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Chapter 2 Native Americans of North America p. 74-99

Chapter 2 Native Americans of North America

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Chapter 2 Native Americans of North America. p. 74-99. Discrepant Event “Moving”. How can you draw conclusions about facts in history-without a lot of prior knowledge and experience ?. Brainpop. American Indians Iroquois Confederacy. - PowerPoint PPT Presentation

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Page 1: Chapter 2 Native Americans of North America

Chapter 2Native Americans of

North Americap. 74-99

Page 2: Chapter 2 Native Americans of North America

Chapter Walk Unit Number and Title: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Unit’s Essential Question: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Chapter Number and Title: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Main Idea for Each Lesson:

One: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Three: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Two: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Four: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Based on the data you have recorded so far, think about what you are thinking. What do you know about these concepts? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Based on the statement(s) above, make a prediction about what your biggest takeaway from this chapter will be… _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Flip through the pages of each lesson. Pay attention to informational text features (See your chart as needed). Identify the feature and the example: Feature: _ _ _ _ _ _ _ _ _ _ _ _ _ Page#_ _ _ Example: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Feature: _ _ _ _ _ _ _ _ _ _ _ _ _ Page#_ _ _ Example: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ As you scan the pages, which reading strategies seem to be most prevalent? Cite three.

Strategy: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Page # _ _ _ _ _ _ Strategy: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Page # _ _ _ _ _ _ Strategy: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Page # _ _ _ _ _ _ Which images/graphics strike you? Record the page number and draft a question for each.

Page # _ _ _ _ _ _ Question: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Page # _ _ _ _ _ _ Question: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Examine the Chapter Review pages. Scan each of the questions and activities. State one question or activity that is the most interesting to you. In other words, which one would you like to learn MOST about? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Page 3: Chapter 2 Native Americans of North America

Discrepant Event “Moving”

How can you draw conclusions about facts in history-without a lot of prior knowledge and experience ?

Thinking Critically About History

Using Discrepant Events…How Conflicting Narratives Enliven History

Put on your Historical Thinking caps! Even when you don’t have extensive background knowledge about particular events in history, you can use critical thinking skills to formulate questions and hypotheses about events.

1. Read the Discrepant Event. 2. Based on this narrative, design at least two questions you have about the circumstances

described in the event. Question 1: ______________________________________________________________________________________________________________________________________ Question 2: ______________________________________________________________________________________________________________________________________ Question 3 _____________________________________________________________________________________________________________________________________

3. Reread your questions. Redesign one of your questions to become your PROBLEM STATEMENT. Your PROBLEM STATEMENT is a based on one of the questions you just created, but now clearly reflects evidence from the DISCREPANT EVENT. Highlight specific content words that appear in the DISCREPANT EVENT.

PROBLEM STATEMENT: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Now, read through the FACT SHEET. Using this new information, create an HYPOTHESIS

(educated guess) as an answer to your PROBLEM STATEMENT. Once again, you must cite EVIDENCE from the FACT SHEET that relates to the PROBLEM STATEMENT. Write your HYPOTHESIS below:

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Moving

Discrepant Event

A young girl’s f amily moved several times each year. They lived in the woods along

the river during the spring. I n the summer, the family lived beside Lake Superior.

I n the Autumn, they lived near the swamp. I n the winter, the family lived deep in

the f orest.

Page 5: Chapter 2 Native Americans of North America

Key Concepts: Hunter- gatherer, culture, American Indians, Great Lakes,

Canada, Ojibwa

MODEL TO SHARE WITH THE CLASS

Problem Statement: Why did the girl’s f amily move several times each year?

Probable Solution:

Shining Brightly, a member of the Oj ibwa nation, lived in the Great Lakes area during the 1600s.Before Europeans arrived in America, the Oj ibwa traveled f rom location to location, hunting and gathering natural resources. The Oj ibwa lived near maple trees; they trapped the maple trees for sugar and hunted the waterfowl during the spring. They moved near Lake Superior; they caught fish and enjoyed the cooler climate near the lake during the summer. I n addition, the Oj ibwa raised crops along the lakeshore. Wild rice grew in the swamp; therefore the Oj ibwa moved near swamps during the autumn. Winter weather signaled the Oj ibwa to hunt game in the f orest. The Oj ibwa took advantage of the natural resources. By moving their belongings and their housing between the various geographical environments, the Oj ibwa used these resources found in various climates and landscapes.

