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Meet The Mogollons: Who Were They?

Meet The Mogollons: Who Were They?. Sheila Nice Arizona Geographic Alliance Grade 6 2 class periods. Meet the Mogollon: Where and how did they live?. National Geography Standards. The World in Spatial Terms:

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Meet The Mogollons: Who Were They?

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  1. Meet The Mogollons: Who Were They? Sheila Nice Arizona Geographic Alliance Grade 6 2 class periods

  2. Meet the Mogollon: Where and how did they live?

  3. National Geography Standards The World in Spatial Terms: 1 – How to use maps and other geographic representations, tools, and technologies to acquire, process and report information. Human Systems: 12 – The process, patterns and functions of human settlement. Uses of Geography: 17 – How to use Geography to interpret the past.

  4. Arizona Geography Standards Concept 2 Place and Regions PO 3 – Describe the interactions of people in different places and regions. Concept 5 Environment and Society PO 1 – Describe ways that human dependence on natural resources influences economic development, settlement, trade and migration. Concept 6 Geographic Applications PO 1 – Describe ways geographic features and conditions influenced settlement in various locations throughout different periods of time, places and regions.

  5. Arizona History Standards Strand 1: American History Concept 2: Early Civilizations PO 3. Describe the cultures of the Mogollon, Ancestral Puebloans (Anasazi) and Hohokam: a.location, agriculture, housing, arts and trade networks b. how these cultures adapted to and altered their environment

  6. ELA Common Core Standards Reading Standards for 6-8 for Literacy in History/Social Studies Key Ideas and Details 6-8.RH.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

  7. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Text Types and Purposes 6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

  8. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Production and Distribution of Writing 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 6-8.WHST.9 Draw evidence from informational texts to support analysis reflection, and research.

  9. Overview We learn about prehistory by studying clues that were left behind by the cultures that lived before us. Archeologists help us discover when, where and how the Mogollon culture of the Southwest lived. It is important that students know how people survived and created a civilization over two thousand years ago. Understanding the Mogollon culture will give students a chance to think about their own culture.

  10. Purpose In this lesson students will gain a better understanding of the Mogollon (muggy- on or muggy-own) culture and how geographic features and conditions influenced settlement in various locations.

  11. Materials • Landform Regions of Arizona map • Prehistoric Cultures of the Southwest map • Student handout – Meet the Mogollons • PowerPoint with illustrations of how the layered book should be constructed (optional) • Layered Book Instructions • 3 sheets of blank 81/2” by 11 “ paper for each student • Colored pencils or crayons • Stapler • Scoring guide for layered book

  12. Objectives The student will be able to: 1. Locate the following prehistoric cultures on a map: Hohokam, Ancestral Puebloans and Mogollon. 2. Identify key elements about the Mogollon culture. 3. Identify how the Mogollon used their environment for survival.

  13. Procedures 1. Brainstorm a. Have students list at least 7 words that they know about the Hohokam, Ancestral Puebloans (Anasazi) and Mogollon cultures. Journals can be used for this activity. Note: Students have been introduced to these cultures in second grade. b. Group students into pairs to combine their lists. Have each pair create 3 sections on a piece of notebook paper. Title the top of each section with the following categories: people, places, events.

  14. Brainstorm - continued c. Using the categories for a guide, student pairs should place their words that they listed in the appropriate sections. d. Instruct students to keep their lists to examine at the end of the lesson to help assess their learning.

  15. Procedures – Day one continued 2. Distribute a Landform Regions of Arizona map to each student. Point out the desert, plateau and mountain areas – mention that the Hohokam lived in the desert area, the Ancestral Puebloans lived on the plateau and the Mogollons lived in the mountain area.

  16. 3. Distribute the Prehistoric Cultures of the Southwest Map. Explain that these cultures lived during the same time period (200 B.C. – 1300 A.D.) and adapted to their different environments. They also traded with and borrowed ideas from one another. Tell students that in this lesson, they will be learning about just one of these three cultures, the Mogollon.

