Short
1 draft _____
revision _____
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Extended
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Defining US: The American Experience
FCPS Teaching American History Grant
The First Americans
Subject: VA/ US History
Grade: _11__________________
Prepared by: _Katie Roberts __________________
School: _Chantilly HS_______
Title or Topic: The First North Americans________________________________________
Instructional Time: 4 block classes (may be helpful to have a weekend between the 2nd and 3rd blocks)
PART I.-CONTEXT
1. Essential Learning: (Big picture/concept to be learned.)
Students will understand the different North American Indian groups, by region, and the type and impact
of their interaction with Europeans.
2. Virginia Standards of Learning (SOL): (Identify by number and descriptor.)
VUS.2: The student will describe how early European exploration and colonization resulted in cultural
interactions among Europeans, Africans, and American Indians (First Americans).
3. Fairfax County Program of Studies (POS): (Identify by number and descriptor.)
Benchmark 2.2 – the student understands the contacts between the North American (1st Americans) and
European settlers during the Age of Discovery.
4. National History Standard (Historical Thinking Standard)
Standard 1: Comparative characteristics of societies in the Americas, Western Europe, and Western
Africa that increasingly interacted after 1450
Standard 2: How early European exploration and colonization resulted in cultural and ecological
interactions among previously unconnected peoples
5.
Learning Strategy(s) Objectives:
1. Tell what you
know
4. Use select attention
5. Use resources
6. Summarize
7. Group/classify
8. Use graphic
organizers
9. Take notes
10. Cooperate
11. Use imagery
6. Connection to TAH grant:
Content: Relates directly to the seminar at the Museum of the American Indian by encouraging the
students to find and explains symbols of the different Native American groups.
Pedagogy: Cooperative learning, geography skills, jigsaw, research
PART II.
CONTINUED
1. Assessment: (Describe here. Attach a copy of student instructions or assessment instrument.)
If applicable, include student self-assessment.

Project (including chart and poster)

Quiz
Both assessments are attached.
2. Instructional Strategies: (Describe step by step procedure. Include opener, teacher presentation
and student activities.)
Day 1: Geography and Project Introduction

Introduction (5 minutes)
Begin the class by activating the students’ prior knowledge about the geography of North America. Ask
them to describe specific geographic regions including, Northern Canada/Alaska, Mexico, Northwestern
America, Southwestern America, Great Planes, Northeastern America, and Southeastern America. Note
the answers on an overhead or on the board.

Map exercise (30 minutes)
Distribute the blank North America map and the directions for the map assignment. Completing this
map will be a multi-step process. The map assignment is the first part, designed to insure that they have
the requisite background knowledge of North American physical geography. This will help the students
to understand how geography is related to way of life and interaction patterns during the second part (the
project).

Lecture (45 minutes)
1. Have the students listen and take notes about the initial exploration by the Europeans. Topics to be
covered include:
Technology of exploration
The reasons and economics of exploration
Pattern of exploration for each of the following countries: Spain, France and England
2. Have students add areas of influence to their maps by coloring the coastal areas a different color for
each country. Make sure that they include a key as well.

Project Introduction (15 minutes)
Have the students split into seven groups of four. Pass out and go over the project assignment sheet and
the accompanying chart. Assign each group a different Native American region. Give the students a
few minutes at the end to split up the research responsibilities for the project.
All students should be involved in completing the poster by providing primary sources and symbols
from their section to use on the poster. Attached is a works cited page along with the project assignment
and rubric.
Day 2: Research
For the first 15 minutes of class have the students brainstorm different online resources and sites that
would be available for their research. Add any additional sources the students do not think of including
Library of Congress http://www.loc.gov
Museum of the American Indian http://www.nmai.si.edu/
Center for history and new media http://chnm.gmu.edu
http://www.murrieta.k12.ca.us/alta/grade3/tribes/ (a great site for Indian resources)
Make sure to give the students the handout about analyzing computer sources and go over it before
going to the computer lab.
Then spend the class period giving the students time in the computer lab to do the background research
for their project.
Day 3: Organization and Presentation

Organization (45 minutes)
Give the students the first 45 minutes of class to organize their presentation and complete their poster if
necessary. They should discuss their presentation including who speaks and when. Presentations should
be 10-15 minutes and the rest of the class should fill in their chart with the presentation information as
they listen.

