Jana Leonard US History to 1865

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.

Jana Leonard US History to 1865

COGNITIVE OBJECTIVES Students will: Locate the region in which the Ancestral Puebloans lived and describe the physical features of this region; Develop an understanding of how historians and archaeologists use artifacts to build a picture of a civilization; Describe the relationship between the climate and physical features of the southwest and the lives of its earliest inhabitants.

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

Jana Leonard US History to 1865

TEACHING AND LEARNING SEQUENCE Introductory/Anticipatory Set The Teacher Will: Greet students entering classroom and take attendance. During this period, Native American flute music will be playing softly. The Students Will: Arrive in the classroom, take their seats and begin their bell ringer assignment, preparing a written response to the following questions: 1) How did the location of the moundbuilder cities along the various rivers affect their ability to engage in agriculture? How did the location of the moundbuilder cities along the various rivers affect their trade and commerce abilities? Time Allotted: 10 minutes

2)

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:

Jana Leonard US History to 1865

the southwest. (SLIDES 2, 3 of power point) Teacher will identify the Rocky Mountains, the Colorado River and the Rio Grande River. Ask if any of the students have ever been to Colorado, Arizona, New Mexico or Utah. What was different about that climate than the area looked at with the Moundbuilders? Teacher will divide students into groups. Each group will be given a series of pictures (Slides 4 13) and asked to brainstorm what the pictures say about this regions climate and landscape. Teacher will then ask each group to share one item from their list (preferably one which no other group identified, but may be duplicates), teacher will ask group to explain what in the picture leads them to this conclusion. What type of trees do they see? What color is the earth? What does that mean? Using the answers from the discussion, the teacher will explain the arid climate, and high elevation of the region. Teacher will, using the slides and the previous discussions, explain the climate and type of soil and vegetation in the area. Teacher will ask students whether the region is along the rivers like the Moundbuilder civilizations or bounded by the rivers (Rio Grande and Colorado). Looking at the timeline on the study guide (which already contains the dates of the Moundbuilder period), teacher will demonstrate using powerpoint the timeframe of the Ancient Puebloans. Turning to the Vocabulary Jot Chart in the study guide, the teacher will ask the students if they recognize any of the vocabulary words, if so can they tell the class what they mean? Teacher will write the words and the anticipated meaning on the board. [Preparation guide. Students should label the Rio Grande and Colorado rivers and the Rocky Mountains. If any students have traveled to this area, have students share their impressions of the region.

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.

Students will take notes on the study guide.

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.

Students should brainstorm possible meanings for these words.

10 Minutes

Jana Leonard US History to 1865

Phase] Teacher will read aloud the early discovery article (Quigley, pp 10-12). Teacher will pass out a copy of this article to each student. Ask the students to highlight any terms with which they are not familiar. [Assistance Phase] Teacher and students will discuss the reading material. First, ask the students to identify any words in the passage that appear on the vocabulary list. Compare the anticipated meaning with the meaning as used in the article. Second, teacher will ask the students to identify any other words whose meanings are unclear. As a group discussion, we will explore the meanings of these words, using dictionary if necessary to assist. These words will be added to the vocabulary list. [Assistance Phase] Teacher will ask the students, based on the reading, to describe why Mesa Verde presents such an excellent site to learn about the ancient people of the southwest. [Reflection Phase] Students should read along silently using the handout, highlighting vocabulary words and any other words with which student is unfamiliar. 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

