The Guam History Pages
2nd Quarter: Prehistoric Study
Lesson Links
In this unit, students will learn many things about the ancient Chamorro people and how they came to survive thousands of years on the Mariana Islands.
Our goals for this unit include:
Students will learn about the origin of the Chamorro people and language. We will also cover the settlement patterns on the island, what kinds of tools and resources were used, and how these tools and resources helped the Chamorros survive from the land and ocean for thousands of years. We will also discuss the ancient government, what kinds of beliefs were important for the people, and how Chamorros were able to adapt to changes in their environment.
Section I: Canoe Technology, Navigation, and Migration
Students will be able to identify the two main kinds of Chamorro canoes. They will be able to identify the parts of a canoe, what materials it was made of, and the uses for each of the parts. Students will be able to discuss the importance of the canoe in everyday life of the ancient Chamorros. Students will be able to say why Chamorro canoes were very fast over the water, and why the Spaniards called them flying proas. Students will be able to distinguish the skills of canoe making and those of navigation. Students will be able to identify the importance of individual knowledge and skill in building identity and earning respect within the community that they lived. Students will be able to discuss the skills of canoe making and navigation and how these skills were used first to locate the Mariana islands, to survive on the islands, locate other islands within the Mariana Islands, and finally to continue to travel and trade throughout the ancient period. Students will be able to explain the differences between the two ancient languages found for the Pacific, and discuss how all Pacific people are related by the ancient languages they speak.
Section 2: The Pre Latte and Latte people
Students will be able to identify the two main time periods of prehistoric settlement. Students will be able to identify the artifacts and what materials were used to make these artifacts for each of the time periods. Students will be able to explain the uses of each of the artifacts and tell if the artifacts were made and used by either men or women. Students will be able to discuss the significance of the pottery and the changes in the making of the pottery through time. Students will be able to explain where the people settled and why they chose those areas. Students will be able to discuss how the artifacts and settlement patterns changed through time and how these changes were reflected in the population.
Section 3: The Ancient Society
Students will be able to identify the two caste system of ancient Guam and the role each caste had within the society. Students will be able to identify individual groups within the high caste and what role each of these groups had within the organization structure. Students will be able to define what a caste system is, what a matrilineal clan system is and tell the difference between the two concepts. Students will be able to discuss how respect and honor were concepts of great worth in ancient times, hpw these concepts were displayed in the height of the latte stones, the jewelry they wore, and the skills and knowlede they gained from their ancestors. Students will be able to show how these concepts helped forge strong chiefs and strong clans. Students will be able to explain how population changes were also followed by economic and cultural changes that in turn, began to change the politics of the islands, especially after the introduction of personal wealth in the form of iron.