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Gra
de
5A
cti
vit
y B
oo
k
Na
tiv
e A
me
ric
an
s
Un
it 8
Unit
8Na
tive A
mer
icans
Activ
ity Bo
okT
his
Act
ivity
Bo
ok
cont
ains
act
ivity
pag
es t
hat
acco
mp
any
the
less
ons
fro
m t
he U
nit
8 T
each
er G
uid
e. T
he a
ctiv
ity p
ages
are
org
aniz
ed a
nd n
umb
ered
acc
ord
ing
to
the
less
on
num
ber
and
the
ord
er in
whi
ch t
hey
are
used
with
in t
he le
sso
n. F
or
exam
ple
, if
ther
e ar
e tw
o a
ctiv
ity p
ages
fo
r Le
sso
n 4,
the
firs
t w
ill b
e nu
mb
ered
4.1
and
the
sec
ond
4.2
. The
A
ctiv
ity B
oo
k is
a s
tud
ent
com
po
nent
, whi
ch m
eans
eac
h st
uden
t sh
oul
d h
ave
an
Act
ivity
Bo
ok.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
1.1
Nat
ive A
mer
ican
s by R
egio
nW
rite t
he n
ame o
f the
regi
on in
whi
ch ea
ch N
ativ
e Am
erica
n tri
be, o
r gro
up, li
ved.
A.
The l
ands
cape
of t
his r
egio
n co
uld
be h
arsh
with
few
reso
urce
s. So
me t
ribes
he
re n
ever
reall
y set
tled.
The
cultu
re o
f the
se tr
ibes
gre
w o
ut o
f the
ir no
mad
ic lif
esty
le.
They
follo
wed
the e
norm
ous h
erds
of b
uffa
lo th
at m
oved
with
the s
easo
ns. T
he b
uffa
lo
prov
ided
them
with
ever
ythi
ng th
ey n
eede
d, in
cludi
ng fo
od, c
loth
es, a
nd th
e tep
ees t
hey
lived
in. I
t is b
eliev
ed th
at, a
t one
tim
e, m
ore t
han
30 m
illio
n bu
ffalo
roam
ed p
arts
of
Nor
th A
mer
ica. S
ome o
f the
trib
es li
ving
in th
is en
orm
ous a
rea o
f gra
sslan
d di
d no
t hav
e an
abun
danc
e of t
rees
to u
se fo
r bui
ldin
g. In
stead
, som
e hom
es w
ere m
ade o
ut o
f soi
l, gr
ass,
and
root
s, w
here
as o
ther
s wer
e mad
e out
of a
nim
al hi
des a
nd w
ere c
alled
tepe
es.
B.
The A
nces
tral P
uebl
o liv
ed in
this
regi
on w
ith d
ry va
lleys
nea
r sm
aller
rive
rs o
r w
ater
way
s. So
me l
ived
on
raise
d pl
atea
us an
d m
esas
. The
tree
s tha
t gre
w o
n th
ese h
igh,
fla
t lan
ds p
rovi
ded
both
shelt
er an
d wo
od. W
heth
er th
ey li
ved
on th
e mes
as o
r in
the
valle
ys, t
hey l
earn
ed h
ow to
farm
with
a sm
all w
ater
supp
ly. T
his t
ribe b
uilt
tall
hom
es
with
clay
bric
ks an
d sto
ne. E
vent
ually
they
lear
ned
how
to b
uild
solid
hom
es th
at w
ere
seve
ral s
torie
s hig
h. It
wou
ld h
ave b
een
an am
azin
g sig
ht to
see t
hese
ston
e stru
ctur
es
blen
d in
so w
ell w
ith th
e env
ironm
ent!
Thes
e nat
ive p
eopl
e bec
ame k
now
n fo
r the
ir sto
newo
rk, t
heir
bask
et w
eavi
ng, a
nd th
eir p
otte
ry. T
hey c
aref
ully
wov
e bas
kets,
coat
ed
them
with
mud
, and
then
bak
ed th
em in
the s
un. T
hese
bas
kets
coul
d th
en b
e use
d fo
r co
okin
g, ca
rryi
ng w
ater
, and
stor
ing
harv
este
d cr
ops.
They
plan
ted
cotto
n an
d us
ed it
to
mak
e lig
hter
, mor
e com
forta
ble c
loth
ing t
o sta
y coo
l in
the h
ot su
n.
2U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
C.
In th
is re
gion
, the
Iroq
uois
mad
e the
fore
sts th
eir h
ome a
nd u
tilize
d th
e abu
ndan
t na
tura
l res
ourc
es av
ailab
le to
them
. Fre
shw
ater
rive
rs an
d lak
es an
d im
posin
g m
ount
ains
an
d fo
rests
colo
red
the l
ands
cape
. The
land
scap
e and
seas
ons h
elped
shap
e the
Iroq
uois
cultu
re. W
here
tree
s wer
e abu
ndan
t, th
e Iro
quoi
s bui
lt lo
ngho
uses
out
of w
ood
and
bark
th
at p
rovi
ded
warm
shelt
ers d
urin
g th
e col
d an
d sn
owy w
inte
r mon
ths.
In th
e spr
ing,
th
e Iro
quoi
s clea
red
the l
and
of tr
ees a
nd sh
rubs
and
plan
ted
corn
, bea
ns, a
nd sq
uash
. Fr
eque
nt ra
in h
elped
the c
rops
gro
w. In
the w
inte
rtim
e, w
hen
food
was
scar
ce, m
any
Iroqu
ois l
eft t
heir
villa
ges t
o hu
nt d
eer a
nd ra
bbits
in th
e for
ests.
Trib
es o
ften
lived
nea
r w
ater
. It w
as a
sour
ce o
f life
, and
it p
rovi
ded
a mea
ns o
f tra
nspo
rtatio
n. T
hey t
rave
led
thes
e wat
ers i
n du
gout
cano
es an
d fis
hed
usin
g ne
ts an
d tra
ps.
D.
In th
is re
gion
, tre
es g
row
as ta
ll as
mou
ntai
ns an
d ev
eryt
hing
trib
es n
eede
d to
su
rviv
e was
read
ily av
ailab
le in
the f
ores
ts an
d w
ater
s. Ce
dar t
rees
gre
w in
abun
danc
e in
this
regi
on. T
he tr
ibes
wou
ld b
uild
plan
k ho
uses
usin
g lo
ng, f
lat p
lanks
, or b
oard
s, fro
m th
ese t
rees
. The
trib
es h
ad a
hunt
er-g
athe
rer l
ifesty
le, b
ut th
ey d
id n
ot n
eed
to
mov
e aro
und
in o
rder
to fi
nd fo
od. T
hey d
id n
ot n
eed
to fa
rm, e
ither
. A ve
ry im
porta
nt
food
sour
ce fo
r mos
t trib
es w
as sa
lmon
. Som
e trib
es fi
shed
usin
g bas
kets,
net
s, sp
ears
or
har
poon
s, an
d a v
ariet
y of i
ngen
ious
trap
s to
catc
h sa
lmon
. Salm
on ar
e onl
y ava
ilabl
e a f
ew m
onth
s eac
h ye
ar, s
o th
e res
t of t
he ye
ar p
eopl
e nee
ded
othe
r sou
rces
of f
ood.
To
supp
lemen
t the
ir di
et, m
en h
unte
d th
e big
mam
mals
that
roam
ed th
e rai
nfor
ests.
Wom
en
gath
ered
root
s, be
rries
, and
gra
ins,
inclu
ding
wild
rice
. Man
y trib
es al
so h
unte
d ot
her
type
s of f
ish, a
s well
as w
hales
and
seals
.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
85
1.3
Exce
rpt f
rom
"A L
ong
and
Win
ding
Roa
d"Re
ad th
e fol
lowi
ng ex
cerp
t and
com
plete
the a
ctivi
ties t
hat f
ollo
w.
Chap
ter 1
A Lo
ng an
d
Win
ding
Roa
d
THE
BIG
QU
ESTI
ON
How
did
Eur
opea
n ex
plor
atio
n an
d se
ttle
men
t of w
hat
is n
ow th
e U
nite
d St
ates
cha
nge
the
way
Nat
ive
Am
eric
ans
lived
?
2
Imag
ine y
ou w
ere b
orn
thre
e hun
dred
year
s ago
on
Amer
ica’s
Grea
t Pla
ins.
Back
then
, the
re w
ere n
o bi
g citi
es o
r hig
hway
s. Th
e lan
dsca
pe re
veal
s onl
y w
ide-
open
pra
iries
with
rolli
ng h
ills,
lazy
rive
rs, a
nd en
dles
s gra
sslan
d.
Imag
ine t
he p
rairi
e is y
our h
ome.
Perh
aps y
ou a
re a
youn
g Sio
ux. T
his i
s wh
ere y
ou w
ere b
orn,
and
you
alre
ady k
now
that
you
will
live
her
e all
your
life.
Ev
eryt
hing
you
need
to su
rviv
e is h
ere,
amid
the g
rasse
s and
low,
rolli
ng h
ills.
