Prehistoric Period and Prehistoric Period and First ContactsFirst Contacts

GPS SS8H1GPS SS8H1

The student will evaluate the development of Native American Cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.

Task #1Task #1With a sheet of paper, make three columns under three With a sheet of paper, make three columns under three

Categories. Only fill in the first two columns from the left.Categories. Only fill in the first two columns from the left.

What do you know about how Native Americans lived before Europeans arrived?(For example foods, shelter, tools, families)

What would you like to know about how the Native Americans lived?

What did you learn about how the Native Americans lived before the Europeans arrived in the New World?

Did Native Americans culture have a written language?

If not, how do we know what we do about them?

SS8H1a SS8H1a Describe the evolution of Describe the evolution of Native American cultures (Paleo, Archaic, Native American cultures (Paleo, Archaic,

Woodland, and Mississippian) prior to Woodland, and Mississippian) prior to European contactEuropean contact

Tasks #2 During the video clip, think of these questions:

*What is an archeologist?*Why would artifacts be considered

“garbage?”*Who were the “people” who “greedily”

seized “the lands of the red men” in Georgia?

Tasks #3: Tasks #3: When watching the video on When watching the video on Primitive Technology, ask yourself these Primitive Technology, ask yourself these

questions:questions:

*What materials did the Native Americans use to make daily living items?

*What did the Native Americans make “Dance Masks” out of?

*How did Native Americans hand down stories to the next generation?

*Native Americans used river cane poles to make what items?

*What type of stone was utilized to make tools?

Task #4Task #4Place the dates and events on the appropriate Place the dates and events on the appropriate

location of the blank time linelocation of the blank time line CENTRAL GEORGIA TIMLINE

• 12,000 B.C. Paleo Indian Period – Ice Age Nomadic big game hunters (Clovis Culture)

• 9,000 B.C. Transitional Period – Adjustments to the changing environment as the Ice Age ends

• 8,000 B.C. Archaic Period – use of atlatl (spear thrower), ground stone tools and ornaments

• 2,500 B.C. First pottery, revolutionized cooking and storage methods

• 1,000 B.C. Woodland Period – Finer pottery decorated; bow and arrow, gardening (sunflower, gourds, etc.); semi-permanent villages with burial mounds

• 900 A.D. Early Mississippian Period – intensive agriculture (corn, beans and squash planted) Large temple and burial mounds

• 1350 A.D. Late Mississippian Period – The Lamar Culture Towns,

• 1540 A.D Spaniard Hernando De Soto, traveled through the interior of Georgia.

SS8H1aSS8H1a

Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.

Evolution of Native American societyEvolution of Native American society

Essential Question: What caused the early prehistoric societies to migrate, and once they stopped their nomadic existence, how did their society change?

Paleo Indian CulturePaleo Indian Culture

Paleo Indian CulturePaleo Indian CultureYears 12,000 to 8000 B.C. (BCE)

Social Groupings

Nomadic, small groups (i.e. 25)

Buried dead with artifactsShelter/

HomesCaves, Animal Hides

Weapons/

ToolsSpears (Clovis points), Atlatl

Food Bison, Mammoth, Giants Sloths

Archaic Indian CultureArchaic Indian Culture

Archaic Indian CultureArchaic Indian Culture

Years 8000 to 1000 B.C. (BCE)(Late Archaic around 2500 B.C—pottery)

Social

GroupingsCamps, Clans (100 to 200)

Shelter/

HomesCrude shelters, stayed in one place longer

Weapons/

ToolsAtlatl and spear

Drills, bones, needles, hooksFood Deer, rabbits, seafood, fish

Wild berries, grains and fruit

Woodland Indian CultureWoodland Indian Culture

Woodland Era Indian CultureWoodland Era Indian Culture

Years 1000 B.C. to 800 A.D.

Social Groupings

Tribes, villages with defense perimeters

Shelters/

HomesPermanent domed huts with grass roofs, burial mounds

Weapons/

ToolsBow and Arrow, axes, flint

Pottery

Foods Gardening of small plants, such as sunflowers, pumpkins, squash, etc. Small game

Mississippian Indian CultureMississippian Indian Culture

Mississippian Indian CultureMississippian Indian CultureYears 900 A.D. to 1600 A.D.

