One Stop Shop For Educators UNIT # 2 The Discovery of North America Elaborated Unit Focus

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1 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) Page 1 of 55

2 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. Description of Assessment Balanced Assessment Plan 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 Page 2 of 55 Standard/ Element SS4G1a Type of Assessment Selected response

3 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 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 SS4E1c SS4H1a, b SS4G2a Constructed response Constructed response; selfassessment Page 3 of 55

4 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 SS4H1a, b SS4H1a, b SS4G2a Constructed response Constructed Response Native American ABC Book or Power Point SS4H1a,b Constructed Page 4 of 55

5 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 response; dialogue and discussion 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 SS4G1, SS4H1 Selected response Page 5 of 55

6 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, SS4H2a,b SS4H2a,b Selected response; dialogue and discussion Constructed response, Page 6 of 55

7 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 peer observation, teacher observation 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 SS4E1a Dialogue and discussion, constructed response, teacher observation Page 7 of 55

8 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 Contact! Students will watch the PBS video streaming Contact. SS4H2a,b SS4H2b SS4G2b Constructed response Constructed response; Page 8 of 55

9 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 SS4E1d dialogue and discussion stone, bone, shell and stick tools, hunters, gatherers, farming lived in clans, growing communities shaman spiritual leaders many Native American languages canoes and dogs for transporting goods and people metal tools, guns trade with Europeans germs, small pox, decrease in population, some groups extinct European religions many European words 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, nuts, berries no alcohol exposure alcohol, "fire water" 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 Page 9 of 55

10 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 Page 10 of 55

11 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, Page 11 of 55

12 Content Rubric for Performance Task Criteria Does Not Meet Needs Improvement Meets Standard Exceeds Standard 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. 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 Explains how Native Americans use the resources of their settlement 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 Page 12 of 55

13 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 Page 13 of 55

14 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/ Page 14 of 55

15 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? The Kwakiutl They lived on the Northwest Coast near the Pacific Ocean. This environment has mild temperatures and heavy rainfall. There are large, dense forests and many rivers. There are salt water and freshwater fish, forest and ocean animals. The plant life includes: ferns, berries, and skunk cabbages. They specialized in salmon and other types of fishing. They lived near the ocean and many rivers. They had a great supply 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 was dried and smoked to provide food during the cold winter months Page 15 of 55

16 Inuit Nez Perce Hopi Pawnee Seminole Page 16 of 55

17 Name Attachment 3 Native American Nations Date 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 Native American Nation used its environment and natural resources Create a symbol that represents the uniqueness of each tribe Page 17 of 55

18 Region Plateau Southeast Southwest Native American Nation List 2 ways this Native American Nation used its environment and natural resources Create a symbol that represents the uniqueness of each tribe Page 18 of 55

19 Attachment 3 Name Greeting Historians! Date As you explore the worlds of the different Native American Nations that once thrived in Location: Climate: Clothing: North America, record your findings below. Kwakiutl 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 Animal What it looks like What is was used for Nez Perce Page 19 of 55

20 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 How it was used Spring Summer Fall/ Autumn Winter Location: Inuit Page 20 of 55

21 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 Page 21 of 55

22 Location: Climate: Clothing: Hopi 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: Location: Climate: Seminole 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? Page 22 of 55

23 Location: Climate: Pawnee 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 Page 23 of 55

24 Name: Date: Directions: Use the information you find in the Native American PowerPoint to complete this table. Arctic Northwest Plains Plateau Southeast Southwest Page 24 of 55

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26 Environment Native American Nation Shelter One Stop Shop For Educators Name: Attachment 5 Clothing Date: Food Page 26 of 55

27 Attachment 6 Native American Trading Cards Student Name Native American Trading Cards Cultural Group: Region inhabited: Important natural Resources: Style of Home: Met Europeans from this country: Character trait displayed Attachment Page 27 of 55

28 Name: Date: Native American ABC Book Organizer A B C D E F G H I J K L M N Page 28 of 55

29 O P Q R S T U V W X Y Suggestion: X marks the spot where the tribe once lived. Draw a map to show where the selected tribe lives. Z Attachment Page 29 of 55

30 I have the first card. Who has the flat stretch of land that borders the Atlantic Ocean in the eastern US? I have the Atlantic Coastal Plain. Who has a large, arid plateau in the western United States? 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 Great Plains. Who has the north-south line of elevated land that separates the two watersheds of the US? Page 30 of 55

31 I have the Continental Divide. Who has the lowest, driest and hottest valley in the United States? I have Death Valley. Who has the oval shaped body of water west of Florida? I have the Gulf of Mexico Who has the large waterway connecting the Great Lakes to the Atlantic Ocean? I have the St. Lawrence River. Who has the large freshwater bodies of water on the Canada United Stated border? Page 31 of 55

