Mapping Native Territories

Grade Level

2nd Grade

Duration

30 minutes

Unit

Exploring Ohio's Native Americans (Lesson 3 of 5)

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Learning Objectives

Common Core State Standards Connections:

• CCSS.ELA-LITERACY.RI.2.7: Use the illustrations and details in a text to describe its key ideas.
• CCSS.ELA-LITERACY.SL.2.1: Participate in collaborative conversations with peers about grade 2 topics and texts with appropriate turn-taking.
• CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
• SS.2.G.1 (Ohio Social Studies Standard): Identify basic landforms and bodies of water on maps and globes.

I Can… Statements:

• I can locate Ohio Native American tribal territories on a map.
• I can label at least three tribal territories accurately on my own map.
• I can use map symbols and colors to show where tribes lived.

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Success Criteria

• Students locate and label at least three Ohio Native American tribal territories on a blank map.
• Students demonstrate understanding of map symbols by choosing colors or icons to represent tribes.
• Students explain one fact about the territory placements during a brief share-out.

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Materials Needed

• Large wall map of Ohio showing Native American territories (teacher reference)
• Blank outline maps of Ohio (one per student)
• Pre-labeled maps (for differentiation)
• Colored pencils/crayons/markers
• Dyslexia-friendly map labels (clear font, large print)
• Map symbols guide sheet (pictures explaining symbols/colors to use)
• Timer or visual clock

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Lesson Outline

1. Introduction & Review (5 minutes)

• Begin by revisiting what students learned about Native American tribes from previous lessons (e.g., tribes’ names, culture). Use visual cards or images for recall.
• Show the large teacher map of Ohio tribal territories. Explain that today students will become mapmakers and show where tribes lived.
• Introduce the “I Can…” statements on the board or chart paper.

Engagement Tip:
Use a fun metaphor: "Today, you’re all map detectives looking for where tribes made their homes!"

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2. Direct Instruction – Reading a Map (7 minutes)

• Briefly explain map components: title, symbols/legend, colors, and labels. Use the map symbols guide sheet here.
• Demonstrate locating a tribe (e.g., Shawnee) and show how to label it neatly in the right spot.
• Talk about how Native American territories often included rivers and natural landmarks.
• Model color-coding or symbol use for one tribe on a sample map.

Dyslexia-friendly tip: Use high-contrast colors, simple fonts, and verbal reinforcement while showing maps.

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3. Guided Practice – Map Labeling (10 minutes)

• Hand out blank outline maps; give the pre-labeled version to students who need it (Differentiation).
• Ask students to locate and label at least three tribal territories (Shawnee, Miami, Wyandot) on their own maps using colored pencils or markers.
• Circulate, giving support and praise. Encourage students to use the map symbols guide sheet.
• For students who finish early and want a challenge, prompt them to add rivers or hills based on what they know about the tribes’ land (Extension).

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4. Sharing and Reflecting (5 minutes)

• Invite 3-4 students to share their maps with the class, pointing out where they placed the tribes and any additional features they added.
• Ask students to explain one thing they learned about Native American territories.
• Reinforce correct map vocabulary and celebrate all contributions.

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5. Conclusion & Exit Ticket (3 minutes)

• Review the “I Can…” statements. Ask students to give a thumbs-up or thumbs-down on how confident they feel about labeling tribal territories.
• Exit Ticket: On a small sticky note, students write or draw one tribe they labeled and one new thing they learned about the tribe’s land.

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Differentiation Strategies

• Provide students who need extra support with pre-labeled maps and dyslexia-friendly map labels.
• Pair visual maps with verbal explanations and physical gestures (pointing, tracing).
• Allow students who need sensory input to use textured map symbols (felt, raised stickers).

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Extension Activities

• Research and add Ohio’s geographical features (rivers, hills, forests) that were important to the tribes on their maps.
• Students create a short sentence or caption about a tribe using information from previous lessons or books.
• Use digital tools or apps (if available) to create an interactive map with tribe locations and facts.

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Assessment

• Formative assessment through observation during guided practice and sharing.
• Collect maps to check for accuracy of at least three labeled tribal territories.
• Exit tickets provide insight into individual understanding and reflections.

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Teacher Reflection Notes

• Monitor engagement and conceptual grasp during the “map detective” activity.
• Be ready to support students struggling with spatial concepts by using hands-on, multisensory methods (e.g., physically tracing the map on the floor).
• Consider integrating storytelling with maps in future lessons to deepen cultural connections.

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This lesson provides a meaningful, interactive way to connect Ohio’s Native American history with geography skills aligned closely to Common Core and state social studies standards, while also offering supports that help all learners succeed.