  17. Map of Prehistoric PeoplesHandout 1B

  18. 4. Read Student handout, Meet the Mogollons, about Mogollon culture 5. Have students create a layered book from information in the handout. Directions for making a layered book are below and included in the student worksheets. a. Stack three sheets of paper together, placing each consecutive sheet around ¾ of an inch higher than the sheet in front of it. b. Bring the bottom of both sheet upwards and align the edges so that all the layers or tabs are the same distance apart. c. When all of the tabs are equal distance apart, fold the papers and crease well. d. Open the papers and glue or staple them together along the center fold or staple on the top fold.

  19. Title of layered book: Mogollon Culture - Put the title on the front page. Put the following labels on each tab: Location, Agriculture, Housing, Arts and Trade Networks.

  20. For each section: Use the top half for written information and the inside half for illustrations. Create as least one picture and 3 written bullets for each of the five sections using the instructions below: a. Location: Describe the land on which the Mogollon lived. Be sure to include vegetation and wildlife. Draw a map showing where the Mogollon, Hohokam and Ancestral Puebloans lived using Prehistoric Cultures of the Southwest map as a resource. b. Agriculture and food: Identify 3 types of food they grew and 3 types they hunted or gathered. illustrate a food they ate.

  21. c. Housing: Draw a picture and describe either pit or cliff construction. List 3 characteristics of either home. How did the environment influence how these homes were build? d. Arts: Draw a picture of an example of pottery. Describe how the pottery was used when the people died. List some other arts the Mogollon created. What materials were used to create pottery and other arts and crafts? e. Trade networks: Explain with whom and what the Mogollon traded. Which of these goods were natural resources of the area? Draw three examples of things that were traded.

  22. Procedures – Day Three 6. Continue working on layered books. 7. Have students locate the lists of words they brainstormed and categorized at the beginning of the lesson. Direct the students to think about what they learned about prehistory cultures. Share as a group or pair share their findings about new learning about the Mogollon culture.

  23. Assessment 10 Points Location: • Describe the land on which the Mogollon lived. Be sure to include vegetation and wildlife. • Give 3 ways that this land helped the Mogollon survive. • Draw a map showing where the Mogollon, Hohokam, Pueblo, and Anasazi lived using Prehistoric Cultures of the Southwest map as a resource.

  24. 10 Points Agriculture: • Identify 3 foods they grew and 3 foods they hunted or gathered. • How did this supply of food change based on weather and other circumstances? • Draw a food they ate. • 10 Points Housing: • Describe either pit or cliff construction. • How did the environment influence how these homes were built? • Draw a picture of one of their forms of housing

  25. 10 Points Arts: • Describe how the pottery was made. • What materials from the environment were used to create pottery and other arts and crafts? • Draw a picture of an example of Mogollon pottery. • 10 Points Trade Networks: • Explain with whom the Mogollon traded. • What was traded? • Which of these trade goods were natural resources from the area? • Draw a picture of some of the goods they exchanged

  26. 10 Points Good Sentences • All sentences are complete. • Spelling is correct. • Capitalization and punctuation are correct. • 10 Points Effort • Neatly done. • Drawings are colorful. • Shows a considerable amount of effort. • TOTAL SCORE - 70 points

  27. Extensions • Research Mimbres Pottery – Design a bowl in the Mimbres tradition reflecting one of the areas (location, agriculture, housing, arts or trade networks) studied in the essay. • Have students research prehistory pictographs or petroglyphs of the Mogollon. Create a story from the pictures. • Write a summary after completing the layered book. • Create a bulletin board with the layered books. • Other ideas?

  28. Purpose In this lesson students will gain a better understanding of the Mogollon (muggy- on or muggy-own) culture and how geographic features and conditions influenced settlement in various locations.

  29. Sources Alaird, Carilyn and Marilyn Market. Old Grandfather Teachers a Lesson – Mimbres Children Learn Respect,2005 Houk, Rose. Mogollon, Prehistoric Cultures of the Southwest, Western National Parks Association, Tucson, Arizona, 1992 –www.wnpa.org Maps used: Arizona Geographic Alliance Http://alliance.la.asu.edu/azga/ www.desertusa.com Mogollon information Noble, David Grant. Ancient Indians of the SouthwestWestern National Parks Association, Tucson, Arizona, 1998 Zike, Dinah. Dinah Zike’s Foldables, Glencoe/McGraw-Hill, Columbus, OH ISBN: 978-0-07-878243-5

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