Personal Growth Goal: *Organize an AP US History unit balancing traditional and student centered activities to achieve articulated unit objectives.

Student Achievement Goal:* More engaged learning.
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Unit I Objectives - (approx. 11 days including assessments) Analyze the cultural exchange between Native Americans, Africans, and Europeans that distinguished pre-Revolutionary American culture.

Lesson Objectives: (each will have a different number of days to complete)
1) SWBAT - Identify the characteristics of the Indian, African and European culture during the era of contact.
2) SWBAT - Explain the motives and stages of European oceanic and overland explorations from 1492 to 1700 amid international rivalries.
3) SWBAT – Analyze the relationship among the rise of individualism, the roots of representative government, and how political rights were defined in the British colonies.
4) SWBAT - Describe colonial economic life and labor systems in the Americas.

Lesson 1 Day 1 Activity – Archaeology “A World of Their Own: The Americas to 1500”

Prepatory Assignment – Reading Boyer 2-21 (Online Quiz Due after day 1 lesson)

Daily Objective:
1. Compare and explain the common elements of Native American cultures such as gender roles, family organization, religion, values, and environmental interaction and their striking diversity in languages, shelter, tools, food, and clothing.

Theme: Historians use a variety of methods, tools, and techniques to find out about the past.

Skills to be Acquired and Demonstrated:
1. Define the terms archaeology, geology, climatology, ecology, anthropology, and ethnology.
2. Describe the primary tools and techniques that people use in each of the above fields.
3. Apply the tools and techniques of the above fields to draw inferences about the lives and cultures of people who have no written records or oral language available.

Activities:
1. Video introduction on purpose of archaeology from UWF. (coming soon via Dr. Judy Bense)
2. Divide the class into six heterogenous groups and distribute a (physical or electronic) packet of photographs of topography, products, architecture, and other iconic representations of the culture of a region of the United States circa 1500. Each group will receive a different packet. (Wampanoag, Pequot, Lenape (later named Delaware Indians by Europeans) Powhatan, Muscoge (or Creek), Timucuan) Wampanoag ex.)
3. Introduce the tribes and their regional distribution to be investigated via Powerpoint. (ex. screenshot)
4. The students' first task is to classify the photographs by placing them into the following groups: structures, landscapes, clothing, tools and equipment, and miscellaneous.
6. The students’ will draw inferences from the artifacts by asking questions such as the following:
7. Homework - each group will nominate a reporter to post to the online Discussion Thread their major inferences about the culture and their bases for drawing them. Each class member will enter into a dialogue about the similarities and differences within each culture. Individually, each student will complete a graphic organizer of the similarities and differences of each culture and bring it to class the next day.Discussion Thread Link
8. The wrap up goal is to develop a classification system for the inferences drawn by each group. The classification should distinguish those characteristics that differ from region to region and those characteristics that appear common across all regions.

Lesson 1 Day 2 Activity – Historical Archaeology and Pre-Colonial West African Culture

Daily Objective
1. Describe the cultural traits of the dominant African kingdoms circa 1500.

Activities:
1. Brief Powerpoint on West Africa in 1492 (ex. screenshot)
2. Video introduction on Historical Archaeology. (via Margo Stringfield UWF)
3. Instruct the students to read the historical descriptions of foreign contemporaries visiting the dominant African Kingdoms of Mali, Songhai, and Kongo.
4. Homework - students will examine the artifacts provided from each kingdom and infer some information of the culture of West Africa - chat room will be open for discussion.
5. Homework - In a graphic organizer students will compare the historical record with the archaeological record to try to identify common characteristics of the West African kingdoms circa 1500.

Day 3 Activity - Motivations to Explore

Daily Objective: