Grade Level: 4^th- 7^th Grade

Length: 10 weeks

• The location of the Shawnee lands and the climate of such.
• The culture of the Shawnee, including: clothing, homes, villages, customs, art, music, and religion
• The process of tracking and the animals they would have tracked.
• Knowledge of the famous Shawnee leaders, including: Tecumseh, Tenskwatawa, Blue Jacket, Black Hoof, Cornstalk, Nika, Puckeshinwa, and Methoatske. Also include the Mingo, Chief Logan.
• Knowledge of some famous whites that came into contact with the Shawnee such as Daniel Boone and Mary Engles.

• Thaxton, Carole and Hulcy, Jessica, Konos Curriculum Volume 1, 1997 (Some ideas gathered for Indian camp day and masks)
• Williams, John Alexander, West Virginia: A History for Beginners, 1993, Trans Alleghany Books, ISBN 0-9627486-3-3 (Information)
• Bil Gilbert, God Gave Us This Country: Tekamthi and the First American Civil War, 1989, Doubleday Dell Publishing Inc., ISBN 0-385-41357-2 (Information)
• Thom, James Alexander, Panther in the Sky, 1989, Ballantine Books, ISBN 0-345-36638-7 (A bit graphic at times for my taste, but the information is priceless)
• Cleary, Elaine Hansen, A Unit About Woodland Indians, 1995, Evan Moor Corp, ISBN 1-55799-389-0
• Carlson, Laurie, More Than Moccasins
• D'Amato, Janet and Alex, Indian Crafts
• Hofsinde, Robert, Indian Picture Writing
• Ritter, Darlene, Multicultural Art Activities: From the Cultures of Africa, Asia, and North America, 1993, Creative Teaching Press, Inc., (Really neat book! Has patterns for paper moccasin pins, birch bark simulated bowls, owner sticks, wampum, simulated buffalo robes with Indian writing, pottery, body painting, shields, woven baskets, etc.)
• Hubbard-Brown, Janet, The Shawnee, 1995, Chelsea House Publishers, ISBN 0-7910-1686-2 (Supplement Text)
• Braman, Arlette N., Traditional Native American Arts and Activities, 2000, John Wiley & Sons, Inc., ISBN 0-471-35992-0 (Some really neat art activities)

• Doherty, William, West Virginia: Our Land - Our People, 1990, Charleston Printing Company, ISBN 0-914498-07-X
• Griffen-Pierce, Trudy, The Encyclopedia of Native America, Penquin Books, ISBN 0-670-85104-3
• Great Indian Chiefs, 1996, Bellerophon Books, ISBN 0-88388-033-4, (Coloring Book)
• Fulkerson, Chuck, The Shawnee, 1992, Rourke Publications, Inc., ISBN 0-86625-392-0 (Use as Text)
• A Coloring Book of American Indians, 1997, Bellerophon Books, ISBN 0-88388-014-8
• Lansky, Bruce, The Best Baby Name Book in the Whole Wide World, 1991, Meadowbrook, Inc., ISBN 0-671-55463-2 (Used to find meaning of names)
• Glasscock, Allan, "Bow Hunters", Wonderful West Virginia, August 1984
• Pyle, Robert L., "Mysterious Cupstones: A Secret of the Past", Wonderful West Virginia, July 1985
• Pyle, Robert L., "Mussels Important to Prehistoric Cultures," Wonderful West Virginia, January 1985
• Pyle, Robert L., "Double Boiler", Wonderful West Virginia, March 1984
• Collier, Elizabeth, "Vast Ancient Civilization May Have Thrived In Southern West Virginia Around the Time of Christ", Wonderful West Virginia, October 1984

• Osborne, Mary Pope, Standing in the Light: The Captive Diary of Catherine Carey Logan, Delaware Valley, Pennsylvania, 1763, Dear America Series, 1998, Scholastic Inc., ISBN 0-590-13462-0
• Cohlene, Terri, Little Firefly: An Algonquian Legend, 1990, The Rourke Corporation, Inc., ISBN 0-8167-2363-X
• Anne Schraff, Tecumseh, The Story of an American Indian, 1979, Dillon Press, Inc., ISBN 0-87518-166-X
• San Souce, Robert D., Sootface, 1994, Bantam Doubleday Dell Books, ISBN 0-440-41363-X
• Martin, Rafe, The Roughface Girl, 1992, Scholastic, Inc., ISBN 0-590-46932-0
• Jeffers, Susan, Brother Eagle, Sister Sky, 1991, Scholastic, Inc., ISBN 0-590-45772-1
• Kent, Zachary, Tecumseh, 1992 Childrens Press, ISBN 0-516-46660-7
• Keehn, Sally M., I am Regina, 1991, Bantam Doubleday Dell, ISBN 0-440-40754-0
• Lenski, Lois, Indian Captive: The Story of Mary Jemison, 1941, Harper Collins Publishers, ISBN 0-06-446162-9
• Cooper, J. Fenimore, The Last of the Mohicans, 1993, Landoll Inc, ISBN 1-56987-090-X
• Thom, James Alexander, Follow the River, 1981, Ballantine Books, ISBN 0-345-33854-5 (Family Read aloud (with modifications) - story about Mary Engles)

