Indigenous Societies of North America

The Arrival of First Peoples in North America

In this cluster of lessons, students explore the question: What are the theories of how people first arrived in North America? Students discuss archaeological evidence with peers and sort the evidence into two categories: by land or by sea. They read about the land bridge theory and the coastal migration theory, examining which evidence supports each theory. Students then shift from scientific theories to Indigenous knowledge as another way to understand human migration. They listen to Indigenous migration stories and compare these stories to the scientific theories to notice similarities and differences. Finally, after discussing what we know (and don’t know) about how and when people first arrived in North America, students evaluate one migration theory and identify the evidence that supports and challenges it.

Evidence of Ancient Cultures

This cluster takes students on a journey of about 20,000 years as they examine evidence of how first peoples organized themselves into societies. Students learn how archaeologists use fossils and artifacts as primary sources to understand the past. They examine fossilized footprints at White Sands that show families traveling together, analyze artifacts from early societies including Clovis points and pottery, and investigate six societies across North America. Students identify features of societies and synthesize evidence to explain how organizing into societies helped first peoples adapt to their environment and meet their needs.

Preservation of Archaeological Sites

The inquiry arc in this cluster builds understanding about the importance of archaeological sites in the study of how people lived long ago. Students use stratigraphy in the launch lesson to show the relative age of artifacts. They investigate three important archaeological sites in North America: Teotihuacan, Cahokia Mounds, and Mesa Verde. In each investigation students are asked to use evidence to show how people lived at that time and then advocate for why the site should be preserved. The Summative Assessment Task asks students to create a map of key pieces of evidence that answer the Essential Question: How do we know that first peoples flourished in ancient North America?