Menu
Search
Browse by Grade & Subjects

Grade

Subjects

The Catawba

Duration
Multiple days
Lesson Type
Project Based Lesson

Grade(s):

  • 3

Subject(s):

Recommended Technology:

Other Instructional Materials or Notes:

Lesson Progression

The Catawba 
 
Main Ideas to be Covered:
            Piedmont region is where the Catawba lived
            Wigwams were their homes 
            Known for their interesting pottery
 
Day 1:
 
To Prepare for Lesson:
Print the following vocabulary for students or have them find the definitions and write them:
            Legend: a story that explains how something came to be
Reservation: Land set aside by the US government for American Indians
Spiritual: Having to do with religion or with the spirit or soul of things
Survivor: A person who lives through hard times when others have died 
Weir: A fish trap made from sticks tied together that is set in a stream or river 
 
Review with students the definition of each word and explain how each word ties together to represent the true meaning of the Catawba and what their lives were like.
In their social studies notebooks, have students write a short paragraph in which all the vocabulary words will be used. If you choose, students can use their South Carolina Story book to find further information about the Catawba (students only need about 15-20 minutes to complete this assignment for it is solely to build background knowledge of the Catawba). 
 
Day 2:
Have students make a K.W.L Chart. (found in Lesson Resources)
Have them write what they already know about the Catawba in the “K” section. Have them write what they want to learn in the “W” section. At the end of the lesson(s), they will go back and write what they learned in the “L” section (you may even let them complete this with a partner). 
 
“Speed Questioning” Activity:
Provide the following discussion questions for students on either note cards to answer in their social studies notebooks or on a note sheet (there is one provided in Lesson Resources). 
 

  1. Where did the Catawba people live?
  2. How did the Catawba use the resources of the land near the Catawba River?
  3. How was the Catawba government set up?
  4. The Catawba Nation is the only tribe in our state to have its own reservation. What does that mean?

Split the class into four groups to complete activity.
Place the four questions around the room in different areas.
Send one group to each card.
Start the timer for 7 minutes. The groups have 7 minutes to read the material and answer the question. 
When the timer is up, say, “Switch!” The groups have 30 seconds to go to the next group.
Start the timer for 7 minutes again and repeat cycle. 
 
Day 3
Call students to floor for discussion.
Have them bring their note sheets from “Speed Questioning” from previous day.
Go over each question ensuring all students have the correct answers.

  1. Where did the Catawba people live?

They lived in the Piedmont region along the Catawba River between North Carolina and South Carolina. 

  1. How did the Catawba use the resources of the land near the Catawba River?

The Catawba grew corn, beans, and squash. The women gathered wild foods and also made bowls, baskets, and mats. Men used spears, weirs, and traps to catch herring and sturgeon. They also hunted deer and small animals. The Catawba used the river to travel so they could trade with other people. They used wood, bark, and grasses to build wigwams (their homes).

  1. How was the Catawba government set up?

It was similar to Cherokee government. A chief was head of council which met in the council house. The leader was called “man superior.” Each tribe had priests and healers, as well who led the ceremonies. The healers knew how to make medicines from herbs.

  1. The Catawba Nation is the only tribe in our state to have its own reservation. What does that mean?

A reservation is land set aside by the government for the Indians. The Catawba are the only Indian tribe in our state who have a reservation. 
 
After discussing questions, introduce students to next activity.
Ask for volunteers to explain what a legend is.
Emphasize that a legend is a story that explains how something came to be.
Read the following picture books aloud to the class:
            The First Strawberries
            How Chipmunk Got His Stripes
(These stories can be found on YouTube for Read Alouds)
Discuss with students how these stories are alike and how they are different. Discuss how both stories complete the same task: explaining why.
Tell students they will be researching their own legends tomorrow.
 
Day 4/Day 5
Bring students to floor. Tell them that the Catawba were not the only people who told legends. Instruct students to research online different legends with a partner. Tell them to find one they think is interesting and print the legend out. (You may want to allow them to go to the library to research)
Once students have found a legend they enjoy, have them record themselves and their partners retelling the legend. Have them practice retelling the legend before recording.
 
Day 6
Complete the “L” section of the K.W.L. chart.
Share legend recordings aloud with the class.
(I would cut lights down low and make popcorn to make it more of a celebration of hard work.)