Food
, she
lter,
cloth
ing,
wate
r, fir
e, fri
ends
, fam
ily, a
nd sa
cred
pla
ces—
ever
ythi
ng
is he
re fo
r you
.
How
ever
, eve
n if
the p
rairi
e con
tain
s eve
ryth
ing y
ou n
eed
to su
rviv
e, wh
ere o
n th
e gra
ssy p
lain
s do
you
find
food
? Wha
t do
you
use t
o bu
ild a
hou
se
or m
ake a
fire
? Whe
re d
o yo
u fin
d wa
ter?
How
can
you
surv
ive t
he fr
igid
, icy
w
inte
rs a
nd th
e sco
rchi
ng su
mm
ers?
6U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
The a
nswe
rs to
thes
e que
stion
s are
easy
to fi
nd, a
s lon
g as y
ou a
re w
illin
g to
lear
n fro
m th
ose w
ho ca
me b
efore
you.
The
peo
ple,
your
peo
ple,
have
bee
n he
re fo
r som
e 10,
000
year
s or m
ore.
The w
isdom
and
stor
ies o
f hun
dred
s of
gene
ratio
ns is
your
birthrig
ht—
the m
ost p
recio
us th
ing y
ou w
ill ev
er o
wn.
The e
lder
s tell
you
storie
s. Th
ey te
ach
you
abou
t you
r pla
ce in
the w
orld
, an
d th
ey p
rovi
de th
e wisd
om th
at is
pas
sed
dow
n fro
m o
ne ge
nera
tion
to
anot
her.
Your
anc
esto
rs w
ere t
he fi
rst t
o wa
lk th
is la
nd, a
nd th
ey le
arne
d to
su
rviv
e her
e with
onl
y the
ir br
ains
, mus
cles,
and
cour
age t
o susta
in th
em. T
hey
were
the f
irst t
o he
ar th
e win
ds a
nd se
e the
wav
ing g
rass.
The
y fou
nd th
e riv
ers.
You
belie
ve th
eir sp
irits
are i
n th
e hill
s and
gras
sy p
lain
s, an
d in
the s
oil b
enea
th
your
feet
.
Mos
t im
port
antly
, you
r anc
esto
rs le
arne
d to
trac
k an
d hu
nt th
e buf
falo.
Th
e buf
falo
pro
vide
food
, she
lter,
cloth
ing,
fuel
for f
ires,
and
tool
s. O
ut h
ere o
n th
e Gre
at P
lain
s, yo
ur tr
ibe a
nd a
ll th
e trib
es o
f the
Gre
at P
lain
s dep
end
on th
e bu
ffalo
for s
urvi
val.
3
Am
eri
can
Bu
ffa
lo (
bis
on
) o
n p
lain
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
87
1.3 CONTINU
ED
The t
ribes
of t
he G
reat
Pla
ins a
re ce
rtai
nly n
ot a
lone
in th
e Am
erica
s. Th
ere a
re o
ther
s, an
d if
you
walk
far e
noug
h in
any
dire
ctio
n, yo
u w
ill fi
nd
them
. Nor
th, s
outh
, eas
t, or
wes
t, th
ere a
re d
iffer
ent t
ribes
in ev
ery h
abita
ble
plac
e. O
ver t
hous
ands
of y
ears
, the
y hav
e lea
rned
to su
rviv
e.
4
Na
tiv
e A
me
rica
n t
rib
es
liv
ed
in e
ve
ry h
ab
ita
ble
pla
ce.
8U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
5
In th
e sou
thwe
st, yo
u w
ill m
eet t
he N
avaj
o, Pu
eblo,
and
all
the o
ther
trib
es
of th
e can
yons
and
des
erts.
Hea
d so
uthe
ast a
nd yo
u w
ill fi
nd th
e Che
roke
e, Cr
eek,
and
Sem
inol
e thr
ivin
g in
the h
umid
woo
ds a
nd sw
ampl
ands
. In
the
dens
e, ch
illy f
ores
ts to
the n
orth
east,
ther
e are
the H
uron
and
the S
ix N
atio
ns
of th
e gre
at Ir
oquo
is Co
nfed
erac
y. To
the w
est,
on th
e dry
, fla
t pla
teau
bet
ween
th
e sno
wy p
eaks
of t
he T
eton
and
Cas
cade
Mou
ntai
ns, y
ou w
ill m
eet S
hosh
one
and
Nez P
erce
. Far
ther
wes
t, wh
ere
trees
grow
as t
all a
s mou
ntai
ns,
you
may
mee
t the
Chi
nook
, the
Po
mo,
and
all t
he o
ther
trib
es
nestl
ed a
long
the w
este
rn co
ast.
Som
e of t
he p
eopl
e you
m
eet w
ill b
e you
r frie
nds.
You
will
shar
e sto
ries a
nd yo
u w
ill
trade
with
them
. Som
e of t
hem
w
ill b
e you
r ene
mies
, jus
t as t
hey
were
enem
ies to
your
gran
dpar
ents
and
grea
t-gra
ndpa
rent
s, an
d th
ey w
ill
want
to fi
ght.
This
is th
e way
it
has a
lway
s bee
n, a
nd so
you
will
nee
d
to b
e pre
pare
d if
you
trave
l fro
m
your
hom
eland
.
If yo
u ar
e lik
e mos
t Nat
ive A
mer
icans
liv
ing o
n th
e Gre
at P
lain
s, yo
u w
ill fi
nd th
at
you
are q
uite
hap
py to
stay
and
live
with
your
fa
mily
and
frien
ds, t
he m
embe
rs o
f you
r trib
e. Yo
u do
not
nee
d to
wan
der t
oo fa
r fro
m h
ome.
You
will
liv
e her
e on
the p
lain
s for
ever
, tra
ckin
g and
hun
ting t
he
buffa
lo, ra
ising
child
ren
of yo
ur o
wn
and
teac
hing
th
em h
ow to
live
acc
ordi
ng to
the w
ays o
f you
r an
cesto
rs. L
ife is
just
fine h
ere o
n th
e pla
ins.
You
have
ever
ythi
ng yo
u ne
ed, a
nd li
ttle c
hang
es,
until
it d
oes…
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
89
1.3 CONTINU
ED
U.S. Regions MapLabel the Great Plains region on the map.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
7
2.2
Acro
ss M
ount
ains
and
Prai
ries
Answ
er th
e fol
lowi
ng qu
estio
ns in
com
plete
sent
ence
s. No
te th
e pag
e num
ber(
s) wh
ere y
ou
foun
d th
e inf
orm
atio
n.
1.
Wha
t rela
tions
hip
did
the t
ribes
of t
he G
reat
Plai
ns, G
reat
Bas
in, a
nd P
latea
u ha
ve
with
the l
and?
Cite
evid
ence
from
the t
ext t
o su
ppor
t you
r ans
wers
.
Page
(s)
2.
For m
any t
ribes
, sha
ring
was
impo
rtant
to su
rviv
al. D
escr
ibe h
ow, a
ccor
ding
to
Mou
rnin
g D
ove,
the r
itual
the O
kana
gan
tribe
taug
ht ch
ildre
n to
shar
e.
Page
(s)
18
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
3.
Why
was
ther
e “no
gre
ater
sym
bol o
f the
conn
ectio
n be
twee
n pe
ople
and
natu
re th
an
the b
uffalo
” for
the G
reat
Plai
ns tr
ibes
?
Page
(s)
4.
Take
not
es o
n th
e inf
orm
atio
n ab
out t
he h
omes
and
food
of t
he tr
ibes
in th
e Gre
at
Plai
ns, G
reat
Bas
in, a
nd P
latea
u to
com
plet
e the
char
t.
Gre
at
Pla
ins
Gre
at
Ba
sin
Pla
tea
u
Ho
me
sTy
pe:
Type
:
Fo
od
5.By
189
0, w
hat h
ad h
appe
ned
to th
e trib
es o
f the
Gre
at P
lains
?
Page
(s)
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
9
2.3
Shift
s in
Verb
Ten
seRe
ad ea
ch se
nten
ce or
set o
f sen
tence
s. If
the v
erb
tense
s are
the s
ame a
nd co
rrec
t, pu
t a ✓
(c
heck
mar
k) on
the l
ine i
n fro
nt of
the s
enten
ce. I
f the
re is
an
inap
prop
riate
shift
in ve
rb
tense
, put
an
X on
the l
ine.
Then
cros
s out
the v
erb
with
the i
napp
ropr
iate
shift
in te
nse a
nd
write
the v
erb
in th
e cor
rect
tense
abov
e it.
Exam
ple:
X
Sho
shan
na w
alks i
nto
the l
ibra
ry an
d re
turn
ed th
e boo
ks.
Or X
Sho
shan
na w
alks i
nto
the l
ibra
ry an
d re
turn
ed th
e boo
ks.
1.
Nat
ive A
mer
icans
trad
ed fu
rs an
d pl
ants.
They
also
trad
e too
ls an
d we
apon
s.
2.
Imm
igra
nts c
ome t
o N
orth
Am
erica
by s
hip,
and
they
also
trav
el by
plan
e.