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Does your hypothesis resemble any of the following?

The young girl’s f amily migrated when crops ripened.

The family was rich. They had several houses. They moved to take advantage

of good weather and recreational possibilit ies.

They family lacked money. They moved when they couldn’t pay rent.

The young girl’s f ather, a highly paid consultant, moved of ten.

The family was American I ndian. This happened a long time ago. Other

I ndians ejected them f rom their land. The girl’s family proved to be poor

fighters.

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Page 8: Chapter 2 Native Americans of North America
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SOAP Analysis

S=Source O=Occasion A=Audience P=Purpose Working with primary documents and artifacts is not an easy undertaking but mastery will be achieved through perseverance and practice. Thus S.O.A.P. Analysis becomes an invaluable tool in this endeavor. Believe it or not as the year progresses you will be doing this format in your head quickly and efficiently. Your goal is always to: SOURCE CONTEXTUALIZE CLOSE READ CORROBORATE to enhance your ability to THINK LIKE A HISTORIAN! Use the “Historical Reading Skills” document in your Social Studies Notebook for questioning techniques, prompts, and skills needed to be an expert SOAPER!! Now, answer the following questions in analyzing your primary source. Use a complete sentences where indicated.

Sourcing: 1. What type of document is it (newspaper, map, advertisement, letter, telegram, report, journal, photo, film, etc.)? ____________________________________ What makes you say that? _____________________________ ____________________________________________________________________________________ 2. How do you know this is a primary document to the period? What makes a primary source, primary? You may also

consider some unique physical qualities. (It looks “old” or is handwritten are not sufficient responses without other evidence!) ______________________________________________________________________________________________________________________________________________________________________

3. Who is the Authro/Speaker/Artist/Creator? Name & Title (if applicable) __________________________________

What do we know of the speaker strictly from the document? (Occupation, Ethnicity, Gender, Etc. ) ____________________________________________________________________________

What is the author’s/creator’s point of view? In other words, what does the author believe? Use a specific quotation or visual evidence to reinforce your position of the author’s/creator’s point of view! ____________________________________________________________________________

____________________________________________________________________________ ____________________________________________________________________________

Occasion (Contextualizing)

4. What is the Occasion? (Time period, historical significance, other contemporary events). When was the document written/created? _______________________________________________

What is going on historically during this time period? Use your textbook, other reliable secondary sources (K-5

Electronic Sources, Sweetsearch.com, or background knowledge as a start!). A minimum of 3-4 sentences! ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________

What kinds of things were the same back then? What kinds of things were diff erent? Provide at least 3 examples for each. Same: 1) ______________________________________________________________________________ 2) _____________________________________________________________________________ 3) _____________________________________________________________________________

“relation” ; narrative account

Based on this excerpt, the author believes in the conquest of Florida, including finding Indians to serve as guides. “We remained there for seven or eight days, and in that time, made several forays, to catch Indians for guides to the Province of Apalache…”

The Spanish Crown wanted to colonize the New World since 1492. All of these expeditions had previously failed. Hernando de Soto was commissioned to conquer and colonize the American continent from 1539-1543. De Soto had been known as a brutal conqueror.

1544

People are interested in foreign places and go on expeditions. Some countries feel entitled to take over land or people. Some cultures believe they are superior to others.

The title page and sourcing state “Relation of the Conquest of Florida…” This is a first person historical narrative account.

This was created in 1544. This is primary to the 16th century of Florida Indians and Spanish explorers.

Luys Hernandez de Biedma was part of a Spanish expedition to Florida as a Factor (business agent). He is male and Spanish.

Luys Hernandez de Biedma

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Different 1) _____________________________________________________________________________ 2) ____________________________________________________________________________ 3) _____________________________________________________________________________ Audience

5. Who is the Audience? Who was the document designed for in its time? Put yourself in the shoes of the AUTHOR! You should use a

reliable secondary source to help! (Sweetsearch, textbook, etc.) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Purpose (Close Reading) What is the Purpose of the document? (What did the document do or achieve?)

