American prehistory: 8000 years of forest management
http://www.foresthistory.org/Education/Curriculum/Activity/activ1/activity1.htm
A lesson plan for grades 5–6 and 8 English Language Arts and Social Studies
In this lesson from the Forest History Society in Durham, North Carolina, students study the evidence of 8000 years of Native American prehistoric land use practices. By analyzing images of Native American material culture, students will understand how artifacts and architecture reveal environmental attitudes of the culture. Students also will learn about the difficulties historians and other scholars face when attempting to study people who had no written language.
Students will:
- understand the patterns of indigenous societies in the Americas before the Columbian voyages
- explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture
Visit the Forest History Society’s Education Table of Contents for other modules in this series.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 5
- Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.03: Read a variety of texts, such as:
- fiction (tall tales, myths).
- nonfiction (books of true experience, newspaper and magazine articles, schedules).
- poetry (narrative, lyric, and cinquains).
- drama (plays and skits).
- Objective 2.03: Read a variety of texts, such as:
- Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
- Objective 4.09: Produce work that follows the conventions of particular genres (e.g., clarification, essay, feature story, business letter).
Grade 6
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of individual interest.
- reading literature and other materials selected by the teacher.
- discussing literature in teacher-student conferences and small group discussions.
- taking an active role in whole class seminars.
- discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
- interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
- investigating examples of distortion and stereotypes.
- recognizing underlying messages in order to identify recurring theme(s) within and across works.
- extending understanding by creating products for different purposes, different audiences and within various contexts.
- exploring relationships between and among characters, ideas, concepts and/or experiences.
- Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
- interpreting what impact genre-specific characteristics have on the meaning of the work.
- exploring how the author's choice and use of a genre shapes the meaning of the literary work.
- exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
Grade 7
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of individual interest.
- reading literature and other materials selected by the teacher.
- assuming an active role in teacher-student conferences.
- engaging in small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
- analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
- analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
- extending understanding by creating products for different purposes, different audiences and within various contexts.
- analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
- Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).
- analyzing what effect genre specific characteristics have on the meaning of the work.
- analyzing how the author's choice and use of a genre shapes the meaning of the literary work.
- analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
Grade 8
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of interest to the individual.
- reading literature and other materials selected by the teacher.
- assuming a leadership role in student-teacher reading conferences.
- leading small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
- discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
- analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
- extending understanding by creating products for different purposes, different audiences, and within various contexts.
- analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
- Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
- evaluating what impact genre-specific characteristics have on the meaning of the text.
- evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
- evaluating what impact literary elements have on the meaning of the text.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
Social Studies (2003)
Grade 5
- Goal 1: The learner will apply key geographic concepts to the United States and other countries of North America.
- Objective 1.06: Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment.
- Goal 4: The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries.
- Objective 4.01: Define the role of an historian and explain the importance of studying history.
- Objective 4.03: Describe the contributions of people of diverse cultures throughout the history of the United States.
Grade 6
- Goal 13: The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe.
- Objective 13.01: Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.
Grade 8
- Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
- Objective 1.02: Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.
- Objective 1.03: Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.
