Unit 1: The Land and Early People
Unit 1: The Land and Early People
Chapter 1 – Our Country’s Geography
Land and Regions – Bodies of Water
Climate and Vegetation Regions– Using the Land- Where People Live and Work
Chapter 2 – The Earliest Americans
The First Americans – Ancient Indians – The Desert Southwest
The Northwest Coast and the Arctic – The Plains – The Eastern Woodlands
Inside this Unit
Pre-Test
Teacher Directions for Unit
Activity Flow Chart with Activities
Post Test
Daily Log of Activities
Literature Connections
[pic]
[pic]Unit 1: The Land and Early People - Pre-Test [pic]
(Form 1)
Name: ____________________________________
Answer each question below including all the details you know.
1. Name the two largest mountain ranges in the United States.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What are landforms? Name a region of the country that has each type of landform. (Mountains, Plains, Hills, orValleys)
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Explain why oceans, rivers and lakes are important to the United States?
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
4. What main vegetation regions cover most of the United States? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. How do people in the United States use the land? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. What is the relationship and difference between suburban areas and rural areas? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. When describing locations on a map both latitude and longitude lines are used. Describe the difference between the two and how they might be helpful for mapmakers? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. What is migration and how do you think Native Americans arrived in the America’s? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. What are nomads? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
10. Why did the ancient Indians have to change their way of life?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
11. The Pueblo people and Navajo people both resided in the desert southwest. How did the environment and climate affect these groups? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
12. Compare and contrast the Pueblo people and the Navajo people.
13. What is a totem pole and what does it represent? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
14. How did the people of the plains use the natural resources around them to survive?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
15. The Iroquois tribe developed a league that acted as a confederation. Explain what a confederation is and how it can help people.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unit 1: The Land and Early People – Pre-Test (Form 2)
Name: ___________
Landforms and Regions
Use the map above to complete the following activities:
1. Label the Pacific and Atlantic Oceans.
2. Fill in the directions on the compass rose.
3. Draw and label the Mississippi River.
4. Draw ’s to show the location of the Rocky Mountains. Label them.
5. Label the Gulf of Mexico.
6. Draw a to show the location of the Great Plains and label them.
7. Color the Great Lakes blue.
8. Color Canada purple and Mexico green.
9. Draw ’s to show the location of the Appalachian Mountains. Label them.
10. Hawaii is not shown on the map. Draw and label Hawaii in its correct location.
Place the cities listed below in the correct locations on the map and label them.
|Name of City |Latitude |Longitude |
|Austin, TX |30.3°N |97.7°W |
|Boston, MA |42.4°N |71.1°W |
|Chicago, IL |41.9°N |87.6°W |
|Seattle, WA |47.5°N |122.3°W |
|Washington, DC |38.9°N |77.4°W |
1. Which of the following theories explains how people believe the earliest people arrived in the Americas?
a. Ice-age hunters walked across a land bridge from Asia to Alaska.
b. People from Asia crossed the Pacific Ocean in boats.
c. People have always lived in the Americas.
d. All of the above.
2. The main source of food and shelter for the First Americans was -
a. corn
b. fish
c. clams
d. mammoths
3. Which of the following shows the correct order of development of civilizations in the Americas?
a. the Olmecs, the Maya, the Mound Builders, the Anasazi
b. the Olmecs, the Mound Builders, the Anasazi, the Maya
c. the Maya, the Olmecs, the Mound Builders, the Anasazi
d. the Olmecs, the Maya, the Anasazi, the Mound Builders
4. Which statement best describes the people of the Desert Southwest?
a. They adapted their ways of life to fit the environment.
b. They believed in gods of the sun, rain and Earth.
c. They lived in dome-shaped shelters called hogans.
d. They hunted deer in the forests.
5. The Plains Indians –
a. hunted buffalo
b. built tepees with hides
c. built lodges with sod
d. all of the above
Use the time line to answer the questions below.
|700 AD |800 AD |900 AD |1000 AD |1100 AD |1200 AD |1300 AD |
| | | | | |
|Years | | | | |
|(Began and Ended) | | | | |
|Diet | | | | |
|Inventions | | | | |
|Art | | | | |
|Interesting Facts | | | | |
Mayan Folktale Activity
We all remember the story of how the tortoise tricked the hair. The Mayans had a trickery folktale about a rabbit and a crab. Predict how you think the tales may be similar. Then go to and read the Mayan folktale about the rabbit and the crab. Then go to and read about the tortoise and the hare. After reading both stories, compare them using the Venn Diagram below.
Prediction of how the tales are alike:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Now read both tales and compare:
Where in the World Are We?
Fill in the blanks.
1. The ___________________ is the latitude line at 0 degrees that divides the Earth into northern and southern hemispheres.
2. The ____________ _________________ is the longitude line at 0 degrees that divides the Earth into eastern and western hemispheres.
