UNIT # 2 – “The Discovery of North America”

Transcription

One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for Fourth Grade Social Studies.
UNIT # 2 – “The Discovery of North America”
Elaborated Unit Focus
In this unit, students will learn about the groups of people who first inhabited North America before
the Age of Exploration. Student will learn how location helped the Native Americans throughout the
continent establish settlements and utilize the resources available in their area. By understanding the
intrinsic reasons for movement/migration, student will learn how the Native American and European
explorers affected each other and the development of culture and economy in North America.
Standards/Elements
SS4H1 The student will describe how early Native American cultures developed in
North America.
a. Locate where the Native Americans settled with emphasis on Arctic (Inuit), Northwest
(Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern
(Seminole).
b. Describe how the Native Americans used their environment to obtain food, clothing, and
shelter.
SS4H2 The student will describe European exploration in North America.
a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and
English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher
Columbus, Henry Hudson, and Jacques Cartier.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
SS4G1 The student will be able to locate important physical and man-made features
in the United States.
a. Locate major physical features of the United States; include the Atlantic Coastal Plain,
Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St.
Lawrence River, and the Great Lakes.
SS4G2 The student will describe how physical systems affect human systems.
a. Explain why each of the Native American groups (SS4H1a) occupied the areas they did, with
emphasis on why some developed permanent villages and others did not.
b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical
environments in which they traveled.
SS4E1 The student will use the basic economic concepts of trade, opportunity cost,
specialization, voluntary exchange, productivity, and price incentives to illustrate historical
events.
a. Describe opportunity costs and their relationship to decision-making across time (such as
decisions to send expeditions to the New World).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 4  UNIT 2
6-17-08  Page 1 of 55
Copyright 2008 © All Rights Reserved
Enduring Understandings/Essential Questions
Location: The student will understand that location affects a society’s economy, culture, and
development.
K-5 EU: The student will understand that where people live matters.
How does environment affect how you live?
How did important physical features of the United States affect the lives of Native Americans?
How does the environment affect the lifestyle and economic specialization of the Native
Americans and European settlers who lived there?
What information can you gather from a map?
Why did some Native American nations create permanent villages, while others remained
nomads?
How would you describe the environment (land, climate, resources, and culture) of the different
Native Americans nations?
How did Native Americans use their environment to survive?
Movement/Migration: The student will understand that the movement or migration of people and
ideas affects all societies involved.
K-5 EU: The student will understand that moving to new places changes the people, land, and
culture of the new place, as well as the place that was left.
Why were Europeans interested in world exploration?
What were some of the opportunity costs involved in European exploration?
What were the reasons for, obstacles to, and achievements of the French, English, and Spanish
explorations?
What influence did the Europeans and Native Americans have on each other?
How did European exploration impact the Native Americans?
What impact did the Native Americans have on European explorers?
What were the strengths and weaknesses of the relationships between Native Americans and
Europeans?
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested
activities. It is not expected that the teacher complete all assessments for a successful unit.
Balanced Assessment Plan
Description of Assessment
Important Landforms Map with Key
Using an atlas, students will locate important geographical features (the
Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin,
Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes)
on a blank outline map and use a symbol to identify each feature.
6-17-08  Page 2 of 55
Standard/
Element
Type of
Assessment
SS4G1a
Selected
response
Students will create a key for each of the symbols used on their map.
Students will write reasons why each geographical feature is important in
a numbered text box below their map.
Modifications:
Allow students to work with peer partners
On the outline map, include names of states in close proximity to
each of the geographical features
For students who cannot write small enough, allow the student to
locate the features, but have another student or teacher write in the
labels or provide pre-printed labels.
Native American Resource/Industry Connection Chart
Student partners complete a Native American Resource/Industry
Connection Chart linking regional resources to their Native American
nation’s industrial specialization. Students will list the Native American
nation they are researching, and then describe the features of their
environment and the natural resources available to that group. In the right
columns of the chart, students will associate the economic specialization
that arose due to the utilization of each natural resource available to them.
Students can complete this chart using the Native American Quest, their
textbook, trade books, or other websites.
See Attachment 1.
Modifications:
Have students draw illustrations related to their entries on the flow
chart
SS4E1c
Constructed
response
Interactive Native American Quest
Journey back in time to learn about the peoples that inhabited North
America before the explorers arrived. The interactive PowerPoint takes
students on a quest to investigate the lives and culture of the Inuit,
Kwakiutl, Nez Perce, Hopi, Pawnee, and Seminole nations. The
quest guides students to various websites containing maps, primary
sources, photographs, written summaries, and Native American artwork.
The teacher can guide the students through this quest as a whole
class, or students can work in small groups, or individually.
Students will record the information they find on the Native
American graphic organizer or use the more extensive "Field
Guide" to conduct their research.
See Attachment 2
See Attachment 3
Modifications:
For below grade level readers, provide support for reading the
SS4H1a,
b
SS4G2a
Constructed
response;
selfassessment
6-17-08  Page 3 of 55
instructions and information on each slide
Allow extra time for completion
For students how might have difficult copying text at an
appropriate size to fit on the table, use the modified table
See Attachment 4
Native American Jigsaw Research
As students research and learn about Inuit, Kwakiutl, Nez Perce, Hopi,
Pawnee, and Seminole nations, they will complete graphic organizers.
The attached graphic organizer allows students to list information about
ways each group adapted to their geographic region to meet their needs
for food, shelter and clothing. Using the graphic organizer, students can
create a scrapbook of information about each Native American nation.
Students can jigsaw with others in their class by researching and
becoming an “expert” on one particular Native American nation, then
sharing their findings with others in their group. As the experts for each
nation teach about their nation, their classmates take notes in their
scrapbook.
See Attachment 5
Modifications:
Provide information sources of varying reading levels
Have students work with peer partners
Native American Trading cards
Students will create Native American playing cards that describe a Native
American Nation. Students will make a card for the Inuit, Kwakiutl, Nez
Perce, Hopi, Pawnee, and Seminole nations. Each card will include the
following information: Native American nation's name, location,
important natural resources, style of home, settlers encountered and
character traits, such as honesty, patriotism, courage, and
trustworthiness. Students can research the different Native Americans
using their textbooks, the encyclopedia, non-fiction texts, the Native
American Interactive PowerPoint included in this unit, or other online
sources.
See Attachment 6.
Modifications:
Provide access to information sources with a variety of reading
levels
Students with written expression challenges may need to dictate
information for their trading cards
Native American ABC Book or Power Point
6-17-08  Page 4 of 55
SS4H1a,
b
Constructed
response
SS4H1a,
b
SS4G2a
Constructed
Response
SS4H1a,b
Constructed
A is for Adobe,
a brick made of mud and straw,
baked in the sun.
Z is for Zuni,
desert dwellers,
a Pueblo People,
neighbors of the Hopi.
With partners or in small groups, the students will select and list a variety
of vocabulary words from their studies of the Inuit, Kwakiutl, Hopi,
Pawnee and Seminole Native American cultures. The words may be
tribal names or terms related to the Native American environments, food,
clothing, and shelters. One word, with a corresponding first letter, will be
selected to represent each letter of the alphabet. The students will write
context phrases or sentences for the words to convey their meaning and
flavor. The Native American ABC Organizer may be used to develop
initial drafts. Students will proofread and edit their sentences before
publishing in book or power point form. Illustrations should be added
only after all final text is complete.
See Attachment 7 - Native American ABC Organizer
See Attachment 8 - Using Power Point Student Guide
Modifications:
Work with a small group of struggling learners to develop phrases and
sentences for their word choices
I Have… Who Has: Connecting Major Landforms and People
Teacher and students will together preview the physiographic map of the
United States using the Interactive Landform Map. Students should
understand the location of the major landforms (the Atlantic Coastal
Plain, Great Plains, Continental Divide, the Great Basin, Death Valley,
Gulf of Mexico, St. Lawrence River, and the Great Lakes) and the Native
Americans influenced by these physical features.
Students will participate in a whole class game, “I Have… Who
Has” to reinforce their knowledge. Before playing, the teacher
prints the attached cards on cardstock. The first three pages are
the front of the card, while the last three pages are illustrations to
print on the reverse side. The teacher then shuffles the two sided
cards. Students stand in a circle and hold their cards so that the
rest of the class can see their card’s illustration. The student with
the card that reads “I have the first card” begins while the others
listen for the definition that is on their card. The person with the
correct definition raises theirs and says "I have..." with the correct
term. Students can look at the illustration clues on the other cards
6-17-08  Page 5 of 55
response;
dialogue
and
discussion
SS4G1,
SS4H1
Selected
response
to cue their peers that it is their turn. Students can use a map at
first, if needed. Students can play more than once using a timer to
try to make a class record.
See Attachment 9
Modifications:
Give students time to practice reading the definitions before beginning
the circle activity. They might also take time to study and practice with a
small group or partner.
Race to the New World!
After students complete research activities, they will demonstrate
knowledge through participation in the Race to the New World Game.
Working in cooperative groups, students will apply knowledge
of European exploration of North America and map reading skills to
compete against others in a race to the new world. Students will
participate in cooperative group discussions and respond appropriately to
teacher-made or student-made questions about that era. Sample questions
are in the attachment and include:
What did Christopher Columbus believe he would accomplish by
sailing west across the Atlantic Ocean?
What led Europeans to explore and settle the Americas in the
1400s and 1500s?
What European country sponsored the voyages of Jacques
Cartier?
To set up the game, use tape to fasten game pieces to positions along the
Prime Meridian on the world map. The teacher reads a randomly drawn
question card aloud. Each team discusses possible answers to the
question. If they answer the question correctly, they can move their
ship one longitudinal marker across the ocean. If no large world map is
available, the teacher can print out the attached map and use it on the
overhead projector. Alternately, this can be made into a file folder center
game and students can play in pairs or small groups. The attachment
includes a map for the overhead, a map for the file folder game,
instructions, role cards, question cards, and an answer key.
See Attachment 10.
