Human Migration Within and Into the United States
Students will determine net migration for the southern, northeastern, western, and midwestern regions of the United States and analyze the impact of migration shifts in these regions.

Trails of Understanding: The Earliest Immigrants
Students will understand the following the traditional and modern theories about the origins of the first inhabitants of North America, the lifestyles and survival strategies of Native Americans who lived long ago in the students’ own geographical area, the manner in which evolving modern theories of human migration are changing the way we look at history and cultivating awareness of racial and cultural stereotypes.

Indian Land Tenure Curriculum
Students will demonstrate knowledge of key events in American Indian history and how these events relate to the current land tenure of American Indian tribes and individuals.

Earliest Americans  This unit is an interactive approach to learning about the Earliest Americans as detailed in the Core Knowledge Sequence.  It looks at individual tribes and then how they compare to one another.

Viking Voyagers: Navigating Online Content Area Reading  This lesson focuses on student investigation of the Viking culture. Students will implement before-, during-, and after-reading strategies to support their comprehension while navigating websites and a Viking Quest. This experience will also require students to work cooperatively, research, and synthesize the information acquired.
 

Xpedition Hall:  Promotes understanding of why people migrate, using a virtual train station.

Trekking Across Our Land: Prehistoric Cultures and Human Migration to North America: An activity list with links.

The Mississippian and Late Prehistoric Period:  A history of the Mississipian culture.

World History: Pre-History:  The World History video library covers all of the historical periods in world history. • The Iceman • The Nile • The Great Wall of China • The Lost City of Shang.  United Streaming.

Suggestions for English Language Learners: 
(E/B=Entering/Beginning, D=Developing, E=Expanding)

(E/B) Students draw a map of North America and draw pictures to illustrate where particular Indian groups resided.
(E/B) Have students complete a cause and effect map with a partner.
(D, E) Compare/contrast reasons people immigrate to North America today with the first immigrants using a Venn diagram. Give students a word box of content vocabulary to use in their webs (i.e. coast, woodlands, plains, territory, natural resources, shelter).
(D, E) Ask students to identify where each of the early settler groups to North America came from and went to on a map of the World. Have students choose one of the early settler peoples and one place in North America that they went to live. Have students find and report three facts about that place. Students can use an encyclopedia, the Internet, or tradebooks as sources.
(D, E) Pair students with mainstream classmates. Have students interview the mainstream students about what places in North America they have traveled to and why.
(E/B, D, E) Students trace the routes of European Explorers like Marco Polo and use a graphic organizer to display information.
(E/B, D, E) With a partner students research when the early immigrants came to North America (using the Internet, textbook, tradebooks) and complete a visual timeline (drawing pictures and labeling each group). Students can use ribbon for the timeline and place it on the wall going around the room.
(E/B, D, E) In pairs or small groups students make a flip book (using blank index cards connected with a ring) of early American settlers/immigrants with a picture and label on front of page/card and causes and effects of their immigration on the back of the page/card.
(E/B, D, E) Tell students to pretend they are leaving this country forever and looking for a new land. Have them draw or make a list of the things they would bring with them on this journey and why.
(E/B, D, E) Ask students about the members of their family who immigrated to America (i.e. "Who was the first person in your family to come to this country? Why did your family come here? What was your family looking for?")
 

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