Jana Leonard US History to 1865

view the trash. Teacher will ask students what they think about the person or persons who left this trash? Why do they think these things? Note on the board the ideas. Teacher will explain that trash often contains the most significant artifacts of a civilization. Teacher will explain the trash findings in the Mesa Verde area cliff dwellings and describe how archeologists use them to visualize the lives of the inhabitants. Teacher will show some pictures of artifacts from Mesa Verde (Slides 1416) and ask students what information, if any, can be gained from each of these pieces? The teacher will divide the class into five groups (note these groups are pre-set to balance among academic levels, groups are re-arranged every 12 weeks). Each group will be assigned one of the following five areas (these are subjects which we have previously noted in our discussion of Moundbuilders as some of the components of a civilization): 1) 2) 3) 4) 5) Housing Food Daily life Arts & Crafts Trade and Commerce Students will meet in their small groups to discuss their topic, as a group read the assigned material, and assign tasks within the group. Each group will be required to do additional research to obtain information regarding their assigned topic. Each group will prepare to present information regarding their topic in the next class Students will reflect on the materials and respond to questions regarding the artifacts. Students will brainstorm about what the trash tells us about whoever left it.

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

Jana Leonard US History to 1865

suggestions to the students for questions to be answered in their group report (Where did the housing materials come from?, What type of tools were used? What type of religion(s) were practiced? ) CLOSURE: The Teacher Will: Teacher will ask students if they have all of the definitions in their study guides. Teacher will assist students in completing the vocabulary portion of the guide. Teacher will then ask the students to provide the missing information on the 4 corners page of the study guide (teacher will use overhead) the goal being to ensure that all students have completed the information on the guide. The Students Will: Students will review their study guide to make certain that all definitions are present. Time Allotted: 10 Minutes period.

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.

Jana Leonard US History to 1865

References (see attached) List of Attachments: Curriculum Framework Instructional Content and Strategies Organizer PAR Connections References PowerPoint Slides Study Guide (and completed study guide) Read-Aloud Excerpt Group reading excerpts Section quiz questions addressing the topic (and the key).

Jana Leonard US History to 1865

Curriculum Framework 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 Rocky Mountains) 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 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. Curriculum Framework Essential Knowledge and Skills 2 b = To be successful with this standard, students are expected to identify the geographic regions locations and physical characteristics: Coastal Plain - Located along the Atlantic Ocean and Gulf of Mexico is a broad lowlands providing many excellent harbors Appalachian Highlands - Located west of the Coastal Plain, extending from eastern Canada to western Alabama; includes the Piedmont; old, eroded mountains (oldest mountain range in North America) Canadian Shield - Wrapped around the Hudson Bay in a horseshoe shape;Hills worn by erosion and hundreds of lakes carved by glaciers Interior Lowlands - Located west of the Appalachian Mountains and east of the Great Plains consist of rolling flatlands with many rivers, broad river valleys, and grassy hills Great Plains - Located west of the Interior Lowlands and east of the Rocky Mountains consist of flat lands that gradually increase in elevation westward; grasslands Rocky Mountains - Located west of the Great Plains and east of the Basin and Range consisting of rugged mountains stretching from Alaska almost to Mexico; high elevations; Contains the Continental Divide, which determines the directional flow of rivers Basin and Range - Located west of the Rocky Mountains and east of the Sierra Nevadas and the Cascades; Varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America Coastal Range - Located along the Pacific Coast, stretching from California to Canada with Rugged mountains and fertile valleys

Jana Leonard US History to 1865

USI.2 The student will use maps, globes, photographs, pictures, or tables to 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. Curriculum Framework Essential Knowledge and Skills 2c= To be successful with this standard, students are expected to identify the major bodies of water in the United States and some ways these bodies of water have supported interaction among regions and created links to other areas. The major bodies of water include: Oceans: Atlantic, Pacific Rivers: Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande, St. Lawrence River Lakes: Great Lakes Gulf: Gulf of Mexico Students should understand that The Atlantic, Pacific, and Gulf coasts of the United States have provided access to other parts of the world. The Atlantic Ocean served as the highway for explorers, early settlers, and later immigrants. The Ohio River was the gateway to the west. Inland port cities grew in the Midwest along the Great Lakes. The Mississippi and Missouri rivers were used to transport farm and industrial products. They were links to United States ports and other parts of the world. The Columbia River was explored by Lewis and Clark. The Colorado River was explored by the Spanish. The Rio Grande forms the border with Mexico. The Pacific Ocean was an early exploration destination. The Gulf of Mexico provided the French and Spanish with exploration routes to Mexico and other parts of America. The St. Lawrence River forms part of the northeastern border with Canada and connects the Great Lakes to the Atlantic Ocean.