Modifications:
Prepare students in advance for possible questions by providing a
study guide for teacher or student selected questions
Allow for partner review time before the game
Living Biography on Explorers Students select an explorer and gather research from library, internet,
6-17-08  Page 6 of 55
SS4H2a,b
SS4H2a,b
Selected
response;
dialogue
and
discussion
Constructed
response,
textbook, trade books, encyclopedia, and other resources. Information
gathered should include: date; sponsor and route of journey(s); reason for
exploration; obstacles faced along the way; and accomplishments for
explorer. Students share their knowledge to the class through oral
presentations. Students may choose to present explorer in a 'Who Am I?'
first person, or 'Be the Teacher' manner.
CHOICE #1: WHO AM I?
Prompt your classmates to guess who you are with a top 10 list of fun
facts about your explorer, begin with #10 being the most difficult/obscure
fact leading up to #1 being the most well known fact for the explorer.
CHOICE #2: FIRST PERSON
Share information as the explorer yourself. Speak in first person telling us
your life story or read from your (the explorer’s) journal.
CHOICE #3: BE THE TEACHER
Use note cards or a report format to share explorer information with the
class.
See Attachment 11 Living Biography for directions
Modifications:
Provide an information organizer for students to use as they read
and collect information. See Attachment 12
Economic Choices in the Age of Discovery
Choices made by the explorers during the Age of Discovery changed their
lives and the course of world history forever. Students will investigate
the decision-making process of major explorers as they planned for their
New World expeditions. Given either John Cabot, Vasco Nunez Balboa,
Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques
Cartier, the students will work in small groups to discuss the economic
decisions they made by completing the following tasks:
1.) The students will list three of their explorer’s inferred top desires.
2.) The students will discuss and record the values that may have
been attached to each desire listed.
3.) The students will discuss and analyze the opportunity costs that
would be necessary for their explorer to achieve each desire.
4.) Using explorer biographies, encyclopedias and Internet websites,
the students will identify the actual achievements and opportunity
costs experienced by their explorers.
5.) A spokesperson for each group will share their findings with the
whole class. Students will record the information their peers
share on their Economic Choices Table.
Attachment 19
6-17-08  Page 7 of 55
peer
observation,
teacher
observation
SS4E1a
Dialogue
and
discussion,
constructed
response,
teacher
observation
Age of Exploration: Guided Thinking with PowerPoint
Students will research in small groups to complete the Explorer
Information table. The Explorer table organizes facts under the
categories of Sponsor Country, Purpose, Obstacles, and Achievements.
Students can use the extensive information and graphics found at
The Mariner's Museum, or their textbook or encyclopedia to
complete the table.
Alternately the teacher can use the attached Explorer PowerPoint
and complete information table to guide discussion.
The PowerPoint includes an image of each of the explorers and a
letter excerpt or quote. Since the letter excerpts use an antiquated
form of English vernacular and spelling, students will need
assistance interpreting their meaning.
See Attachment 13
See Attachment 14
See Attachment 15
Modifications:
Provide access to information sources on students’ independent
reading levels
For students with written expression challenges, allow for a
recorder within the group who will complete the table and provide
copies for the other team members
SS4H2a,b
Selected
response,
peer
observation,
teacher
observation
Explorer Trading cards
Six double-sided card outlines, one for each explorer, will be provided to
the students to record their findings on the Age of Exploration. Students
will make a card for each explorer: John Cabot, Vasco Nunez Balboa,
Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques
Cartier.
Each card will include the following information: name, time
period, home country, achievements and character traits.
Students can research in their textbooks, non-fiction texts, the
encyclopedia, The Mariner's Museum, or other online sources.
See Attachment 16
Modifications:
Provide access to information sources with a variety of reading
levels
Students with written expression challenges may need to dictate
information for their trading cards
SS4H2a,b
Constructed
response
Contact!
Students will watch the PBS video streaming Contact.
SS4H2b
SS4G2b
Constructed
response;
6-17-08  Page 8 of 55
Following the video, students will work in cooperative groups to
complete the T-Chart labeled “Before the Europeans Arrived/After the
Europeans Arrived.”
See Attachment 17
Group members will brainstorm facts about how the Native
Americans lived, met their needs, traveled, traded, ate, worshiped,
used and created technology before and after the Europeans explored
and settled in North America.
The group recorders keep notes on their T-Charts.
Once the groups have at least six entries in both columns, the entire
class will work together and create a collective presentation of their
T-Chart notes.
Sample T-Chart:
Native Americans Before and After European Contact
Before
After
stone, bone, shell and stick tools,
metal tools, guns
hunters, gatherers, farming
trade with Europeans
lived in clans, growing
communities
germs, small pox, decrease in
population, some groups extinct
shaman spiritual leaders
European religions
many Native American languages
many European words
canoes and
dogs for transporting goods and
people
horses for transportation
animal furs, tree bark for clothing,
shell, stone and tooth adornments
cotton cloth, glass bead adornments
corn, beans and squash, meat, fish,
alcohol, "fire water"
nuts, berries
no alcohol exposure
Optional: Using the T-Chart notes, students will independently write
informative essays describing how contact with the Europeans
changed the lives of Native Americans forever.
Modifications:
Use guided viewing to stop and point out key ideas related to the
“Before and After” concept and have students take notes to use
during their group activity
6-17-08  Page 9 of 55
SS4E1d
dialogue
and
discussion
Ranking the Explorers
The students will use the information they have gathered about each of
the European explorers studied to rank the “top three” in order of
importance to the colonization of North America. Students will use this
information to answer this question: Which European explorers had the
greatest impact on the colonization of North America?