6. What claims does the author/creator make? A claim is just one main idea, point, intention, etc. Each document will have

multiple claims. You must just pick one! ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What evidence does the author/creator use to support the claims? Cite a specific example-Use a direct quotation or

specific visual evidence. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What was the overall intended purpose of the source? Think about diff erent forms of author’s purpose (persuade, explain,

entertain, describe) ____________________________________________________________________________________________________________________________________________________________________

9. Do you find this source/speaker reliable? In other words, would you consider this source trustworthy? Why or why not? BE

SPECIFIC! Always USE EVIDENCE to support your decision. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. What NEW questions do you have that leads to further research? (Dig deeper!) What wasn’t answered by the source that

would be helpful for interpretation and context? ALWAYS AVOID YES/NO types of questions. 1)______________________________________________________________________________ 2)_____________________________________________________________________________

CONGRATULATIONS! YOU HAVE S.O.A.P.ed like a scholar now!

Keep in mind, when you repeat this process, using as many sources (both primary & secondary) as possible, you are able to CORROBORATE (determine if the event is represented accurately).

What do other pieces of evidence say? Am I finding different versions of the story? Why or why not? What pieces of evidence are the most believable?

…at the close of six or seven days march there came upon us about three hundred and fifty warriors, with bows and arrows, of who we killed some and captured the remainder. Among them were Indians who had knowledge of the country farther inland, yet they told us very false stories.”

This narrative describes the details of the conquest of Florida for the King of Spain in 1544

Yes, Biedma was hired by the King to join the expedition to record the business details. He was present on the expedition. His job was to record honestly. No, Biedma knew the King would read his narrative. He may not have recorded everything, or changed the details to make the expedition sound more profitable. He know the King would not know the exact details.

How did the captured Christian arrive 12 years earlier?What was an example of a “false story” told by an Indian?

Biedma describes interactions with the Indians and how the expedition will attempt to reach Apalache.

This narrative was required to record the details of the Soto expedition for the King of Spain. This conquest was also a business transaction and details would have been used to keep track of finances as well as plan for future expeditions.

Indians are not the majority population in Florida/North America. Spain no longer seeks conquest in Florida.Much of the world has already been explored and colonized.

Page 11: Chapter 2 Native Americans of North America

BrainpopAmerican IndiansIroquois Confederacy

Page 12: Chapter 2 Native Americans of North America

Lesson 1: The Eastern Woodlandsp. 76-80 Essential Question:

How did the people of the Eastern Woodlands develop a variety of cultures based on hunting and farming?

Vocabulary: Tribe- League- Cultural region- Longhouse- Wampum- Reservation-

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Choose to use a resource or print out and glue into your notebook…

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Page 15: Chapter 2 Native Americans of North America

Chapter 2 Lesson 1 Knowledge Check _____/ 5= ______%

1. The Iroquois are considered part of which of the following cultural regions? a. Southwest Desert c. Great Plains b. Eastern Woodlands d. Northwest Coastal

2. What is the name of the term for a group of families bound together under a single leadership and also describes people who share a common culture?

a. cultural region c. tr ibe b. longhouse d. council

3. All of the following provided food for the tribes mentioned in Chapter 2 Lesson 1 EXCEPT? a. Bear and fish c. corn and beaver b. Elk and buffalo d. squash and deer

4. How did the Iroquois demonstrate their deep connection to nature? a. They built large structures to honor the gods. c. They paid tribute to neighboring tribes. b. They celebrated with fancy ceremonies. d. They would offer thanks and prayer.

5. Which of the following states best represents where the Iroquois live today? a. New J ersey c. Delaware b. Pennsylvania d. New York

Page 16: Chapter 2 Native Americans of North America

The Eastern WoodlandsChapter 2 Lesson 1 Notes

How did the people of the Eastern Woodlands develop a variety of cultures based on hunting and farming?

•Iroquois are Algonquin speakers and include Seneca, Cayuga, Onondaga, Oneida, and Mohawk (later Tuscarora) and created the Iroquois League in 1580. Other Algonquin tribes in this region include Wampanoag and Powhatan. Thick forests provided trees for longhouses and canoes. Deer, elk, bear, and beaver were hunted for food, hides, and fur. Lakes, rivers, and streams provided water and fish and the ability to grow crops of corn, beans, and squash. Tribes were thankful for natural resources. Wampum belts were highly valued for status, gifts, or trade.

