Lesson Plan - US History - Pre-Columbus

Topic/Main Idea(s)

Human migration from Asia into North America!Nomadic clans to subsistence farming!Civilizations of Olmec, Maya, Aztec, and Incas!North American tribal populations

Objectives Students will analyze human migration patterns prior to the arrival of Columbus!Students will identify the cause and effect relationship of the agricultural revolution.!Students will compare and contrast the native empires and tribes of North and South America.

Standards Matched to school’s and state’s standards

Materials Glass of water and ice!Text, internet access!http://www.airpano.com/360Degree-VirtualTour.php?3D=machu-picchu-peru!Video clip Apocalypto!http://channel.nationalgeographic.com/channel/content/inca/!http://www.ballgame.org/main.asp!Worksheets!Any materials needed for the ‘War Simulation’ activity!

Lesson Plan

Activity 1. Warmer - Fill a drinking glass with ice and water all the way up to the very brim. Announce to the students that that glass of water and ice explains everything experts know about how mankind came to live in North and South America. Place it on a table and leave it for the duration of class. Obviously, over time, the ice will melt and water will spill over the sides. That’s ok. Just let it. POINT: Setting up the concept of Beringia and migrating over the land bridge from Asia. Once the Earth warmed back up after the Ice Age, sea levels began to rise which prevented movement from Asia - North America!

2. Have students investigate nomadic life of man and the significance of domestication/farming. EX: permanent settlement, surplus food, population increases, specialized jobs, culture/identity forms, trade develops!

Put the following in chronological order

• End of the last Ice Age

• Population increases

• Features of civilization are found

• 100,000 years ago the Earth was deep in the Ice Age

• Nomadic groups begin to settle down permanently

• Man traveled from Asia to North America

• By the 1400’s, the Mayan, Incan, and Aztec civilizations were established and flourishing

• Nomadic groups migrated south and east throughout North and South America over time

• People began to specialize in the jobs and roles

• Nomads survived through hunting and gathering

• Different groups began farming as a means to survive

3. Compare and Contrast the Olmec, Mayan, Aztec, Inca by creating a chart focusing on Area, Religion, Technology, Arts, Military, Downfall

4. As it will be part of the students’ notes, show them the site http://www.airpano.com/360Degree-VirtualTour.php?3D=machu-picchu-peru which is a spectacular look at Machu Picchu!!!

5. *For high school students - Video clip of Apocalypto (scene of the captives being lead to the temples to be sold or sacrificed. It is bloody so maybe give students a warning.

Lesson Plan - US History - Pre-Columbus

5. Display the website http://www.ballgame.org/main.asp that focuses on the infamous Mesoamerican ballgame. Have students create a web journal as they explore the site. They’ll want to immediately jump to the interactive games so make it mandatory that they first go to the “Explore World” link in the top left corner and research. After researching, they can play the games.!!6. Same as activity #5 but the focus is on the mummification in the Incan Empire http://channel.nationalgeographic.com/channel/content/inca/!!7. War Simulation (see attached) - This is a whole class activity that sets up an imaginary world war between the Mayan, Incan, and Aztec empires. The three empires will have to look into North America and recruit tribes to their side for the battles. There are 9 different groups so assign students to each. !Mayan Empire Aztec Empire Incan Empire Hohokam Anasazi Mound Builders Inuit Dakota Iroquois After researching each tribe/empire (see attached sheets) the ‘Big 3’ will have a draft in which they select one at a time the tribes from NA to their side. Then after the ‘Big 3’ have selected all their tribes, you now have the class divided into three teams. To actually fight the war, I have the teams compete in small challenges EX: water balloon toss, paper airplane challenge, rock/paper/scissors, 3-legged race, etc. Keep points to see which team (empire) wins!!!

Assessment Research notes!Web journal!Class simulation with research notes

Homework As always, homework assignments can be turned into an additional classroom activity depending on time and the class. Have students research native american activity locally (within an hour radius of the school)

Lesson Plan US History - Europe Pre-Columbus

Topic/Main Idea(s)

Medieval life!The role of the Catholic Church!Rise of Islam and the Crusades!Beginnings of Exploration

Objectives Students will review the history of Europe prior to the Age of Exploration by doing the following:!1. Investigate traditional customs from the Medieval Era!2. Identify the Catholic Church’s hierarchy and position in the

Middle Ages!3. Locate areas of Islamic expansion throughout the Middle Ages!4. Interpret a primary source on the Crusades!5. Create a comic/graphic novel illustrating the major

developments and individuals that lead to the Age of Exploration

Standards Matched to school’s and state’s standards

Materials Video clip - Monty Python!Internet access, research resources!Blank map!Copies of primary source and analysis worksheet!Materials for comic/graphic novel projects

Lesson Plan

Activity NOTE: This lesson deals with topics that students should have already some prior knowledge on whether it be from a World Geography, Ancient History, or World Civilizations class. The activities that follow are more for simply activating that prior knowledge or reminding them of the content.!1. Warmer - Video clip: “Monty Python and the Search For the

Holy Grail” It’s really up to the teacher over which parts to show. I personally like the witch trials :)!