Using their Explorer Trading Cards, each student should select three
explorers they view were the most important. Students should then
determine who among the “top three” was most important, second in
importance, and then in third place.
In small groups, students share, discuss and debate their “top three”
rankings. Each student should have the opportunity to state why they
have selected their “top three” and why they believe the achievements
of these explorers were the greatest overall. Students may use maps
and other resources to “prove” their theory. After hearing each
others’ rankings, students may change their choice and order of “top
three” explorers.
Following the small group discussion, students will write short
persuasive essays describing their final ranking selections. Student
essays should include convincing rationales for the how and why they
believe their “top three” had the greatest impact on the colonization of
North America.
Modifications:
Use the Persuasion Map to provide a graphic organizer for
students to plan their essays
Display a list of discussion prompts, such as:
o Did the explorer help anyone with his/her discoveries?
o Did anything important result from the explorer’s
discovery of a new land?
o Has the explorer’s discovery affected your life today?
o Did the explorer inspire other people to explore?
o Did the explorer demonstrate characteristics that you
admire
SS4H2a,b
Constructed
response
Sample Performance Task
Enduring Understandings:
Movement/Migration: The student will understand that the movement or migration of people and ideas
affects all societies involved.
K-5 EU: The student will understand that moving to new places changes the people, land, and culture of
the new place, as well as the place that was left.
6-17-08  Page 10 of 55
Performance Task Standards: SS4H1, SS4H2, SS4G2; ELA4W1, ELA4W2, ELA4W3, ELA4W4,
Description:
Students will write a narrative essay from the perspective of a North American tree. This tree lived among
a Native American nation both before and after the Europeans arrived. Students will choose a region of
North America and a tree indigenous to that region, determine which Native American Nation they've
studied inhabited that space, and which Europeans settled or explored in that region.
Role:
You are a tree in a Native American settlement in North America. As a tree, you've served as a vital
resource for the people living in your region and you've witnessed historical changes take place. For
centuries, you offered shade, fruit, lumber, medicine, and so much more to the Native Americans living
around you. You've silently watched as they harvested their land and lived their lives. As the European
explorers enter your region, conflict occurs, which inevitably leads to change.
Task:
Write a narrative essay that depicts life for the Native Americans both before and after the Europeans
arrived. What did you witness?
Be sure to include the following elements in your story:
The location and description of environmental /geographical features of your Native American
settlement
The name of the Native American nation that resides nearest to you
How the Native Americans used you or other natural resources to survive
The name of the Europeans first explored your area and an account of their journey
The first conversation that might have taken place between the Native Americans and the
Europeans in your region. Were they friendly towards one another? Hostile? Fearful?
As a narrative writer, your story must have:
A beginning, middle, and end
A problem and a solution
Transitions
Main characters
An exciting lead
A strong conclusion
Strong word choice
Proper grammar and spelling
Modifications:
Provide a 4-column graphic organizer for students to use in planning their narratives.
Allow students to use notes and materials from balanced assessments and lessons to find
information
Map and Globe Skills: 6, 8
Information Processing Skills: 5, 7, 13
6-17-08  Page 11 of 55
Content Rubric for Performance Task
Criteria
Does Not Meet
Identifies location
of Native
American
settlement and
describes the
environment and
important
physical features
Does not correctly
identify location or
provide description
of the environment
or geographical
features.
Explains how
Native Americans
use the resources
of their settlement
Needs Improvement
Meets Standard
Exceeds Standard
Identifies
location but
provides
descriptions of
environment or
geographical
features with
several incorrect
facts.
Correctly
identifies
location and
provides
description of
the environment
and
geographical
features
Correctly
identifies location
and important
geographical
features and
describes their
importance to the
development of
the Native
American
settlements
Does not correctly
explain the use of
resources by the
Native Americans.
Explains the use of
natural resources
by the Native
Americans with
several incorrect
facts.
Correctly
explains the use
of natural
resources by the
Native
Americans
Correctly explains
the use of natural
resources by the
Native Americans
and analyzes how
it affected their
lifestyle by
comparing
different
settlements with
each other.
Identifies the
journey of
European
exploration within
the region and
explains the
impact of
Europeans and
Native Americans
Incorrectly
identifies European
exploration in
region
Identifies the
explorations within
the region with
several incorrect
facts.
Correctly
identifies
European
exploration
within the
region.
Correctly
identifies the
journey of
European
exploration within
the region and
describes the
impact of
exploration
between the
Europeans and
Native Americans
Describes how the
Native Americans
and European
Incorrectly
describes Native
American and
Provides
description but
does not include
Correctly
describes how
the Native
Correctly
describes how the
Native Americans
6-17-08  Page 12 of 55
explorers
interacted with
each other
European
encounter
correct information
of interaction
between the Native
Americans and
Europeans.
Americans and
European
explorers
interacted with
each other.
and European
explorers
interacted with
each other and
explains how the
interactions of
each group
affected each
other..