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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Jana Leonard US History to 1865

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. Curriculum Framework Essential Knowledge and Skills 3a To be successful with this standard, students will need to understand that Archaeologists study human behavior and cultures of the past through the recovery and analysis of artifacts. Scientists are not in agreement about when and how people first arrived in the Western Hemisphere. Cactus Hill is located on the Nottoway River in southeastern Virginia. Evidence that humans lived at Cactus Hill as early as 18,000 years ago makes it one of the oldest archaeological sites in North America.

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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Jana Leonard US History to 1865

Curriculum Framework Essential Knowledge and Skills 3c To be successful with this standard, students will need to understand how in the past, American Indians fished, hunted, and grew crops for food. They made clothing from animal skins and plants. They constructed shelters from resources found in their environment (e.g., sod, stones, animal skins, wood). They will need to distinguish between the various types of resources: Natural resources: Things that come directly from nature Human resources: People working to produce goods and services Capital resources: Goods produced and used to make other goods and services

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Jana Leonard US History to 1865

Instructional Content and Strategies Organizer
Instructional Content

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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Jana Leonard US History to 1865

PAR CONNECTIONS Engages readers prior knowledge This lesson plan is for a single class period but is part of a larger unit on ancient America. Throughout the unit, concepts are building on one another. The use of bell ringer questions helps to solidify the platform on which the next level of learning is built as does the use of the map and timeline with the prior information already noted. In addition, in each section, the class is working on identifying certain characteristics about the ancient civilizations, the same characteristics for each civilization, and using knowledge gained in the previous section to enhance learning in the current section (example, knowledge of the physical characteristics of the land in which the Moundbuilders lived and its impact on those civilizations can be compared with the physical characteristics of the southwest to reach conclusions as to differences in food, society etc. Uses communication skills In this lesson, students will be communicating with the teacher and each other in large group discussions. In addition, the small group work on specific topics requires communication within the group and will, in the next class period, require that the students teach their classmates what they have learned. Respects and uses students discourse patterns The trash bag exercise is designed to give tangible and real world substance to the term artifacts and demonstrate the manner in which such artifacts can allow a researcher to make certain conclusions. The use of film is designed to provide students with a visual/audio experience to enhance learning. The use of large and small group discussions further allows students to translate material into their own vernacular. Provides for satisfaction with learning The class is designed to be a collaborative learning experience, by exploring the information and allowing students to draw conclusions. Allowing students to share their conclusions and the thought processes on which they are based should improve student satisfaction with the learning process. Teachers role is to facilitate the learning process and keep students on the correct course. Enhances critical thinking and problem solving Using the pictures to develop a picture of the climate and terrain of the region calls for critical thinking and analysis. The trash bag exercise is also designed to stimulate critical thinking and problem solving by encouraging students to apply what they know about certain objects to reach conclusions regarding the person(s) who used them. Enhances readers autonomy and self-initiative The group work requires the students to educate themselves concerning certain aspects of the culture being studied and become familiar enough with the subject to teach their classmates. Uses active involvement & participation/social interaction Class discussion, small group work and (in the future lesson) the presentation of information to their classmates all require the active involvement of each student and encourages participation and social interaction.

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Jana Leonard US History to 1865

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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Jana Leonard US History to 1865

REFERENCES: Plog, S. 2008. Ancient Peoples of the American Southwest (2d edition). London: Thames & Hudson Ltd. Quigley, M. 2006. Excavating the Past Mesa Verde. Chicago: Heinemann Library. U.S. National Park Service. Mesa Verde National Park. Retrieved from www.nps.gov. Watson, D. 1961. Indians of the Mesa Verde. Ann Arbor: Cushing-Malloy Inc.

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