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24 lessons found; showing 10 per page, sorted by Title...
Showing Grade 5, Unit 3, Native Americans and New Settlers
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Gran Quivira: A Blending of Cultures in a Pueblo Indian Village

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/66gran/66gran.htm

Description: Learn about the Puebloan Indians before, during and after Spanish contact by examining the ruins of three villages in the Salinas Basin in central New Mexico that were home to Indian people from 1000 to the 1600s. Spain established missions throughout the Salinas basin in an attempt to Christianize and bring the roughly 10,000 Indian people living there into Spanish society. The mission system did not survive long in the Salinas basin, and by the late 1670s, the inhabitants of this once thriving area were all but gone. What happened? What can we learn about the people from studying the archaeology. Standards 5.3.1, 5.3.2

Author: Waynette Burnett, Salinas Pueblo Missions National Monument

Lesson ID: 467

Harvest Ceremony: Beyond the Thanksgiving Myth: A Study Guide

http://www.nmai.si.edu/education/files/harvest.pdf

Description: This is a brief reading and discussion guide from the National Museum of the American Indian about European and Native American interactions in New England in the 1620s and the harvest celebration that became known as the first Thanksgiving. There is a valuable map and even a recipe for Johnny Cake. Standard 5.3.2

Author: Educaton Department, National Museum of the American Indian

Lesson ID: 488

How did European Colonies in North America Differ?

http://www.eduref.org/Virtual/Lessons/crossroads/sec4/Unit_3/Unit_IIIQ1.html

Description: Look at colonial America from a geographic perspective. Locate the physical features of North America, the boundaries of lands controlled by the English, French, Spanish and Dutch, and explain how geography influenced claims and settlement. Describe the economic, political, and social factors that influenced the development of the colonies. Create a persuasive poster to bring immigrants for a specific colony. Standard 5.2.4, 5.3.1 and 5.4.5

Author: Council for Citizenship Education, Crossroads Curriculum

Lesson ID: 523

I Have No Money, Would You Take Wampum?

http://www.econedlink.org/lessons/index.cfm?lesson=EM67

Description: Learn about how people received goods and services before there were coins and paper money through this example about Wampum. See that this exchange called trade or barter is still used. Standard 5.3.2

Author: Judy Shull-Hiebenthal, National Council on Economic Education

Lesson ID: 548

Marquette and Joliet Explore the Mississippi in 1673

http://www.wisconsinhistory.org/turningpoints/lessonplans/search.asp?id=69

Description: Between 1492 and 1580 the Spanish invaded Central America in search of silver and gold. Between 1534 and 1673 the French invaded North America in search of furs and souls. Their occupation began at seaboard villages, grew with the founding of Quebec in 1608, and rapidly spread to the Great Lakes. By 1622, when the Mayflower Pilgrims had barely moved a mile inland from Plymouth harbor, French explorer Etienne Brule was skirting the shores of Lake Superior. French exploration culminated in the famous voyage of Father Jacques Marquette and Louis Joliet down the Mississippi in 1673. After that, the French built a great arc of military camps and trading posts that stretched from Newfoundland west through the Great Lakes and south to New Orleans that organized the Indians and challenged the British colonies until the end of the French and Indian War a hundred years later. Standard 5.2.3, 5.2.4, 5.3.1, and 5.3.2

Author: Wisconsin Historical Society

Lesson ID: 1136

Myth and Truth: The "First Thanksgiving"

http://readWriteThink.org/lessons/lesson_view.asp?id=65

Description: Did the Wampanoag bring the pilgrims popcorn on the first Thanksgiving, as some versions of the story would suggest? Or is that just a myth? Behind every myth are many possible truths allowing us to discover who we were as peoples and who we are today. By exploring myths surrounding the Wampanoag, the pilgrims, and the "first Thanksgiving," this lesson asks students to think critically about commonly believed myths regarding the Wampanoag Indians in colonial America. Standard 5.3.2

Author: Traci Gardner, Cahmpaign Illinois

Lesson ID: 740

Native Americans and the United States Government: A Guide to Sources

http://nationalhistoryday.org/images/uploads/2003Webcurbook.pdf

Description: The theme of "Rights and Responsibilities" plays out in distinctive and dramatic terms throughout the history of Indian relations with the United States government. In some ways, the historical experiences of Native Americans parallel those of other minorities in the United States. But in other important respects, Native American history is unique. Since Native Americans inhabited the North American continent for thousands of years prior to European colonization, their special status as the original proprietors of the land largely defined their eventual relationships with the United States government. Standards 5.3.4, 8.5.3, 8.8.1, 8.12.2, and 11.10.5

Author: Louise Edwards-Simpson and Leslie Foster, University of Wisconsin-Eau Claire, Jodi Vandenberg-Daves, University of Wisconsin-La Crosse

Lesson ID: 743

Native North Americans: What Was Early Contact Like Between Europeans and the Natives?

http://www.learningcurve.gov.uk/snapshots/snapshot37/snapshot37.htm

Description: Using six primary sources from the British National Archives, determine what relations were like between Indians and British settlers in the larly 17th century. There are guiding questions as well as transcriptions of documents. Standard 5.3.2

Author: National Archives of Great Britain

Lesson ID: 746

Pontiac Urges Indians to Fight, 1763

http://www.wisconsinhistory.org/turningpoints/lessonplans/search.asp?id=71

Description: Pontiac, Indian leader of the Ottowa nation, fought with the French during the French and Indian War (1755-1763). After the English won that war, a group of Ottawa, Ojibwa, Huron, Potawatomi, and other chiefs from Lake Superior met secretly in 1762 to consider how to oust the English; over the next year they reached out to sympathetic tribes in the region. During this period Pontiac visited Milwaukee and delivered a speech. Students read a transcription of the speech and then decide: What were Pontiac's main points in this speech? What reasons did he give for Wisconsin Indians to join his campaign? In your opinion, are they good reasons? Would you risk your own life for any of them? Standards 5.3.3 and 5.3.4

Author: Wisconsin Historical Society

Lesson ID: 1120

Sign of the Beaver

http://www.sdcoe.k12.ca.us/score/beav/beavtg.html

Description: What was life like for settlers and Native Americans in colonial New England? How did each group get food and shelter? What were the forms of transportation? What major events affected the relationships between the native people and the settlers? What were the elements of the culture of both groups, including traditions, values, beliefs, dress and celebrations? Standard 5.3.2

Author: Bonnie Elias, SCORE Language Arts Cyberguide

Lesson ID: 950

24 lessons found; showing 10 per page, sorted by Title...
Showing Grade 5, Unit 3, Native Americans and New Settlers
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