This unit will explore the civilizations in the Americas before European arrival. During the unit, students will complete missions to learn about the geography and early civilizations of Mesoamerica and South America, theories on how Paleo-Indians migrated to the Americas, and how hunter-gatherer societies transitioned to powerful civilizations. Students will also learn about the innovations, art, beliefs, and cultures of Native American tribes in Mesoamerica, North America, and demonstrate their understanding of pre-Columbian Americans.

1. Before Columbus landed in the Americas, Native Americans were just sitting on a beach, waiting
for someone to show them how to make fire, right? WRONG! The Americas before 1491
contained some of the most diverse, creative, and populated civilizations on earth with elaborate
religions and governments, social classes, medicine, running water, structural engineering, and
written languages. This unit will explore the Americas before European arrival.
During this unit, your student will be completing the missions below to learn and practice
important material and test their understanding.
1. Locate and describe the geography of Mesoamerica and South America.
2. Explain why the geography and climate of Mesoamerica and South America were key to
the establishment of early Amerindian civilizations.
3. Identify theories explaining how and when Paleo-Indians migrated to the Americas.
4. Describe how the Paleo-Indians transitioned from hunter-gatherers to some of the most
powerful civilizations in Mesoamerica and South America.
5. Describe the scientific and technological innovations of the Mesoamerican tribes, as well as
their art, beliefs, and culture of war.
6. Locate and describe the geography of North America.
7. Describe the scientific and technological innovations of the North American tribes, as well
as their art and beliefs.
8. Demonstrate your understanding of Amerindians before the arrival of the Europeans.
Make sure to visit Mr. Shomaker’s “Homework Helps” hyperdoc at:
https://goo.gl/XNzhV3 for videos, practice materials, study guides and
games, and practice tests.

2. THE PRE-COLUMBIAN AMERICAS
COURSE: AMERICAN HISTORY GRADE: 7TH
4.0
More complex
learning target
In addition to score 3.0 performances, the student went beyond—either by making in-depth
inferences and applications, by teaching others, or understanding at a higher level than what was
taught.
3.5
The student met learning target without errors and without help. The student was able to go
beyond target with a cue or hint. In addition to score 3.0 performance, the student demonstrates
in-depth inferences and applications with partial success.
3.0
TARGET
Challenging, but
attainable
The student met the learning target without errors in the concept being taught and without help.
The student demonstrates understanding by the following:
1) I can explain how the geography and climate of the Americas shaped the lives of the Pre-Columbian
American Indians.
2) I can present an argument and defend my position by using primary and secondary sources.
3) I can compare and contrast the cultures of Pre-Columbian American Indians.
The student exhibits no major errors or omissions.
2.5
The student understands the concepts and is able to apply knowledge with no major errors or
omissions. The student did not meet learning target due to several minor errors.
2
Simpler learning
target
The student knows simpler concepts, but cannot do more difficult problems. The student is
beginning to use knowledge of simple concepts to solve basic problems such as the following:
1) I can locate major geographic features and the locations of Pre-Columbian American Indian tribes on
a map.
2) I can identify and describe theories on how and when Paleo-Indians first migrated to the Americas.
3) I can identify features of Pre-Columbian American Indian civilizations (including: technology, art,
religion, and war).
1.5
Even with help, the student is behind in terms of meeting the learning target. The student is
unable to recall the most basic concepts without help. The student may be able to demonstrate
partial knowledge of the score 2.0 elements.
1 Even with help, no understanding of the skill is demonstrated
0 No evidence