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The Americas:

A Separate World

(40,000 B.C. - 700 A.D.)

The Americas: A Separate World

$160 per month

1 session per week


Allison Bruning




12 - 18  years old



Session 1: The Earliest Americans


Students will identify Beringia, Ice Age and maize. 

Students will describe how to survive killing a mammoth using prehistoric tools. 

Students will analyze why there were such an abundance of animals in Prehistoric North America.

Students will summarize how earliest Americans adapted to the loss of large animals.

Students will examine the migration routes of early Americans from 40,000 to 10,000 B.C.

Students will analyze artifacts associated with a bison kill site.

Students will examine the effects agriculture had upon human life before and after agriculture was developed. 

Students will explain why the development of agriculture is viewed by some experts as a  turning point in human history. 


1) Complete Section 1 Assessment and Connect to Today on page 239.

2) Read pages 240 - 245 in course textbook.

3) Complete Connect to Today on page 245.

Session 2: Early Mesoamerican Civilizations


Students will review their homework.

Students will identify Mesoamerica, Olmec, Zapotec and Monte Alban. 

Students will examine infer how the Olmec's environment helped in the creation of its civilization. 

Students will hypothesis what might have lead to the disappearance of the entire Olmec civilization. 

Students will compare Monte Alban's population and the population of today's major cities. 

Students will declare what they believe were to be the Olmec's most important contributions to later cultures and why. 

Students will analyze Olmec sculpture. 


1) Complete Section 2 Assessment and Connect to Today on page 243.

2) Read pages 246 - 249 in course textbook.

Session 3: Early Civilizations of the Andes


Students will review their homework.

Students will identify Chavin, Nazca and Moche.

Students will contrast the environment of the Andes to the rest of Mesoamerica. 

Students will examine the importance of headhunting in the Nazca culture. 

Students will analyze Nazca Lines. 

Students will summarize how archaeologists were able to gain so much information about the Moche without the help of a written language. 

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