Product Rubric for Performance Task
Criteria
Does Not Meet
Needs Improvement
Meets Expectation
Exceeds Expectation
Uses standard
English
conventions
Errors impede
understanding
Errors but do not
impede
understanding
Text is relatively
free of errors
Text is free of
convention errors
Organizational
Pattern (beginning,
middle, end)
Little evidence of
beginning, middle,
and end
Contains parts of
beginning, middle
and end; one part
is underdeveloped
Contains a
beginning, middle,
and end
Contains clear,
well developed
beginning, middle,
and end
Character(s) are
well developed
Character(s) are
named or listed
rather than
developed
Begins to develop
main character(s)
Develops main
character(s) using
description, or
action, or dialogue
Develops main
character(s) using
description, action ,
and dialogue
Vivid word choice
that seems natural
enhances writing
Writer uses limited
vocabulary that
does not
communicate
strongly or capture
the reader's interest
Writer uses words
that communicate
clearly but the
writing lacks
variety or flair
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader's mind, but
occasionally the
words are used
inaccurately or
seem overdone
Uses vivid words
and phrases that
linger or draw
pictures in the
reader's mind and
the choice and
placement of the
words seems
accurate, natural
and not forced
Resources for Unit
National Museum of Native Americans: The National Museum of Native Americans offers
photo collections and background of various Native American Nations.
6-17-08  Page 13 of 55
Indiana University's "The Study of Native Americans": The Study of Native Americans
project gives basic information and curriculum ideas on Native Americans grouped by
region.
ThinkQuest Native American comparison table: This kid-friendly table provides background
information such as habitat, homes, food, dress, tools, and customs for various Native
Americans nations.
WWW Virtual Library - Index of Native American History Resources on the Internet: This
index provides a comprehensive list of Native American resources on the web.
United Streaming video, "Contact": This streamlined video from United Learning explores
the cultures thriving in North America before the explorers entered the scene and the ways
their communities were forever altered after the Age of Exploration.
The Mariner's Museum contains well classified information on explorers of all time periods,
as well as maps, photographs, and activity suggestions.
American Journeys offers firsthand accounts of important explorations.
National Geographic’s Atlas of Human History is an interactive clickable globe and timeline
that charts major events in human history, including the colonization of the New World.
This unit was created by Laurie Jones, Gina McGowan, Neena Knight, and Michelle Pinch and
approved by the Social Studies Advisory Council and the Georgia DOE Social Studies Staff. It
was last updated 6/17/08.
6-17-08  Page 14 of 55
Attachment 1
Name _________________________
Date ________
______
Native American Resource /Specialization Connection Chart
Directions: Fill in the below table. The first row has been done for you as an example.
Native
What was their
What type of
Why was this
American
environment
specialization
specialization of the
Nation
like?
did the people
people living in this
What natural
living in this
environment?
resources were
environment
available there?
develop?
They lived on the
They specialized in
They lived near the
salmon and other
ocean and many rivers.
types of fishing.
They had a great supply
The
Kwakiutl
Northwest Coast
near the Pacific
Ocean.
This environment
has mild
temperatures and
heavy rainfall.
There are large,
dense forests and
many rivers.
of fish and invented many
ways to catch them. The
forest provided wood and
other plants to make
fishing tools such as
wooden fences, rakes,
baskets and nets. Fish
There are salt water
was dried and smoked to
and freshwater fish,
provide food during the
forest and ocean
animals.
The plant life
includes: ferns,
berries, and skunk
cabbages.
6-17-08  Page 15 of 55
cold winter months.
Inuit
Nez Perce
Hopi
Pawnee
Seminole
6-17-08  Page 16 of 55
Attachment 3
Name _______________________
Date _______________
Native American Nations
Directions: Use the information you find in the Native American PowerPoint to complete
this table.
Region
Arctic
Northwest
Plains
Native American
Nation
List 2 ways this
1.
1.
1.
2.
2.
2.
Native American
Nation used its
environment and
natural resources
Create a symbol that
represents the
uniqueness of each
tribe
6-17-08  Page 17 of 55
Region
Plateau
Southeast
Southwest
Native American
Nation
List 2 ways this
1.
1.
1.
2.
2.
2.
Native American
Nation used its
environment and
natural resources
Create a symbol that
represents the
uniqueness of each
tribe
6-17-08  Page 18 of 55
Attachment 3
Name _____________________________
Date _______________________
Greeting Historians!
As you explore the worlds of the different Native American Nations that once thrived in
North America, record your findings below.
Kwakiutl
Location:
Climate:
Clothing:
Type of housing:
Interesting fact:
Click on the Kwakiutl link at the bottom of the page. By selecting the “thumbnail”
images on the left side of the page, you can read about the different plants and
animals important to the Kwakiutl. Record your findings about one plant and one
animal in the table below.
Plant
What it looks like
What is was used for
Nez Perce
6-17-08  Page 19 of 55
Animal
Location:
Climate:
Clothing:
Type of housing:
Interesting fact:
Click on the “Nez Perce National Historical Park” hyperlink at the bottom of the
page. Using the table blow, describe ways the Nez Perce used their natural resources
during the different seasons.
