PRE-COLUMBIAN
AMERICA
8th 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
Content Standards
Benchmark 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;
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
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?
Examples: quotes, letters,
speeches, journals, records, songs,
photographs, newspapers and
books from that time, fossils, etc.
PRIMARY SOURCES
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
Creation
Story
Land
Bridge
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 THEORY
http://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-definitionquiz.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.
Megalonyx Jeffersonii
A giant sloth, found
by Thomas Jefferson
on his plantation
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:
Content Objective
•Objectives
•List of Tribes
•Map of Tribes
Language Objective
Compare and contrast the
different tribes (traditions/cultures)
of the American southwest
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.
CLOSURE
Did you meet your objectives today?
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.
MOVEMENT
Discuss in your groups:
• Why might groups of
people move from
one place to
another?
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 provided
Discuss three points in the section that you feel are the most
important
Break up into another group and discuss your three main points
www.culturalsurvival.org/publications/cultural-survival-quarterly/united-states/historical-overview-navajorelocation
HOW DID NAVAJO PEOPLE COME TO
LIVE IN THIS AREA? OTHER TRIBES?
Record these ideas in your journal
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 & 2
Discuss:
• 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-flashcards/
• Create flashcards with a visual for each one
• Practice with a partner
COLUMBUS’ JOURNAL
http://www.fordham.edu/halsall/source/columbus1.asp
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/tex
ts.asp
http://www.americanjourneys.org/pd
f/AJ-024.pdf
COMPARE AND CONTRAST
Columbus
De Soto
In your groups,
complete the Venn
diagram about these
two explorers.
RACE WRITING
Compare and contrast the experiences of Columbus and De Soto.
EUROPEAN EXPLORATION: DAY 3 - 5
Discuss
Content Objective
• Objectives
I can assess the impacts of
European contact on indigenous
peoples, Northern, Eastern, and
Southwestern tribes
• Chart
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:
Title
Interesting opening
Thesis
Topic sentence for every body
paragraph
Evidence
Conclusion (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
CLOSURE
Exit Ticket
• What learning stands out for you from this unit?
• What went really well for you in this final
project?
• Discuss one challenge you faced in this unit.