Presentations (45 minutes)
Three groups should be able to present during the second half of the class period. Grade the projects
based on the rubric provided on the project assignment sheet.
Day 4: Presentation and Quiz

Presentations continue for the last four groups.

After the presentations, give the students a quiz to ascertain understanding of the presentation
material. Depending on the ability level of the class allow the students to use the notes they took on the
chart during the presentations.

To end the class, go over the quiz, making sure that the students have a firm grasp of the material
for the topic.
3. Materials/Resources to be used:

Textbook

Colored pencils (either provided by the students or the teacher)

Online resources (computer lab)

Map and activity

Project assignment

Quiz
4. Differentiation: (Include strategies for re-teaching and special populations such as GT, ESOL and
special education.)

For honors students, expectations for the level of sophistication for the project should be
increased as well as the depth of the connection s they should be able to make.

For the quiz, honors should not be allowed to use their notes and ESOL or special education
students should be allowed to use their notes for the quiz.
5. Attachments: (Include copies of assessments, rubrics, handouts that support this lesson.)

Map of North America

Map assignment

Chart of Native groups (copy front and back on one page)

Project assignment sheet

Quiz
6. Annotated Bibliography: (Include information so that others are able to access the same
resources.)
National Geographic Explorer: This is a great site that has lesson plans and activities, as well as an
extensive collection of printable maps. In addition, you can select certain features within the maps such
as country labels.
http://www.nationalgeographic.com/xpeditions/atlas/
Talking Points – exploration
The First North Americans lesson
Technology of Exploration:
Great improvements in sails, shipbuilding, and navigational instruments.
Examples:

astrolabe - to determine latitude and time

compass - to determine direction

caravel - faster, larger than other ships

mercator projection map – shoed longitude and latitude as straight lines; shapes are accurate, but
the size is distorted the further away from the equator

sextant – improvement to the astrolabe, used to find the latitude of the ship.
**Prince Henry the Navigator, started school for navigators in Portugal.
Factors of Exploration
“Goods, Gold, and God”
~Geographic Factors:

Land routes took longer.

Portuguese explorers found route to Asia by sailing south.
~Cultural Factors

To avoid religious persecution

To set up missionaries and spread the Catholic faith, convert the heathen
~Economic Factors:

Monopoly of trade routes by Venice and Genoa. They knew safe trade routes overland,
especially to find spices.

High prices of goods because of distance traveled and passing through many hands.

Portuguese contact with Africa resulted in a new source for some goods (i.e., gold, salt, ivory,
and slaves).
~Political Factors:

Ottoman Turks controlled much of land and known sea routes.

A collection of small kingdoms changed into large nations, with large armies and treasuries.

Portugal became leader, found new route to Asia, new source for gold.

Mercantilism policies bring monarchies into competition for new land, wealth, and power.
North American Exploration and Settlement
~Spain:

Mainly for profit, the quest for city of gold

Jesuit missionaries used the settlements for religious conversion and preaching

Highly structured social classes and systems

Territory was in Mexico, Gulf Coast, and Florida
~France:

Traded, mainly fur, fish and timber

No large, long term settlements besides Quebec

Protestants forbidden to go to the New World

Territory was in Canada and west of the Mississippi
~England:

For trade and settlement

Jamestown founded for wealth, Massachusetts founded for religious freedom

Long term settlements, southern colonies developed plantations requiring slaves

Territory was along the eastern seaboard, in Canada on the Hudson Bay and Nova Scotia
NORTH AMERICA
North America
Map Assignment
Using the map of North America, label the following features:
Rivers:

Mississippi

Rio Grande

Ohio

Arkansas

Colorado

St. Lawrence
Other Bodies of Water:

Great Salt Lake

Great Lakes

Gulf of Mexico

Hudson Bay
Mountains:

