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GRADE EIGHT  TEACHER NOTES REVISED 10/16/2012  Page 1 of 144 Copyright 2012 © All Rights Reserved One Stop Shop For Educators The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they can analyze issues, solve problems, think critically, and become informed citizens. SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. People inhabited Georgia long before its official “founding” on February 12, 1733. The land that became our state was occupied by several different groups for over 12,000 years. The intent of this standard is for students to begin to grasp some basic information related to the Prehistoric Native American cultures found in Georgia, the early explorers of the state and their treatment of the native peoples, and the rationale behind the major colonial powers who laid claims to the lands of the future state of Georgia. Native American Cultures a. Describe the evolution of Native In addition to being able to identify the correct chronological order of each Prehistoric Native American cultures (Paleo, Archaic, American culture, students should understand the technological and cultural changes for each Woodland, and Mississippian) prior society. In order to help students remember the chronological order of each group, use the to European contact. mnemonic device: “Paleo Ate Wild Mammoth.” For an interesting video clip about the archeological finds that have provided archeologists and historians with information about Georgia’s earliest people, see: GPB’s Georgia Stories “Archeology” http://www.gpb.org/georgiastories/story/archaeology Paleo Indians Students should know that the Paleo Indians were the first human beings in Georgia. There is evidence that they were in the state as early as 13,250 years ago, and they are often dated from 12,000-8,000 BCE. They were nomadic hunters and gatherers who followed large game such as mastodons and giant bison. Once these large animals (often called “Megafauna”) disappeared, the Paleo Indians began hunting smaller game, such as deer. The primary weapon they used was spears made of wood and stone or flint. These spear points are often called “Clovis” points after the town in New Mexico where they were initially discovered. Paleo homes were made out of animal skins, which allowed the Paleo Indians to easily move from place to place as they hunted. Artifacts produced by this group have been found throughout all five regions of Georgia. It should be noted that students often find it interesting that the word “Paleo” means “very old,” and this factoid often helps them remember that this group was the first Native American culture in Georgia. For more information about the Paleo Indian Period see: The New Georgia Encyclopedia: “Paleoindian Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-810&hl=y Archaic Indians The next prehistoric culture who lived in the state was the Archaic Indians (8,000 BCE- 1,000 BCE). This group descended from of the Paleo Indians, and they developed new technological tools due to their rapidly changing environment. The Archaic Indians were also nomadic, but they made several technological advancements, including the atlatl that allowed spears to be thrown at a high rate of speed. In addition, they invented other tools such as the grooved axe and pottery. They also made hooks and nets for fishing. This group is often divided into three distinct periods: Early, Middle, and Late. Similarly to the word “Paleo,” “Archaic means “old.” For more information about the Archaic Indian Period see: The New Georgia Encyclopedia: “Archaic Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-580 Georgia Department of Education Dr. John D. Barge, State School Superintendent SOCIAL STUDIES GRADE EIGHT TEACHER NOTES REVISED 10/16/2012 Page 1 of 144 Copyright 2012 © All Rights Reserved One Stop Shop For Educators Woodland Indians The third prehistoric Native American culture was the Woodland Indians (1000 BCE-750 CE). This culture is also credited for technological advancements, including the use of the bow and arrow for hunting, and pottery for storage. This group is credited for being the first to rely on horticulture and farming as a major source of food. The Woodland Indians began to live in small villages with homes made of wood, leaves, and bark. Students should be told that this group depended on corn and that it was they, not the Mississippian Indians, who were the first mound builders. For more information about the Woodland Indian Period see: The New Georgia Encyclopedia: “Woodland Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-811&sug=y Mississippian Indians The last Prehistoric Native American culture was the Mississippian Indians (800 CE-1600 CE). This group is considered to be the most “complex” prehistoric culture in Georgia. They were large scale farmers and mound builders who traded extensively throughout North America. The Mississippian society was organized as a “chiefdom” society, or a structured hierarchical society with a small number of “elites” and the majority who were “commoners.” The “chief” held almost all of the power in the village. The people of the period lived in large “mound towns.” This group was the first to encounter Europeans, such as Spanish explorer Hernando de Soto, whose army starved thousands of Mississippian Indians, and killed many others outright. However, this culture ultimately ended due to the impact of diseases that were brought to the region by the Europeans. Some experts argue that another factor for the end of the Mississippian Indians was a desire by these peoples to be closer to European centers for trade which broke up large villages. Remnants of the Mississippian Indian tribes went on to form modern tribes such as the Creek and Cherokee. For more information about the Mississippian Indian Period see: The New Georgia Encyclopedia: “Mississippian Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-707, GBP’s Georgia Stories “Green Corn, Native American Gold” http://www.gpb.org/georgiastories/story/green_corn_native_american_gold For more information about Native American technology see: GBP’s Georgia Stories “Primitive Technology” http://www.gpb.org/georgiastories/story/primitive_technology Additionally, the Georgia Council on Economic Education has created an economic lesson plan for this time period titled “'The Only Way to Discover the Unwritten Past…’ Before there was a Georgia.” To receive this lesson, along with 16 others, 8th grade teachers can attend the Georgia Council's Georgia Economic History workshop. See http://www.gcee.org/workshops/about_the_workshops.asp for more details. Hernando de Soto b. Evaluate the impact of European European contact had a dramatic impact on the Native American cultures in Georgia. Hernando de contact on Native American Soto, the first European explorer in Georgia, was directly responsible for starving and killing a large cultures; include Spanish missions number Native Americans in his quest for God, gold and glory (1539-1542). Later, the diseases he along the barrier islands, and the and his men carried with them, such as influenza and smallpox, caused massive population losses and the end of the Mississippian culture. Ironically, the Spanish who chronicled the Mississippian explorations of Hernando de Soto. chiefdoms provided us with the only written account of this culture. A few facts that students tend to find interesting about de Soto’s journey throughout the Southeast Georgia Department of Education Dr. John D. Barge, State School Superintendent SOCIAL STUDIES GRADE EIGHT TEACHER NOTES REVISED 10/16/2012 Page 2 of 144 Copyright 2012 © All Rights Reserved One Stop Shop For Educators is that de Soto is credited with introducing pigs to the Southeast, his body was “buried” in the Mississippi in order to prevent the Natives from finding out that he had actually died, since they believed he was a god, and that the only way we know about his expedition today is based on the journals of three of his soldiers. For an interesting video clip about Hernando De Soto’s expedition see: GPB’s Georgia Stories: “Hernando de Soto” http://www.gpb.org/georgiastories/story/hernando_de_soto For more information about Hernando de Soto and the impact that his and other Spanish explorations had on the Native American cultures of Georgia see: The New Georgia Encyclopedia: “Spanish Exploration” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1012 Spanish Missions After De Soto’s failed expedition (he did not find any gold and died on the journey), both the Spanish and the French explored the area that became Georgia, and both attempted to create colonies which failed nonetheless. However, the most successful Spanish colonization attempt was during the “Mission Period” from 1568-1684. During this period the Spanish set up several missions (churches) on both the Barrier Islands as well as in the interior of the state. Some of the sites included Cumberland Island, St. Catherine’s Island, and the Okefenokee Swamp. Many were also established near future Georgia cities, such as Lumber City and Valdosta. The primary reason for establishing these missions was to convert the natives to Christianity (Catholicism). Consequently, the mission system was used to bring Native American cultures into the Spanish political and economic system. For instance, unmarried Indian males were required to work for the Spanish in Saint Augustine for several months out of the year. Once again, the close contact with the Spanish brought disease and death to many Native American villages.
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