3.
Nat
ive A
mer
icans
taug
ht se
ttler
s how
to g
row
plan
ts an
d w
ill sh
ow th
em h
ow
to h
unt.
4.
Afte
r the
Eng
lish
esta
blish
ed 1
3 co
loni
es o
n th
e Eas
t Coa
st, N
ativ
e Am
erica
ns
lose
land
to th
e set
tlem
ents.
5. T
he Sp
anish
brou
ght m
any h
orse
s fro
m E
urop
e. M
any h
orse
s esc
aped
into
the w
ild.
6. R
idin
g hor
ses w
ill m
ake h
untin
g muc
h ea
sier,
and
it he
lped
the t
ribes
trav
el
faste
r.
7.
The
Sio
ux re
lied
on b
uffa
lo fo
r man
y thi
ngs.
For e
xam
ple,
they
use
buf
falo
fur f
or cl
othi
ng.
retu
rns
walk
ed
20
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
Writ
e the
app
ropr
iate
tense
of th
e ver
b in
par
enth
eses
to co
mpl
ete ea
ch se
nten
ce.
Exam
ple:
Tom
orro
w th
e clas
s
(g
o, fu
ture
)
to
the m
edia
cent
er to
wat
ch a
vide
o ab
out a
Nat
ive A
mer
ican
tribe
.
1.
Jayd
en
(writ
e, pr
esen
t)
an
emai
l mes
sage
to h
is fa
ther
ever
y day
.
2.
Long
ago,
the t
ribe
(hun
t, pa
st)
buf
falo
to su
rviv
e.
3.
The s
ettle
rs
(bui
ld, f
utur
e)
a ro
ad th
roug
h th
e vall
ey n
ext y
ear.
4.
Thou
sand
s of s
alm
on
(sw
im, p
rese
nt)
up
the r
iver
ever
y yea
r.
5.
The A
ztec
empi
re
(fall,
pas
t)
to
Span
ish co
nque
rors
who
took
ove
r the
ir lan
d.
will
go
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
82
1
2.4
Suffi
xes –
tion
and –sion
Writ
e the
corr
ect w
ord
to co
mpl
ete ea
ch se
nten
ce. W
ords
will
not
be u
sed
mor
e tha
n on
ce;
som
e wor
ds w
ill n
ot b
e use
d.
add
addi
tion
decid
ede
cisio
n
exte
ndex
tens
ion
canc
elca
ncell
atio
n
disc
uss
disc
ussio
nre
vise
revi
sion
1.
Do
you
thin
k m
y pap
er n
eeds
mor
e
, o
r is i
t fine
as it
is?
2.
The c
ord
did
not r
each
far e
noug
h, so
we g
ot a(
n)
to m
ake i
t lo
nger
.
3.
She w
asn’t
very
hap
py w
ith th
e sto
ry sh
e had
writ
ten,
so sh
e dec
ided
to
it to
mak
e it b
ette
r.
4.
A(n
)
o
f an
earli
er ap
poin
tmen
t allo
wed
my d
octo
r to
see m
e rig
ht aw
ay.
5.
With
the
of t
hree
extra
peo
ple t
o ou
r tab
le, it
felt
cram
ped
beca
use t
here
was
n’t en
ough
room
for e
very
one.
6.
I call
ed yo
u to
hav
e a(n
)
ab
out o
ur p
lans f
or th
is we
eken
d.
7.
I tol
d m
y sist
er th
at sh
e cou
ld
wha
t mov
ie we
wou
ld w
atch
to
nigh
t.
8.
My t
each
er as
ked
me i
f I co
uld
stay a
fter c
lass s
o we
coul
d
her
th
ough
ts on
the p
oem
I w
rote
.
9.
Coul
d yo
u
mor
e spr
inkl
es o
n th
e top
of m
y ice
crea
m co
ne?
22
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
10.
The s
choo
l dec
ided
to
clas
ses f
or th
e day
bec
ause
it w
as
snow
ing s
o ha
rd.
For e
ach
of th
e two
wor
ds le
ft in
the w
ord
bank
, writ
e a co
mpl
ete se
nten
ce u
sing t
he w
ord.
1. 2.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
82
9
3.2
Tale
s fro
m th
e Gre
at P
lain
sAs
you
read
Cha
pter
3, “
Tales
from
the G
reat
Pla
ins,”
com
plete
the f
ollo
wing
char
t with
in
form
atio
n fro
m ea
ch of
the t
wo st
ories
. In
the t
op tw
o box
es, i
nclu
de d
etails
from
each
sto
ry. I
n th
e box
at th
e bot
tom
of th
e pag
e, in
clude
a d
escr
iptio
n of
the w
ay in
whi
ch th
e sto
ries a
re si
mila
r.
“The
Swift
Blu
e One
”“W
hite
Buf
falo
Cal
f Wom
an”
Not
es:
Not
es:
Sim
ilarit
ies:
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
83
1
3.3
Exce
rpt f
rom
“Tal
es fr
om th
e Gre
at P
lain
s”Re
ad th
e fol
lowi
ng ex
cerp
t and
com
plete
the a
ctivi
ty th
at fo
llows
.
Chap
ter 3
Tales
from
the
Grea
t Plai
ns
THE
BIG
QU
ESTI
ON
Wha
t do
thes
e N
ativ
e A
mer
ican
st
orie
s re
veal
abo
ut
the
cultu
re o
f the
Co
man
che
and
the
Lako
ta S
ioux
?
22
The i
mag
e of a
bra
ve w
arrio
r on
hors
ebac
k ga
zing
ove
r his
belo
ved
prai
rie o
r can
yon
is pe
rhap
s one
of t
he th
ings
that
com
es to
min
d w
hen
we t
hink
of N
ativ
e Am
eric
ans.
Hor
ses w
ere,
and
rem
ain,
esse
ntia
l to
man
y N
ativ
e Am
eric
an cu
lture
s. Bu
t the
re w
as a
time,
long
ago,
whe
n N
ativ
e A
mer
ican
s did
not
kno
w ab
out h
orse
s.
Whe
n N
ativ
e Am
eric
ans f
irst s
aw th
e Spa
nish
conq
uist
ador
s on
thei
r ho
rses
, the
y w
onde
red
if m
an an
d ho
rse w
ere o
ne b
east,
for t
hey
had
neve
r se
en a
hum
an ri
ding
any
kind
of a
nim
al. T
he C
oman
che s
oon
real
ized
this
was
not
true
, but
man
y ye
ars w
ould
pas
s bef
ore t
hey
lear
ned
to ta
lk to
the
hors
es an
d rid
e the
m li
ke th
e Spa
niar
ds.
Ther
e was
onc
e a g
reat
hor
se th
at al
l the
Com
anch
e fea
red.
Thi
s hor
se
ran
wild
on
the p
rairi
es, a
nd n
one o
f the
Com
anch
e wou
ld g
o ne
ar h
im,
for h
e was
fier
ce an
d po
wer
ful.
They
let h
im ro
am an
d ne
ver t
ried
to ca
tch
him
. The
hor
se w
as ea
sy to
iden
tify
beca
use h
e alw
ays w
ore a
sadd
le an
d th
e re
mna
nts o
f a b
lue,
silk
blan
ket o
n hi
s bac
k. T
his i
s a st
ory
of h
ow th
e hor
se
with
the b
lue b
lank
et ca
me t
o ro
am fr
ee o
n th
e pra
irie.
32
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
23
The S
wift
Blue
One
(Com
anch
e)O
ne d
ay, a
bra
ve yo
ung C
oman
che w
arrio
r was
out
hun
ting w
hen
he
saw
a Sp
anish
sold
ier ri
ding
on
a ho
rse.
The s
oldi
er w
ore h
eavy
met
al a
rmor
, an
d he
carr
ied a
gun
and
a lo
ng, s
harp
swor
d. P
erha
ps th
is so
ldier
was
lost,
or
perh
aps h
e was
a scou
t sen
t to
disc
over
wha
t was
ove
r the
nex
t hill
. The
youn
g Co
man
che w
arrio
r and
his
peop
le co
nsid
ered
the S
pani
sh to
be e
nem
ies, f
or th
e Sp
anish
, with
their
guns
, sha
rp st
eel s
word
s, an
d po
werfu
l hor
ses,
som
etim
es
atta
cked
the C
oman
che c
amps
.
Fear
and
ang
er ru
shed
thro
ugh
the C
oman
che’s
vein
s, an
d he
rose
from
hi
s hid
ing p
lace
in th
e tal
l gra
ss an
d sh
ot a
n ar
row
at th
e Spa
niar
d. T
he a
rrow
fo
und
its w
ay th
roug
h a
crac
k in
the s
oldi
er’s
arm
or, a
nd h
e fell
from
his
hors
e to
the g
roun
d w
ith a
loud
thud
. Wou
nded
, he m
oane
d in
pai
n. H
is ho
rse s
tood
ov
er h
im a
nd d
id n
ot m
ove.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
83
3
3.3 CONTINU
ED
24
The C
oman
che w
ante
d to
app
roac
h th
e Spa
niar
d to
insp
ect h
is str
ange
we
apon
s and
arm
or, b
ut w
hen
he d
rew
near
, the
hor
se sn
orte
d an
grily
and
bea
t hi
s fro
nt h
oove
s on
the g
roun
d. T
he C
oman
che w
as a
fraid
of t
he h
orse
and
he
bac
ked
away
. He w
ante
d th
e hor
se to
leav
e, so
he s
narle
d an
d gr
owled
and
ye
lled
at h
im, b
ut th
e hor
se st
ill d
id n
ot b
udge
. The
Com
anch
e did
not
spea
k th
e ho
rse l
angu
age,
and
he d
id n
ot k
now
what
to d
o ne
xt.