2. Question: “What are the Dark Ages?” Why ‘dark’? After some direct instruction over Medieval Europe (serfdom, Lords, castles, etc.) Have students research common things of today that have their roots in the Medieval Ages. The teacher can have a list prepared for the students if they wish. EX: Don’t throw the baby out with the bathwater, raining cats and dogs, wear your heart on your sleeve, armed to the teeth, etc. Weddings would be a massive source for Medieval origins. http://www.buzzfeed.com/robynwilder/unexpectedly-barbaric-origins-of-modern-wedding-tradition#.qpBMEj72m!

3. Display or print out the Catholic Church’s hierarchy. After going through the positions turn their attention to Vatican City. You can use an interactive such as the one at CNN http://www.cnn.com/2013/02/27/world/europe/interactive-map-vatican-city/ POINT: The Catholic Church was the most powerful entity in Medieval Europe. It was the source for education, wealth, and the only unifying factor across Europe.!

4. Current event article - ‘The Catholic Church Today’ Students will search for a current news article (past year) and write up an analysis of it using the following format:!

Title!Date!Source!Half-page summary (in the student’s own words)!Half-page reaction (in the student’s own words)!One question the student has after reading!!5. Print out a blank map of Middle East, North Africa, and Europe. Have students research the growth and spread of Islam from it’s beginnings all the way to the Reconquista. They should use various color schemes to denote a period of growth EX: The student should color blue all the areas Islam spread to in the first 50 years, red for the first 100 years, etc. etc. Then, have students draw and label the countries that exist there today.!

Lesson Plan US History - Europe Pre-Columbus

6. Crusades primary source: Set up the concept of the Crusades and copy or have students go to https://ecworlddynamics.wikispaces.com/The+Spoils+Taken+by+the+Christians and have them complete the worksheet from the National Archives site http://www.archives.gov/education/lessons/worksheets/document.html !7. Have student groups create a comic/graphic novel that shows scenes from/about the following!!Marco Polo’s journey!The Silk Road!Land routes cut due in large part from the Crusades!Henry the Navigator and Sagres!B. Diaz!Vasco da Gamma!Ferdinand and Isabella!Columbus’s voyage!!Before the students begin designing their projects, they should spend a couple of days researching and note taking. Obviously, these finished products should be displayed in the classroom afterwards. OPTION B: Assign the student groups one of the above topics to cover. That way the whole class is creating a whole volume in regards to early exploration.!The BBC site http://www.bbc.co.uk/history/british/tudors/vasco_da_gama_01.shtml should help.

Assessment research notes!current event writing!map construction!primary source analysis!graphic novel construction

Homework As always, homework assignments can be another class assignment depending on time and the particular class.!“Marco Polo, Diaz, and da Gamma are a few of the major names in exploration. There were others, however, even though the textbooks don’t mention them. First, recount the journeys of Ibn Battuta and Zheng He. Second, which one would you choose as being the most significant? Why? Finally, why doesn’t the typical history textbook mention these explorers?

Lesson Plan US History - West African Slavery Pre-Exploration

Topic/Main Idea(s)

African peoples prior to European exploration!Kingdoms of Ghana, Mali, Songhay!Institution of slavery prior to European exploration!Changes as a result of the founding of the New World

Objectives Student will review what they know about the continent of Africa!Students will do a creative writing piece that incorporates the vocabulary for the lesson!Students will compare and contrast the kingdoms of Ghana, Mali, and Songhay prior to European exploration!Students will interpret a primary source work on Mansa Musa!

Standards Matched to school’s and state’s standards.

Materials “Africa” by Toto!T/F worksheet!Internet access!

Activity 1. Warmer - While playing the song “Africa” by Toto have students complete the T/F worksheet just from their prior knowledge.!

2. Cover the vocabulary words by having students create ‘Diamante’ poems for a couple of the words. The teacher can assign the vocab words or it could be student choice. You can check out this site if you don’t know what a Diamante poem is: http://www.poetry4kids.com/blog/lessons/how-to-write-a-diamante-poem/ !

3. Using the website http://www.thewright.org/teachingmodules/history/map.html have students use the interactive map to research the kingdoms of Ghana, Mali, and Songhay in terms of trade, weather, terrain, and countries that are present there today.!

4. Then have students look in the text or online to make a list of accomplishments or characteristics of each kingdom.!

5. Primary Source work “The Hajj of Mansa Musa” http://www.bu.edu/africa/outreach/resources/k_o_mali/ Questions on site.!