Season
Natural Resource
Spring
Summer
Fall/ Autumn
Winter
Inuit
Location:
6-17-08  Page 20 of 55
How it was used
Climate:
Clothing:
Type of housing:
Interesting fact:
Click on the “Built igloo homes” hyperlink. Scroll down and click on the images of
the igloos, the Inuit’s winter dwelling. What materials did the Inuit people use to
build the igloos?
Next, click on the “Wore thick clothing” hyperlink. What materials did the Inuit
people use to make their clothes?
How many layers of footwear did the Inuit wear?
In the box below, sketch the winter igloo home and the traditional dress of the Inuit. Label
each drawing with the type of materials used.
6-17-08  Page 21 of 55
Hopi
Location:
Climate:
Clothing:
Type of housing:
Interesting fact:
Click on the “Hopi” link at the bottom of the page. From this website, click on the
“Corn” link. Why was corn so important to the Hopi?
Click on the “Water” hyperlink. Why was water so important to the Hopi?
Describe the ceremony the Hopi conducted in order to ensure the next rainfall:
Seminole
Location:
Climate:
Clothing:
Type of housing:
Interesting fact:
Click on the “Seminole Tribe of Florida” hyperlink. What is one way that the
Seminoles used their natural resources to enrich their culture?
6-17-08  Page 22 of 55
Pawnee
Location:
Climate:
Clothing:
Type of housing:
Interesting fact:
Click on the “Built permanent lodges” hyperlink. What type of materials did the
Pawnee use to construct their homes?
Click on the “Smithsonian” hyperlink in the bottom of the page. Explore this site to
discover what the symbolic drawings in the buffalo hide painting represent. Record
your findings in the table below.
Description of drawing
What the drawing represents
Attachment 4
6-17-08  Page 23 of 55
Name:
Date:
Directions: Use the information you find in the Native American PowerPoint to complete
this table.
Arctic
Northwest
Plains
Plateau
Southeast
Southwest
6-17-08  Page 24 of 55
6-17-08  Page 25 of 55
Attachment 5
Name:
Date:
Food
6-17-08  Page 26 of 55
Shelter
Native American Nation
Environment
Clothing
Attachment 6
Native American
Trading Cards
Cultural Group: _______________
Region inhabited: _____________
Important natural Resources:
____________________________
Style of Home: _______________
Met Europeans from this country:
____________________________
Character trait displayed _______
___________________________
Native American Trading Cards
Student Name _____________
Attachment 7
6-17-08  Page 27 of 55
Name:
Date:
Native American ABC Book Organizer
A
B
C
D
E
F
G
H
I
J
K
L
M
N
6-17-08  Page 28 of 55
O
P
Q
R
S
T
U
V
W
X
Suggestion: X marks the spot where the _______ tribe once lived.
Draw a map to show where the selected tribe lives.
Y
Z
Attachment 9
6-17-08  Page 29 of 55
I have the first card.
Who has the flat stretch of
land that borders the
Atlantic Ocean in the eastern
US?
I have the Great Basin.
Who has the great expanse
of prairie and steppes east
of the Rocky Mountains in
the United States and
Canada?
I have the Atlantic Coastal
Plain.
Who has a large, arid
plateau in the western
United States?
I have the Great Plains.
Who has the north-south
line of elevated land that
separates the two
watersheds of the US ?
6-17-08  Page 30 of 55
I have the Continental
Divide.
Who has the lowest, driest
and hottest valley in the
United States?
I have the Gulf of Mexico
Who has the large waterway
connecting the Great Lakes
to the Atlantic Ocean?
I have Death Valley.
Who has the oval shaped
body of water west of
Florida?
I have the St. Lawrence
River.
Who has the large
freshwater bodies of water
on the Canada – United
Stated border?
6-17-08  Page 31 of 55
I have the Seminoles.
I have the Great Lakes.
Who has a Native American
group who lived near the Gulf
of Mexico?
I have the buffalo.
Who has the first European
to sail along the St.
Lawrence River?
Who has the animal that
roamed in the Great Plains
and was important to the
survival of the Plains
Indians?
I have Jacques Cartier.
Who has a migratory
Native American nation
that lived in the Great
Basin?
6-17-08  Page 32 of 55
I have the Nez Perce.
I have the Pawnee.
Who has a Native American
nation that lived and hunted
in the Great Plains?
Who has the first vertical
lines on a map or globe
that help indicate position?
I have longitude.
I have latitude.
Who has the horizontal lines
on a map or globe that help
indicate position?
Who has the box on a map
that contains symbols?
6-17-08  Page 33 of 55
I have the map key.
I have the map scale.
Who has the miniature ruler
on the map shows relative
distance?
Who has the first card?
6-17-08  Page 34 of 55
6-17-08  Page 35 of 55
6-17-08  Page 36 of 55
6-17-08  Page 37 of 55
6-17-08  Page 38 of 55
Attachment 10
Race to the New World!
Objective: Students will use acquired knowledge of European exploration of North American to
participate in cooperative group discussions and respond appropriately to teacher-made or studentmade questions about that era.
Directions: Divide the students into teams, each one representing a major explorer from a European
nation involved in the Age of Exploration: England, Spain, and France. Members of each team
should be assigned or elected for the following roles:
Ship’s Captain: Leads the group discussion and has final authority over the team’s
answer.
Quartermaster: Brainstorms with the others to determine the best response to the question;
moderates conflicts within the group.
First Mate: Brainstorms with the others to determine the best response to the question;
presents the team’s answer.
Ship’s Carpenter: Brainstorms with the others to determine the best response to the
question; designs and colors the team’s place marker and flag.
A.B.S. (Able Bodied Sailor): Brainstorms with the others to determine the best response
to the question; moves the team’s ship marker on the world map.
Rigger: Brainstorms with the others to determine the best response to the question; raises the
flag when the team is ready to share their answer.
Use tape to fasten team markers to positions along the Prime Meridian on the world map.
The teacher reads a randomly drawn question card aloud. Each team discusses possible answers to
the question. Riggers hold up their ship’s flag when their team has an agreed upon answer. The
First Mate of the team shares his or her group’s answer.
If the answer is correct, their ship marker is moved 15 degrees west to on the world map. If
incorrect, they do not move, and the other teams are given 2 more minutes for discussion. Again,
the first team with their flag raised is given an opportunity to share their answer. If correct, they
move 15 degrees west. The game proceeds in this manner until a team reaches 75 degrees west
longitude. Point out that this line of longitude runs through present-day Bahamas, the New World
location discovered by Columbus.
6-17-08  Page 39 of 55
Materials: large world map with lines traced or drawn in to show lines of 1ongitude at 15 degree
intervals west from the Prime Meriden, blank ship markers, teacher or student made question
cards, blank ship flags
Game pieces- Print and Laminate.
(Images courtesy Library of Congress.)
John Cabot
Henry Hudson
Juan Ponce de Leon
Christopher Columbus
6-17-08  Page 40 of 55
Vasco Nunez de Balboa
Jacques Cartier
Two-page map to be printed, trimmed, and used as a file folder game.
Right inside of file folder:
6-17-08  Page 41 of 55
Left inside of file folder:
6-17-08  Page 42 of 55
Map to be used on the overhead projector:
6-17-08  Page 43 of 55
Race to the New World Sample Questions
1.) What did Christopher Columbus 11.) What country sponsored the
believe he would accomplish by
voyage of Vasco Nunez Balboa?
sailing west across the Atlantic
Ocean?
2.) Which European leader financed 12.) Who was the first European to see
Columbus’ first voyage across the
the Pacific Ocean from the Americas?
Atlantic Ocean?
3.) What were the names of the
three ships Columbus used on his
first voyage across the Atlantic
Ocean?
13.) What led Europeans to explore
and settle the Americas in the 1400s
and 1500s?
4.) During the 1400s and 1500s,
explorers used a compass and the
North Star to navigate across the
ocean. What is this system of
navigation called?
14.) What country sponsored Juan
Ponce de Leon’s voyage to the New
World?
5.) What is the present day name of
Columbus’ first landing site?
15.) What New World areas did Juan
Ponce de Leon explore?
6.) What European country
sponsored the voyages of Jacques
Cartier?
16.) What areas New World areas did
Henry Hudson explore?
7.) What was the major
accomplishment of Jacques
Cartier?
17.) Name three obstacles faced by
New World explorers.
8.) What was the purpose of John
Cabot’s voyage to the New World?
18.) What region of the New World did
the France claim?
9.) What New World areas did John
Cabot explore?
19.) What region of the New World did
the Spanish claim?
10.) What country sponsored John
Cabot’s expeditions to the New
World?
20.) What happened on the last voyage
of Henry Hudson?
6-17-08  Page 44 of 55
Race to the New World Answer Key
1.) Columbus believed he could find the West Indies by sailing west across the
Atlantic Ocean.
2.) Queen Isabella of Spain sponsored Columbus’ voyage.
3.) Nina, Pinta and the Santa Maria were the names of Columbus’ ships.
4.) Dead Reckoning was the system of navigation used during the Age of
Exploration.
5.) The Bahamas were the site of Columbus’ first landing.
6.) France sponsored the voyages of Jacques Cartier.
7.) Jacques Cartier led three expeditions to Canada. (Cartier named Canada
“Kanata” meaning village or settlement in the Huron-Iroquois language.)
8.) The purpose of John Cabot’s voyage to the New World was to search for a
Northwest Passage across North America to Asia (a seaway to Asia.)
9.) Cabot explored the Canadian coastline and named many of its islands and
capes.
10.) England sponsored John Cabot’s New World expeditions.
11.) Spain sponsored Vasco Nunez Balboa’s New World expeditions.
12.) Vasco Nunez Balboa was the first European to see the Pacific Ocean from
the Americas.
13.) European explorers originally set out to look for a water route to Asia.
Later, explorers wanted to find gold and glory and spread Christianity.
14.) Spain sponsored Juan Ponce de Leon’s New World expeditions.
15.) Juan Ponce de Leon explored Puerto Rico and Florida.
16.) Henry Hudson explored parts of the Arctic Ocean and northeastern North
America. (The Hudson River, Hudson Strait, and Hudson Bay are named for
Hudson.)
17.)Dangerous uncharted waters, lack of sufficient food supplies, hostile Native
Americans, discouraged crew members, poor maps and navigational tools,
weather
18.) Northeastern North American
19.) Parts of South American, Central America, Florida and some of
southeastern North America
20.) His crew mutinied.