The S
pani
ard
coul
d se
e tha
t the
Com
anch
e wan
ted
to ta
lk to
the h
orse
. Us
ing s
ign
lang
uage
, the
Spa
niar
d to
ld th
e Com
anch
e tha
t he w
ould
teac
h hi
m
the h
orse
lang
uage
if th
e Com
anch
e wou
ld sp
are h
is lif
e. Th
e Com
anch
e agr
eed.
Th
e Spa
niar
d ta
ught
the C
oman
che t
he w
ords
peo
ple u
se to
mak
e the
hor
se go
an
d sto
p, w
alk
and
gallo
p. T
he C
oman
che r
epea
ted
the w
ords
aga
in a
nd a
gain
un
til h
e kne
w th
em a
nd co
uld
say t
hem
to th
e hor
se.
The C
oman
che t
ried
to sa
ve th
e Spa
niar
d’s li
fe, b
ut th
e arr
ow w
as to
o de
ep, a
nd h
e died
any
way.
The h
orse
had
a so
ft bl
ue b
lank
et a
nd a
sadd
le on
its
bac
k. T
he C
oman
che d
id n
ot re
mov
e eith
er b
ecau
se h
e tho
ught
the h
orse
wa
nted
them
. The
n th
e Com
anch
e got
ont
o th
e hor
se’s b
ack
and
spok
e the
hor
se
lang
uage
, and
the h
orse
carr
ied h
im b
ack
to ca
mp.
34
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
25
The o
ther
Com
anch
e wer
e am
azed
whe
n th
ey sa
w hi
m. H
e tol
d th
em h
is sto
ry a
nd sh
owed
them
how
he h
ad le
arne
d to
mak
e the
hor
se go
and
stop
, wal
k an
d ga
llop.
Afte
r tha
t, th
e Com
anch
e war
rior a
lway
s rod
e the
hor
se, a
nd h
e be
cam
e a fe
arso
me w
arrio
r and
a gr
eat h
unte
r. H
e nam
ed th
e hor
se T
he Sw
ift
Blue
One
bec
ause
he w
as a
s fas
t as t
he w
ind.
The
oth
er w
arrio
rs w
ere a
fraid
of
the h
orse
, and
they
thou
ght h
e wou
ld ri
de o
ver t
hem
and
crus
h th
em w
ith h
is bi
g hoo
ves.
One
day
, the
war
rior w
as k
illed
in b
attle
, but
The
Swift
Blu
e One
surv
ived
. Th
e oth
er C
oman
che w
ere s
till a
fraid
of t
he h
orse
, so
they
set h
im fr
ee to
roam
on
the p
rairi
e. Th
ey w
ould
see h
im o
ut th
ere s
omet
imes
, run
ning
as f
ast a
s the
w
ind,
with
a sa
ddle
and
blue
bla
nket
on
his b
ack.
In ti
me,
mor
e hor
ses e
scap
ed fr
om th
e Spa
nish
sold
iers,
and
thes
e hor
ses
join
ed T
he Sw
ift B
lue O
ne o
ut o
n th
e pra
irie.
He b
ecam
e the
ir ch
ief, a
nd th
ey
follo
wed
him
ever
ywhe
re. T
he Sw
ift B
lue O
ne’s
herd
grew
and
grew
, unt
il th
ere w
ere t
oo m
any h
orse
s to
coun
t. Ev
entu
ally,
oth
er C
oman
che l
earn
ed th
e ho
rse l
angu
age,
and
the h
orse
cultu
re sp
read
. Man
y of t
he h
orse
s rid
den
by th
e Si
oux,
Apa
che,
Paw
nee,
and
othe
r trib
es o
f the
Gre
at P
lain
s and
bey
ond
are t
he
desc
enda
nts o
f The
Swift
Blu
e One
.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
83
5
3.3 CONTINU
ED
Writ
e a p
arag
raph
sum
mar
izing
this
exce
rpt,
usin
g the
core
voca
bula
ry w
ords
rem
nant
and
sc
out.
Rem
embe
r, sc
out c
an b
e use
d bo
th a
s a n
oun
and
as a
verb
.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
84
3
4.2
The C
hang
ing
Land
scap
e of C
alifo
rnia
Com
plete
ques
tions
1–4
and
the c
hart
on th
is ac
tivity
pag
e as y
ou re
ad C
hapt
er 4
, “Th
e Ch
angin
g Lan
dsca
pe of
Cal
iforn
ia.” D
o not
ans
wer t
he W
rap
Up qu
estio
n at
the e
nd u
ntil
your
teac
her t
ells y
ou to
do s
o.
1.
How
do
you
thin
k N
ativ
e Am
erica
ns in
this
regi
on w
ere a
ffect
ed b
y the
end
of th
e go
ld ru
sh in
Oro
ville
?
Page
(s)
2.
How
do
you
know
that
the l
ives
of N
ativ
e Am
erica
ns in
Cal
iforn
ia w
ere s
igni
fican
tly
diffe
rent
bef
ore 1
911
and
after
191
1?
Page
(s)
44
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
All Regions of CaliforniaNorthern CaliforniaCentral CaliforniaSouthern California
Tribes
Climate
Food
Transportation
Homes
Religion and
Ceremonies
NA
ME
:
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TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
84
5
4.2
CONTINU
ED
3.
Wha
t eve
nts,
both
inte
ntio
nal a
nd u
nint
entio
nal, n
egat
ively
affec
ted
Nat
ive A
mer
ican
popu
latio
ns in
sout
hern
Cal
iforn
ia?
Page
(s)
4.
In w
hat w
ay h
as Is
hi p
rovi
ded
a lin
k be
twee
n th
e liv
es o
f Nat
ive A
mer
icans
in
Calif
orni
a bef
ore t
he se
ttler
s cam
e and
live
s of N
ativ
e Am
erica
ns in
Cal
iforn
ia aft
er
the s
ettle
rs?
Page
(s)
46
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
Wra
p U
p Q
uest
ion:
Com
pare
and
cont
rast
the w
ay Sp
anish
settl
ers i
nter
acte
d w
ith
Nat
ive A
mer
icans
in w
hat i
s now
Cal
iforn
ia w
ith th
e way
oth
er E
urop
ean
settl
ers
inte
ract
ed w
ith N
ativ
e Am
erica
ns in
oth
er re
gion
s of t
he co
untr
y.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
84
7
4.3
Exce
rpt f
rom
“The
Cha
ngin
g La
ndsc
ape o
f Cal
iforn
ia”Re
ad th
e fol
lowi
ng ex
cerp
t and
com
plete
the a
ctivi
ty th
at fo
llows
.
33
It is
impo
ssib
le to
kno
w ex
act
num
bers
, but
bes
t esti
mat
es ar
e tha
t the
re
wer
e aro
und
300,
000
Nat
ive A
mer
ican
s in
Cal
iforn
ia w
hen
the f
irst S
pani
sh
settl
ers a
rriv
ed. T
here
wer
e wel
l ov
er 1
00 d
iffer
ent t
ribes
and
a wid
e va
riety
of c
ultu
res,
lang
uage
s, an
d cu
stom
s. M
ostly
, the
y liv
ed in
smal
l vi
llage
s ran
ging
from
a hu
ndre
d to
a th
ousa
nd
peop
le. T
here
wer
e no
form
al b
orde
rs o
r pro
pert
y lin
es,
but e
ach
trib
e was
adap
ted
to li
fe in
a sp
ecifi
c are
a.
All
the
Cal
iforn
ia tr
ibes
live
d a
hunt
er-g
athe
rer l
ifest
yle.
Aco
rns w
ere
a m
ajor
sour
ce o
f foo
d th
roug
hout
the
regi
on. A
corn
s are
nut
s fro
m th
e oa
k tre
e. Y
ou w
ould
not
wan
t to
eat a
n ac
orn
raw
bec
ause
the
tast
e is
ver
y bi
tter.
But
if y
ou g
rind
it up
into
flou
r and
soak
it, y
ou c
an re
mov
e m
ost o
f th
e bi
ttern
ess a
nd u
se it
to m
ake
tast
y br
ead.
Fis
h w
ere
anot
her m
ajor
food
so
urce
for m
any
tribe
s. Th
e tri
bes c
augh
t fis
h fr
om th
e oc
ean,
the
river
s, an
d th
e la
kes.