6. Youtube clip (first 7 min) from Crash Course http://youtu.be/jvnU0v6hcUo Have students watch and keep a tally of times they hear something they learned vs something that was new to them. Caution: John Green talks a bit fast so maybe go 2 min at a time with your class?!

Assessment Poem construction!Research notes!Primary source analysis

Lesson Plan

Homework As always, homework assignments can be additional classroom assignments depending on time and the particular class.!Have students find a current event article about Timbuktu. For the past 3-4 years, Malian extremists have been attacking the city and destroying relics and other landmarks. Have the students complete the following:!Title:!Source:!Date:!1/2 page summary!1/2 page reaction!1 Question you have after reading

Battle for the Western Hemisphere US History

!It is the year 1450 AD and things aren’t well in the Americas. Religious and government leaders of the Mayan, Aztec, and Incan Empires are at odds with each other. Each is preparing its people for war. What’s at stake? The whole world! (Or at least their part of it) Our class will take part in this war as we become the soldiers and leaders! !This will take place over the course of the next day or two as we go through the different phases of the war. !

I: Intelligence Gathering !The leaders of The Big 3 (Mayan, Aztec, Inca) know that to the north of them there lives hundreds of other, smaller tribes that could be used as allies in this war. Today The Big 3 will review potential tribes to recruit in North America by making a list of tribes they want and the reasons why they want them. !Meanwhile the smaller tribes will assess themselves in order to be one of the top recruits of the Big 3. They must come up with a list that outlines who they are and reasons why they should be picked

first by any of the Big 3. Also, they must find reasons why the other tribes are weak.(See worksheet) !!

II: The Draft !

By the end of today we will know who is on what side. We begin the next part by each of the smaller tribes in North America present to the Big 3 reasons why their tribe is superior to the others and should be drafted first. After a couple of minutes of review by the Big 3 (see worksheet), they will begin selecting their tribes to recruit one at a time. Optional activity: Make (draw and color) a flag to carry into battle! !

III: The Thunder of War !Now we begin fighting! Battles will be raging on land, through the air, and on the sea. Simply put, there will be three challenges that all three sides will participate in. The overall winner will achieve victory over the other two empires and will be crowned conqueror of the world!!! !Parker’s Note: Everyone will have a grade for this. A participation grade will be given during the activities, the presenting, and the worksheet lists. It’s

a fun simulation that I’ve done before so I hope you get some enjoyment out of it! !!!!

Battle for the Western Hemisphere Big 3 Worksheet Recruit Analysis (Day 1) !!You are to gather intelligence over your potential allies in the North. For each of the six tribes you will write an assessment outlining what types of people they are and what they will be able to offer you in your quest for victory over the others. !!Name of Tribe Characteristics/Who are

they?Reasons to recruit them to your side

Battle for the Eastern Hemisphere Northern Tribe worksheet Tribe Assessment !!Your group needs to understand who you are and why your group is awesome and the only tribe that can help lead one of the Big 3 to victory. Today you will need to look in Section 2 of Chapter 1 and read up on your tribe and the others. Fill in the necessary information below. !Your Tribe’s Name/ Geographic Location

Three reasons why one of the Big 3 should pick you? Be as creative as you want!

Other Tribes in N. America

Reasons NOT to pick them

Big 3 Worksheet !!Name of Tribe/Location

Strengths Weaknesses

Battle for the Western Hemisphere Northern Tribe worksheet Presentation to the Big 3 (Day 2) !!!Today, you are selling yourself. Your group must make yourselves look like you’re the kick butt tribe that can determine the outcome of the war. Brag about your tribe. Make the others look weak! Your presentation should follow the format below: !!“Great empires of the South, we the ______________ offer our services to your side! We can help you achieve victory and here’s why!!!! !!!!!!!!!!!!!!You must choose us first! The other tribes that wish to join your side will only cause you pain and suffering! Here’s why!!!

True or False? If ‘False,’ then change it to be a True statement.

1. Africa is the 3rd largest continent. (False: 2nd)2. Africa was once joined by two other continents. (True, Antarctica and SA)3. Hippos kill more Africans than Lions and Crocodiles. (True)4. Lake Assal in Djibouti is the lowest point, in terms of sea level, on Earth. (False, Sea

of Galilee and Dead Sea)5. Africa is home to the human species. (True. Nile Rift Valley)6. The Sahara Desert in Africa is the world’s largest desert. (True)7. There are over 1500 languages in Africa. (True)8. Christianity is the biggest religion in Africa. (False, Islam)9. Half of the people in Africa are under the age of 25. (True)10. More people died in the 2nd Great Congo War than the US Civil War and Korean

War combined. (True)