|
|
|
SS8H1 The student
will evaluate the development of Native
American cultures and the impact of
European exploration and settlement on
the Native American cultures in Georgia.
a. Describe the evolution of Native American
cultures (Paleo, Archaic, Woodland,
and Mississippian) prior to European
contact.
b. Evaluate the impact
of European contact on Native American
cultures; include
Spanish missions along the
barrier islands,
and the explorations of Hernando
DeSoto.
c. Explain reasons for European exploration and
settlement of North America,
with emphasis on the interests of
the French,
Spanish, and British in the
southeastern area.
|
|
|
 |
|
Monday
8/27/07
|
|
Tuesday
8/28/07
|
|
Wednesday
8/29/07
|
|
Thursday
8/30/07
|
|
Friday
8/31/07
|
|
|
|
|
 |
|
Class began
today with a discussion of
prehistory and history. We
learned that prehistory is any time
period before written records were
kept and that history is the record
of the past. We learn about
prehistory by digging up artifacts
and we learn about history by
studying primary and secondary
sources.
Students
then spent the remainder of the
class working on the
Georgia Map Project.
This will be the focus of class
tomorrow as well.
|
Students
finished their
Georgia Map Project
today in class. The maps will
be graded based on the requirements.
Each item from the requirements list
will be one point.
|
We discussed
the four Prehistoric Native American
cultures at the start of class
today.
Paleo (10,000BC - 8,000BC)
Archaic (8,000BC - 1,000BC)
Woodland (1,000BC - 1,000AD)
Mississippian (1,000AD - 1,600AD)
We also discussed how archaeologists
can us carbon-14 dating to determine
the age of organic artifacts.
We then went
over and corrected thee
Georgia Climate Reading Guide
from last week and students kept the
sheet as notes.
Students
were then given grades back.
(Check
i-Parent!)
Lastly
students began completing the
Native American Data Table,
which will help organize the facts
about prehistoric Native Americans.
|
Students spent
time working on their own to
complete one row of the
Native American Data Table.
We then worked to share knowledge
and complete the on the board as a
class.
|
|
Class began
with a 14-minute video on the four
prehistoric Native American cultures
in Georgia. This served as a
review for much of the material
covered in class yesterday.
Following
the video, students worked to
complete the
Native American Data Table
from yesterday. After they
had filled in the table with as much
information as they could find in
their books, students picked up and
began the
Guided Prehistoric Native American
Essay. Using their
textbooks and their , student filled
in blanks on the guided essay.
|
|
|
|
|
|
|