Bes
ides
aco
rns a
nd fi
sh, e
ach
regi
on h
ad v
ario
us a
nim
als a
nd
plan
ts fo
r peo
ple
to h
unt a
nd g
athe
r, su
ch a
s rab
bits
and
dee
r, pl
us
vario
us ro
ots,
berr
ies,
and
othe
r gift
s fro
m n
atur
e.
48
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
34
Trad
e w
as a
lso
an im
porta
nt p
art o
f trib
al li
fe in
Cal
iforn
ia. I
f the
y co
uld
not f
ind
wha
t the
y ne
eded
in n
atur
e, th
e pe
ople
cou
ld tr
ade
with
a
neig
hbor
ing
tribe
. Coa
stal
trib
es h
ad a
cces
s to
lots
of f
ish,
but
they
nee
ded
mor
e ac
orns
. Inl
and
tribe
s had
ple
nty
of a
corn
s but
not
alw
ays e
noug
h m
eat.
Trib
es in
the
cent
ral m
ount
ains
had
acc
ess t
o a
spec
ial r
ock
calle
d ob
sidi
an,
or v
olca
nic
glas
s, w
hich
was
val
uabl
e fo
r mak
ing
razo
r-sha
rp a
rrow
head
s an
d kn
ives
. Obs
idia
n w
as fa
r mor
e va
luab
le to
Nat
ive A
mer
ican
s tha
n go
ld
or si
lver
. The
y di
d no
t fin
d to
o m
uch
use
for t
hose
met
als,
thou
gh th
ey d
id
know
whe
re to
find
them
.
Can
oes p
laye
d an
ess
entia
l rol
e in
the
cultu
re a
nd li
fest
yle
of n
early
ev
ery
Cal
iforn
ia tr
ibe.
Diff
eren
t reg
ions
mad
e di
ffere
nt k
inds
of c
anoe
s. In
sout
hern
Cal
iforn
ia, t
hey
built
big
tom
ols o
ut o
f woo
den
plan
ks. O
nly
spec
ially
trai
ned
craf
tsm
en c
ould
bui
ld th
em, a
nd th
ey n
ever
shar
ed th
eir
secr
ets!
Tom
ols c
ould
car
ry se
vera
l pad
dler
s and
hun
dred
s of p
ound
s of t
rade
go
ods.
Bes
t of a
ll, th
e st
urdy
, spe
edy
tom
ols w
ere
seaw
orth
y, so
sout
hern
tri
bes c
ould
pad
dle
up th
e co
ast a
nd tr
ade
with
nor
ther
n tri
bes.
Tom
ols
ca
rrie
d s
ev
era
l pa
dd
lers
.
NA
ME
:
DA
TE
:
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-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
84
9
4.3
CONTINU
ED
35
In th
e C
entra
l Val
ley,
the
peop
le m
ade
thei
r can
oes b
y w
eavi
ng lo
ng,
toug
h re
eds,
or ri
ver g
rass
. The
re th
ey d
id n
ot n
eed
to p
addl
e in
to th
e ro
ugh
ocea
n. In
stea
d, th
ey h
ad w
ide,
lazy
rive
rs a
nd sp
arkl
ing
lake
s. A
nd a
ll th
e w
ay u
p no
rth, w
here
the
grea
t red
woo
d tre
es g
row
up
into
the
clou
ds,
peop
le m
ade
dugo
ut c
anoe
s fro
m h
ollo
wed
-out
logs
. Dug
out c
anoe
s wer
e to
ugh
enou
gh fo
r the
oce
an b
ut a
lso nimble
enou
gh to
surv
ive
the
wild
m
ount
ain
river
s.
Dai
ly li
fe fo
cuse
d on
secu
ring
enou
gh
food
for e
very
one.
For
tuna
tely
, Cal
iforn
ia
was
a la
nd o
f ple
nty,
so if
eve
ryon
e w
orke
d ha
rd th
ere
was
usu
ally
eno
ugh
food
to g
o ar
ound
. In
good
yea
rs, t
here
was
mor
e th
an
enou
gh fo
od, s
o th
e pe
ople
had
tim
e fo
r ot
her t
hing
s. B
aske
t-wea
ving
was
com
mon
th
roug
hout
Cal
iforn
ia. T
ribes
of t
he C
entra
l Va
lley
wer
e hi
ghly
skill
ed, p
rodu
cing
a
varie
ty o
f col
orfu
l bas
kets
in a
ll sh
apes
and
size
s.
Ther
e w
as a
lso
time
for f
un a
nd g
ames
. In
north
ern
Cal
iforn
ia, c
hild
ren
enjo
yed
a ga
me
sim
ilar t
o so
ccer
. The
boy
s and
girl
s all
play
ed to
geth
er.
Boy
s wer
e on
ly a
llow
ed to
kic
k th
e ba
ll, w
here
as th
e gi
rls c
ould
kic
k it,
th
row
it, o
r car
ry it
into
the
goal
. How
ever
, a b
oy w
as a
lso
allo
wed
to p
ick
up
a gi
rl an
d ca
rry
her i
nto
the
goal
with
the
ball!
We
av
ing
wa
s a
n
imp
ort
an
t sk
ill.
Ba
ll g
am
e n
ot
un
lik
e s
occ
er
50
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
As w
ith a
ll N
ativ
e A
mer
ican
s, th
e pe
ople
of
Cal
iforn
ia b
uilt
thei
r hou
ses
usin
g th
e be
st m
ater
ials
av
aila
ble
in th
eir h
ome
terr
itory
. Sou
ther
n tri
bes u
sed
smal
l tre
es a
nd re
eds t
o bu
ild
tule
s. A
tule
was
a ro
und,
on
e-ro
om h
ut. D
espi
te b
eing
m
ade
from
reed
s, tu
les w
ere
stro
ng, a
ble
to w
ithst
and
win
d an
d ra
in, a
nd c
ozy
enou
gh
for m
ild, s
outh
ern
Cal
iforn
ia
win
ters
. The
Miw
ok p
eopl
e an
d ot
her t
ribes
of c
entra
l and
no
rther
n C
alifo
rnia
pre
ferr
ed
the
umac
ha, w
hich
was
shap
ed
like
a te
pee
but m
ade
of lo
ng
woo
den
rails
inst
ead
of b
uffa
lo
hide
. Far
ther
nor
th, i
n th
e re
dwoo
d fo
rest
s, th
e W
iyot
peo
ple
and
thei
r no
rther
n ne
ighb
ors b
uilt
stou
t, st
urdy
hou
ses o
ut o
f red
woo
d pl
anks
.
Rou
ndho
uses
wer
e th
e ce
ntra
l fea
ture
in m
ost v
illag
es. N
o m
atte
r w
hat t
ype
of h
ouse
s the
y bu
ilt, a
nd n
o m
atte
r whe
ther
the
tribe
was
la
rge
or sm
all,
wea
lthy
or p
oor,
ther
e w
as a
lmos
t alw
ays a
roun
dhou
se
in th
e m
iddl
e of
the
villa
ge. T
he ro
undh
ouse
was
use
d fo
r cer
emon
ies
and
impo
rtant
mee
tings
. The
roun
dhou
se w
as a
lso
whe
re th
e tri
bal
relig
ious
lead
ers,
or sh
aman
s, ca
rrie
d ou
t im
porta
nt ri
tual
s.
Rel
igio
us b
elie
fs re
flect
ed a
clo
se c
onne
ctio
n to
the
cycl
es o
f na
ture
and
to a
nim
als.
Whi
le a
ll tri
bes h
ad u
niqu
e be
liefs
, myt
hs, a
nd
ritua
ls, t
he p
eopl
e ge
nera
lly b
elie
ved
they
shar
ed a
spec
ial k
insh
ip o
r bo
nd w
ith o
ther
livi
ng th
ings
. The
y fe
lt fo
rtuna
te a
nd th
ankf
ul to
live
in
a pl
ace
with
so m
any
reso
urce
s.
36
A tu
le w
as
a r
ou
nd
, on
e-r
oo
m h
ut.
NA
ME
:
DA
TE
:
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-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
85
1
4.3
CONTINU
ED
Des
crib
e wha
t life
was
like
for N
ativ
e Am
erica
ns li
ving
in w
hat i
s now
know
n as
Cal
iforn
ia
befo
re E
urop
ean
settl
ers a
rriv
ed in
the a
rea.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
85
3
4.4
Proo
frea
ding
for S
hifts
in V
erb
Tens
eIn
each
of th
e writ
ing s
ampl
es, f
ind
and
corr
ect three
inap
prop
riate
shift
s in
verb
tens
e.
Sam
ple #
1
Hom
e Swe
et H
ome
Mos
t trib
es fr
om th
e Plai
ns an
d ne
ighb
orin
g re
gion
s wer
e sem
inom
adic.
Thi
s
mea
ns th
ey d
id n
ot li
ve in
one
pla
ce al
l yea
r lon
g. F
or ex
ampl
e, Pl
ains
trib
es u
suall
y
follo
wed
the b
uffa
lo, a
nd th
ey al
so go
to sp
ecia
l cam
ps d
urin
g th
e frig
id w
inte
rs. A
t
that
tim
e tep
ees a
re b
uilt
usin
g on
ly b
uffa
lo h
ides
and
wood
en p
oles
, but
they
coul
d
stand
up
to th
unde
rsto
rms a
nd b
lizza
rds.
