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FRAME THE LESSON TEACHER: CLASS: 8th Grade DATE: August 24-25 M T W TH F The Early Americans Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize 10B Compare places and regions of the United States in terms of physical and human characteristics; 11A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th AND 18th centuries. Objective/Key Understanding : Resources/Materials: Explain how people first reached the Americas. Describe early civilizations and cultures of the Americas. Identify the human and physical characteristics of regions. Vocabulary: Glacier Terrace tribe potlatch Culture civilization surplus causeway culture adobe diffusion pit house clan sachem settlement Mound builder Stop & Check for Understanding—High Level Questions How did farming affect communities in Central America? What features of Olmec society indicate that it was a civilization? What is a physical characteristic of Lake Texcoco, and how did the Aztecs adapt to it to live there? Why was a system of roads so important to the Incas? How did the Hohokams adapt to living in a desert region? Why were many people in central California able to settle in one place? Why did many Native Americans in farming regions hold ceremonies? What role did women play in Iroquois culture? Closing Product/ Question/ Informal Assessment: Informal Assessment Questions 1-5 (p. 22) quipu pueblo region city-state U.S. History Textbook Colonization through Reconstruction pp. 6-22 & 23-34 Engage Have students preview the lesson objectives and the list of key terms (p. 7). Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 7) Complete the Start Up Activity on p 7. Students work together to answer these questions: What would people do if they lived somewhere very cold? What about somewhere very hot? How might people find food if they lived near the ocean or a river? What about in a forest? Tell students in this lesson they will be learning about how the physical characteristics of the environment shaped where Native Americans settled and how they lived. Explore Divide the class into 5 groups. Each group is to read a section and be prepared to discuss and share findings with the class. The First Americans & Olmecs Develop a Civilization (p. 7-8); Mayan, Aztec, and Inca Civilizations (p. -8-12); Early North American Societies (p.13); Cultures and the Physical Characteristics of North America (p. 14-20); Religion & The Iroquois League (p. 20-22) Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read. Explain Elaborate Evaluate The First Americans (p. 7-8) Explain to students that the physical characteristics of the environment influenced population distribution and early settlements in North America. Olmecs Develop a Civilization & Mayan Civilization (p. 8) Explain that the Olmecs and the Mayas were two different tropical civilizations that were shaped by the physical characteristics of their environment in Central America Aztec and Inca Civilizations (p.8) Explain that the Aztecs were a civilization in present-day Mexico, while further south, the Incas built a civilization along the west coast of South America. The Aztec settled near shallow swamps, and the Incas in the mountains. Both civilizations altered the land in order to farm. Religion & The Iroquois League (p. 20-21) Remind students that the physical characteristics of regions shaped where people lived and what their lives were like> This includes people’s religious practices and housing. It also includes their social and political structures, as with the Iroquois in present-day New York. ~Guided Reading and Discussion (p. 7, 9): (p.7) Have students explain the process by which Native Americans spread across and came to settle in North America. Ask students to predict how the different geographical regions of North America will impact Native American groups. (p. 9) Compare and contrast where the Incas and the Aztecs lived and how they utilized their environments. (p. 9) Determine why is it relevant to know about the physical characteristics of the region in which a civilization lived? ~Analyzing Maps and Charts (p. 7, 11, 14, & 15) (p. 7) Why do some scientists disagree with the land-bridge migration theory? (p.7) (p. 11) What does the organization of Aztec society tell us about the Aztec’s values? (p. 14) Which tribes listed on this map do you know about? (p. 15) How did the foods Native Americans ate influence their way of life? Assign the Digital Lesson Quiz for this lesson. Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper: Explain how scientists believe the first settlers arrived in the Americas? What major impact did the development of farming have on the early settlers of America? What affect did climate and the availability of natural resources have ton the population distribution and settlement patterns of early Native American cultures? How did the Aztec’s religious beliefs weaken their empire? Compare and contrast how the Incas and Anasazi peoples used their engineering skills to adapt to their physical environment. FRAME THE LESSON TEACHER: CLASS: LESSON DATE: August 26-28 M T W TH F Early Europe, Africa, and Asia Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize Resources/Materials 28A: Compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. History U.S. History Textbook Colonization through Reconstruction pp. 23-34 Objective/Key Understanding Vocabulary: : Describe how Europe changed in the Middle Ages, including through technological innovations. Describe patterns of trade and technological innovations in the Muslim world, Africa, and East Asia. Identify the impact of technological innovations on Renaissance Europe. Stop & Check for Understanding—High Level Questions How did the Crusades affect trade in the Middle Ages? How would you define the Silk Road? How would you explain what an extended family is to a friend? How did new technologies improve Chinese ships? What affect did movable type and the printing press have on learning? Closing Product/ Question/ Informal Assessment: Informal Assessment Questions 1-5 (p. 34) Renaissance innovation savanna extended family feudalism Astrolabe kinship manor Silk Road Islam Crusades caravan Christianity Engage Have students preview the lesson objectives and the list of key terms (p. 23). Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 23) Complete the Start Up Activity on p 23. Tell students to pick an object in the classroom. Ask students to answer the following questions: Where was the object made? How far did it have to travel to get to you? What materials and methods had to be invented to create your object? Tell students that in this lesson they will be learning about technological innovations that influenced daily life in Europe, the Middle East, Africa, and Asia, and ultimately came to impact North America. Explore Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Europe in the Middle Ages (p. 24-25); The Middle East (p. 26-27); African Cultures and Technologies (p.29-31); Chinese Trade and Technology (p. 31-32); and Europe’s Renaissance (p. 32-34). Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read. Explain Elaborate Evaluate Europe in the Middle Ages (p. 24-25) Point out the image of the astrolabe. Explain that this instrument helped sailors determine their latitude while at sea. Tell students that technological innovations, especially in sailing and navigation, led to changes in Europe and around the world. The Middle East African Cultures (p. 26-231) Explain that technological innovations in sailing and navigation allowed Europeans to travel to the Middle East, Africa, and China. Many technologies we use today were developed in these regions. These innovations spread around the world by merchants, traders, sailors, and other travelers. Chinese Trade and Technology (p. 31-32) Explain that technological innovations in sailing and navigation allowed Europeans to travel to China. ~Guided Reading and Discussion (p. 24, 31, 32): (p.24) Ask students to name three examples of technological innovations that took place in the Middle Ages and explain how they impacted the daily lives of Europeans. What factors caused Europeans to travel greater distances outside Europe? Make a prediction about how growing trade in Middle East will impact life in Europe. (p. 31) Prompt students to discuss any parallels they see between concurrent technological innovations in China and other regions of the world. (p. 32) What improvements in sailing occurred during the Renaissance, and how did these innovations impact Europe? Ask students why they think the Renaissance led to the first European voyages to the Americas. ~Analyzing Maps and Charts (p. 23, 27, 28, 30 & 34 ) (p. 23) What information does the image of Mansa Musa on his throne, holding a golden object, add to this medieval map? (p. 27) How did the growth of trade in the Middle East influence the spread of Islam? (p. 28) What regions in Europe and Asia did the Silk Road connect? (p. 30) How did the exchange of goods and information between Africa and Eurasia benefit both regions? (p. 34) Which Portuguese explorers stayed closer to land? Assign the Digital Lesson Quiz for this lesson (p. 34). Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper: What advantages did Middle Eastern merchants possess that allowed them to take such a central role in the expansion of overseas trade? What were t he benefits of the feudal system in Europe and the Middle Ages? What were some of the main causes that lead to the great burst of learning known as the Renaissance? How did trade between China and other civilizations have long tern effects worldwide? Explain how the Crusades set the stage for the Age of Exploration that followed?
