Shasta County History 
Mary Casady Third Grade                                Anderson Heights Elementary

Introduction
Standards
Objectives
Activities
Assessment 
Results
Resources

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Introduction

This lesson will be working with the Wintu Indians of Shasta County.  The two areas of concern will be how the environment of this area affected their food and housing.  Students will be working in coorperative groups during this unit of study. 

  • Subject:Social Science
  • Topic: Wintu Indians of Shasta County
  • Shasta County History
  • Grade Level: 3rd
  • Student Lesson name and URL:
Standards Addressed
Grade Third Social Science
     3.2 Students describe the American Indian nations in their
                   local region long ago and in the recent past.

                   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).

Instructional Objectives                                                 Students will explain in writing the type of envirnoment the Wintu Indians of Shasta County lived in that affected how they lived. 

Students will creat a drawing of how the Wintu People obtained one important food source.

Student Activities
I
Introductory Activity

The teacher will read a Wintu story. There will be some Indian artifacts present for observation.
The teacher will have a KWL chart up for class use and each student grouping of 4 students will have their own to work on in their cooperative groups.  The KWL chart will be "What the students know about Shasta County environment that would affect Indian life.'

t
Enabling Activities
 Day 1: Listen to Indian story and do KWL.
 Day 2: Develope another KWL and begin reading Chapter 2 in  "History of Shasta County."
 Day 3: Finish reading chapter 2 and writing summarizing sentences.
 Day 4: Students will take key words on teacher's lecture.
 Day 5: Read the pamphlet "The Wintu Indians and Their Heritage" together.  Have students take key words.
 Day 6: Students will make a word  of Environment. They will complete the web from the information they have gathered from their key words etc.
 Day 7: Today they will make another web with the title being Food of the Wintu People.
 Day 8, 9, 10: Students will go to a web site and retrieve an acorn recipe.  They  will begin to work on their mural with their group.  They will need to include one or two paragraphs explaining what are the main food sources and how the environment affected their lives.
Culminating Activity
 Day 11: Students will share their murals in front of the class.  Students will use the ditigal camera to take pictures of each other with their group and murals. Presentations need to be no more than 10 minutes.
 

 

Assessment
    Rubrics 

.
Results
    Student Data.
Web Resources & Supplementary Materials

General information about Shasta County Indian history.

Acorn recipes.

History of Wintu Indians in Cottonwood area.
 
 
 
 
 

Bibliography

"A Shasta County History  Grade 3" 
   Shasta County of Superintendent of Schools Office

"The Wintu Indians and Their Heritage"
   Turtle Bay Museum
   Redding, California

Other General Information
   Life Center:    4440 Shasta Dam Blvd.,  Shasta Lake City, CA 96019
  (530) 275-1513
 
 


 
 
 
 
 
 
 
 
 
 

PowerPoint Presentation
 
 

Anderson Heights Elementary School
1530 Spruce Ave., Anderson, Calfiornia 
Mary Casady
Last Revised:5/12/01