Date- August 2015
Materials1.
2.
3.
4.
History Alive Notebook/ Textbook
Graphic Organizer Placard
Transparencies 1A- 1C
Placards 1A – 1H
Standards
SS.8.A.1.2
Analyze charts, graphs, maps, photographs to determine cause and effect.
SS.8.G.1.2
Use appropriate geographic tools and terms to identify and describe significant places and regions in
American history.
SS.8.A.2.7: Identify contributions of Native Americans, women, and children to colonial
America.
Learning Goal – You will be able to identify origin of Native Americans and their impact on North
America. In addition, you will be able to compare and contrast the eight cultural regions of the Native
Americans and how they adapted to their environment.
Scale
Level 4 – In order to reach level 4, you will have to identify origin of Native Americans and their impact
on North America. In addition, you will be able to compare and contrast the eight cultural regions of the
Native Americans and how they adapted to their environment. Finally, you will be able to explain how
Native Americans have influenced present day America.
Level 3 You will be able to identify origin of Native Americans and their impact on North America. In
addition, you will be able to compare and contrast the eight cultural regions of the Native Americans
and how they adapted to their environment.
Level 2 With assistance from teacher/ peers-- – You can identify origin of Native Americans and their
impact on North America. In addition, you will be able to compare and contrast the eight cultural
regions of the Native Americans and how they adapted to their environment.
Level 1 – You can only identify the Native American cultural regions.
Level – 0 – You will be able to identify origin of Native Americans and their impact on North America. In
addition, you will be able to compare and contrast the eight cultural regions of the Native Americans
and how they adapted to their environment. who are the Native Americans?
Objective
Day 1- Today, I will trace the migrations routes of Native Americans to North America.
Day 2(may need additional time) Today, I will compare and contrast the eight cultural regions of the
Native Americans.
Common Board
Common Board Configuration August 26, 2015
Learning Goal: I will be able to identify the origin of Native Americans and their impact on
North
America. I will be able to compare and contrast the eight cultural regions of the
Native Americans, how they adapted to their environment, as well as create a hypothesis as to
their future impact on the Americas.
Objectives: I will analyze charts, graphs, maps, and photographs to determine cause and
effect. I will use appropriate geographic tools and terms to identify and describe significant
places and regions. I will identify contributions of Native American women and children to
prepare background knowledge for a future final product.
Essential Question: How and why did early man populate the Americas?
Bell Work: Please collect 2 packets from the teachers’ desk. One is white the other is
yellow. Place your name, period, and date on both packets. Wait quietly for further
instructions. Think about the Essential Question.
Agenda:
I do: Facilitate the lesson
We do:
Discuss bell ringer, preview both packets; be sure all pages are present. Answer #1 in packet.
You do:
In your group have someone read introduction. Each person should answer #2. Read question
#3, help each other to complete the map.
Homework: If your group does not complete today’s work, complete the assignment at home.
Exit Ticket: On a piece of paper: What did you do, What did you learn, What do you want to
know more about?
Higher Level Question? If you were placed in a time machine and traveled to the early days of
the Native Americans, with your 21st century knowledge could you survive? Why of why not?
Provide an example.
Day 3 Review
Have students play a review game. Arrange the class into groups of six, with three
pairs in each group. Tell students that they will now play a game using the journal
entries they have written for each cultural region. Instruct students to place their
Reading Notes flat on their desks and put their textbooks in an upright position to block
the other pairs from seeing their notes during the game. Then review the following
rules:
• Pairs take turns reading one journal entry from their Reading Notes. (Note: While it
is unlikely that students will have mentioned a cultural region by name in their journal
entry, warn them that if they have done so, they should omit this reference when
reading.)
• After listening to each pair read their journal entry, the other pairs guess the cultural
region about which it was written. They place a marker, such as a coin or an eraser,
on that cultural region on the map in their Reading Notes.
• When you give the signal, students remove the textbooks that have been blocking
their Reading Notes, and reveal their answers. Those who have correctly identified
the cultural region will receive a point
Day 4 Testing
Vocabulary
1. Abundant
2. Strait
3. Migrated
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Environment
Plateau
Natural resources
Culture
Cultural Region
Indigenous
Migration
Mission
Harvested
Uprooted
Adobe
Pueblo
Irrigation
Ambush
Century
Edible
I Do Day 1 -4. Explain the objective and Bell Ringer
We Do- Bell Ringer and check for comprehension
You DoDay 1 Trace Migration Routes of Native Americans
Day 2 ( and possibly 3)
1.
2.
3.
4.
5.
6.
Examine artifacts on each placard
Determine the cultural region from which they came
Write the appropriate letter in the appropriate box
Fill in environmental features
Read the section in your packet
Write a four sentence journal entry.
Day 3 Review Game/ Jeopardy
Day 4 Test Assessment
Essential Questions
1. How did Native Americans view the environment and the land? How was their perspective different
from that of the Europeans who later came to America?
2. For each of the following regions, explain how the Native American inhabitants fed, clothed, and
sheltered themselves: Northwest Coast, California, Great Basin, Plateau, Southwest, Great Plains, and
Eastern Woodlands, and Southeast.
3. How might Native American settlement and living patterns have influenced the formation of America
as a nation? (8.1)
4. What is history and why does it change when new information is uncovered?
(See Online Resources, Essay 1, What Is History?)
Sum it up (Ticket- out)
Homework