PRE-COLUMBIAN AMERICA 8 th Grade Social Studies Quarter 1: Weeks 1 & 2.
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Transcript of PRE-COLUMBIAN AMERICA 8 th Grade Social Studies Quarter 1: Weeks 1 & 2.
UNIT OVERVIEW
Essential Questions• How did people come to live in the Americas?• What were the impacts of European exploration on indigenous peoples?• How was our region developed and shaped throughout history?
UNIT OBJECTIVES
Language Standards
W1. Cite specific textual evidence to support analysis of primary and secondary sources.
W2. Write informative texts.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension
Content StandardsBenchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day:
R1. compare and contrast the settlement patterns of the American southwest with other regions of the United States;
SOURCES
Primary•Created in the time period by an eye witness.•What are some examples?
Secondary•Created after the event by someone who was not present.•What are some examples?
PRIMARY SOURCESExamples: quotes, letters, speeches, journals, records, songs, photographs, newspapers and books from that time, fossils, etc.
SECONDARY SOURCES
Examples: Books, textbooks, biographies, documentaries, current magazines/newspapers, websites, etc.
WEEK 1: INDIGENOUS PEOPLES
I can:
• Explain the major theories of populating the Americas
•Compare and contrast the different tribes (traditions/cultures) of the American southwest
•Analyze the causes for movement of different tribes
•Listen to creation stories and population theories to retell the main ideas
•Use a Venn Diagram to compare and contrast different groups
•Describe the causes for movement among indigenous peoples prior to European contact
INDIGENOUS PEOPLES: DAY 1 & 2
Discuss:•Objectives
•Diné creation story:•How did people come to live on North America?
Content Objective I can explain the major theories of populating the Americas.
Language Objective I can listen to creation stories and population theories to summarize the main ideas.
BEFORE WE BEGIN…
*Important*Theories and beliefs
are different ways to talk about ideas, we aren’t talking about right or wrong. It is important that we always respect each other’s beliefs, thoughts, and ideas
Coastal Route
Land Bridge
Creation Story
DINE CREATION STORY
First Man and First Woman journey up through the four worlds inside the Earth.
Emerge where the rivers meet, the Nation spreads throughout the lands between the four sacred mountains.
READ ABOUT TWO OTHER THEORIES TO FIND SIMILARITIES AND DIFFERENCES
LAND BRIDGE THEORY
COASTAL ROUTE THEORYhttp://www.nps.gov/bela/historyculture/other-migration-theories.htm
http://www.woollymammoth.org/Hebior.htm
http://education-portal.com/academy/lesson/what-was-beringia-theory-definition-quiz.html#lesson
LAND BRIDGE THEORY
• Beringia = land/ice mass that connected Siberia and North America
• People were following their food source : Big Game• Examples: mammoth, sloth, elk,
etc.
ORGANIZE YOUR THOUGHTS & NOTES
Instructions•Create the Venn diagram in your journal•Work in your small groups to complete the Venn diagram
RACE WRITING
Compare and contrast the three narratives about people coming to live in North America.
CLOSURE
Exit Ticket:
Did you meet your objectives today?
What is one question you still have about our lesson today?
INDIGENOUS PEOPLES: DAY 3
Discuss:
•Objectives•List of Tribes•Map of Tribes
Content Objective Compare and contrast the different tribes (traditions/cultures) of the American southwest
Language Objective Use a Venn Diagram to compare and contrast different groups
500+ NATIONS
In your groups…
• Discuss how you might organize the tribes according to the region map.
WEBQUEST
Directions:• In your small groups, select a region • Research some of the tribes that live or lived in that region •Gather information in your journals• Create a PowerPoint slide to share your findings and some visuals about your research.
COMPARE AND CONTRAST
Directions
• Create your own model of the Venn diagram, be original!
• Complete one side of the Venn diagram for the region you and your group researched
• Present to another group and complete your diagrams
• Remember a title
Group 1 Group 2
RACE WRITING Compare and contrast the tribes of two different regions of the North American continent.
INDIGENOUS PEOPLES: DAY 4
Discuss:•Objectives•What does it mean to analyze? Think of synonyms for this word in your groups.
Content Objective
I can analyze the causes for movement of different tribes.
Language Objective
I can describe the causes for movement among indigenous peoples prior to European contact.
READING
Analyze the timeline in your groups. Discuss what reasons you found for Lakota movement. What types of sources were utilized to create this timeline?
http://wintercounts.si.edu/html_version/html/whoare.html
NAVAJO MOVEMENT JIGSAW
In small groups, read the section providedDiscuss three points in the section that you feel are the most
importantBreak up into another group and discuss your three main
pointswww.culturalsurvival.org/publications/cultural-survival-quarterly/united-states/historical-overview-navajo-
relocation
WEEK 2: EUROPEAN CONTACT
I can:• Summarize the causes for European exploration by
reading journals• Discuss the impacts of European contact on indigenous
peoples in an essay• Analyze the causes for European exploration• Assess the impacts of European contact on indigenous
peoples, Northern, Eastern, and Southwestern tribes
EUROPEAN CONTACT: DAY 1 & 2Discuss:• Objectives• Europe map
Content Objective I can analyze the causes for European exploration.
Language Objective I can summarize the causes for European exploration by reading journals.
REASONS FOR EXPLORATION
Directions• Cut out seven reasons from:http://quizlet.com/656715/7-reasons-for-exploration-flash-cards/• Create flashcards with a visual for each one• Practice with a partner
ANALYZING JOURNALS
Directions• Select two days to read
from Columbus’ journal• Determine the motivations
Columbus had for exploring.• Discuss some of the
challenges Columbus and his crew faced.
ANALYZING LETTERS
Directions• Read the letter• Determine the De Soto’s
purpose for writing the letter.• Discuss some of the
challenges De Soto and his crew faced.
http://www.americanjourneys.org/texts.asp
http://www.americanjourneys.org/pdf/AJ-024.pdf
COMPARE AND CONTRAST
Columbus
De Soto
In your groups, complete the Venn diagram about these two explorers.
EUROPEAN EXPLORATION: DAY 3 - 5
Discuss
• Objectives
• Chart
Content Objective
I can assess the impacts of European contact on indigenous peoples, Northern, Eastern, and Southwestern tribes
Language Objective
I can discuss the impacts of European contact on indigenous peoples in an essay.
SYNTHESIS: BRINGING TOGETHER DIFFERENT SOURCES
Informative Essays• What purpose does
informative writing serve?• Your purpose is to discuss
the impacts that European explorers had on the indigenous peoples of the Americas based on the readings.
Key elements of every essay:TitleInteresting openingThesisTopic sentence for every body
paragraphEvidenceConclusion (restatement of
thesis)Bibliography
REVIEW
Review your notes and readings to determine the effects of Europeans on the indigenous peoples of North America.
*Make a list of sources and of questions you still have.
SCHEDULE
•One day for researching any remaining questions•One day for drafting and peer editing• Final day for final reviews