Directions for the Gallery Walk Go to a station and examine the artifact shown on the placard. Using the fours maps on pages 4 and 5 in History Alive! The United States, pairs try to determine the Native American cultural region from which the artifact came. Once determined write the letter of the pacard in the appropriate box in your reading notes. Pairs will fill in three features of the environment of the cultural region, using only the artifacts as clues. Read the corresponding section in your book. Please correct any misinformation you filled in concerning the environment. .

Hello: Go to Google Classroom. Monday, August 22, 2016 Review the instructions for the Gallery walk with your shoulder partner. Wait quietly for further instructions. Monday, August 22, 2016 Agenda: Continue working on the gallery walk Work on Frayer models Exit Card HOMEWORK: Study for the Continents and Oceans assessment --will be on FRIDAY Standards: Learning Goal: To identify characteristics of the Native American cultural regions of the Americas.

3 things you have learned/surprised you 2 elements of Native life that prove or disprove that they were a part of a civilization 1 thing you would like to know more about

Tuesday, August 30, 2016 Standards: Hello: Have your Interactive Student Notebook and textbook on your desk. Tuesday, August 30, 2016 Agenda: Discussion: Native Americans Finish the Gallery Walk Work on your Frayer models HOMEWORK: Study for the Continents and Oceans assessment. Standards: 5.1 Students describe the major pre-Columbian settlements, including the cliff-dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the wood-land peoples east of the Mississippi River. Learning Goal: To be able to identify the differences of the Native Americans.

Wednesday, August 31, 2016 Standards: Hello: Take 10 minutes to work on your Frayer models using your textbook. Focus on: Culture, Native American, Climate, Environment, Agriculture, Nomadic, Pre- Columbian, Archaeology, Hunter-gather, technology, 7 characteristics of civilization Wednesday, August 31, 2016 Agenda: Work on Frayer models. Formative assessment is tomorrow. Finish your reading notes Study for the continents and oceans assessment or prepare for the A+ level Standards: 5.1 Students describe the major pre-Columbian settlements, including the cliff-dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the wood-land peoples east of the Mississippi River. Learning Goal: To be able to explain vocabulary and the main idea from Chapter 1.

Hello: Have your ISN on your desk and something to write with. Thursday, Sept. 1, 2016 Agenda: 1. Formative assessment on Chapter 1 vocabulary and main idea. 2. Double Entry Organizer with a secondary source Homework: Be ready to take the Continents and Oceans assessment Standards: 5.1 Students describe the major pre-Columbian settlements, including the cliff-dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the wood-land peoples east of the Mississippi River. Learning Goal: To be able to describe and identify the environmental factors that promoted cultural diversity among the Native American groups.

Learning Goal: To correctly identify the 7 continents and 5 oceans. Hello: Have everything cleared from your desk and prepare to be awesome. Friday, September 2, 2016 Agenda: 1. Continents and Oceans assessment 2. Continue Frayer models 3. Continue DEO with the overly caffeinated historican Standards: 5.1.3 Students describe the major pre-Columbian settlements, including explaining their varied economies and systems of government. Learning Goal: To correctly identify the 7 continents and 5 oceans.

A+/100 Using logical thinking and cited evidence: analyze and explain the relationship oceans have on continental climates.