Social Groupings

Tribal councils in earth lodges, High Priest and/or chief lives on highest mound; Social classes and division of labor

Shelters/

Homes

Large Communities (2,000) with plaza in center and Temple (ceremonial) Mounds

Homes same as Woodland period

Weapons/

Tools

Bow and Arrow; stone axes and farming tools; cooper headdresses

Food Intensive farming (maize, beans, squash, and pumpkins), small game

Task #5Task #5Make three columns and identify some of the elements of Make three columns and identify some of the elements of

Creek and Cherokee culture (use pages 84 to 91 in Textbook Creek and Cherokee culture (use pages 84 to 91 in Textbook as resource)as resource)

Creeks CherokeesMeaning of name

Location

Tribal government

Villages

Homes/Family

Livelihood

• Sheet on Cumulative Topics of Economic in Georgia History (First Semester 2008)

• SS8E1 The Student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

• Goods: Any item that can be _____________, _________, or _____________.

• Service: Any action that one does for another in exchange for some form of _____________

• (money, service or product).• Resource: Anything used to ____________ (land, labor, or natural

resource) a good or service.• Economics: The study of how we make decisions to allocate

_________ resources in order to meet our ______________ wants.• Medium of Exchange: Any item that someone may want or need. The

more people want or need the item, the higher its _________________.

• #1 BARTER ECONOMY:

#1 Barter Economy#1 Barter Economy

Basic ideas behind “bartering” in 15 words or less!!

• If we had NO money and currency, we would have to rely on the “bartering system.”

• For what items (or services) and how much would you trade for a:

1. pass to the bathroom 2. a pencil 3. a student planner 4. a gym bag or backpack 5. week worth of lunches

SS8H1b Evaluate the impact of European contact on Native American cultures including the Spanish missions along the Barrier Islands, and the exploration of De Soto

SS8H1c Explain reasons for European exploration and settlement in North America, with emphasis on the interests of the French, Spanish, and English in the southeastern area.

Write these questions down and find Write these questions down and find answers in the power point slidesanswers in the power point slides

1. Who were the “middlemen,” and why did western Europeans try to avoid them?

2. What were the reasons why Cortez was able to defeat the Aztec Empire? Motive?

3. Which institution assisted Pizarro in conquering the Inca Empire? Who was more ruthless?

Objective: To examine the Eurasian trade routes of the Middle Ages.

Eurasian Trade Routes

Asian traders

Muslim traders

Italian merchants

• What happens to the price of goods every time they change hands?

The price goes up!

• Therefore, who became REALLY wealthy from the Eurasian trade routes?

Italian merchants!

Which individuals or groups in Georgia Which individuals or groups in Georgia History were influence by the History were influence by the

conquistadors?conquistadors?

1. Hernando De Soto (1540s)

2. Spanish Missions along the barrier islands

Task #6Task #6Watch video clip on De Soto and think about these questions:Watch video clip on De Soto and think about these questions:

What was De Soto searching for when he explored Georgia?

Although outnumbered, what advantages did De Soto and his men have over the Native Americans in GA?

Why was his expedition a failure?What legacy (one good and one bad) did De

Soto leave on the history of Georgia?

Task #7 Task #7 Write out and answer the following question Write out and answer the following question

on a separate sheet of paperon a separate sheet of paper

What do you think the Native Americans thought when they saw De Soto’s men arrive riding horses and dressed in metal armor and helmets?

In your opinion, what type of man was De Soto?

The SpanishThe Spanish

I. Founded St. Augustine in 1565II. First Spanish mission in 1566 on St.

Catherine’s IslandIII. Missions covered area along the barrier

islands and coastal plain called Guale (named after one of the local tribes)

IV. Purposes a. Convert natives to Christianity b. Assimilate tribesmen c. Physical presence against French

and English

V. Decline of Spanish V. Decline of Spanish missionsmissions

A. Diseases and overworked menB. “Slave-raids” by British and allies

(Yamasee who later work with Georgia colony)

C. Spanish Empire losing world power after Spanish Armada in 1588.

D. Last mission remained until 1684

The French The French

I. Founded Fort Caroline at mouth of St. John’s River (near Jacksonville)

II. Wanted base to battle Spanish for control of southeast and steal gold

III. Spanish captured fort and drove out French

IV. French remain in Mississippi River and New Orleans

The English The English

I. Reasons for exploring and settling the southeastern area a. Overcrowding in England b. Compete with Spanish and

French c. Religious freedom d. Economic opportunities

II. Jamestown started in 1607III. Carolina colony founded in 1670 (built

Charleston in 1670)IV. Ocmulgee trading post (located by the

mounds) founded in 1690. a. 1703 Col. James Moore and Creek

warriors devastated the Spanish mission system

b. 1715 Yamassee War, 90% of the English traders were killed.

c. British and Creeks defeat and push Yamassees back to Florida

V. 1721 to 1728 Fort King George was built at mouth of Altamaha River (buffer against Spanish)