3. Lines of latitude are also called ____________________ because they are always the same distance from each other.
4. The North Pole is at _____________________ north latitude.
5. The prime meridian and the equator divide the Earth into four ________________.
Complete the chart below by listing the quadrant, or quadrants, where each place is located.
|Place |Quadrant(s) |
|Africa | |
|Asia | |
|Atlantic Ocean | |
|Australia | |
|Indian Ocean | |
|North America | |
Complete the chart below by writing the name of the continent where each location can be found.
|Location |Continent |
|50°N, 20°E | |
|40°S, 70°W | |
|20°S, 140°E | |
|40°N, 100°W | |
|20°N, 20°E | |
North American Landforms Map
Follow the directions on the PowerPoint to complete the map below.
[pic]
Create-A-Continent
Map Skills and Geography Terms Cumulative Project
Completed Map due: _______________________
Your assignment is to design your own continent using the paper your teacher will give you with latitude and longitude lines marked on it. You will first have to choose a theme for your continent. All countries, cities, rivers, mountains, etc. must follow your theme. For example, you may name your continent the Continent of Cat. The countries might have names such as Manx and Persian, the rivers might be called the Tabby River and the mountains could be called the Catnip Mountains.
After you have your idea, you must design your continent using an appropriate shape. You may want to create a rough draft of your creation before beginning on the special paper. You must divide your shape into at least four sections for each of your four countries. Each country must include a capital city and at least one other city. All country names must be written in all capital letters. All other labels must start with a capital letter. Your continent must include all of the things listed in the worksheet below. You may also include up to 10 extra credit items. Use the terms in your History Alive book, section 1.4.
After you have drawn and labeled your map, you will go over all labels and boundary lines in ultra-thin black Sharpie. Include a compass rose and a key. Be sure your key includes all symbols used in your map. Your name should be written in the top right corner. Then, color your map completely using colored pencil or crayon. Each country should be a different color. All water should be blue, all mountains green or brown.
Continent Name: __________________________________ (carefully written in all capital letters, easy to read and fits my theme.)
Names of Countries, Capitals and Cities: (Country names written in all capital letters. City names written in lower case letters with a capital letter at the beginning. Capital cities indicated with a star or other special symbol. Other cities indicated with a black dot. Include these symbols in the key. All names must fit theme.)
Country One: _____________________________________
Capital: ____________________________________
City: ______________________________________
Country Two: _____________________________________
Capital: ____________________________________
City: ______________________________________
Country Three: _____________________________________
Capital: ____________________________________
City: ______________________________________
Country Four: _____________________________________
Capital: ____________________________________
City: ______________________________________
Names of mountains, mountain ranges, and/or volcanoes: (carefully marked and labeled, label included in your key, fits your theme.)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Names of lakes, rivers, and/or waterfalls: (carefully marked and labeled, label included in your key if appropriate, fits your theme.)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Names of peninsula, delta, forest, and/or cape: (carefully marked and labeled, label included in your key if appropriate, fits your theme.)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Names of channel, strait, gulf and/or bay: (carefully marked and labeled, label included in your key if appropriate, fits your theme.)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Names of islands and/or archipelago: (carefully marked and labeled, label included in your key if appropriate, fits your theme.)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Names of oceans and seas: (carefully marked and labeled, label included in your key if appropriate, fits your theme.)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Include:
________ Compass Rose
________ Complete Key
________ Your name clearly written in the top right corner
________ Colored completely and neatly and carefully outlined
Create-A-Continent
Map Skills and Geography Terms Cumulative Project
Extra Credit Form
Must indicate name and type of item:
Example: Tuna City in Persian
Fur River River
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
This form must be turned in with your Create-A-Continent Question Worksheet to get credit for your extra credit items.
Create-A-Continent
Map Skills and Geography Terms Cumulative Project
Question Worksheet
Now that you are all done with your masterpiece, it is time to answer some questions about your map! Look carefully at your creation and answer the following questions.
Name four of your countries and one geographical landmark that lie within the boundaries of that country. This could be a city, capital, bay, river, etc. Then, tell the latitude and longitude of the landmark.
|Country |Landmark |Latitude |Longitude |
|A. |
|B. |
|C. |
|D. |
Ancient American Timelines Project
Step 1: Research the tribes from the following areas and record your data in the chart.
| |Names of Tribes |Two Important Events with |Transportation |Food Sources/ Shelter |Adaptations to Environment |
| |(At least 2) |Dates | | | |
|Northwest | | | | | |
|Coast | | | | | |
|The Plains | | | | | |
|The Eastern| | | | | |
|Woodlands | | | | | |
|The | | | | | |
|Southwest | | | | | |
Step 2:
Create a timeline of the tribes you learned about in Step 1. Ask your teacher for a 3 foot piece of bulletin board paper or a poster for this activity. Make sure you include:
• A neatly drawn timeline with regular intervals labeled
• The important dates listed in your chart
• Illustrations of shelter, food sources, methods of transportation, etc.