Attachment 11
6-17-08  Page 45 of 55
LIVING BIOGRAPHY
OF A
EUROPEAN EXPLORER
1. Gather information on your chosen explorer using the internet, textbook,
encyclopedia, library, and other resources.
2. Information should include the date of exploration(s), sponsor and reason for
exploration, route of journey, obstacles along the way, and accomplishments of
explorer/exploration. Share other interesting fun facts (an example would be
childhood influences and other fun information - working as a page for the king,
stowing away aboard a ship, being a hog farmer where nobody ate pork).
3. Decide how you are going to present your explorer.
CHOICE #1: WHO AM I?
Create a top 10 list of fun facts based on your explorer, begin with #10 being the
most difficult/obscure fact leading up to #1 being the most well known fact for
the explorer. Students may guess your explorer after all the facts have been
given.
CHOICE #2: FIRST PERSON
Share information as the explorer yourself. Speak in first person telling us your
life story. Or read from your (the explorer’s) journal giving details of the
obstacles faced along the journey as well as the triumphs. Be creative! Dress as an
explorer.
CHOICE #3: BE THE TEACHER
Use note cards or a report format to share explorer information with the class.
Practice and be well rehearsed. Create 5 multiple choice questions or true/false
statements to quiz the class on your explorer.
EXTENSION – Using the classroom map, be able to show and tell the journey of
your chosen explorer. Use correct map vocabulary (i.e. sailing west from Portugal
until he reaches the coast of South America).
6-17-08  Page 46 of 55
Attachment 12
Name:
Explorer
Date:
Date
Journey
Sponsor
Obstacles
6-17-08  Page 47 of 55
Achievement
Other
Attachment 14
Date:
EXPLORER INFORMATION TABLE
Name:
EXPLORER
DATES
SPONSOR
PURPOSE
OBSTACLES
John Cabot
Vasco
Nunez
Balboa
Juan Ponce
de Leon
Christopher
Columbus
Henry
Hudson
Jacques
Cartier
6-17-08  Page 48 of 55
ACHIEVEMENTS
Attachment 15
John Cabot
Sponsor
Country
Obstacles
Purpose
Achievements
Interesting
facts
Vasco Nunez de
Balboa
England
Spain
No maps
Juan Ponce de Leon
Spain
Fought with Native
Americans
Wanted to reach Asia
Find new land for Spanish
settlers to exploit
Find a quick overland route
to the Pacific Ocean
Landing on the eastern
Sailed to present-day Panama
coast of Canada, where fish in Central America; He
were plentiful Other
crossed the mountains and
Europeans went there to
jungles of Panama and
set up fishing companies
became the first European to
reach the eastern part of the
Pacific Ocean
Fought with Native
Americans
Find gold and a legendary
“fountain of youth”
One of his three sons,
Sebastian, also went on the
trip
Named Florida after the
Spanish word for flower
Once settled in South
America, Balboa married the
daughter of the local Native
American chief
6-17-08  Page 49 of 55
First European to reach
Florida
Christopher
Columbus
Henry Hudson
Sponsor
Country
Obstacles
Grew up in Italy, but
funded by Spain
No maps, frightened crew
Purpose
Sail west to reach Asia
Achievements
Made 3 voyages with
several ships; Settled in
Central and South America
Interesting
facts
Columbus had to ask the
King and Queen of Spain
several times over several
years to fund his trip
before they finally agreed
Jacques Cartier
England
France
Crew mutinied in the cold
climate
Discover the Northwest
Passage to Asia.
Sailed up the Hudson River
in present-day New York
Sailors caught diseases
Henry Hudson’s crew kicked
him off the boat, and he was
never heard from again
He named the area
“Kanata,” the Iroquois
word for “village.” He tried
to create a settlement, but it
didn’t last the winter.
6-17-08  Page 50 of 55
Find a water route to Asia
He sailed over 1000 miles
along the St. Lawrence
River in Canada
Attachment 16
Explorers
Trading Cards
Name:
______________________
Country & Dates:
______________ Goal:
_______________________
Accomplishments:
______________
___________________________
_Obstacles:
___________________
___________________________
_Interesting fact:
______________
___________________________
_
Explorers Trading Cards
Student Name _____________
6-17-08  Page 51 of 55
Attachment 17
Date:
Name:
Contact!
Work with a group to list as much information about the lives of
Native Americans before and after making contact with the
Europeans. Be sure to include all aspects of Native American
life, including: cultural, economical, medical, technological,
political, and environmental.
Before
After
Attachment 18
6-17-08  Page 52 of 55
Date:
Comparing Two Maps
Student Name:
6-17-08  Page 53 of 55
Attachment 19
Name _____________________________
Date __________________
Economic Choices in the Age of Discovery
Explorer
Goals/
Values behind
Opportunity
Desires
these desires
costs
Vasco
Nunez de
Balboa
Christopher
Columbus
Juan Ponce
de Leon
Henry
Hudson
Jacques
Cartier
John Cabot
6-17-08  Page 54 of 55
Achievements
6-17-08  Page 55 of 55

UNIT # 2 – “The Discovery of North America”

Transcription

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