Trib
es o
f the
Gre
at B
asin
bui
ld d
omed
hous
es ca
lled
wig
wam
s, w
hich
wer
e coz
y and
safe
in al
l kin
ds o
f wea
ther
.
Sam
ple #
2
Inte
rvie
w wi
th a
Nat
ive A
mer
ican
Dol
l Mak
er
For t
he fa
ce an
d bo
dy, I
use
leat
her t
hat i
s mad
e fro
m a
fem
ale d
eer.
This
kind
of le
athe
r stre
tche
s and
is sm
ooth
. It w
as al
so th
e rig
ht co
lor.
For t
he cl
othe
s, I u
se
feat
hers
, bea
ds, c
otto
n, an
d ve
lvet
. I p
aint
ed th
e dol
l’s ey
es. I
also
gav
e the
dol
ls
acce
ssor
ies su
ch as
a ba
sket
or a
belt
.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
85
5
4.5
Suffi
xes –
tion
and –sion
Writ
e the
corr
ect w
ord
to co
mpl
ete ea
ch se
nten
ce.
1.
I got
a flu
shot
to h
elp
(e
xten
d, ex
tens
ion,
pre
vent
, pre
vent
ion)
me f
rom
getti
ng th
e flu
.
2.
The n
ew so
ccer
play
er is
a go
od
(a
dd, a
dditi
on, d
iscus
s, di
scus
sion)
to th
e tea
m.
3.
I wro
te a
draf
t of m
y poe
m, b
ut I
left t
ime f
or
(c
ance
l, can
cella
tion,
revi
se, r
evisi
on)
beca
use I
am n
ot co
mpl
etely
hap
py w
ith it
.
4.
My p
aren
ts m
ade t
he
(d
ecid
e, de
cisio
n, d
ivid
e, di
visio
n)
to
mov
e to
New
Mex
ico to
be
close
r to
my g
rand
pare
nts.
5.
Coul
d yo
u
(s
ubtra
ct, s
ubtra
ctio
n, d
irect
, dire
ctio
n)
m
e to
the n
eare
st re
staur
ant?
Writ
e a co
mpl
ete se
nten
ce fo
r eac
h of
the f
ollo
wing
wor
ds. B
e sur
e to u
se co
rrec
t ca
pita
lizat
ion
and
punc
tuat
ion.
1.
canc
ellat
ion
56
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
2.
exten
sion
3.
subt
ract
Chal
leng
e: Fo
r eac
h of
the n
ew w
ords
with
the s
uffix
–tio
n or
–sio
n, ad
d its
mea
ning
an
d w
rite a
sent
ence
usin
g th
e wor
d.
1.
root
wor
d: ex
pres
s m
eani
ng: t
o sh
ow o
r tell
your
feeli
ngs o
r tho
ught
s ne
w wo
rd: e
xpre
ssion
m
eani
ng:
Sent
ence
:
2.
root
wor
d: ob
serv
e m
eani
ng: t
o w
atch
som
ethi
ng w
ith ca
refu
l atte
ntio
n ne
w wo
rd: o
bser
vatio
n m
eani
ng:
Sent
ence
:
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
85
7
5.1
Exce
rpt f
rom
“The
Cha
ngin
g La
ndsc
ape o
f Cal
iforn
ia”Re
ad th
is ex
cerp
t alo
ud to
a fa
mily
mem
ber.
You
are r
eadi
ng th
is po
rtion
of th
e tex
t for
flu
ency
, so y
ou sh
ould
read
thro
ugh
it at
leas
t onc
e fro
m b
egin
ning
to en
d wi
thou
t sto
ppin
g.
33
It is
impo
ssib
le to
kno
w ex
act
num
bers
, but
bes
t esti
mat
es ar
e tha
t the
re
wer
e aro
und
300,
000
Nat
ive A
mer
ican
s in
Cal
iforn
ia w
hen
the f
irst S
pani
sh
settl
ers a
rriv
ed. T
here
wer
e wel
l ov
er 1
00 d
iffer
ent t
ribes
and
a wid
e va
riety
of c
ultu
res,
lang
uage
s, an
d cu
stom
s. M
ostly
, the
y liv
ed in
smal
l vi
llage
s ran
ging
from
a hu
ndre
d to
a th
ousa
nd
peop
le. T
here
wer
e no
form
al b
orde
rs o
r pro
pert
y lin
es,
but e
ach
trib
e was
adap
ted
to li
fe in
a sp
ecifi
c are
a.
All
the
Cal
iforn
ia tr
ibes
live
d a
hunt
er-g
athe
rer l
ifest
yle.
Aco
rns w
ere
a m
ajor
sour
ce o
f foo
d th
roug
hout
the
regi
on. A
corn
s are
nut
s fro
m th
e oa
k tre
e. Y
ou w
ould
not
wan
t to
eat a
n ac
orn
raw
bec
ause
the
tast
e is
ver
y bi
tter.
But
if y
ou g
rind
it up
into
flou
r and
soak
it, y
ou c
an re
mov
e m
ost o
f th
e bi
ttern
ess a
nd u
se it
to m
ake
tast
y br
ead.
Fis
h w
ere
anot
her m
ajor
food
so
urce
for m
any
tribe
s. Th
e tri
bes c
augh
t fis
h fr
om th
e oc
ean,
the
river
s, an
d th
e la
kes.
Bes
ides
aco
rns a
nd fi
sh, e
ach
regi
on h
ad v
ario
us a
nim
als a
nd
plan
ts fo
r peo
ple
to h
unt a
nd g
athe
r, su
ch a
s rab
bits
and
dee
r, pl
us
vario
us ro
ots,
berr
ies,
and
othe
r gift
s fro
m n
atur
e.
58
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
34
Trad
e w
as a
lso
an im
porta
nt p
art o
f trib
al li
fe in
Cal
iforn
ia. I
f the
y co
uld
not f
ind
wha
t the
y ne
eded
in n
atur
e, th
e pe
ople
cou
ld tr
ade
with
a
neig
hbor
ing
tribe
. Coa
stal
trib
es h
ad a
cces
s to
lots
of f
ish,
but
they
nee
ded
mor
e ac
orns
. Inl
and
tribe
s had
ple
nty
of a
corn
s but
not
alw
ays e
noug
h m
eat.
Trib
es in
the
cent
ral m
ount
ains
had
acc
ess t
o a
spec
ial r
ock
calle
d ob
sidi
an,
or v
olca
nic
glas
s, w
hich
was
val
uabl
e fo
r mak
ing
razo
r-sha
rp a
rrow
head
s an
d kn
ives
. Obs
idia
n w
as fa
r mor
e va
luab
le to
Nat
ive A
mer
ican
s tha
n go
ld
or si
lver
. The
y di
d no
t fin
d to
o m
uch
use
for t
hose
met
als,
thou
gh th
ey d
id
know
whe
re to
find
them
.
Can
oes p
laye
d an
ess
entia
l rol
e in
the
cultu
re a
nd li
fest
yle
of n
early
ev
ery
Cal
iforn
ia tr
ibe.
Diff
eren
t reg
ions
mad
e di
ffere
nt k
inds
of c
anoe
s. In
sout
hern
Cal
iforn
ia, t
hey
built
big
tom
ols o
ut o
f woo
den
plan
ks. O
nly
spec
ially
trai
ned
craf
tsm
en c
ould
bui
ld th
em, a
nd th
ey n
ever
shar
ed th
eir
secr
ets!
Tom
ols c
ould
car
ry se
vera
l pad
dler
s and
hun
dred
s of p
ound
s of t
rade
go
ods.
Bes
t of a
ll, th
e st
urdy
, spe
edy
tom
ols w
ere
seaw
orth
y, so
sout
hern
tri
bes c
ould
pad
dle
up th
e co
ast a
nd tr
ade
with
nor
ther
n tri
bes.
Tom
ols
ca
rrie
d s
ev
era
l pa
dd
lers
.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
85
9
5.1 CONTINU
ED
35
In th
e C
entra
l Val
ley,
the
peop
le m
ade
thei
r can
oes b
y w
eavi
ng lo
ng,
toug
h re
eds,
or ri
ver g
rass
. The
re th
ey d
id n
ot n
eed
to p
addl
e in
to th
e ro
ugh
ocea
n. In
stea
d, th
ey h
ad w
ide,
lazy
rive
rs a
nd sp
arkl
ing
lake
s. A
nd a
ll th
e w
ay u
p no
rth, w
here
the
grea
t red
woo
d tre
es g
row
up
into
the
clou
ds,
peop
le m
ade
dugo
ut c
anoe
s fro
m h
ollo
wed
-out
logs
. Dug
out c
anoe
s wer
e to
ugh
enou
gh fo
r the
oce
an b
ut a
lso nimble
enou
gh to
surv
ive
the
wild
m
ount
ain
river
s.
