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LESSON PLAN INTRODUCTION Lesson Topic: Ancient civilizations of the North American Southwest Length of Lesson: 90 minute block VA Standards of Learning: USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1865; d) interpret ideas and events from different historical perspectives; e) evaluate and discuss issues orally and in writing; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events; g) distinguish between parallels of latitude and meridians of longitude; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. USI.2 The student will use maps, globes, photographs, pictures, or tables to a) locate the seven continents and five oceans; b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; d) recognize key geographic features on maps, diagrams, and/or photographs. USI.3 The student will demonstrate knowledge of how early cultures developed in North America by a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia. b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); c) describing how the American Indians used the resources in their environment.
ASSESSMENT Formative Continuing review of Bell Ringers (These are turned in each week and are designed to stimulate the student to give some reflective thought to the topics); Question and Answers throughout the class to identify knowledge and weaknesses; Review of study guides (to ensure that all students have access to the required information). Summative End of section quiz (See attachment for questions concerning this portion of the section) MATERIALS/TECHNOLOGY AND ADVANCED PREPARATION Southwestern Native American Music Study Guide Video Clip (BBC) Class read-along handout Bag of trash (artifacts) Group Reading Handouts
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PREPARATION FOR LESSON: Remind students that we are learning about the earliest civilizations in North America. Ask students where the Moundbuilder civilizations were believed to live and the significance of their living near riverways. What kind of climate would have existed in these areas? Class discussion reviewing that the Moundbuilder civilizations lived along the Mississippi River valley and in the southern area of North America. Students will be asked to verbally respond to questions from the teacher concerning the climate in this area, the type of soil and the impact this had on the Moundbuilders way of life. 5 minutes
Lesson Development: The Teacher Will: LESSON: Teacher will pass out the study guide on Ancient Puebloans. Teacher will then show on the map the new area of the country to be looking at, Students should color in the area on their maps in the study 5 Minutes The Students Will: Time Allotted:
Students will work in small groups to identify the physical characteristics of the region based on photographs. Each group will write down 3 things they believe about the region based on the picture. Each group will present one characteristic from their list and explain how they reached this conclusion based on the picture.
10 Minutes
Students should answer that the area is bounded by rivers (different than Moundbuilders).
Students should make the appropriate additions to their own timeline on the study guide.
10 Minutes
The students should note the correct definitions within the study guide and add any additional terms as discussed and defined by class.
Students should be able to indicate that: The dry climate prevents rotting/molding. Protection of the cliffs prevented artifacts from being washed away or destroyed by weather. The area is too dry for wood chewing insects. Once abandoned by the ancient residents, the area went undisturbed by man for hundreds of years. Students will respond to questions. It is anticipated that they will talk about fossils, cave paintings, artifacts, ruins (based on previous discussions concerning the Moundbuilders and other early civilizations).
Teacher poses question How do we know what we think we know about these people? Allow for student response, note that there are no written records. Steer discussion to thinking about what the people left behind.
TRASH BAG EXERCISE: Teacher will empty a bag of garbage (artifacts) on a table in the front of the room. Students will have the opportunity to come up to the table and Students have the opportunity to move around the classroom to observe the trash. 15 Minutes
15 Minutes
Teacher will hand out to each group excerpts on each topic (Quigley) along with a list of the type of information each group should be prepared to discuss. Students will meet in their small groups to discuss and assign tasks. Each group will present information regarding their topic in the next class period. During this time, teacher will move from group to group responding to questions about vocabulary etc., but also offering
Teacher will play the BBC Video on Students will watch the video. Mesa Verde. (http://youtu.be/DeHUvjdPWiw?t=1m16s) Teacher will suggest that students think about what might make the People leave the cliffs and the mesa altogether? Teacher will remind students to work on the area of information assigned to their group, they will have 10 minutes at the beginning of the next class to finish putting their presentations together. Teacher will check each students assignment book as they exit the classroom to make certain the assignment has been noted. Students will note the assignment in their assignment book.
Homework: Each group will be assigned to research one of the following areas: housing, food, daily life, arts & crafts, and trade and commerce. Each group will present their findings at the next class.
USI.2 The student will use maps, globes, photographs, pictures, or tables to d) recognize key geographic features on maps, diagrams, and/or photographs. Curriculum Framework Essential Knowledge and Skills 2 d= To be successful with this standard, students are expected to identify key geographic features on maps including: Water-related features such as lakes, rivers, tributaries, gulfs and bays Land-related features such as mountains, hills, plains, plateaus, islands and peninsulas Students should also be able to indicate how such geographic features related to patterns of trade, locations of cities and towns, the westward frontier movement and agricultural and fishing industries.
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USI.3 The student will demonstrate knowledge of how early cultures developed in North America by b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois).
Curriculum Framework Essential Knowledge and Skills 3b To be successful with this standard, students will need to be familiar with the historical and present day regions in which the various Native American tribes lived. Inuit inhabited present-day Alaska and northern Canada. They lived in Arctic areas where the temperature is below freezing much of the year. Kwakiutl homeland includes the Pacific Northwest coast, characterized by a rainy, mild climate. Lakota people inhabited the interior of the United States, called the Great Plains, which is characterized by dry grasslands. Pueblo tribes inhabited the Southwest in present-day New Mexico and Arizona, where they lived in desert areas and areas bordering cliffs and mountains. Iroquois homeland includes northeast North America, called the Eastern Woodlands, which is heavily forested.
USI.3 The student will demonstrate knowledge of how early cultures developed in North America by c) describing how the American Indians used the resources in their environment.
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This lesson is part of a larger unit on the inhabitants of North America prior to the arrival of the Europeans. Previous lessons discussed the earliest origins of man in North America, including the Moundbuilders. This lesson is designed to move the students closer to the America the Europeans found. The focus of this particular lesson will be on the ancient civilization(s) of the American Southwest. This, the first lesson, will be to establish the physical environment of the southwest and to begin to learn of the significant discoveries in the Four Corners region. By distinguishing between the fertile river valleys that gave rise to the Moundbuilder culture, and the arid high desert of the Ancestral Puebloans, students will learn that people and cultures adapt to their surroundings and use the resources available to them. Students will be adding to the map they began earlier to learn about the geographic features of the southwest. I will be using an exercise to demonstrate how archaeologists can create an image of a culture by using the things that people left behind. See highlighted portions of the curriculum framework for essential knowledge and skills. See appended materials for powerpoint slides, study guide and reading excerpts.
Instructional Modifications to ASSIST Weakest Students Major Instructional Strategies Instructional Modifications to CHALLENGE Strongest Students
Read Aloud with ability to question meaning of vocabulary. In-Class review of map and study guides to ensure completion. Use of groups which are a balanced mixture of weaker, average and stronger students will allow the weaker students to learn from the stronger students.
Writing to assess learning response to bell-ringer questions which are turned in on a weekly basis. Class Mapwork Read-Aloud with PAR Use of a short film to capture attention Using a trash exercise to demonstrate how archaeologists develop pictures of cultures and civilizations. Study Guide
The small group work will permit the strongest students to take their research to the higher level and allow them to engage in analysis. Availability in the classroom of a variety of additional materials on the topic to encourage further reading. Possible extra credit assignment.
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Provides feedback to students Teacher provides verbal feedback throughout the course of the lesson, encouraging participation and helping to steer the discussion. The end of section quiz provides additional feedback with regard to content knowledge prior to a unit test.
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