Unit 2: The Land and Peoples of North America
Embedded Files
Impact Chapter: 1
ReadyGen Alignment: Module 1B
Skill Alignment: Understanding the relationships between geography and people's cultures
Unit Overview: How were the lives of Indigenous Peoples influenced by where they lived?
In this unit, students will explore the diverse cultures of the first inhabitants of the North American continent. They will examine and compare the different lifestyles adopted by various Indigenous groups to thrive in the varied environments of North America. Students will learn how location and surroundings influenced the daily lives of early Indigenous Peoples and how their traditions connect to present-day traditions. They will also explore government structures and economies of different Indigenous groups. Students will utilize primary and secondary sources to examine how these groups interacted and adapted to the environment. Additionally, students will analyze various visual materials such as artifacts, artwork, charts, and graphs to gain insights into different eras and themes in early North America.
Prepared Graduates:
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation(s):
History and 2. Geography
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in early North America. (1.1.d)
Answer questions about regions of the United States using various types of maps. (2.1.a)
Use geographic tools to identify, locate, and describe places and regions in the United States and suggest reasons for their location. (2.1.b)
Describe the influence of accessible resources on the development of local and regional communities throughout the United States. (2.1.c)
Explain migration, trade, and cultural patterns that result from interactions among people, groups, and cultures. (2.2.b)
Describe and analyze how specific physical and political features influenced historical events, movements, and adaptation to the environment. (2.2.c)
Analyze how cooperation and conflict among people contribute(d) to political, economic, and social divisions in the United States. (2.2.d)
Give examples of the influence of geography on the history of the United States. (2.2.e)
Colorado Essential and Nature of Skills
Identify and explain multiple perspectives when exploring events, ideas, and issues in United States history (Global and Cultural Awareness).
Investigate geographic resources to form hypotheses, make observations, and draw conclusions about communities in the United States (Global and Cultural Awareness).
Historical thinkers seek people, places, and events that tell the story of history from multiple perspectives.
Geographic thinkers locate places and identify resources, physical features, regions, and populations using geographic tools.
Geographic thinkers study patterns of human movement.
Inquiry Questions
How do sources with varied perspectives help us to understand what happened in the past?
What human and physical characteristics have motivated, prevented, or impeded migration and immigration over time?
How can migration and immigration be represented geographically?
How has the movement of people and their belongings affected the environment both positively and negatively?
Disciplinary, Informational, and Media Literacies
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Draw evidence from geographic tools or informational texts to support analysis, reflection, and research.
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
Academic Vocabulary and Language Expectations
harvest, hieroglyph, mesa, oral history, potlach, prairie, slash-and-burn, totem pole
Possible Assessments:
Chapter 1 Inquiry Project: Understanding History and Geography: Show What Life Was Like (Inquiry Journal pp. 2-3)
Chapter 1 Pretest (T-4)
Ongoing Lesson Assessments: Stop and Check, Check for Success, Report your Findings (T-4)
Online Lesson and Chapter Assessments
Project Based Learning Assessments
Salt Dough maps with labels
Flip Book on different landform regions
Design a lesson to teach about one Native American group and region
Design a shelter with natural resources available
Instructional Resources & Notes:
Chapter 1 from Impact
Research Companion
Inquiry Journal
Explorer Magazine
Lesson Videos
Impact News
Explore Geography, Research Companion pp. 12a-13a
Special Purpose Maps, Research Companion pp. 14a - 15a
Supplemental Resources
The Land that Shapes People: Regional Indigenous Life in North America: How is culture shaped by our natural landscapes and resources? Inquiry Kit Link
Waldseemuller’s Map: World 1507. Lesson plan from the Library of Congress about early American maps.
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