Eastern Woodland tribes developed a variety of cultures based on hunting and farming

Iroquois (Algonquin speakers)

are Seneca, Cayuga,

Onondaga, Oneida, Mohawk

and later Tuscarora

created the Iroquois

League in 1580.Other tribes:

Wampanoag &

Powhatan

Thick forests provided trees to make longhouses and canoes. Deer, elk, bear,

beaver were hunted for food, hides, and fur. Lakes rivers, and streams provided water and fish. Corns, beans, and

squash were grown

Tribes were thankful for natural resources. Wampum belts were

highly valued for status, gifts, or trade.

Page 17: Chapter 2 Native Americans of North America

Name _________________________________________

Date______ Period_______ ______/17 = _______%

Iroquois Video Study Guide

1. The Iroquois (Haudenosaunee) principal spiritual law is based on _______

a. family b. peace c. nature d. war

2. What are the six, originally five, tribes of the Iroquois? a. Mohawk, Oneida, Onondaga, Cayuga, Seneca,

Tuscarora b. Oneida, Seneca, Cherokee, Wampanoag,

Algonquian, Onondaga c. Cayuga, Mohawk, Onondaga, Erie, Miami,

Oneida d. Cheyenne, Mohawk, Tuscarora, Oneida,

Cayuga, Seneca 3. In which location where the Iroquois generally located?

a. Delaware, Maryland, and Pennsylvania b. New York, Pennsylvania and Canada c. Pennsylvania, New Jersey, Canada d. New York, Connecticut, Rhode Island

4. One important cultural feature of the Iroquois community was ___________.

a. That they gave all enemies a fair trial b. That strict rules and laws helped to keep their

society in order c. That everyone in the community helped to

raise the children d. That women were the hunters and the men

were in charge of child-rearing 5. The Iroquois are raised with a belief in ________.

a. Building longhouses and teepees b. Deep relationship with the natural world c. Praying for the retreat of Europeans d. Conquering other Indian tribes

6. Which of the following reasons increased the tensions among the Indians and Europeans?

a. Increased population of Europeans on Indian land

b. Increased harvest of corn by Europeans c. Military presence during spiritual ceremonies d. Widespread disease

7. Henry Wadsworth Longfellow wrote the a poem on the fictional:

a. Mohawk b. Deganawidah c. Great Peace d. Hiawatha

8. Which of the following founding fathers saw a vision of a new nation and called the Albany Plan of Union in 1754?

a. George Washington b. Benjamin Franklin c. Thomas Jefferson d. Alexander Hamilton

9. The purpose of the Albany Plan Union between the colonists and the Iroquois was __________.

a. To learn how the colonies could govern themselves

b. To decide how Iroquois land should be divided c. To inspire the Iroquois nation to join the

colonies in their fight against the British d. To begin trade for desperately needed food

and medicine 10. Handsome Lake was a famous Iroquois visionary

because ______. a. Became immortalized in Longfellow’s writings b. Predicted the collapse of the Iroquois nation c. Preached about moral and social issues that

helped the Iroquois society d. Became a highly decorated soldier during the

Civil War 11. The Wisconsin Oneida were able to overcome allotment

and become a thriving community due to the help of _______.

a. Discovery of gold mines on their reservation b. Quaker missionaries c. Sioux d. Indian Reorganization Act

12. The sport of ______ originated as a game played by the northeastern Indians.

a. Lacrosse b. Pol-pol c. Skeet shooting d. Skiing

Vocabulary

12. ___ league A: group of families bound together under single leadership

14. ___ longhouse B: organization that people form which unites them for a particular purpose

15. ___wampum C: polished seashells hung on strings or woven into belts

16. ___ tribes D. Iroquois shelter

17. ___ reservation E: land set aside by the United States government for Indians

DC

B

AE

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Page 18: Chapter 2 Native Americans of North America

Cultural Region Map

Page 19: Chapter 2 Native Americans of North America

1. Outline each of the following regions in a color of your choice. Some regions ARE NOT USED. Arctic Southwest Northern Mexico Middle America Eastern Woodland

2. Now, write the names of the tribes in the KEY with the color you used when outlining. In some cases, there are “parent cultures”…COPY MY WORDS AND SPACING EXACTLY! DO NOT USE ALL THE WHITE SPACE IN THE KEY…WE WILL BE ADDING TO THIS OVERTIME.

North America• Inuit• Anasazi

• Pueblo, Hopi, Navajo, Zuni

• Apache• Aztec, Maya• Mound Builders

• Iroquois, Powhatan, Wampanoag

3. Draw at least one example of each of the following:

• Natural resource (trees, water, plants, land, etc)

• Artifact• Habitat or Structure• Food sourceConsult your Reference Charts along with your SS Text/History Alive. You may have more than one example or several examples of each. USE FULL COLOR!