32 I have the Great Lakes. Who has a Native American group who lived near the Gulf of Mexico? I have the Seminoles. Who has the animal that roamed in the Great Plains and was important to the survival of the Plains Indians? I have the buffalo. Who has the first European to sail along the St. Lawrence River? I have Jacques Cartier. Who has a migratory Native American nation that lived in the Great Basin? Page 32 of 55

33 I have the Nez Perce. Who has a Native American nation that lived and hunted in the Great Plains? I have the Pawnee. Who has the first vertical lines on a map or globe that help indicate position? I have longitude. Who has the horizontal lines on a map or globe that help indicate position? I have latitude. Who has the box on a map that contains symbols? Page 33 of 55

34 I have the map key. Who has the miniature ruler on the map shows relative distance? I have the map scale. Who has the first card? Page 34 of 55

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39 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 Page 39 of 55

40 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 Vasco Nunez de Balboa Juan Ponce de Leon Christopher Columbus Jacques Cartier Page 40 of 55

41 Two-page map to be printed, trimmed, and used as a file folder game. Right inside of file folder: Page 41 of 55

42 Left inside of file folder: Page 42 of 55

43 Map to be used on the overhead projector: Page 43 of 55

44 1.) What did Christopher Columbus believe he would accomplish by sailing west across the Atlantic Ocean? Race to the New World Sample Questions 11.) What country sponsored the voyage of Vasco Nunez Balboa? 2.) Which European leader financed Columbus first voyage across the Atlantic Ocean? 3.) What were the names of the three ships Columbus used on his first voyage across the Atlantic Ocean? 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? 5.) What is the present day name of Columbus first landing site? 6.) What European country sponsored the voyages of Jacques Cartier? 7.) What was the major accomplishment of Jacques Cartier? 8.) What was the purpose of John Cabot s voyage to the New World? 9.) What New World areas did John Cabot explore? 10.) What country sponsored John Cabot s expeditions to the New World? 12.) Who was the first European to see the Pacific Ocean from the Americas? 13.) What led Europeans to explore and settle the Americas in the 1400s and 1500s? 14.) What country sponsored Juan Ponce de Leon s voyage to the New World? 15.) What New World areas did Juan Ponce de Leon explore? 16.) What areas New World areas did Henry Hudson explore? 17.) Name three obstacles faced by New World explorers. 18.) What region of the New World did the France claim? 19.) What region of the New World did the Spanish claim? 20.) What happened on the last voyage of Henry Hudson? Page 44 of 55

45 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 Page 45 of 55

46 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) Page 46 of 55

47 Name: Attachment 12 Explorer Date Journey Sponsor Obstacles Achievement Other Date: Page 47 of 55

48 Name: Attachment 14 Date: EXPLORER INFORMATION TABLE EXPLORER DATES SPONSOR PURPOSE OBSTACLES ACHIEVEMENTS John Cabot Vasco Nunez Balboa Juan Ponce de Leon Christopher Columbus Henry Hudson Jacques Cartier Page 48 of 55

49 Attachment 15 John Cabot Vasco Nunez de Balboa Juan Ponce de Leon Sponsor England Spain Spain Country Obstacles No maps Fought with Native Americans Fought with Native Americans Purpose Wanted to reach Asia Find new land for Spanish settlers to exploit Find a quick overland route to the Pacific Ocean Find gold and a legendary fountain of youth Achievements Landing on the eastern coast of Canada, where fish were plentiful Other Europeans went there to set up fishing companies Sailed to present-day Panama in Central America; He crossed the mountains and jungles of Panama and became the first European to reach the eastern part of the Pacific Ocean First European to reach Florida Interesting facts One of his three sons, Sebastian, also went on the trip Once settled in South America, Balboa married the daughter of the local Native American chief Named Florida after the Spanish word for flower Page 49 of 55

50 Christopher Columbus Henry Hudson Jacques Cartier Sponsor Country Grew up in Italy, but funded by Spain England Obstacles No maps, frightened crew Crew mutinied in the cold climate Purpose Sail west to reach Asia Discover the Northwest Passage to Asia. Achievements Made 3 voyages with Sailed up the Hudson River several ships; Settled in in present-day New York Central and South America France Sailors caught diseases Find a water route to Asia He sailed over 1000 miles along the St. Lawrence River in Canada 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 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 Page 50 of 55

51 Attachment 16 Explorers Trading Cards Student Name Explorers Trading Cards Name: Country & Dates: Goal: Accomplishments: _Obstacles: _Interesting fact: Page 51 of 55

52 Attachment 17 Name: Date: 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 Page 52 of 55

53 Comparing Two Maps One Stop Shop For Educators Student Name: Date: Page 53 of 55

54 Attachment 19 Name Explorer Date Economic Choices in the Age of Discovery Goals/ Desires Values behind these desires Opportunity costs Achievements Vasco Nunez de Balboa Christopher Columbus Juan Ponce de Leon Henry Hudson Jacques Cartier John Cabot Page 54 of 55

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