Are you teaching about explorers & Native Americans? This may be just the unit you are looking for! This is a 3 week unit consisting of:
*detailed lesson plans in workshop model format
*group project: designing & building Native American housing (using an engineering design process)
*Research food, clothing, and shelter for 6 different tribes.
*Research on 6 explorers: sponsoring country, voyage dates, obstacles, discoveries
*Map: locate tribes and other physical features in the U.S.
*Debate research sheet- Native Americans vs. Europeans
*Opportunity cost: teaching sheet & foldable for notebook
*I have, Who has? game with 28 cards and answer key
*word wall cards
*vocabulary pictures and definitions for memory game and/or charades
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).