Save white space!

Page 20: Chapter 2 Native Americans of North America

Lesson 2: The Great Plainsp. 82-85 Essential Question:

How did the culture of the Great Plains people change after the horse was introduced?

Vocabulary: Lodge Teepee Travois powwow

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Choose to use a resource or print out and glue into your notebook…

Page 22: Chapter 2 Native Americans of North America

The Great Plains

Match the following questions to the answers below.

1. What effect did dry land have on Plains Indians?

2. How were the Plains Indians’ affected by the buffalo?

3. What methods did the Plains Indians use to hunt buffalo?

4. How did the Cheyenne use horses?

They settled along rivers for water and their crops

The buffalo provided a major source of meat.The hides were made into articles such as clothes and blankets.

The stomach was used as a cooking pot for stew.The horns were made into bowls.

Animal disguises to get near enough to use their bows and arrows.The buffalo were run off of cliffs.

The buffalo provided a major source of meat.

To transport hunters and goods. As an item of value of trade.

To raid other tribes.

To pull the travois

Page 23: Chapter 2 Native Americans of North America

The Great PlainsChapter 2 Lesson 2 Notes

How did the culture of the Great Plains people change

after the horse was introduced from the Spanish?

Native tribes included the Lakota (Sioux), Pawnee, Osage, & Cheyenne. The flat land of the Great Plains grew tall grass attracting buffalo. Plains people were both hunters and farmers growing corns, beans, and squash. They lived in both lodges (permanent) and teepees (mobile). Hunting roaming buffalo required dogs and eventually horses to pull travois carrying buffalo resources including hides for clothing & blankets. Horses increased and made travel, hunting, and trading easier.

The culture of the Great Plains people changed with the

introduction of the horse from the Spanish.

Great Plains tribes

include the

Lakota (Sioux), Pawnee, Osage,

and Cheyenn

e.

The flat land of

the Great Plains

grew tall grass

attracting buffalo. Plains people

were both hunters

and farmers growing corns, beans,

and squash.

They lived in both lodges

(permanent) and teepees

(mobile).

Hunting roaming buffalo

required use of

dogs and eventually horses to pull travois

carrying buffalo

resources including hides for

clothing & blankets. Horses

increased and made

travel, hunting,

and trading easier.

Page 24: Chapter 2 Native Americans of North America

1. Outline the following region in a color of your choice. Great Plains

2. Now, write the name of this tribe in the KEY with the color you used when outlining. In some cases, there are “parent cultures”…COPY MY WORDS AND SPACING EXACTLY! Remember to leave room in the key for additions!North America• Inuit• Anasazi

• Pueblo, Hopi, Navajo, Zuni• Apache• Aztec, Maya• Mound Builders

• Iroquois, Powhatan, Wampanoag

• Lakota (Sioux), Pawnee, Osage, Cheyenne

3. Draw at least one example of each of the following:

• Natural resource (trees, water, plants, land, etc)

• Artifact• Habitat or Structure• Food sourceConsult your Reference Chart for help, along with your textbook/History Alive! You may have more than one example or several examples of each. USE FULL COLOR!

Save white space!

Page 25: Chapter 2 Native Americans of North America
Page 26: Chapter 2 Native Americans of North America

Use the following map as a study guide for each of the cultural regions.

Page 27: Chapter 2 Native Americans of North America

Name _________________________________________

Date______ Period_______ ______/17 = _______%

94 88 82 76 71 65 59 53 47 41

Cheyenne Video Study Guide

1. What did the Cheyenne called themselves? a. The Indians b. Americans c. Tsitsistas d. Incans

2. Despite changes in their location and lifestyle, what

one thing remained constant for the Cheyenne? a. Spirituality b. Culture c. Language d. Location

3. Why was the sweat lodge so important to the

Cheyenne village? a. It was where healing would take place. b. It was used to warm the villages in the winter. c. It was a sacred place for prayer and religious

ceremonies. d. Both A and C

4. What’s the most important Cheyenne ceremony?

a. Sunrise dance b. Sun dance c. Church d. Their communion

5. Why did the Cheyenne compete with other tribes?

a. The leaders didn’t like each other b. Control of trade c. To see who owns more land d. Gain more people in their tribes