Rocky

Appalachian

Cascade
(use the “Λ” symbol to indicate the mountain range, be sure to include the entire
geographic region of the mountain range)
****Be sure to make your map as neat as possible. You will be adding
additional information to this map, so you need to be careful and
accurate!
Guidelines for Evaluating Websites—Teaching American History
1. Authority
Who wrote or created the site?
What is the domain name? Is it appropriate for the content?
.edu - for education sites
.gov - for government sites
.org - for organization sites
.com - for commercial sites
.net - for network infrastructures
or the abbreviation of a country, such as .jp for Japan or .uk for United Kingdom
How do you find out?
• Email or contact information
• Credits page (look for links that say “About us,” “Philosophy,” “Background”)
• Truncate the URL (delete end characters of the URL stopping just before each/). Press enter.
Continue if needed until you reach the first single / which is preceded by the domain name
portion. This is the page’s server or “publisher.”
2. Purpose and Objectivity
What is the purpose of the site? (inform? present facts? explain? persuade? sell?)
Does it offer a balanced perspective? Other viewpoints?
Is this a personal page? Is the author a hobbyist or self-proclaimed expert?
Who is the intended audience? How can you tell tone, images, materials available)?
3. Accuracy and Accessibility
Are there grammatical or spelling errors on the site?
Are facts and opinions clearly identified?
Are materials complete or edited?
Are there graphics? What purpose do they serve? Do they add to the content or distract?
Is there advertising? Is it distinct from informational content?
Does the site contain links to other websites? Are the links reliable? Working? Consistent with the
theme? Defined or introduced?
4. Currency
When was the site created?
When was the site last revised
5. Credibility
Who links to the site? (Link check—go to google, type “link: http://historymatters.gmu.edu“)
Reviews or opinions of it from those who mention it?
Found in any reliable directories? (such as www.google.com)
Native Americans Project
(60 points possible)
This project will have two main components in which you will be completing an overview of one main
Native American group during the age of exploration. For part I you will be completing the row of the
chart outlining specific aspects of your Native American region. For part II, you will be making a
poster that illustrates/symbolizes the key information regarding your specific country. You will be
working in groups of 4 to complete this project.
***PART I (30 points)***
You will be completing the column of the chart relating to your Native American group. It must
adhere to all of the following guidelines:
1. It must include all of the following categories:
a. Major Tribes of this region
b. Geography, including physical characteristics and its modern day area
c. The social and political systems
d. The lifestyle of that group and it’s economics
e. European Contact (Which country(s) and why they were there)
f. Impact of this contact on the Native groups
2. Each of the above categories must include a brief yet exact and usable description of relevant
information (no useless detail!!)
3. It must also include the time period (date) of interaction with the Europeans
4. You may use outside resources in your research BUT you MUST cite outside (non-textbook) sources
used  cite with footnotes, parenthetical documentation, or some other clear system at the bottom
of your chart.
PART II (30 points)
This is a chance for you to demonstrate your knowledge in a creative and visual format.
Using PRIMARILY symbols and illustrations, you must design a poster that best explains the following
aspects of your region. No lengthy notes or phrases will be acceptable. Be as creative as possible, and
try to use symbolism to the best of your ability.

Aspects of your country that must be addressed in your poster:
o Major Tribes or Leaders
o Lifestyle
o Social and political systems
o Type of contact with the Europeans
o Relevant Dates
o Impact of contact with Europeans

