There are FOUR sections to this WebQuest:

1. Labels - American Indians or Native Americans?       
2. Comparing the History of Shasta Native Americans to the 21st Century       
3. Shasta Language       
4. Creating Music - Percussion Sounds & Sound Effects 

The Shasta Unit Plan has been developed to introduce the music of Native Americans to fourth grade students with the goal of supporting literacy, learning words from a new language, and cultural understanding. 

 

Each lesson in the Unit Plan is designed to support developing communication skills through the domains of reading and speaking as well as listening to and creating music.

 

 

CONTENT OBJECTIVES

California-History & Social Science Content Standards

3.2       Students describe the American Indian nations in their local region long ago and in the recent past.

Music: National Standards

1. Singing, alone and with others, a varied repertoire of music.

2. Performing on instruments, alone and with others, a varied repertoire of music.

3. Improvising melodies, variations, and accompaniments.

4. Composing and arranging music within specified guidelines.

5. Reading and notating music.

6. Listening to, analyzing, and describing music.

7. Evaluating music and music performances.

8. Understanding relationships between music, the other arts, and disciplines outside the arts.

9. Understanding music in relation to history and culture.

 

California Visual & Performing Arts Standards

3.0       Historical & Cultural Context

Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music
3.1       Explain the relationship between music and events in history.

Diversity of Music
3.2       Identify music from diverse cultures and time periods.
3.3       Sing and play music from diverse cultures and time periods.
3.4       Compare musical styles from two or more cultures.
3.5       Recognize the influence of various cultures on music in California.

 

LANGUAGE OBJECTIVES

English Language Arts/English Language Development

Word Recognition

1.1       Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

E11.     While reading aloud, recognize and produce English phonemes that do not correspond to phonemes students already hear and produce (e.g., a  in cat and  final consonants).

 

I1.        Pronounce most English phonemes correctly while reading aloud.

Fluency and Systematic Vocabulary Development

EI3.     Apply knowledge of content-related vocabulary to discussions and reading.

 

California English Language Development Standards

Narrative Analysis of Grade-Level-Appropriate Text

Listen to a story and respond orally in one or two words to factual comprehension questions.

Writing - Organization and Focus (Beginning Level)

Create simple sentences or phrases with some assistance.

 

Discussions

Graphic organizers

Oral presentations

Performances

Student-directed