6. Horses have been brought by ___ colonist in ____.

a. French, California b. British, Virginia c. Spanish, Mexico d. Italian, Bahamas

7. One of the most notable military societies was___.

a. Cat Soldier b. Dog Soldier c. Buffalo Soldier d. Algonquian Soldier

8. Fierce Cheyenne warriors who battled the U.S. Army during the Indian Wars were known as the ______. a. Dog Soldiers b. Buffalo Soldiers c. Code Talkers d. Cheyenne Cavalry

9. One reason for the U.S. attack on Indian women and

children at Sand Creek was due to _____. a. Miscommunication between Black Kettle and

General Custer b. Politicians who wanted the army to start fights

in order to justify its existence c. The U.S belief that the Indians had future plans

for a massive attack d. Both A and C

10. The _____________ was a famous battle between

the Cheyenne and the U.S. Army in which General Custer and many soldiers were killed. a. Battle at the OK Corral b. Battle of Bull Run c. Battle of Gettysburg d. Battle of Little Bighorn

11. Lame Deer, Montana hosts an annual __________

which gives many Indians a chance to celebrate their culture. a. Battle reenactment b. Sweat lodge meeting c. Pow wow d. Thanksgiving

12. What is the primary way in which the Cheyenne

attempt to preserve their culture? a. Documenting language (dictionary) b. Petitioning the U.S. government c. Staying on reservations d. Collecting photographs

Vocabulary

13. ___ lodge A: Area in which people with similar cultures live

14. ___ teepees B: mobile dwelling for Plains Indians

15. ___travois C: large, round hut built by Plains Indians

16. ___ pow wow D. sled made of poles used to transport goods

17. ___ cultural region E: ceremony that often includes traditional dancing and games A

BD

C

E

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Page 28: Chapter 2 Native Americans of North America

Lesson 3: The Southwest Desertp. 88-91

Essential Question: How did the need for water affect the cultures developed by the people in the Southwest?

Vocabulary: pueblo

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Choose to use a resource or print out and glue into your notebook…

Page 30: Chapter 2 Native Americans of North America

Chapter 2 Lesson 3 The Southwest Desert

Need for water affected Indians of the Southwest Desert

Tribes include Hopi, Zuni, Navajo, Pueblo and Apache living in villages.

Land was

mostly hot and

arid encouraging the development of irrigatio

n for farming of corn, beans, squash,

and cotton. Villages were in cliffs or

on mesas.

Harsh region

encouraged

ceremonies for rain

often in kivas.

Kachina dolls

educated

children about culture

and religion.

How did the need for water affect Indian cultures of the Southwest Desert?

Tribes include Hopi, Zuni, Navajo, Pueblo and Apache living in villages. Land was mostly hot and arid encouraging the development of irrigation for farming of corn, beans, squash, and cotton. Villages were in cliffs or on mesas. The harsh region encouraged ceremonies for rain often in kivas. Kachina dolls educated children about culture and religion.

Page 31: Chapter 2 Native Americans of North America

Name _________________________________________

Date______ Period_______ ______/17 = _______%

94 88 82 76 71 65 59 53 47 41

Pueblo Video Study Guide 1. The ancestors of the Pueblo, called the ____________, built

their homes into the sides of cliffs in the southwest. a. Apotpetl b. Anasazi c. Anansi d. Aborigines

2. Which statement best reflects a characteristic of Pueblo storytelling?

a. Every family member told part of the tale. b. Every story centered around the Underworld. c. Every story included animal spirits. d. Both B and C.

3. Unlike other Native American groups, why were the Pueblo recognized as American citizens after the Mexican-American War? a. The Pueblo were able to prove that they were the first inhabitants in North America.

b. Many Pueblo helped the U.S. during the Indian Wars. c. Many Pueblo had Mexican ancestry. d. The government used them as an assimilation experiment.

4. The Treaty of Guadalupe Hidalgo allowed the Pueblo peoples an autonomous relationship with the U.S. government because

a. they already pledged their allegiance to the United States. b. they already lived in the area and were considered a civilized people c. they initiated war against Mexico d. they had a surplus population

5. Why did the U.S. government enact policies for Pueblo children to attend boarding schools?

a. Make money based on attendance b. Decrease children population in villages c. Attempt to eliminate Pueblo language and culture d. All of the above.

