August 23-September 17
Test for Chapters 1 & 2 is
Sept. 17
Potlatch - Sept. 10
Regions of the U.S. and Native Americans
This unit correlates with chapters 1 & 2 in the textbook: America's Land & The First Americans
Here are some internet resources that you may use at home in studying this unit:
http://www.nationalgeographic.com/xpeditions/activities/matrix.html (geography activities that could be suggested for students and parents to do at home)
Landform Sites:
http://eliot.needham.k12.ma.us/technology/lessons/landforms/landforms.html
http://www.edu.pe.ca/southernkings/face.htm
http://mitchell.needham.k12.ma.us/technology/lessons/landforms/landforms.html
http://www.harcourtschool.com/activity/types_of_land_2/
Native American Sites:
http://www.native-languages.org/home.htm (select from links to lists of American Indians at bottom of webpage)
http://www.nau.edu/~hcpo-p/index.html#table (Hopi website)
http://www.seminoletribe.com/index.shtml (Seminole website)
Below are the Georgia Performance Standards that the students should know by the end of the unit:
History
SS4H1 The student will describe how early Native American cultures developed in North America.
a. Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole).
b. Describe how the American Indians used their environment to obtain food, clothing, and shelter.
Geography
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 occupied the areas they did, with emphasis on why some developed permanent villages and others did not.
Economics
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
d. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America).
This week we are studying lessons 1-4 in chapter 2. Below are the notes that the students received on chapter 2. The test over chapter 2 is Friday, Sept. 17.
2nd Unit: Explorers & Colonization
Oct. 5-21 (test on Oct. 21)
Below are the Georgia Performance Standards and Fulton County's standards for what the students should know by the end of the unit:
History
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.
Geography
SS4G2 The student will describe how physical systems affect human systems.
b. Describe how the early explorers adapted, or failed to adapt, to the various physical environments in which they traveled.
Civics and Government
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).
Economics
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).
The focus of this unit is the European exploration of North America and how European interaction with Native Americans altered both cultures.
At the end of this unit the student understands that
The movement of people, ideas, and goods has a profound influence on society. Physical features and climate affect the development of a region. Cultural similarities and differences affect the social and economic climate of a region. Individuals develop and change societies.
Europeans valued the silk, spices, and gold that merchants brought from China and other Asian countries.
Travel along the land route, however, was difficult, and a water route to Asia began to emerge as an alternative to overland travel.
Students should understand what trade is and what benefits trade can bring to traders.
Advances in navigational tools such as the astrolabe and compass, improved maps, and improved ship designs made sailors and merchants more willing to search for water routes to Asia.
Columbus was an Italian sailor who sought and gained support from the Spanish rulers, King Ferdinand and Queen Isabella.
Obstacles to Columbus’s voyage included delays in securing financial support before the trip and skepticism of his crew during the trip.
After refusing aid to Columbus in 1486, King Ferdinand and Queen Isabella of Spain agreed to support Columbus’s voyage in 1492 because they no longer were fighting to regain Spanish lands from warring groups in North Africa. They believed Columbus would return to Spain with gold for the treasury and spices, which could be traded. They also sought to spread their Roman Catholic religion.
Spanish exploration negatively impacted the lifestyles of indigenous peoples is illustrated in the cutting of rainforests in the New World to create plantations and the spread of European-born diseases heretofore unknown in the new lands.
The Spanish caused the exchange of people, animals, and plants between the Eastern and Western Hemispheres, benefitting both groups of peoples.
Vasco Nunez de Balboa was a Spanish explorer who, in 1513, sailed to present-day Panama, crossing the jungles overland and reaching the Pacific Ocean, which helped confirm the existence of North and South America.
Balboa’s exploration, coupled with that of Magellan and Vespucci, led to a change in the way Europeans thought the bodies of land on the earth were arranged.
Juan Ponce de Leon was a Spanish conquistador who, in 1513, explored present-day Florida in a search for gold. Ponce de Leon was also in search of a legendary “Fountain of Youth.”
Summarize the Spanish explorers in North America. Extend to compare the Conquistadors, such as Ponce de Leon, with the explorers, Columbus and Balboa.
Spanish colonies in North America were established where Spanish explorers found valuable minerals, such as gold or silver. In these areas, the Spanish rulers and the Roman Catholic church also sent priests to start settlements called missions. In these religious communities priests taught Christianity.
Spanish colonists in North American often overworked American Indians. To replace the workers, enslaved Africans were brought to North America.
Not all colonists, however, were unfair to the American Indians. Some colonists asked the Spanish rulers to make laws to end mistreatment of the natives.
John Cabot was the assumed name of Giovanni Caboto, an Italian explorer who moved to England to seek funding and support for his expedition to cross the Atlantic in search of Asia. He sailed for England in 1497, arriving in North America at present-day Canada. His discoveries led to the development of a fishing industry in the waters off North America.
Jacques Cartier, in 1534, sailed into the St. Lawrence River, in present-day Canada. His voyage was part of France’s push to find a water route to Asia that went North of North America.
Henry Hudson, an Englishman, pursued the discovery of the “Northwest Passage” for the Netherlands.
Later, in 1610 Hudson made a voyage for England, finding the bay now known as Hudson Bay in present-day Canada.
King Philip II of Spain and Queen Elizabeth I of England had to make important decisions about providing financial and military support for exploration.
Roanoke Colony is an example of the failure of colonists to adapt to the physical systems in the North America and, perhaps, to the cultural differences with American Indians.
Jamestown shows how colonists were able to adapt to physical systems in North America.
The welfare of the Jamestown colony depended on the environment.
The pilgrims came to North America for religious freedom, which was different from earlier European explorers and settlers.
Later British settlements in North America came about for economic reasons.
The pilgrims were assisted by American Indians as they established their settlements.
French settlers pursued fishing, hunting, and trapping rather than farming due to the climate of the area in which they settled (Canada).
Also, trappers used the Mississippi River system and Ohio River Valley for transportation. These Europeans adapted their lifestyles to take advantage of the physical systems. French trappers traded with American Indians in the areas in which the French claimed.
Longitude and latitude are used to determine location.
Interpreting timelines supports understanding of the sequence of events.
Creating timelines organizes events in chronological order. (Information Processing)
Essential Questions:
1.) Why did Europeans begin exploring other lands?
2.) How were obstacles overcome in order to explore and establish colonies?
3.) How did European exploration and colonization affect both the native peoples and the Europeans?
4.) How did European explorers and colonists adapt to the environments they encountered in the New World?
5.) How did John Cabot, Vasco Nunez de Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier further the goals of the countries for which they sailed?
6.) How did these explorers exhibit courage, patriotism, honesty, and trustworthiness?
Vocabulary
armada
charter
circumnavigate
colony
compact
conquistador
expedition
mission
navigation
“sailed for”
tolerance
trade
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January 6-February 4th
The American Revolution
This unit correlates with chapters 7-9 in the textbook
