Select a kindergarten setting and observe the behavior of the children in the setting. Use the “Observation Template and Reflection” to guide your observation. During your observation, identify specific behaviors that exemplify typical milestones for children their age. Additionally, observe the children for any atypical developmental behaviors. Discuss your observations with your mentor teacher.
In 250-500 words, reflect on your observations and discussion with your mentor teacher. Include reference to specific milestones and give specific examples.
thriving. Many mound towns were still hubs for population, trade, and ceremonial life. Due partly to the Spanish arrival, however, many of these societies collapsed because of “escalating warfare, epidemics, and slave raiding,” (Calloway, p.38). Before the arrival, there were many trade routes across America between different Mississippian societies and non-Mississippian societies alike. They traded goods like corn, squash, and flint, among other things.
The Mississippians had a distinct and unique society, culture, and hierarchy to go along with the architecture and trade routes. At dig sites at Cahokia, archaeologists discovered proof of a society in which “elite rulers claiming divine descent controlled the distribution of food,” (Calloway, p.35). There was also evidence of ritualistic sacrifice by the Mississippians. Another important factor of life in Mississippian society is agriculture. The rhythmic cycle between growing corn, beans, and squash reflected the life of the people living in Cahokia and other mound cities. The society was thriving until its eventual collapse due to the arrival of Europeans and the growth of a population who could not be supported by the resources.
2. What is “geomythology,” and how can it be used to learn about the ancient North American past? Answer this question while describing more broadly “how we know what we know” about Native North America prior to European contact.