6. Why were the Pueblo so pleased when President Nixon deeded the Blue Lake area to the Taos Pueblo?

a. Blue Lake was rich in natural resources and helped the Pueblo grow economically. b. It was a culminating event after years of land ownership struggles with the government. c. Blue Lake was sacred ground. d. Both B and C.

7. What did the Blue Lake become? a. A city b. Most important point of the struggle c. Where the Taos use to baptize people d. The Taos most valuable lake

8. Which language did the Taos use to speak? a. They spoke more than one language b. English c. Spanish d. none of the above 9. The teachers want the younger people to talk and ask questions about their tribes to the elder because____

a. the elder could play games with them b. they should bond together

c. the elder can give important information about their tribes d. Both B and C. 10. Why do some Pueblo encourage tourism in their traditional villages?

a. Tourism and media publicity bring public awareness to Pueblo needs. b. Tourism has become a major source of income. c. Tourism brings in large supermarkets, stores and a higher standard of living. d. Tourism helps the Pueblo to recruit new members to their lifestyle and customs

11. Why do some Taos dislike the idea of tourism? a. They steal food b. Ignore such rules as“RestrictedArea” c. Make fun of the Taos d. Have bad attitude towards the Taos 12. What is the Taos’s main goal for their culture? a. To teach the youth about keeping their culture alive b. Start adding new types of food c. Teach their young people how the elders d. Include other American cultures into their villages

Vocabulary

13. ___ pueblo A: underground ceremonial

chambers 14. ___ Anasazi B: used to educate the young

Hopi about their religion 15. ___kachina C: Hopi village built on top of a

mesa 16. ___ kiva D. Spanish word for village 17. ___ Oraibi E: “Old Ones”

AB

C

ED

Available on Safari Montage-Optional to complete.

Page 32: Chapter 2 Native Americans of North America

North America• Inuit• Anasazi

• Pueblo, Hopi, Navajo, Zuni

• Apache• Aztec, Maya• Mound Builders

• Iroquois, Powhatan, Wampanoag

• Lakota (Sioux), Pawnee, Osage, Cheyenne

You should already have the Southwest added to your KEY.

3. Draw at least one example of each of the following:

• Natural resource (trees, water, plants, land, etc)

• Artifact• Habitat or Structure• Food sourceConsult your Reference Chart for help, along with your textbook/History Alive! You may have more than one example or several examples of each. USE FULL COLOR!

Page 33: Chapter 2 Native Americans of North America

Lesson 4: The Northwest Coastp. 94-97 Essential Question:

How did the Native Americans of the Northwest Coast develop their cultures?

Vocabulary: Potlatch- Totem Pole- Shaman-

Page 34: Chapter 2 Native Americans of North America

Choose to use a resource or print out and glue into your notebook…

Page 35: Chapter 2 Native Americans of North America

Indians of the Northwest Coast developed cultures based on

the region’s rich natural resources.

Tribes include Kwakuitl

, Chinook

, Tlingit, Haida,

& Nootka

Plentiful natural

resources of

cedar tree

forests, coastal waters

and rivers

provided seals, otters,

whales, and fish. for food, fur, and

oil. These tribes were

hunters and

gathers.

Displaying

wealth through copper shields, blankets

, potlatches and totem poles was

common.

Ceremonies with shaman

and masks

reflected respect

for spirits.

The Northwest CoastChapter 2 Lesson 4

Why did Indians of the Northwest Coast developed cultures based on the region’s rich natural resources?

Tribes include Kwakuitl, Chinook, Tlingit, Haida, & Nootka. Plentiful natural resources of cedar tree forests, coastal waters and rivers provided seals, otters, whales, and fish for food, fur, and oil. These tribes were hunters and gathers. Displaying wealth through copper shields, blankets, potlatches and totem poles was common. Ceremonies with shaman and masks reflected respect for spirits.

Page 36: Chapter 2 Native Americans of North America

North America• Inuit• Anasazi

• Pueblo, Hopi, Navajo, Zuni

• Apache• Aztec, Maya• Mound Builders

• Iroquois, Powhatan, Wampanoag

• Lakota (Sioux), Pawnee, Osage, Cheyenne

• Kwakuitl, Chinook, Tlingit, Haida, Nootka

3. Draw at least one example of each of the following:

• Natural resource (trees, water, plants, land, etc)

• Artifact• Habitat or Structure• Food sourceConsult your Reference Chart for help, along with your textbook/History Alive! You may have more than one example or several examples of each. USE FULL COLOR!

