The History of Native Americans - Camden City School District · Web viewThe Olmecs, Mayan, Aztec and Incan empires were the first civilizations to be developed in the Americas. The

Camden City School District

Grade 8 U.S. HistoryUnit 1a: Exploration

35 days (total for 1 a and b)Unit Focus

Exploration of the roles of various groups that migrated to America before colonization and investigate their influence on the development of America. Exploration of how the trade of goods and ideas in Africa, Asia and Europe influenced the world and the development of American ideas of religion and government.

Stage 1: Desired Results(both skills-based and concept-based)

Big Ideas:● Early people spread across the Americas and eventually built great

civilizations.● People of North America developed a wide variety of cultures based on

geography and environmental resources.● A complex trade network linked Africa, Asia and Europe and influenced the

building of America.● Traditions that came to the Americas from Europe included Judaism,

Christianity, and Greek and Roman ideas about government.

Essential Questions:● How did different Cultures and traditions develop around the world?● How did early civilizations develop in America?● How did early civilizations differ in America?● How did geography influence the development of cultures in North America?● How did trade link Europe, Africa and Asia?

Students Will Know…● Geography influenced how people migrated, settled and developed

civilizations.● There are various theories of how the first peoples came to the Americas,

but most scientists agree on the land bridge theory.● The development of farming allowed for settlement and eventually

development of cities.● The Olmecs, Mayan, Aztec and Incan empires were the first civilizations to

be developed in the Americas.● The Incan Empire was the larger than and European or Asian Empire during

the 1400s.● Before the arrival of Europeans, Native Americans living in North America

Students Will Be Able To…● Identify ways geography played a role in migration and settlement of North

America?● Identify and analyze various theories of how people may have first reached

the Americas.● Explain how the development of farming changed the way of life for early

people.● Compare and contrast the civilizations of the Mayas, Aztecs and Incas.● Compare and Contrast Native American Groups● Identify and analyze the impact of geography on Native American cultures.● Define the role of Muslims in world trade.● Identify geographical and human factors that led to the rise of great trading

1 Grade 8 U.S. History Curriculum

Camden City School Districtwere richly diverse and had distinct ways of life heavily dependent on the environments in which they lived.

● The League of the Iroquois created a pact between warring nations in the Eastern Woodlands.

● The Mound Builders were among the earliest cultures in North America.● The growth of trade between Europe and Asian help in the spread of Islam.● African trading centers had important trading relations with European and

Asian markets.● Technological advance in China allowed for it to expand its territory and

trade links.● Chinese advancements in navigation led to greater ability for sea trade.● The Silk Road allowed for goods from China to be traded to European and

Middle Eastern markets.● The complexity of trading systems in Europe, Africa and Asia eventually

influenced the “discovery of America”.● European beliefs and traditions that affected the development of North

America.● Judaism and Christianity largely shaped European beliefs and values.● Athenian Democracy and the Roman concept of a republic directly

influenced the formation of American government.● The Roman Catholic Crusades put Europeans in closer contact with a more

advanced Muslim civilization.● The European Renaissance led to an explosion of intellectual growth.● The Protestant Reformation led to religious turmoil in Europe.● Prince Henry the Navigator‘s center for exploration at Sagres opened the

way for Europeans to explore globe.

states in East Africa and West Africa.● Explain how China was able to dominate trade across Asia.● Describe how importance of the Judeo-Christian in European Heritage.● Analyze the ways Greece and Rome shaped ideas about government and law.● Identify the impact of the Crusades and Renaissance on Europe.● Identify reasons Europeans began to look beyond their borders.● Identify key terms, people and events related to migration and exploration of

“the New World”

Syntax Work● Note taking● Quick Outlines

Goals: (CCSS Standards) to Address: (listed)


Camden City School DistrictCCSS.ELA-LITERACY.RH.6-8.1, CCSS.ELA-LITERACY.RH.6-8.2, CCSS.ELA-LITERACY.RH.6-8.3, CCSS.ELA-LITERACY.RH.6-8.4CCSS.ELA-LITERACY.RH.6-8.5,CCSS.ELA-LITERACY.RH.6-8.6, CCSS.ELA-LITERACY.WHST.6-8.1, CCSS.ELA-LITERACY.WHST.6-8.4, CCSS.ELA-LITERACY.WHST.6-8.7, CCSS.ELA-LITERACY.WHST.6-8.10, 6.1.8.A.1.a, 6.1.8.B.1.a, 6.1.8.B.1.b, 6.1.8.B.1.b, 6.1.8.C.1.b, 6.1.8.D.1.b6.1.8.D.1.a

Stage 2: Assessment/EvidenceCulminating Reading Comprehension Task:

DBQ Can be located on page 31 of textbook

Students will :● Map various paths that early Americans may have taken to get to North/South America.● Write Placards About Native American Dwellings● Write a Journal Entry About Trade on the Silk Road● Create a Roots of the American People Timeline● In paragraph form, compare and contrast theories of how the first American came to America and explain

why one has emerged as the most widely believed compared to the others.● Create a multi-media presentation about and early civilization.● Compare and contrast Athenian democracy and the Roman republic.● Map trade centers in Europe, Asia and Africa.● Geographically identify civilizations

