Exploring Native American Use of Natural Resources Native-to-North-America

An APUSH Period 1 ChatGPT-Using Project

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This project responds to APUSH Key Concept 1.1

APUSH Key Concept 1.1
As native populations migrated and settled across the vast expanse of North America over time, they . . . .transformed their environments through . . . resource use.

The project begins with the students selecting ONE natural resource that is native to North America (a plant, for example, an animal and/or a mineral).

The students then produce a no-more-than two-page paper on how Native Americans made use of the selected natural resource, with students encouraged to close out their paper by describing a story of interest that relates to the selected natural resource but that may not directly connect to Native American use.

Then the students are called on to answer several reasonably anticipatable questions relating to their paper.

The paper is not to be graded, only the student’s ability to answer the following up questions.

For the purpose of producing the paper, students may use CHatGPT with parental permission.

They may also use CHatGPT to help them try to figure out what kinds of questions they might be asked about their paper and how best to answer these questions.

Example of a CHatGPT Produced Paper

The Native American Use of the California Coastal Water Abalone
The Abalone, a mollusk found in the coastal waters of California, has played an important role in the culture and economy of many Native American tribes in the region. The abalone shell, in particular, has been used for centuries in various aspects of Native American life.

For some tribes, abalone shells were used as decorative items for clothing, jewelry, and other objects. The iridescent interior of the shell was particularly prized for its beauty, and it was often used to make ceremonial headdresses, rattles, and other items. The shells were also used as currency, particularly in trade with neighboring tribes.

In addition to their decorative uses, abalone shells were also utilized for functional purposes. The shells were often used as containers for food or water, as well as for cooking vessels. The meat of the abalone was also an important source of food for many tribes, particularly along the California coast. The flesh was often eaten raw or cooked in a variety of ways, including roasting, boiling, or frying.

In some cases, abalone was also used for medicinal purposes. The meat of the abalone was believed to have healing properties, particularly in treating ailments related to the respiratory and digestive systems.

However, the over-harvesting of abalone by commercial and recreational fishermen in the 20th century has severely impacted the populations of this important resource. Today, many Native American tribes are working to restore abalone populations in the coastal waters of California through conservation and sustainable harvesting practices.

In conclusion, the Native American use of abalone is an important aspect of the cultural and economic heritage of many tribes in the region. The abalone shell, in particular, has been utilized for both decorative and functional purposes, while the meat of the abalone has been an important source of food and medicine. However, the depletion of abalone populations highlights the importance of sustainable harvesting practices and conservation efforts to ensure the continued availability of this valuable natural resource for future generations.

Some Logically Anticipatable Follow-Up Questions:

• In your paper, you said that ‘“he Abalone played an important role in the culture and economy of many Native American tribes. What are the names of some of the Native American tribes known for their use of abalone, and where were these tribes located?
• In your paper, you referenced the word “mollusk.” What’s a mollusk?
• In your paper, you said that “for some tribes, abalone shells were used as decorative items for clothing.” How do you know that to be true? Did you fact-check the information, and if so, what sources did you use to do so
• In your paper, you said that “in some cases, abalone was also used for medicinal purposes.” Explain, please.
• In your paper, you said that “the flesh (of the abalone) was often eaten cooked in a variety of ways, including frying.” How did Native Americans, prior to the arrival of Europeans “fry” abalone?
• In your paper, you said that “the shells (of the abalone) were often used as currency, particularly in trade with neighboring tribes.” With what “neighboring tribes” did the Catalina Island Native Americans use the abalone shell as currency?

A Scoring Rubric

Here is a two-criterion scoring rubric for a teacher to use to assess a student’s ability to answer follow-up questions related to their research on the Native American use of a natural resource:

The first criterion is the Demonstration of Knowledge.

• An excellent response shows that the student has a comprehensive and detailed understanding of the topic and is able to provide nuanced and thoughtful responses to follow-up questions.
• A good response demonstrates a solid understanding of the topic and is able to provide accurate and relevant responses to follow-up questions.
• A fair response demonstrates a basic understanding of the topic but may struggle to provide complete or detailed responses to follow-up questions.
• A poor response demonstrates a limited understanding of the topic and is unable to provide accurate or relevant responses to follow-up questions.

The second criterion is Communication Skills.

• An excellent response shows that the student communicates clearly and effectively, using appropriate language and terminology to convey complex ideas, and is able to engage in a productive dialogue with the teacher.
• A good response shows that the student communicates clearly and effectively, using appropriate language and terminology to convey ideas, and is able to respond to follow-up questions in a coherent and organized manner.
• A fair response shows that the student communicates adequately but may struggle with clarity or organization and may require some prompting or clarification from the teacher.
• A poor response demonstrates poor communication skills, with responses that are unclear, disorganized, or difficult to follow.

In closing

The project seeks to provide students, at the start of the year, with an engaging and low-stakes way to familiarize themselves with the subject matter and with each other.

It’s also been designed to inspire students to start thinking about the Native American communities that lived in the areas surrounding the student’s homes and schools and how these communities might have used the natural resources found in these environments.

By examining the ways that indigenous peoples utilized natural resources like plants, animals, and minerals, students can develop a deeper appreciation for the connection between culture, history, and the environment.

Sidenote #1

I live in California’s San Gabriel Valley. Here’s a list of some of the animals that the San Gabriel Native Americans used.

1. Deer
2. Coyote
3. Rabbit
4. Squirrel
5. Raccoon
6. Skunk
7. Opossum
8. Mountain lion
9. Bobcat
10. Badger
11. Fox
12. Beaver
13. Muskrat
14. Bat
15. Gopher
16. Rattle Snake
17. Lizard
18. Turtle
19. Frog
20. Trout
21. Quail
22. Acorn Woodpecker
23. Bees
24. Butterflies
25. Ants

Sidenote #2

Here’s a list of some of the plants that the San Gabriel Native Americans used.

1. Acorns (from oak trees)
2. Sagebrush
3. Yucca
4. Cactus
5. Elderberry
6. Manzanita
7. Buckwheat
8. Chamise
9. Chia
10. Wild rose
11. California wild grape
12. Toyon
13. Prickly pear
14. Mallow
15. Sycamore
16. Willow
17. Tule
18. Pine
19. Sumac
20. Juniper

Sidenote #3

Here’s a list of some of the minerals that the San Gabriel Native Americans used.

1. Obsidian
2. Quartz
3. Serpentine
4. Shale
5. Sandstone