Outline the following region in a color of your choice. Northwest CoastalNow, write the names of the tribes in the KEY with the color you used when outlining. In some cases, there are “parent cultures”…COPY MY WORDS AND SPACING EXACTLY!

Page 37: Chapter 2 Native Americans of North America

Name _________________________________________

Date______ Period_______ ______/17 = _______%

94 88 82 76 71 65 59 53 47 41

Chinook Video Study Guide

1. The Chinook lived along the coastlines and riverbanks of the Pacific Northwest and were highly skilled ___________

a.traders b.explorers c.warriors d.cartographers

2. How were the Chinook able to establish a better business relationship with neighboring tribes?

a. trading for free b. documenting a common business language c. remembering tribal customs d. all of the above

3. The Chinooks often traded _______ and preferred to receive _______.

a. animal pelts for beads b. dugout canoes for seals c. baskets for berries d. salmon for timber

4. The famous explorers who were helped by the Clatsop Chinook and established friendly relations with the Indians of the Pacific Northwest were _____________________.

a.Jefferson and Davis b. Lewis and Clark c.Zebulon Pike and Jim Beckworth d.Henry Cabot and Henry Hudson

5. A famous Chinook who established a huge trading business with Americans and Europeans was _________

a.Geronimo b.Sacajawea c.Chief Red Cloud d.Chief Comcomly

6. What was the first permanent trading post in Chinook country by John Jacob Astor called?

a. Fort Clatsop b. Fort Chinook

c. Fort Astoria d. Both A and C

7. The Ordinance of 1787 suggests that Congress must treat the Chinook _____.

a. as rudely as possible. b. as though they are nonexistent c. as justly as possible. d. as simply explorers

8. How many groups and what are the names of the Chinook tribes today? a. 2 groups, Shoalwater Bay and Clatsop b. 3 groups, Clatsop, Shoalwater Bay, Quinault c. 3 groups, Clatsop, California, and Quinault

d. 4 groups, Clatsop, Shoalwater bay, Quinault, and California

9. Why are the Chinook working to be federally recognized by the U.S. government?

a.They want to manage their land in order to protect relics and traditional areas.

b. They want to build up ranches and their agricultural industry.

c.They want to build traditional housing units for the Chinook.

d.They want to be free of all U.S. laws and regulations.

10. Dependency on the federal government makes it difficult for the Chinook to _______.

a. collect taxes b. have the freedom to move c. determine land management d. trade timber and salmon

11. What do Chinook spokespeople believe is best for their land?

a. build condos and homes b. sell the land to the U.S. government c. timber and logging contracts d. establish reservations

12. How has the economy of the Chinook suffered in recent years?

a.The U.S. has passed regulations outlawing the use of traditional hunting and fishing methods.

b. Many Chinook are unable to work because of the language barrier.

c.The tourism industry has decreased dramatically in the Pacific Northwest.

d. Natural resources such as salmon and timber have been depleted due to environmental mismanagement.

13. ___ potlatch A: carved post representing ancestry

14. ___ shaman B: men and women healers

15. ___ totem pole C: primary tree source

16. ___ cedar D. common gift at potlatches

17. ___ copper shields E: Party of singing, dancing, feasting and giving of gifts

A

DC

BE

Available on Safari Montage-Optional to complete.

Page 38: Chapter 2 Native Americans of North America

Chapter 2 Lesson 4 Knowledge Check _____/ 5= _______%

1. What is the Chinook word for “to give away” that represents a special kind of party? a. potlatch c. wampum b. Shaman d. travois

2. How do the Indians of the Northwest Coast primarily get their food? a. By growing crops c. by trading b. By hunting and gathering d. by following migrating animals

3. A totem pole represented two important features for tr ibes of the Northwest Coast. One feature was wealth. What else does the totem pole represent?

a. favorite animal life c. a family’s ancestry b. ceremonial spirits d. resources available in the Northwest Coast

4. For what main reason did the Kwakiutl have more time to create objects such as masks? a. because of plentiful food supplies c. because of knowledge of the mask b. because Europeans paid money for carving process

such objects d. because they were always on task 5. Cedar trees and bark was used in all of the following except __________?

a. Totem poles c. dugout canoes b. Fabric for skirts and shirts d. shaman