Other Ways to Collect Formative Assessment Data:● Discussion log (kept by teacher)/discussion prep notes (created by students)● Double entry journals● Quizzes● Conferring notes● Exit slips

Unit Suggested Readings3 Grade 8 U.S. History Curriculum


Prentice Hall Author Text Type Lexile Level (Suggested

Range: 950L to 1115L)*

Source

Prentice HallAMERICA: HISTORY OF OUR NATION

TEXT BOOK

Supplemental Class Text Set

Author Text Type

Lexile Level

Source About this Text Set

The History of Native Americans

Scholastic Article Scholastic.com (http://www.scholastic.com/teachers/article/history-native-americans)

This text set is organized around a supplemental, engagement-centered Essential Questions:

● How did different Cultures and traditions develop around the world?

● How did early civilizations develop in America?

● How did geography influence the development of cultures in North America?

● How did trade link Europe, Africa and

The Olmec of Meso-America

Daniel Villescas (Denver Public Schools)

PDF L The Olmec of Meso-America

Fall of the Aztec Empire I

The Amistad Curriculum

Article Amistad Curriculum http://www.njamistadcurriculum.net/history/unit/indigenous-civilizations-americas/content/3764/7079

Fall of Incan Civilization




http://www.njamistadcurriculum.net/history/unit/indigenous-civilizations-americas/content/3764/7080




http://www.scholastic.com/teachers/article/history-native-americans

http://www.scholastic.com/teachers/article/history-native-americans

Camden City School DistrictAsia?

EncomiendaThe Amistad Curriculum


Fall of the Aztec Empire II



How the Chipmunk Got Its Stripes


Folktale Amistad http://www.njamistadcurriculum.net/history/unit/indigenous-civilizations-americas/content/3493/7083

The Black Legend, Native Americans, and Spaniards: Crash Course US History #1

John Green https://youtu.be/6E9WU9TGrec?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

Independent Reading Texts

Author Text Type Lexile Level Sourcing About these Texts

These texts are related historically and/or thematically to the anchor texts.Suggested synthesis task:Island of the Blue Scott O’Dell Novel ISBN13: 9780440439882


https://youtu.be/6E9WU9TGrec?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://youtu.be/6E9WU9TGrec?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s







Camden City School DistrictDolphinsThe Mystery of the Olmecs

David Hatcher Childress

Novel 870 ISBN 1931882711

Well of Sacrifice Chris Eboch Novel (Fiction)

930L IBSN: 9780395903742

Stage 3 – Learning Plan

Brief Synopsis:SUMMARY OF DBQ AND/OR OTHER PRIMARY SOURCESThe DBQ requires students to answer question that can be answered directly from the 2 documents listed by interpreting visual or contextual information. Students then are required to complete a writing assignment which has them applying information from the 2 sources and their own knowledge to answer one the unit’s essential questions (see page 31)

Alignment to the Big Ideas:● A complex trade network linked Africa, Asia and Europe and influenced

the building of America.



Goals (CCSS Standards) to Address:

CCSS.ELA-LITERACY.RH.6-8.1Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.3Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure:CCSS.ELA-LITERACY.RH.6-8.4Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-LITERACY.RH.6-8.5Describe how a text presents information (e.g., sequentially, comparatively, causally).

CCSS.ELA-LITERACY.RH.6-8.6Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:CCSS.ELA-LITERACY.RH.6-8.7Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-LITERACY.RH.6-8.8Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-LITERACY.RH.6-8.9Analyze the relationship between a primary and secondary source on the same topic.Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RH.6-8.10By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently



Suggested Instructional Routines and Engagement Methods:

● Shared reading● Active reading strategies (e.g., turn and talk, stop and jot, targeted

task)● Text-dependent questions that lead to key understandings● Webquest● Simulations

● Explicit and incidental academic vocabulary instruction● Evidence-based oral and/or written responses● Text-dependent tasks● Mapping

Academic Vocabulary

Glacierirrigationsurpluscivilizationcultureculture areaKayak

PotlatchAdobeClanSachemMuhammadMansa MusanavigationZheng He

MonotheismJesussalvationDirect DemocracyRepublicFeudalismMartin LutherHenry the NavigatorVasco da Gama

Culturally Relevant Pedagogy

Concepts: Resources

The Olmec Civilization is now recognized as The Mother of Culture of Mexico. There is also very strong evidence that it was explored and developed by Africans. What affect does that have

African presence in America Before Columbus (Illinois Amistad Commission and DuSable Museum of African-American HistoryThe Olmec of Meso_America


Camden City School Districton students’ concept of Africa and the belief that the first Africans came to the Americas along with Europeans?

Mansa Musa, an African King (Mali) is considered to be one of the wealthiest men to ever live. How does this conflict with many historical perceptions of Africa as the “Dark Content”

The Reign of Mansa Musa reading comprehension pdf.

Timbuktu was a center of learning, not just for Africa, but the eastern world. Its library had over a million book. Does this support the claims as Africa being an inferior continent?

Legacy of Timbuktu (Youtube)


Documents

The History of Native Americans - Camden City School District · Web viewThe Olmecs, Mayan, Aztec and Incan empires were the first civilizations to be developed in the Americas. The