Dai
ly li
fe fo
cuse
d on
secu
ring
enou
gh
food
for e
very
one.
For
tuna
tely
, Cal
iforn
ia
was
a la
nd o
f ple
nty,
so if
eve
ryon
e w
orke
d ha
rd th
ere
was
usu
ally
eno
ugh
food
to g
o ar
ound
. In
good
yea
rs, t
here
was
mor
e th
an
enou
gh fo
od, s
o th
e pe
ople
had
tim
e fo
r ot
her t
hing
s. B
aske
t-wea
ving
was
com
mon
th
roug
hout
Cal
iforn
ia. T
ribes
of t
he C
entra
l Va
lley
wer
e hi
ghly
skill
ed, p
rodu
cing
a
varie
ty o
f col
orfu
l bas
kets
in a
ll sh
apes
and
size
s.
Ther
e w
as a
lso
time
for f
un a
nd g
ames
. In
north
ern
Cal
iforn
ia, c
hild
ren
enjo
yed
a ga
me
sim
ilar t
o so
ccer
. The
boy
s and
girl
s all
play
ed to
geth
er.
Boy
s wer
e on
ly a
llow
ed to
kic
k th
e ba
ll, w
here
as th
e gi
rls c
ould
kic
k it,
th
row
it, o
r car
ry it
into
the
goal
. How
ever
, a b
oy w
as a
lso
allo
wed
to p
ick
up
a gi
rl an
d ca
rry
her i
nto
the
goal
with
the
ball!
We
av
ing
wa
s a
n
imp
ort
an
t sk
ill.
Ba
ll g
am
e n
ot
un
lik
e s
occ
er
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
86
9
6.2
Out
line N
otes
for “
Rain
fore
sts,
Rive
rs, a
nd O
cean
”As
you
read
, tak
e not
es on
the f
ollo
wing
categ
ories
usin
g the
char
t belo
w.
I. H
ab
ita
t o
f th
e P
aci
fic
No
rth
we
st
(cli
ma
te, p
lan
ts, a
nim
als
)
II. F
oo
d S
ou
rce
s
(wh
at
an
d f
rom
wh
ere
)
III.
Re
lig
ion
(fo
rm a
nd
fe
atu
res)
IV. S
oci
al
Str
uc
ture
an
d C
ere
mo
nie
s
(org
an
iza
tio
n a
nd
fe
atu
res)
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
87
1
6.3
Chro
nolo
gica
l Nar
rativ
e for
“The
Swift
Blu
e One
”Fi
ll in
the b
lank
s with
the b
est t
rans
ition
al w
ords
or p
hras
es th
at h
elp m
ake t
his s
tory
flow
.
The o
ther
Com
anch
e wer
e am
azed
whe
n th
ey sa
w hi
m. H
e tol
d th
em h
is sto
ry an
d
show
ed th
em h
ow h
e had
lear
ned
to m
ake t
he h
orse
go an
d sto
p, w
alk an
d ga
llop.
(Afte
r
that
/Befo
re th
at)
, the
Com
anch
e war
rior a
lway
s rod
e the
hor
se,
and
he b
ecam
e a fe
arso
me w
arrio
r and
a gr
eat h
unte
r. H
e nam
ed th
e hor
se T
he Sw
ift B
lue
One
bec
ause
he w
as as
fast
as th
e win
d. T
he o
ther
war
riors
wer
e afra
id o
f the
hor
se, a
nd
they
thou
ght h
e wou
ld ri
de o
ver t
hem
and
crus
h th
em w
ith h
is bi
g ho
oves
.
(Pre
viou
sly/O
ne d
ay)
, the
war
rior w
as k
illed
in b
attle
, but
The
Swift
Blu
e One
surv
ived
. The
oth
er C
oman
che w
ere s
till a
fraid
of t
he h
orse
, so
they
set
him
free
to ro
am o
n th
e pra
irie.
They
wou
ld se
e him
out
ther
e som
etim
es, r
unni
ng as
fast
as th
e win
d, al
way
s with
the s
ame b
lue c
over
on
his b
ack.
(Righ
t now
/In ti
me)
, m
ore h
orse
s esc
aped
from
the S
pani
sh
sold
iers,
and
thes
e hor
ses j
oine
d Th
e Sw
ift B
lue O
ne o
ut o
n th
e pra
irie.
He b
ecam
e the
ir
chief
, and
they
follo
wed
him
ever
ywhe
re. T
he Sw
ift B
lue O
ne’s
tribe
gre
w an
d gr
ew,
(unt
il/ne
xt)
ther
e wer
e too
man
y hor
ses t
o co
unt.
(Eve
ntua
lly/
Mea
nwhi
le)
, oth
er C
oman
che l
earn
ed th
e hor
se la
ngua
ge, a
nd th
e
hors
e cul
ture
spre
ad. M
any o
f tho
se sa
me h
orse
s rid
den
by g
reat
war
riors
of t
he S
ioux
,
Apac
he, P
awne
e, an
d all
the t
ribes
of t
he G
reat
Plai
ns an
d be
yond
are g
rand
child
ren
of
The S
wift
Blu
e One
.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
87
3
6.4
Nar
rativ
e Writ
ing
On
the b
ack o
f thi
s pag
e, wr
ite a
stor
y abo
ut a
n ad
vent
ure,
real
or im
agin
ed. B
e sur
e to
intro
duce
the n
arra
tor a
nd/o
r cha
racte
rs in
your
stor
y. Yo
ur st
ory s
houl
d ha
ve at
leas
t thr
ee
even
ts an
d sh
ould
inclu
de tr
ansit
iona
l wor
ds a
nd p
hras
es fr
om th
e fol
lowi
ng b
ox. W
hen
you
have
fini
shed
writ
ing,
go b
ack a
nd ci
rcle
all t
he tr
ansit
iona
l wor
ds a
nd p
hras
es th
at sh
ow
time.
first
, sec
ond,
third
, etc
.on
ce
for a
seco
nd, m
inut
e, h
our,
day,
etc
.pr
evio
usly
durin
g th
e m
orni
ng, d
ay, w
eek,
etc
.th
en
shor
tly a
fter
that
next
at th
e sa
me
time
late
r
imm
edia
tely
afte
r
soon
afte
rwar
ds
even
tual
lyat
last
at fi
rst
last
befo
refin
ally
74
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
87
5
6.5
Root
mem
Writ
e the
corr
ect w
ord
to co
mpl
ete ea
ch se
nten
ce.
mem
oir
mem
oria
lco
mm
emor
ate
mem
ory
mem
ento
mem
orab
lem
emor
izere
mem
ber
1.
A m
onum
ent w
as b
uilt
to
and
hono
r the
sold
iers w
ho lo
st th
eir li
ves w
hile
fight
ing
durin
g W
orld
War
II.
2.
On
my g
rand
fath
er’s
birth
day,
we vi
sit h
is gr
aves
tone
, whi
ch is
a
to h
im.
3.
My e
arlie
st
is o
f my fi
rst t
rip to
the o
cean
whe
n I w
as th
ree
year
s old
.
4.
I’ll b
e play
ing
the r
ole o
f Geo
rge W
ashi
ngto
n in
the s
choo
l play
, so
I nee
d to
read
the
scrip
t and
m
y lin
es.
5.
Our
Than
ksgi
ving
din
ner fi
ve ye
ars a
go tu
rned
out
to b
e a ve
ry
one w
hen
we fo
rgot
to co
ok th
e tur
key.
6.
Do
you
th
e tim
e we w
ent t
o ou
r gra
ndpa
rent
s’ ho
use d
urin
g th
e sno
wsto
rm?
7.
Whe
n we
wen
t to
visit
my f
amily
in Ja
pan,
I w
ante
d to
brin
g ho
me a
th
at w
ould
rem
ind
me o
f my t
rip an
d m
y rela
tives
who
live
far
away
.
8.
Hav
e you
read
the
abou
t the
man
who
surv
ived
a to
rnad
o?
76
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
For e
ach
of th
e fol
lowi
ng w
ords
, writ
e a se
nten
ce u
sing t
he w
ord.
1.
mem
ento
2.
mem
ory
3.
mem
orize
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
87
7
6.6
Spel
ling W
ords
The f
ollo
wing
is a
list
of sp
ellin
g wor
ds. T
hese
wor
ds in
clude
the s
uffix
–tio
n, th
e suf
fix
–sio
n, or
the r
oot m
em yo
u ha
ve le
arne
d in
mor
phol
ogy l
esso
ns. D
urin
g Les
son
10, y
ou w
ill
be a
ssesse
d on
how
to sp
ell th
ese w
ords
. Pra
ctice
spell
ing t
he w
ords
by d
oing
one o
r mor
e of
the f
ollo
wing
:•
spell
the w
ords
out l
oud
• wr
ite se
nten
ces u
sing t
he w
ords
• co
py th
e wor
ds on
to p
aper
• wr
ite th
e wor
ds in
alp
habe
tical
orde
r
Whe
n yo
u pr
actic
e spe
lling
and
writ
ing t
he w
ords
, rem
embe
r to p
rono
unce
and
spell
each
wo
rd on
e syll
able
at a
tim
e.
