Geography Integrated Lesson Plan
Title: What do archeologists know about early North American civilizations?
Subjects: US History
Duration of lesson: 1 day
Teacher: Hess
PURPOSE/OVERVIEW
This is an enrichment lesson to supplement previously learned content about the Hohokam. It gives students an opportunity to go into the lab and participate in the self paced project where they have time to explore aspects about the tribe that interest them in more detail that the textbook lacks.
This Audio Inquiry provides a brief tutorial that answers the question: What do archeologists know about early North American civilizations?
The question-and-answer audio format and onscreen examples and illustrations allow students to learn about Native American societies before 1500.
Mound Builders and Cliff Dwellers
The student will
Identify major Native American civilizations that existed in North America prior to 1500 CE
Recognize the archeological elements that distinguish those civilizations
ESSENTIAL OR GUIDING QUESTION:
What do archeologists know about early North American civilizations?
How did they acquire or use natural resources to survive?
How did the Hohokam survive in the desert?
VOCABULARY:
Cliff dwellers, mound builders, Effigy, Ice Age, Adena People, Paleo Indians, Archaeologist,
Hopewell People, Serpent Mound, adapt, adobe, ancestors, archaeologists, arid, artifacts, petro glyphs, pictographs, prehistoric, pueblo
WEST VIRGINIA CONTENT STANDARDS
S.S. S.09.05 History organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application. (Chronology). use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application). examine, analyze and synthesize historical knowledge of

major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities). use historical knowledge to analyze local, state, national and global interdependence
(Interpretation and Evaluation). examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).
SS.0.09.05.02 trace the evolution of the changing status of women and children throughout the world in all historical periods addressed.
SS.0.09.05.14 describe how European needs/wants for foreign products contributed to the Age of Exploration.
SS.0.09.05.24 assess the impact of colonization on both the mother countries and the colonies
GEOGRAPHY STANDARDS
Essential Element I. THE WORLD IN SPATIAL TERMS
Standard 2. How to use mental maps to organize information about people, places, and environments in a spatial context.
Standard 3. How to analyze the spatial organization of people, places, and environments on Earth's surface.
Essential Element IV. HUMAN SYSTEMS
Standard 12. The processes, patterns, and functions of human settlement.
Essential Element VI. THE USES OF GEOGRAPHY
Standard 17. How to apply geography to interpret the past.
21ST CENTURY LEARNING SKILLS AND TECHNOLOGY TOOLS
21C.O.PK-
2.1.TT.10
Student begins to locate information in a variety of developmentally appropriate technology resources (e.g., interactive books, educational software, CD-ROMs, elementary multi-media encyclopedias and web-based search engines) to support classroom assignments.
21C.O.PK-
2.3.LS.6
Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project.
21C.O.PK-
2.1.LS.2
Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information.
MATERIALS: (include resources)

Computer lab for 1 day
SAS Curriculum Pathways logins and quick launch number
MAP INTEGRATION:
Map projection shows students where cliff dwellers and mound builders lived 500-1500
PROCEDURE: (include activity sheets)
Day 1 Students will
1.
Students enter: Go to: http://www.sascurriculumpathways.com/login
2.
Enter the student user name: UHSstudent
3.
In the Quick Launch box, enter:
1342
Give students head phones to listen to the audios, or do 1 whole class projection and audio at same time this wouldn’t require having a computer lab or computers for every student. The video begins by asking students what do archeologists know about early NA civilizations? It goes through what an archeologist does, shows pictures of what artifacts and fossils are, some famous
North American dig sites. It then asks who the early tribes were. They begin to explain 2 early sites in North America with the cliff dwellers and Mound builders. The map shows where they have been found to be located across the continent to give a visual representation. They then explain they left no written records and how we have learned about them without the records.
They show many pictures of the dwellings and artifacts and how we interpret how they lived based on what has been left behind. They conclude with how/possible explanations for why they disappeared.
Students will then demonstrate their knowledge of the content in the online version of the quiz.
They will be able to watch and replay the video as many times as needed before they attempt the quiz. When they finish the quiz they can use search engines to research various sites that have information regarding the cliff dwellers and mound builders to discover information that their textbooks leave out or cover inadequately.
CONCLUSION/SUMMARY
This is best suited as an individual or partner activity there is too much text with the captions and individual research for this to be completed as a class or in groups. It gives students an opportunity to research on the web aspects they are interested in about the civilizations and therefore makes it more interesting to them because they have freedom to tailor it to their individual interests when they finish the quiz. I would give them a recommended search list and have them put a picture and a paragraph about what they searched/learned from the project.

ASSESSMENT (include assessment)
Students take a short, online quiz at the end of the tutorial. Feedback is provided until all answers are correct. Upon successful completion, students receive a confirmation page that they can save, print, or e-mail. spencerd18@mycu.concord.edu
Created by: Sherri Mitchem ad Danielle Spencer 2010