Students will work in groups to complete the following Cooperative Learning Activity: Societies Converge/Visual Display”. Students will break into groups “3 in order to create a visual and textual display of the difference between African, European, and Native American life before the societies converged in the 1500s. Group 1: Maya, Spain, Ghana Family life/Gender Environment Group 2: Aztec, England, Mali Social hierarchy, Group 3: Inca, France, Songhai Slavery/Warfare/Weapons Group 4: Pueblo, Portugal, Benin Arts Religion Group 5: Iroquois, Roman Empire, Agriculture/Economy/Trade Kongo Political structure Topics to include, but are not [CR12] [CR10] [CR4] [CR11] limited to: Students will read Merrell, James Indians’ New World: The Catawba “The Experience”. They will be asked to answer the following questions: identify how Catawba culture passed through three distinct stages after contact with the Europeans. What were the forces that produced those changes? What strategies did the Catawbas use to hold on to their culture? (CR9) [CR5] Students will read the following primary sources: to Ferdinand and “Letter Isabella of Spain”, Requirement” (1514), Bartolomé de Las Casas debates “The the subjugation of the Indians, 1550. Students will analyze the documents using FLAPCAP (format, limitations, audience, purpose, context, authorship, point of view). [CR7] Students will create a with the following two columns at the top: 1) Columbus’ achievements were historic and heroic, and 2) The legacy of Columbus is primarily of genocide, cruelty, and slavery. Students will provide evidence for both columns. [CR8] Period 2 (1607-1754) [CR2] Europeans and American Indians maneuvered and fought for dominance, control, and security in N.A., and distinctive colonial and native societies emerged Textbook: American Pageant Chapters: 2-5 [CR1a] Content Jamestown The Southern colonies Conflicts with Natives Indentured servitude and slavery Comparing the colonies Rebellion Mass. Bay Colony Salem Witch Trials The Middle colonies Colonial social structure
Students will work in groups to complete the following Cooperative Learning Activity: “3 Societies Converge/Visual Display”. Students will break into groups in order to create a visual and textual display of the difference between African, European, and Native American life before the societies converged in the 1500s. Group 1: Maya, Spain, Ghana Group 2: Aztec, England, Mali Group 3: Inca, France, Songhai Group 4: Pueblo, Portugal, Benin Group 5: Iroquois, Roman Empire, Kongo Topics to include, but are not limited to: Family life/Gender Environment Social hierarchy, Slavery/Warfare/Weapons Arts Religion Agriculture/Economy/Trade Political structure [CR12] [CR10] [CR4] [CR11] Students will read Merrell, James “The Indians’ New World: The Catawba Experience”. They will be asked to answer the following questions: identify how Catawba culture passed through three distinct stages after contact with the Europeans. What were the forces that produced those changes? What strategies did the Catawbas use to hold on to their culture? (CR9) [CR5] Students will read the following primary sources: “Letter to Ferdinand and Isabella of Spain”, “The Requirement” (1514), Bartolomé de Las Casas debates the subjugation of the Indians, 1550. Students will analyze the documents using FLAPCAP (format, limitations, audience, purpose, context, authorship, point of view). [CR7] Students will create a with the following two columns at the top: 1) Columbus’ achievements were historic and heroic, and 2) The legacy of Columbus is primarily of genocide, cruelty, and slavery. Students will provide evidence for both columns. [CR8] Period 2 [CR2] (1607-1754) Europeans and American Indians maneuvered and fought for dominance, control, and security in N.A., and distinctive colonial and native societies emerged Textbook: American Pageant Chapters: 2-5 [CR1a] Content Jamestown Conflicts with Natives Comparing the colonies Mass. Bay Colony The Middle colonies The Southern colonies Indentured servitude and slavery Rebellion Salem Witch Trials Colonial social structure