Creation Beliefs by liaoxiuli2

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									                           Geography Integrated Lesson Plan
Title: The Story of Creation: Native American and Christianity Parallel
Subjects: World Regions 6th grade
Duration of lesson: 3 class periods
Teacher: Sabrina Ruth




 PURPOSE/OVERVIEW

The big picture of this lesson is to show the impact of western explorers on the people of the
Americas. This lesson will examine the beliefs of the native peoples, and then will demonstrate
the spread of Christianity into the New World. Using stories of Creation, the students will see
that there was not a void of religion in the New World but a different belief system very much
like Christianity. Further discussion will show the European languages and domesticated plants
and animals were introduced and thrive in North, Central and South America, and the West
Indies. In addition; the locations of major land masses, bodies of water, and routes of
explorations will be highlighted.




 ESSENTIAL OR GUIDING QUESTION:


    1.   For what reasons did European nations fund sea explorations?
    2.   Who were the major countries that took part in exploration and colonization?
    3.   What types of beliefs did the Native Americans have?
    4.   What impact did Christian missionaries have on the culture of the New World?
    5.   What other things were introduced to the New World and what has been their impact?
         For example: diseases, language, domesticated animals



Vocabulary:

Colony, missionary, native, oral tradition, domesticated




 WEST VIRGINIA CONTENT STANDARDS
SS.O.6.3.1 infer the economic reasons for immigration and migration worldwide throughout history.
SS.O.6.4.2 use map tools (e.g., legends, keys, scales) to interpret information (e.g., climate,
            landforms, resources).
SS.O.6.4.3 locate and identify the continents, major climates, major bodies of water, natural
           resources and landforms and analyze the relationship of people with their
           environment regarding population demographics, settlement and trade
SS.O.6.5.2 examine the defining characteristics of monotheistic religions and analyze the impact of
              Arab/Islamic society and Judeo-Christian societies on western civilizations.




 GEOGRAPHY STANDARDS

Geography Standard 1: How to Use Maps and Other Geographic Representations, Tools, and
Technologies to Acquire, Process, and Report Information From a Spatial Perspective

Geography Standard 10: The Characteristics, Distribution, and Complexity of Earth’s Cultural Mosaics

Geography Standard 17: How to apply geography to interpret the past




 21ST CENTURY LEARNING SKILLS AND TECHNOLOGY TOOLS


21C.O.5-8.3.LS.4: Student demonstrates ethical behavior and works responsibly and collaboratively
with others, in academic and social contexts, to accomplish both individual and team goals related to
improved academic, extracurricular and co-curricular performances.

21C.O.5-8.1.TT.10: Student uses Internet browsers, various search engines, book marking features,
and advanced search techniques to gather information; student evaluates the information for validity,
bias, appropriateness, content and usefulness.



 MATERIALS: (include resources)

 Data Projector and laptop/PC,

 Chart paper and markers
 Colored pencils

  Native American Creation stories:

 http://www.firstpeople.us/FP-Html-Legends/ComancheCreationMyth-Comanche.html




 MAP INTEGRATION:

Blank Map of the world’s continents and oceans

World religions map:
http://www.mapsofworld.com/world-religion-map.htm

World languages map:
http://www.mapsofworld.com/world-language-map.htm

Domesticated plants map:
http://en.wikipedia.org/wiki/File:Feature2originmap600.png




 PROCEDURE: (include activity sheets)


 Preview: This lesson would follow lessons about trade routes to the Far East and European
exploration. Students should have background knowledge Silk Road and the Spice trades to the
Far East, and European sea exploration and discoveries made by Columbus.

Day 1:
a. Review why countries sponsored or paid for expensive sea explorations. What was the main
goal of these explorers? (trade routes to the Far East, profits/money, by passing Arab controlled
land routes). What were the primary countries who explored? (Portugal, Spain, France, Great
Britain) What did they have in common? (western European countries with sea access)
b. Using blank map of the world, locate and label the primary continents and oceans of this
lesson: North and South America, Europe, Asia, and the Atlantic Ocean. Locate and label the
most significant European countries that sponsored exploration: France, Spain, Portugal, and
Great Britain.
c. Using the data projector with the world languages map site, the students will identify what
countries colonized the current countries of North and South America.
d. The teacher will create a chart using large chart paper as the individual students make their
own chart using a foldable.
Instructions for foldable: fold over once in half, fold over once in opposite direction so it should
be folded to ¼ size, crease over a small triangle of the inside corner, open. This should divide the
paper into four squares with a diamond in the center.
e. Summary of lesson with a short written response: The students will write a one paragraph (five
sentences consisting of topic, body, and conclusion) of today’s mini lesson.
Writing prompt: Many European countries sent out explorers over the oceans.

Day 2: Compare Creation Stories: (Remind students that learning about religion from a
historical aspect is different from promoting a certain religion. Religion is a major part of culture
which is covered in a Social Studies class.)
a. Discuss the simple version of the traditional Christian story of Creation including Satan as the
serpent.
b. Using the data projector and the First People site, read aloud the Comanche Story and any
other story that the teacher feels effective from the site.
c. Create a large Venn diagram on chart paper. If the teacher chooses, the students can draw
individual diagrams on blank paper. Compare and contrast the Comanche and the Christian
stories.
d. Optional: Explore the site and allow students to find other Native American stories that might
have a Christian equivalent such as a Great flood, man being created from dust or mud, creation
stars and moon.
f. Writing prompt: The Comanche and Christian stories of Creation are very similar.

Day 3: Additional evidence of European influence and Conclusion.
a. Using the data projector and world religions site, demonstrate the spread of Christianity
following exploration and colonization of locations around the world. Include in the discussion,
the role of missionaries, colonization, and the fact that the native people had their own religion.
b. Have students re-create the map using colored pencils and a blank world map. Keep it simple
with only one or two religions per continent. Be sure to create a map key.
c. Make the connections that not only did the Europeans change the language of the region, but
also the religious beliefs.
d. From the domesticated plants map, discuss of the import of domesticated animals and plants,
and the spread of diseases.
Writing Prompt: Minimum of 5 sentences: What did Europeans introduce to the natives?




 CONCLUSION/SUMMARY

Following this lesson the students should have an understanding that several European nations
went to great lengths to find water routes to the Far East in order to promote trade. As a result of
this, unknown lands were found and colonized. The Europeans brought with them, their
languages, religions, foods, and diseases. The students should conclude that there was not a void
of religion in the New World, but that the European missionaries had a strong desire to convert
the natives to Christianity. The final results of European colonization are the spread of
languages, mainly English and Spanish; and the spread of Christianity to the New World.




 ASSESSMENT (include assessment)



Authentic Assessment : Structured Written Response of 5 paragraphs
Writing Prompt: What were the causes and effects of the European exploration?
        Introduction
   A. Paragraph one: Topic sentence and preview of main points.
       Body
   B. Paragraph two: Reasons for exploration which will include locations.
   C. Paragraph three: Religions which will include facts of native and Christian beliefs.
   D. Paragraph four: Other European influences which will include languages, food, and
       diseases.
       Conclusion
   E. Paragraph five: Summary of main points.


Written Assessment
Unit Test Spread of Christianity.doc

								
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