• 1492 – Columbus’ discovery of the Americas
Step 3: Write a report to go with your timeline that explains how the Native Americans from each region adapted to their environments by using readily-available resources.
Landforms and Regions
Use the map to the right to complete the questions below. Write the name of the letter of the landform or region on the map next to its description below.
_____ 1. Approximate location of the Hawaiian Islands.
_____ 2. The country of Mexico.
_____ 3. The Rocky Mountains.
_____ 4. The Atlantic Ocean.
_____ 5. The Gulf of Mexico.
_____ 6. The United States’ largest peninsula.
_____ 7. The country of Canada.
_____ 8. The Great Plains.
_____ 9 . The Appalachian Mountains.
_____ 10. The Great Lakes
Latitude and Longitude
Write the name of the continent at each location listed in the chart below.
|Latitude |Longitude |Name of Continent |
|30°N |10°E | |
|30°S |120°E | |
|15°S |60°W | |
|60°N |120°W | |
|60°N |90°E | |
The Earliest Americans
1. All of the following are theories that explain how scientists believe the earliest people arrived in the Americas EXCEPT -
a. People have always lived in the Americas.
b. People migrated across the South Pole from Australia.
c. People from Asia crossed the Pacific Ocean in boats.
d. Ice-age hunters walked across a land bridge from Asia to Alaska.
2. Large animals hunted by the First Americans were -
a. badgers
b. giraffes
c. mammoths
d. horses
3. Which of the following is considered the “mother civilization” for the advanced cultures of the Americas?
a. the Olmecs
b. the Mound Builders
c. the Maya
d. the Anasazi
4. Which of these resources insured the survival of Northwest Coast Tribes?
a. Adobe homes
b. Fertile plains
c. Cactus plants
d. Salmon
5. The Pueblo Indians adapted to the harsh desert environment by -
a. Relocating to areas with more rainfall
b. Planting crops along riverbanks
c. Building homes protected by cliffs
d. all of the above
Reading Time Lines
Use the time line to answer the questions below.
|1000 AD |1100 AD |1200 AD |1300 AD |1400 AD |1500 AD |1600 AD |
| | | | |
| |Research the explorers that first |Use a map to locate the city where your |Sculpt a landform of your choice using |
|Chapter 1 Lesson 1 |visited the major landforms in the |school is located and identify major |modeling clay and explain its |
|Land and Regions |United States. |landforms in the area. |significance to a region of the United |
| | | |States. |
| |Research Samuel Clemens and write a one |Compare and contrast the three elevation|Make a map including the major bodies of|
|Chapter 1 Lesson 2 |page summary of his life. |maps on Pg 24 in Chapter 2. |water in the United States and how they |
|Bodies of Water | | |help make life easier. |
| |Research and Compare/Contrast the |Make a K-W-L chart for the climate and |Create a weather report skit for the |
|Chapter 1 Lesson 3 |difference between El Nino and La Nina. |vegetation in the regions of the United |region of the United States in which we |
|Climate and Vegetation Regions | |States. |live, more specifically Houston. |
| |Write a letter to someone who is |With a partner use the map on page 45 |Make a poster showing the non renewable |
|Chapter 1 Lesson 4 & 5 |thinking about moving to the United |and take turns indentifying the regions |and renewable resources found in the |
|Using the Land/Where People Live and |States describing how the climate |and states included in each region |United States. |
|Work |changes from east to west and include |across the United States. | |
| |information about the major cities in | | |
| |which they could reside. | | |
| |Write a diary entry as a descendent of |Compare/Contrast two of the ancient |Draw an artifact left behind by an |
|Chapter 2 Lesson 1 & 2 |one of the first Americans. |cultures found on the map on pg 65 in |ancient society and present your drawing|
|The First Americans and Ancient Indians | |Chapter 2 . |to the class. |
| |Write an essay describing the purpose of|Make a graphic organizer about the way |Make an ancient Pueblo Adobe using a |
|Chapter 2 Lesson 3 |cultural maps. |of life of the Hopis. |material of your choice. |
|The Desert Southwest | | | |
| |Research the methods used today for |Make a collage of items representing |Create a totem pole that represents the |
|Chapter 2 Lesson 4 |barter organizations and create a system|your family history. |history and importance of your school. |
|The Northwest Coast and Arctic |that could be used in your community. | | |
| |Make a fact file with note cards about |Examine the painting on page 81 and name|Make a replica of a tepee the Nomads |
|Chapter 2 Lesson 5 & 6 |Life on the Plains. |traits needed to catch buffalo. |lived in on the Plains. |
|The Plains and The Eastern Woodlands | | | |
Daily Log of Extension Work
Name: ___________________________________
Project: __________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*
|Today’s Date |What I accomplished today |What I plan to accomplish during tomorrow’s work period. |
| | | |
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Unit 1: The Land and Early People – Literature Connections
