Students brainstorm what they can learn from looking at artifacts. Then they examine two theories of how people first arrived in North America. Next they take a closer look at artifacts found in Texas and they explain what historians might learn from them. Finally they compare and contrast two Indian creation stories—one from a sedentary tribe and one from a nomadic tribe.
Students are introduced to the lesson focus on when and how people first arrived in Texas. They examine a photograph of Indian artifacts from east Texas and respond in a table by describing something they think can be learned about Texas Indians from these items, using observation and imagination.
Teacher MovesPreview the overall flow of the experience, review the objectives, and introduce key vocabulary (ancient, theory, shelter, migrate, ancestors, culture). Encourage any reasonable responses to the artifact prompt to build engagement, noting that students will later look more closely at artifacts from the Lower Pecos Canyonlands.
Students read explanatory text about two theories for how the first people arrived in North America: traveling on foot across the Beringia land bridge during the Ice Age and arriving by boat along the Pacific Coast. They view a map showing Beringia and watch the video Most archaeologists think the first Americans arrived by boat. Now, they’re beginning to prove it to learn more about the boat theory. Then they complete a graphic organizer by summarizing key facts and evidence for each theory.
Teacher MovesClarify the concept of the Ice Age, the Beringia land bridge, and migration patterns into North America and Texas. Emphasize that historians and archaeologists often work with incomplete evidence and develop theories rather than absolute facts. Support students in identifying and recording important details in the organizer and prompt them to distinguish between the two theories using evidence from the text and video.
Students learn that the Lower Pecos Canyonlands contain one of the richest collections of Indian artifacts in Texas. They explore photographs from Introduction to the Lower Pecos Canyonlands, Rock Art, and Everyday Things, then choose one artifact that interests them. They upload an image or screenshot of the artifact to a shared drawing canvas and post an explanation describing what historians might learn about the people’s culture from that artifact.
Teacher MovesRemind students that artifacts are primary sources and prompt them to consider how rock art and everyday objects can reveal information about a group’s culture. Provide technical guidance for capturing and uploading images as needed. Reinforce that imaginative but reasonable interpretations are welcome and that thinking creatively about artifacts can lead to new historical insights.
Students are introduced to the Caddo (sedentary, farming) and Osage (nomadic, hunting) tribes through images and brief descriptions. They read two Indian creation stories from the resource Indian Creation Stories, one from each tribe, and then respond on a class wall by comparing and contrasting the stories and explaining what the stories reveal about each tribe’s culture.
Teacher MovesSelect and implement a reading approach (individual, small group, read-aloud, or at-home reading) that fits students’ needs. After students post their comparisons, highlight and share interesting or strong responses for class discussion. Explain how the Caddo’s agricultural, earth-focused lifestyle and the Osage’s nomadic, sky-oriented hunting lifestyle are reflected in their creation stories. Prompt students to connect these cultural patterns to reasons sedentary and nomadic tribes might have come to and settled in different regions of Texas.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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