner needs:
• Use Graphic Organizer

ENGAGEMENT
• The teacher will start off the lesson with a bell ringer by writing the prompt on the board
o “What languages do you know”.
• Class discussion on the language the students know and the purpose language serves.

EXPLORATION
• Together as a class, the students will complete a foldable modeled by the teacher.
• The foldable will include some of the words and phrases the Karankawa used.
• The teacher will construct 3 sentences with the students in their foldable using the Karankawa language
• The students will write 1 sentence on their own in the Karankawa language.

EXPLANATION
• The teacher will display the pages of Karankawa language on the board to the class.
• The translation of the words and phrases will be included.
• The teacher will practice saying the phrases with the whole class.
• The teacher can ask the students questions such as: “How do you think you would have done communicating with the Karankawa? Do you think that they would have been able to understand you?”

ELABORATION
• The students will be put into pairs and practice together using the language of the Karankawa to communicate with one another.
• The students will be provided with their own list of words and phrases the Karankawa used to guide them.
• The teacher will walk around the class and help the students as needed.
• The students will act out their conversation when they are ready to present to the front of the class.

EVALUATION
• 3-2-1 exit ticket:
o The students will write:
 3 words or phrases the student learned.
 2 things the student would still like to know how to say.
 1 thing the student still has a question on.

Teacher: Jacqueline Mireles
Date: Day 7
Subject / grade level: Social Studies/ 5th

Materials:
• Foldable
• Exit ticket Paper
• Pencils
• Notebooks
• Computers
NC SCOS Essential Standards and Clarifying Objectives
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012
(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States

Lesson objective(s):
• The students will:
o Learn what happened to the Karankawa Indian.
o Develop an understanding of how different tribes lived in Texas
o Create a project based on the different tribes.
Differentiation strategies to meet diverse learner needs:
• To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students.

ENGAGEMENT
• The students participate in a Bell Ringer based on the topic being learned on the Karankawa.
o Topic: What is your prediction of what happened to the Karankawa Indians?

EXPLORATION
• The students will continue working on a foldable (graphic organizer).
• This section will be titled “What happened to the Karankawa Indians”
• The teacher will have the students follow along as the teacher tells them what to put inside the foldable.

EXPLANATION
• The teacher will go into detail what causes tribes to die out. The students will put these notes in their notebooks. The teacher will help the students understand that what happens to one tribe may or may not happen to another.
o Vocabulary:
 Missionaries
 Colonist
 Crisis
 Disease
 Raids
• Questions to ask:
o Can you explain to me why the Karankawa Indians were not wanted there?
o What would be a different if they died out by disease?
o Would some still be alive?

ELABORATION
• The students will participate in a project. After learning about the Karankawas, the students will work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them.
• The students will present this in front of the class as a presentation.

EVALUATION
• The students will take a quiz over everything they have learned about the Karankawa tribe. It will be a 10-question multiple choice quiz.

Multiple Choice Quiz
1. Can you recall which village/groups were within the Karankawas?
A.) Copanes
B.) Chakrapani
C.) Cujanes
D.) all of the above
E.) Only A & C

2. Identify the Karankawa’s houses/huts were made of?
A.) animal skin
B.) willow poles
C.) palm leaves
D.) all of the above

3. Compare how the Karankawas got around compared to today.
A.) The Karankawas were able to drive cars just like people today.
B.) The Karankawas used canoes while we mainly use boats.
C.) The Karankawas used big boats just like the ones we used today.
D.) The Karankawas rode on lot of animals to get where they needed to go.

5. If you were to analyze a picture of a male Karankawa, what would be something that stands out compared to women?
A.) wore their hair in braids
B.) wore their hair long and loose
C.) wore a lot of clothing

6. Due to their location, what jobs did the Karankawas do?
A.) Hunters
B.) Gathers
C.) Farmers
D.) Both A & B

7. What kind of foods did the Karankawas not eat?
A.) Redfish, trout, catfish, tuna, and turtles
B.) Shellfish: Oysters, scallops, quahogs, and calms
C.) Bison, deer, ducks, birds, bears, and panthers
D.) Frogs, hares, goats, and sheep

8. Where were the Karankawas located?
A.) North Texas
B.) West Texas
C.) South East Coast of Texas
D.) Central Texas

9. Karankawas used what type of weapons for fighting?
A.) Bows & Arrows
B.) Guns
C.) Spears
D.) Hatchet

10. Which of the following explains how the Karankawas died out.
A.) The Karankawas died by lack of food.
B.) The Karankawas died by a Texas force.
C.) The Karankawas died out by disease.

Authentic Assessment:
After learning about the Karankawas, you work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them.

HYPERLINK – Anchor Video

CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was.
Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well.
Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.


References
Gatschet, A. S. (1967). The Karankawa Indians: The coast people of Texas (Vol. 1). New York: Kraus Reprint Corporation.

Johnson, H., & Bexley, F. (1976). Our first residents: The Karankawa Indians. Aransas Pass, TX: Biography Press.

Roza, G. (2005). The Karankawa of Texas. New York: PowerKids Press.

ROYALTY FREE MUSIC by BENSOUND. (n.d.). Retrieved February 22, 2019, from https://www.bensound.com/