4 Exciting Ways to Introduce Your Native Americans Unit

The way we start things really matters! The Olympics have Opening Ceremonies, many movies begin with an explosive action sequence, and you even teach your students to write essays with a “hook!”

If you’re here, it’s probably time to introduce your Native Americans unit. And unlike Olympic Committees and movie directors, you only have a few minutes to get an exciting and engaging introduction thrown together.

To help you grab your students’ attention, I’ve put together 4 exciting ways to introduce your Native Americans unit! I hope that starting strong will make all the difference in your classroom. 

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Introduce the Unit with a Popular Song

One World (We Are One)- IllumiNative & Mag 7

Introduction: 

Released in 2019 to celebrate Indigenous Peoples’ Day, this contemporary song would be an excellent way to introduce your Native Americans unit! “One World” sends an uplifting message about how Native American tribes today can support one another. The various performers represent unique tribes and have a goal of amplifying authentic Native voices in modern society. 

How it works: 

1. First, ask students if any of them can name local Native American tribes or reservations. You may ask if they have any friends or family members who are members of a Native American nation. What do they know about the history of these tribes?
2. Next, pull up the song “One World” and have students watch the music video. Ask students what they noticed in the video and their first impressions of the song. 
3. Invite the class to watch it again, and this time pause to discuss specific lyrics. You may assign students to listen to one section with a small group (they can slow the speed down on YouTube so it’s easier to tell what the artists are saying). Groups could report on (1) what they think the lyrics meant and (2) what it teaches them about modern Indigenous American culture.
   1. Possible sections for group analysis with start and stop times:
      1. 0:53-1:11
      2. 1:12-1:29
      3. 1:46-2:22
      4. 2:38-2:55
      5. 2:56-3:14
      6.  3:15-3:31
      7. 4:10-4:26
4. At the end of your lesson, discuss how each Indigenous nation has unique cultural elements and traditions. During the unit, your students will learn more about the history of Indigenous Americans. You could also address with your class that Native Americans were historically mistreated by colonists and then by the U.S. government. You want your students to understand how to be respectful and supportive of Native American people today (like those pictured in the video you just analyzed). 
5. And just for fun…Periodically play the song as students are entering your classroom and see if they can sing along! 

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Introduce the Unit with a Picture Book

Disclosure: The book link is an Amazon affiliate link. This means that I may earn commissions for purchases made by clicking the link. 

The People Shall Continue by Simon J. Ortiz

Introduction: 

Originally published in 1977, this book “traces the progress of the Indians of North America from the time of the Creation to the present.” The author, Simon J. Ortiz,   is a decorated poet and professor of Native American literature and creative writing. Ortiz is a highly respected Native American poet from the Acoma Pueblo tribe. Your students will learn so much from the lyrical writing and beautiful illustrations. This account of Native American history can help you introduce your Native American Regions unit in a meaningful way!

How it works:

1. First, ask students what happens when two different people tell the same story. How do the details change? What does each person emphasize or leave out? (Perhaps give an example of how a teacher versus a student might talk about something that happened in class during a parent-teacher conference.) Briefly discuss that you’ll be learning about Native American history and trying to get the information from a Native American perspective. 
2. While reading, ask students to write down key events for a timeline of Native American history. The story does not mention specific dates, but it does show a general progression and name some specific figures.
3. After reading, have students write down what stood out to them as they listened to the story. What struggles did they notice? Have students discuss their impressions about the book and share some key events they added to their timelines. 
4. At the end of the discussion, connect back to where you started. Ask your students how the story would be different from the perspective of colonizers, early settlers, or the American government. Emphasize the importance of learning more about the Native American perspective.  

Click here to check out more Native American regions picture books for kids that you could use in your unit!

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Introduce the Unit with a Video

The Danger of a Single Story- Chimamanda Ngozi Adichie

Introduction:

This video is a great way to talk about why you are studying different cultures as you introduce your Native American Regions unit. Nigerian author Chimamanda Ngozi Adichie explores the importance of learning the full background of a culture and people, instead of relying on a single source. 

How it works:

1. First, have students discuss what they know about Native American culture and history. Ask them where they learned that information. If time permits, try playing a few rounds of this Jeopardy game where students try to guess what an object is from a zoomed-in image. Talk about how if we only see a small part of something, we can’t understand it fully. 
2. During the video, have students identify the claims (arguments or points) that Adichie is making in her speech. How do the examples she gives help prove her point? You’ll probably want to pause intermittently during the video and help them notice when she makes a claim. 
   1. Here are a few moments to highlight:
      1. 10:12-10:50 Defining “power” as who is controlling the story (Adichie mentions Native Americans and the British)
      2. 13:55-14:09 The consequences of a “single story”
      3. 17:36-18:32 Why stories matter
3. After the video, generate a list of Adichie’s arguments on the board. Ask students if they agree or disagree with her points. Ask them to explain their thought process. Emphasize that, during your Native Americans unit, students will hear many different stories about indigenous American tribes. Your goal is to give them as complete a “picture” of this richly diverse group as you can!

In my Native American Regions unit, you’ll find an entire lesson about culture and identity that incorporates this video. 

Looking for more Native American videos? Check out my list of Native American Regions Videos for Kids.

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Introduce the Unit with a Primary Source

Kwakiutl Bridal Group, British Columbia, 1914 (photograph)

Introduction: 

Captured by Edward Curtis in 1914, this photo portrays a Kwakwaka’wakw bridal party. The Kwakwaka’wakw were holding a ‘potlatch’ as part of this wedding feast. This unique Native American ceremony was often held at births, weddings, or funerals. 

Different versions of potlach ceremonies are documented among tribes in the Pacific Northwest and Canada. Up to 100 people from a clan would gather and exchange their wealth. People showed their status by giving the most goods and food away. Teaching your students about this ceremony and studying this photograph would be an excellent way to introduce your Native Americans unit!

How it works:

1. First, students study the photograph for a few minutes. 
2. Next, ask students the following questions. Students may share their answers verbally or write their answers down on a guided worksheet like this one.
   1. What do you see?
   2. What are the people doing in the photo?
   3. What are the objects used for in the photo?
   4. Who took this photo?
   5. Why do you think this photo was taken?
   6. How does this photo compare to modern times?
   7. Where do you think we could find out more information about the people or objects in the photo?
3. Have students learn more about the Potlatch ceremony in both modern and historical times from this website. Then have students reflect on what the photo tells them about Native American cultural traditions. 

Starting your Native Americans unit with a primary source is such a fantastic way to help your students see the value of other cultures. Check out more powerful Native American primary sources here.

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More Resources for Teaching about Native American Regions

With these ideas under your belt, I hope you’re feeling excited to introduce your Native Americans unit! And while starting right is clearly important, so is being prepared for the rest of the unit! 

If you enjoyed this post, you may be interested in my Native American Regions unit. This all-inclusive unit provides 15 interactive lesson plans about Indigenous groups from eight cultural regions: Eastern Woodlands, Great Plains, Southwest, Pacific Northwest, Plateau, Great Basin, California, and Southeast. In just a few minutes, the next 3 weeks of your social studies curriculum will be ready to go! Students will love the variety of activities and will create a cultural atlas as their culminating project. 

If you’re still deciding, take a look at my preview of the unit. I think you’ll appreciate how much prep time you’ll save AND how invested your students will be in class. I hope both you and your students enjoy your study of Native American regions and cultures!   

Here is what educators are saying about the Native American Regions unit:

 

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