• Follow the River Videotape

• Any of the wide variety of outdoor dramas
• Hopewell Village in Chillicothe, Ohio
• Indian dance shows

• Location of Shawnee at different times on maps. Include on map land features and label the rivers.
• Investigate the climate and the natural assets depended on by the Shawnee
• Discuss the Shawnee months or moons.
• Begin base of diorama (Shawnee village section model). Make the river and earth sections
• Discuss how the Indians came here and how the Shawnee got their name.

• Discuss the roles of men, women, and children in the Shawnee nation.
• Discuss the name ceremony and how names were decided on.
• Find out the meaning of our names and use them as our Indian name during this unit. (Example: Tamra means Palm Tree)
• Create an Indian name cinquian poem using own Indian name.
• Construct out of twigs, twine, bark pieces, burlap, hot glue, and screws a model of a wigwam after studying how the Shawnee women constructed the original ones.

• Discuss Shawnee dress and investigate old drawings of Shawnees.
• Make moccasins, dress, turbans, hair ties, and jewelry
• Have girls to design paper dolls using blank forms for the Shawnee way of dress.
• Make models of people and dress them for diorama.

• Discuss the importance of corn and deer. Discuss the importance of buffalo to this tribe before the white men came, and how they would at times venture into the plains to go buffalo hunting.
• Categorize all the different uses of corn, deer, and buffalo.
• Make corn soup, beef jerky, fruit leather, and popcorn for a Shawnee feast.
• Discuss transportation method of walking, horses, and canoes.
• Make canoes for the diorama.
• Make models of food, jerky drying poles, and dishes for the diorama.
• Categorize Shawnee food into the five food groups. How did they compare to modern day ideas of nutrition?

• Discuss the belief system of the Shawnee.
• Read some legends of the Shawnee
• Create a legend.
• Discuss the importance of storytelling and allow the students to do a storytelling of their legend.
• Discuss the importance of magic to the Shawnee. Make a magic bag.
• Discuss the role of a shaman and make a mask.

• Learn the basic steps of an Indian dance and do one.
• Create rattles, drums, and ankle bracelets.
• Sing Indian chants while harmonizing with made instruments.
• Make a bark basket model.
• Add some models to the diorama

• Study sign symbols and read some pictographs
• Create own pictograph on a simulated deer hide.
• Discuss importance of wampum and make a wampum belt
• Make and play some Shawnee games
• Add some models to the diorama

• Discuss famous Shawnee and color pictures of them.
• Investigate raids on white families and discuss the adoption process. Include in discussion Mary Engles and Daniel Boone. Also include our own family members.
• Investigate crimes of whites on Shawnee. Discuss, read his speech, and do color sheet on Chief Logan.
• Discuss the 5 clans of the Shawnee and the roles of each.
• Dramatize the gauntlet
• Make an Indian shield

• Investigate the trails and early settlements of the Long Knives
• Discuss the treaty's broken by frontiersmen
• Include other famous frontiersmen - such as Lewis and Clark, Daniel Boone, and Davy Crockett. Include in the investigation Tecumseh's thoughts about them.
• Explain the import concept of tracking to both the frontiersman and Shawnee. Look at the different animals that were important to track, their track marks, and create an Animals Tracking Guide booklet.

• Discuss the great exodus of the Shawnee people after Tecumseh's death. Find their reservation locations in Oklahoma on a map.
• Investigate how the Shawnee live today and how they attempt to keep alive their traditions.
• Investigate population of Indians over a period of years and do up a graph. Discuss reasons for population decline periods and answer graph questions.
• Do cumulating activities

• Go to a showing of Indian doing their Indian dances.

• Students will create a bound book on their discoveries for this unit after collecting ideas on the Indian tribe form.
• Rubric will be scored on diorama, costumes, interviews, animal tracking booklet, and ending project.

© Tamra Monroe, 2002