|Author |Title |Year |ISBN |Summary |
|Averu. Susan. |EXTRAORDINARY AMERICAN INDIANS. |1992 |0516005839 |Averu presents biographical data on leading Native Americans. |
|Begay, Shonto. |NAVAJO: VISIONS AND VOICES ACROSS |1995 |0-590-46153-2 |This is a collection of poems and paintings about the Navajo |
| |THE | | |Indians. The poems depict their values and beliefs which |
| |MESA. | | |teachers can compare with those found in Lois Duncan’s THE MAGIC|
| | | | |OF SPIDER WOMAN. |
|Bruchac, Joseph. |THE BOY WHO LIVED WITH THE BEARS |1995 |0-06-021287-X |This folklore collection includes six Iroquois tales. Bruchac’s |
| |AND | | |introduction includes information about the Iroquois that may be|
| |OTHER IROQUOIS STORIES. | | |used to expand knowledge about the culture. |
|Duncan, Lois. |THE MAGIC OF SPIDER WOMAN. |1996 |0590461559 |This folktale told by the Navajo Indians explains their values |
| | | | |and beliefs. The tale also reflects the geography of the |
| | | | |Southwest. It is excellent for developing a literary elements |
| | | | |web. |
|Jones, Jennifer. |HEETUNKA’S HARVEST: A TALE OF THE |1994 |1-879373-17-3 |In this traditional tale, a Dakota woman learns her lesson after|
| |PLAINS | | |she is greedy. |
| |INDIANS. | | | |
|McCormick, Anita Louise. |NATIVE AMERICANS AND THE |1996 |0-89490-769-7 |This book describes the movement of Native Americans onto |
| |RESERVATION | | |government-run reservations and presents a look at reservation |
| |IN AMERICAN HISTORY. | | |life today. |
|Roessel, Monty. |KINAALDLA: A NAVAJO GIRL GROWS UP. |1993 |0-8225-2655-7 |Celinda McKelvey, a Navajo girl, participates in the Kinaalda, |
| | | | |the traditional coming-of-age ceremony of her people. |
|Rosen, Michael. |CROW & HAWK: A TRADITIONAL PUEBLO |1995 |0-15-200257-X |This Pueblo tale reflects the importance of responsibility to |
| |INDIAN STORY. | | |one’s children. |
|Wood, Nancy. |THE SERPENT’S TONGUE: PROSE, |1997 |0-525-45514-0. |This is a large collection of literature including stories |
| |POETRY, AND | | |divided according to the following: Creation, Childhood, A |
| |ART OF THE NEW MEXICO PUEBLOS. | | |Lasting Way of Life, Abode of the Souls, Pueblo, Hunting, |
| | | | |Ceremony and Courtship, and Two Worlds. The text includes |
| | | | |notes about the contributors, selected bibliography, literature |
| | | | |sources, and art sources. |
[pic] Reading Response Sheet [pic]
Name: ____________________________________ Date: _______________________________
Title of Book: ___________________________________________________________________
Author’s Name: ___________________________________ Pages read today: ________________
My reactions/feelings to today’s reading: _________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________
What’s really great about this book so far: ________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________
How does the information in the book relate to the textbook or research you have done (check accuracy): ______ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
New words from this book: ___________________________________________________________________ __________________________________________________________________________________________
Lasting thought: ____________________________________________________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*
[pic] Reading Response Sheet [pic]
Name: ____________________________________ Date: _______________________________
Title of Book: ___________________________________________________________________
Author’s Name: ___________________________________ Pages read today: ________________
My reactions/feelings to today’s reading: _________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________
What’s really great about this book so far: ________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________
How does the information in the book relate to the textbook or research you have done (check accuracy): ______ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
New words from this book: ___________________________________________________________________ __________________________________________________________________________________________
Lasting thought: ____________________________________________________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*
-----------------------
Latitude and Longitude
The Earliest Americans
Reading Time Lines
1180 Toltecs driven out of Chichen Itza
990AD Toltecs take over Chichen Itza
Aztecs found Tenochtitlan
Mound Builders begin flourishing
Collapse of the Mayan civilization
Leif Ericson sails to North America
990 Toltecs take over Chichen Itza
1533 Inca Empire defeated by Pizarro
1519 Aztec Empire defeated by Cortes
1492 Columbus discover Americas
J
I
C
H
BA
F
G
E
A
D
Name ______________________________________ Date________________________________
The Rabbit and the Crab
The Tortoise and the Hare
Name ___________________________________ Date_______________________________
???? Aztecs found Tenochtitlan
1350 Beginning of Inca Empire
1150 Collapse of the Toltec civilization
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