BRING THE ADIRONDACKS INTO YOUR CLASSROOM
|How Natives Americans & Colonists used Plants and Animals
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|Grade: 11th Grade
Class: American History
|NYS Content Area Standard:
History of the United States and New York
|NYS Interdisciplinary Standard:
||Adirondack Curriculum Content Area:
Human HistoryNatural History
Social Studies 1. History of the U.S. and N.Y. Demonstrate understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and NY.
Key Idea 1: Analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
PI: Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans
|Keywords: Native American, colonial, plants & animals|
|Investigative Question or Issue: How did Native American knowledge and use of the diverse plant and animal species aid the survival of the early European colonists?|
This project is presented as an individual challenge within the context of a larger class challenge.
Before the occupation of the North American east coast by European colonists, many Indian nations thrived in the areas around Lake Champlain, the Adirondacks, and farther south. These peoples were sustained by an intimate understanding of the many plant and animal resources native to their region. The European colonists who came into this territory lacked similar knowledge and suffered accordingly. In what ways did Native Americans aid the European colonists in learning what they needed to know to survive in the environment of the northeast?
Your challenge as a class is to create an engaging and informative book suitable for an audience of 4th graders that addresses the Investigative Question cited above. The completed book will be placed in the school/local town library for display during the fall season.
As a class, please come to a agreement regarding the following issues:
Each class member is expected to contribute at least one page of content to the class book. Your individual page should share information about one plant or animal of your choice that was used by Native Americans of the northeast woodlands. Be sure your book entry meets the following criteria:
You will have approximately two class periods to work on this project in the computer room.
We will agree in class on a due date for this challenge.
Product of the 2008 ACP Biodiversity Workshop, funded by a grant from the New York Biodiversity Research Institute.
Criteria for the class book
Criteria for individual entries
|Product Quality Checklist
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|Standard/Criteria:||Points Possible:||Points Awarded:|
Standard/Criteria for Individual Book Entries*
The entry includes a detailed explanation regarding how native people used the plant/animal
The entry includes a detailed explanation regarding how European colonists learned from the native people how to use the plant/animal themselves
*Teachers may also wish to assess the book and the collaborative process, based on the qu
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