You may use research from outside sources for this project, but you MUST attach a typed
bibliography for any non-textbook sources to your poster. This includes sources for any pictures or
symbols you obtain online. Keep a running list as you work for insured accuracy and completeness.
THE RUBRICS
PART I:
Your chart will be assessed according to the following rubric.
30 points:
 Addresses aspects A-F completely
 Clearly cites outside sources, if used
 Associates each event/concept with the correct ruler
 All or almost all information is accurate
25 points:
 Addresses most aspects A-F completely
 Lists outside sources
 Associates each event/concept with the correct ruler
 Much or almost all of the information is accurate
20 points:
 Addresses most aspects A-F completely, some incompletely
 Lists some outside sources
 Associates most events/concepts with the correct ruler
 Various inaccuracies, major or minor
15 points:
 Addresses numerous aspects incompletely
 Fails to list outside sources, if any used
 Associates few or no events/concepts with the correct ruler
 Various inaccuracies, major or minor
10 points:
 Somewhat sloppy work
 Fails to address one or two aspects
 Fails to list outside sources, if any used
 Does not associate events/concepts with the correct ruler
 Many inaccuracies, major and minor
5 points:
 Sloppy work
 Fails to address numerous aspects
 Fails to list outside sources, if any used
 Does not associate events/concepts with the correct ruler
 Many inaccuracies, major and minor
PART II: (30 points)
The poster will be assessed as follows:
1. Accuracy of information  10 points
2. Use of symbolism (minimal use of words)  8 points
3. Bibliographic information included  7 points
4. Neatness & creativity (minimal drawing on poster board)  5 points
Citing Electronic Resourcesi
Computer Software
List the name of the software, the version used, the publisher, and the location of the publisher. Do not separate
the version from the name of the software.
U.S. History: The American West CD-ROM Ver. Windows NT, Fogware Publishing, San Jose, CA.
Website
List the author or organization that is responsible for the site, followed by the website title in quotes. Give the
URL and then, in parentheses, the date on which you accessed the website.
Richard Hooker, “The Idea of America,” http://www.wsu.edu:8000/~dee/AMERICA (accessed January
14, 2003).
Email Message:
Ask permission from an author before citing an email message. List the author of the email, the subject header,
and the date on which it was sent. If the email is personal, note that but do not include the author’s email
address.
Lynn Temple, “Re: Question about the Bedford flag,” personal email message, March 26, 2003.
Listserv Message:
The format is similar to an email message, but you should include the email address of the listserv.
Liz Ten Dyke, “South Asians in 19th century USA,” listserv message, January 17, 2003, h-world@hnet.msu.edu.
Newsgroup Message:
This format is similar to a listserv message, but you should include the location of the newsgroup.
Domenico Rosa, “Vietnam’s Women of War,” newsgroup message, January 19, 2003,
soc.history.war.Vietnam.
Material from an Information Service or Database:
List the service, agency, or corporation responsible for collecting or presenting the information as the author,
the name of the article (if applicable) in quotation marks, the name of the database (if applicable) italicized or
underlined, followed by any website reference.
United Nations Population Division, “World Population Prospects: The 2000 Revision,” United Nations
Population Information Network, http://www.un.org/popin.
North American Native Groups
Native Groups
Northwest
Southwest
Great Plains
Southeast
Major Tribes
Geography
Social and political
systems
Lifestyles
Economics
Euro. Contact
(Who and Why)
Impact of
Interaction
Native Groups
Northeast
Alaska/Canada
Mesoamerica
Aztecs
Major Tribes
Geography
Social and political
systems
Lifestyles
Economics
Euro. Contact
(Who and Why)
Impact of
Interaction
Native Americans Quiz
1. Describe the lifestyle of Indians along the northwest coast.
2. The Apache, Navajos, Hopi, and Pueblos were all tribes from which region?
3. Which region had Native Americans that lived in tepees and relied on buffalo for all basic
needs?
4. Inuits hunted which large mammal as a source of food and other basic needs?
5. The _____________ region was known for living in long houses, farming, and women with
social and political power. Name the region and some of the smaller tribes of this region.
6. This region, inhabited by the Cherokee and Natchez, had a yearly Green Corn ceremony to
mark the end of the year and celebrate the harvest.
7. This group of Native Americans was known for performing incredible amount of human
sacrifice.
Answer Key for the Quiz
1. They lived in villages and used the natural resources of the forests, rivers, and ocean. Had
potlatches, ceremonial dinners where the hosts gave gifts to show wealth and gain status. Also it
was the area famous for totem poles.
2. The American southwest
3. The Great Plains
4. Whales
5. Eastern Woodlands of the Northeast
Algonquians, Chippewas, Hurons, Iroquois, Leni-Lenapes, Miamis, Pequots, and
Shawnees
6. The Southeast
7. Aztecs
i
Based on Chicago Manual of Style, Fifteenth Edition (Chicago: University of Chicago Press, 2003).