Students learn about the arrival of humans into Texas. They examine how people survived by hunting, gathering, and farming long before the arrival of the Europeans. Then they explain different tools and materials used by these early peoples. Finally, they analyze contributions made by Native Americans to our lives today.
Students view an image related to archaeology and read about the discovery of “Midland Minnie,” one of the oldest human remains found in the New World, to introduce the idea of early peoples in Texas. They then contribute questions they would ask Midland Minnie about her life in Texas to a shared class table.
Teacher MovesIntroduce the experience and review the objectives, using the story of Midland Minnie to spark curiosity about early Texans. Review students’ submitted questions and select one to serve as a guiding question for the lesson before unlocking the next scene.
Students watch The First Americans to gain an overview of how the first people arrived in North America and Texas. They read about Paleo-Indians migrating over an ice bridge, their hunting and gathering lifestyle, and the later shift to farming and permanent villages. They then complete a graphic organizer describing key characteristics of the Paleolithic Era, Archaic Era, and Late Prehistoric Period. Finally, they answer fill-in-the-blank questions to check their understanding of when people arrived in Texas, how they lived, and how groups such as the Caddo contributed to Texas history.
Teacher MovesClarify key ideas from the video and readings, emphasizing migration routes, environmental changes, and adaptations such as the move from hunting and gathering to farming. Support students as they complete the timeline-style graphic organizer, prompting them to distinguish among the three periods. Review responses to the fill-in-the-blank activity to address misconceptions and reinforce important vocabulary and concepts before moving on.
Students read an introduction explaining that early Texans used a variety of tools that changed over time with the environment and new technologies. They first define “tool” in their own words in a shared table, then contribute to a word cloud by naming a tool they used that day. Next, they search online (using resources such as Indian Tools or Stone Tools of Texas Indians) for an image of a tool used by the first peoples in Texas and post it to a class wall with a brief paragraph identifying the tool, its materials, and its purpose.
Teacher MovesGuide students toward a clear, general definition of “tool” and broaden their thinking beyond common examples to include everyday items like pens or toothbrushes. Direct students to the student pack links to support their research on Native American tools. Facilitate a discussion of the posted examples, highlighting the handmade nature of early tools and explaining how different tools (such as bows and arrows, baskets, pounding stones, and flint knives) met specific survival needs.
Students read about the lasting contributions of Native Americans in Texas, including environmental respect, foods and farming techniques, transportation and games, language and place names, government ideas, arts, and the establishment of American Indian Heritage Day. They then choose one contribution to summarize in a post on a shared wall and review classmates’ posts, responding to at least two with a question or positive comment.
Teacher MovesEmphasize how Native American practices and innovations continue to shape life in Texas today, drawing attention to examples such as foods, town names, and forms of government. Encourage students to select a meaningful contribution to summarize and model how to write constructive comments and thoughtful questions on peers’ posts to deepen discussion.
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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