1.
subt
ract
ion
2.
canc
ellat
ion
3.
prev
entio
n
4.
dire
ctio
n
5.
decis
ion
6.
exte
nsio
n
7.
revi
sion
8.
disc
ussio
n
9.
mem
ento
10.
com
mem
orat
e
11.
mem
orize
12.
mem
oria
l
78
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
The f
ollo
wing
char
t pro
vide
s the
mea
ning
s of t
he sp
ellin
g wor
ds. Y
ou a
re n
ot ex
pecte
d to
kn
ow th
e wor
d m
eani
ngs f
or th
e spe
lling
asse
ssmen
t, bu
t it m
ay b
e help
ful t
o hav
e the
m a
s a
refer
ence
as y
ou p
racti
ce sp
ellin
g the
wor
ds.
Sp
ell
ing
Wo
rdD
efi
nit
ion
sub
tra
cti
on
(nou
n) th
e ac
t of t
akin
g a
part
of s
omet
hing
aw
ay
can
cell
ati
on
(nou
n) th
e ac
t of c
allin
g of
f som
ethi
ng th
at w
as p
revi
ousl
y pl
anne
d
pre
ve
nti
on
(nou
n) th
e ac
t of s
topp
ing
som
ethi
ng fr
om h
appe
ning
dir
ec
tio
n(n
oun)
info
rmat
ion,
inst
ruct
ions
, or o
rder
s
de
cisi
on
(nou
n) a
cho
ice
ex
ten
sio
n(n
oun)
add
ition
al le
ngth
or t
ime
rev
isio
n(n
oun)
a c
hang
e in
som
ethi
ng th
at m
akes
it b
ette
r
dis
cuss
ion
(nou
n) a
con
vers
atio
n ab
out s
omet
hing
me
me
nto
(nou
n) so
met
hing
one
kee
ps to
hel
p re
call
or re
mem
ber s
omet
hing
com
me
mo
rate
(ver
b) to
rem
embe
r an
impo
rtan
t per
son
or e
vent
with
a sp
ecia
l cer
emon
y or
ot
her h
onor
ary
even
t
me
mo
riz
e(v
erb)
to le
arn
som
ethi
ng b
y he
art s
o yo
u ca
n re
call
it pe
rfec
tly
me
mo
ria
l(n
oun)
som
ethi
ng th
at h
elps
peo
ple
rem
embe
r a p
artic
ular
per
son
or e
vent
NA
ME
:
DA
TE
:
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-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
87
9
6.7
Sort
ing
the S
pelli
ng W
ords
Sort
the s
pelli
ng w
ords
into
categ
ories
bas
ed on
the s
uffix
or ro
ot in
each
wor
d.
canc
ellat
ion
mem
ento
revi
sion
com
mem
orat
e
dire
ctio
ndi
scus
sion
subt
ract
ion
exte
nsio
n
mem
oria
lde
cisio
nm
emor
izepr
even
tion
suff
ix –
tion
suff
ix –
sion
roo
t m
em
80
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
List
the s
pelli
ng w
ords
in a
lpha
betic
al or
der.
Rem
embe
r to s
ay a
nd sp
ell ea
ch w
ord
sylla
ble
by sy
llabl
e.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
11.
12.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
88
3
7.2
Myt
hs fr
om th
e Pac
ific N
orth
west
Answ
er th
e fol
lowi
ng qu
estio
ns in
com
plete
sent
ence
s, us
ing i
nfor
mat
ion
from
the t
ext t
o su
ppor
t you
r ans
wer.
1.
Whi
ch ch
arac
ter i
n “Th
unde
rbird
and
Kille
r Wha
le” re
flect
s Nat
ive A
mer
ican
valu
es
and
belie
fs ab
out n
atur
e? C
ite ev
iden
ce fr
om th
e tex
t.
Page
(s)
2.
Wha
t nat
ural
even
ts ar
e des
crib
ed an
d ex
plai
ned
in th
e myt
h, “Th
unde
rbird
and
Kille
r Wha
le”?
Page
(s)
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
88
5
7.3
Exce
rpt f
rom
“Myt
hs fr
om th
e Pac
ific N
orth
west”
Read
the f
ollo
wing
exce
rpt a
nd co
mpl
ete th
e acti
vity
that
follo
ws.
Thun
derb
ird an
d K
iller
Wha
leTh
unde
rbird
is a
myt
hica
l cre
atur
e com
mon
in m
ost P
acifi
c Nor
thw
est
cultu
res.
It is
also
a co
mm
on th
eme o
n to
tem
pol
es o
r cer
emon
ial c
ostu
mes
. In
mos
t sto
ries,
Thun
derb
ird w
as a
kind
and
pow
erfu
l cre
atur
e who
ofte
n he
lped
peo
ple.
The s
tory
of T
hund
erbi
rd an
d Ki
ller W
hale
appe
ars i
n m
any
trib
al m
ytho
logi
es.
Like
man
y m
yths
, thi
s one
was
use
d to
expl
ain
cert
ain
aspe
cts o
f nat
ure o
r im
port
ant e
vent
s. Th
ere a
re tw
o na
tura
l eve
nts,
or p
heno
men
a, ex
plai
ned
in th
is sto
ry. C
an y
ou te
ll w
hat t
hey
are?
One
day
Kill
er W
hale
arriv
ed in
the w
ater
s and
atta
cked
all
the o
ther
fish
. Kill
er
Wha
le wa
s hun
gry,
and
he a
te m
any f
ish. T
he fi
sh h
e did
not
eat w
ere s
o sc
ared
they
sw
am a
way t
o ot
her w
ater
s. Th
en, t
he p
eopl
e cou
ld n
ot fi
nd a
ny fi
sh fo
r the
mse
lves
and
they
beg
an to
star
ve.
Thun
derb
ird w
as a
big,
mig
hty b
ird. H
is br
ight
, col
orfu
l fea
ther
s wer
e as l
ong a
s ca
noe p
addl
es, a
nd h
is ta
lons
wer
e lik
e har
poon
s. W
hen
he fl
appe
d hi
s gre
at w
ings
, the
so
und
of th
unde
r rum
bled
thro
ugh
the s
kies
.
One
day
, Thu
nder
bird
was
flyi
ng a
long
the c
oast.
He l
ooke
d do
wn a
nd sa
w th
at
the p
eopl
e wer
e sta
rvin
g. Th
is m
ade T
hund
erbi
rd sa
d, b
ecau
se h
e lov
ed th
e peo
ple a
nd
did
not w
ant t
o see
them
suffe
r. H
e ask
ed th
em w
hy th
ey d
id n
ot h
ave a
ny fi
sh, a
nd th
e pe
ople
told
him
abou
t Kill
er W
hale.
Thi
s mad
e Thu
nder
bird
very
ang
ry.
Thun
derb
ird fo
und
Kille
r Wha
le an
d sw
oope
d do
wn
out o
f the
sky.
Thun
derb
ird
grab
bed
Kille
r Wha
le w
ith h
is ta
lons
and
tried
to ca
rry h
im a
way,
but K
iller
Wha
le pu
t up
a fig
ht. H
e wre
stled
free
from
Thu
nder
bird
’s gr
asp
and
fell d
own
into
the o
cean
w
ith a
grea
t spl
ash.
The
spla
sh w
as so
big
that
it sh
ook
all t
he w
ater
s and
even
the
land
. The
wat
ers r
ose u
p an
d co
vere
d th
e lan
d. T
rees
wer
e rip
ped
from
the s
oil,
hous
es
were
shat
tere
d, a
nd m
any p
eopl
e died
befo
re th
e oce
an w
ater
s receded
.
Thu
nder
bird
and
Kill
er W
hale
foug
ht fo
r man
y day
s. At
last,
Kill
er W
hale
knew
he
coul
d no
t win
, and
he s
wam
awa
y. Gr
adua
lly, t
he fi
sh re
turn
ed a
nd th
e peo
ple h
ad
food
aga
in. E
ver s
ince
, the
peo
ple h
ave n
ever
forg
otte
n ho
w Th
unde
rbird
help
ed th
em.
56
86
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
Acco
rdin
g to
the s
tory
, Th
unde
rbird
’s w
ings
caus
e th
e sou
nd o
f the
thun
der.
This
is co
mm
on in
mos
t Thu
nder
bird
m
yths
. But
this
story
seem
s to
expl
ain
som
ethi
ng el
se. M
any
rese
arch
ers b
eliev
e thi
s sto
ry is
abou
t a t
suna
mi,
or ti
dal w
ave,
that
stru
ck th
e Pa
cific
Nor
thw
est h
undr
eds o
f yea
rs ag
o.
Tsun
amis
are c
ause
d by
eart
hqua
kes i
n th
e ea
rth’s
crus
t, de
ep b
enea
th th
e oce
an su
rface
. Th
e vib
ratio
ns fr
om th
e ear
thqu
ake c
reat
e w
aves
, and
if th
e ear
thqu
ake i
s stro
ng en
ough
, th
ese w
aves
can
form
a tsu
nam
i. Ts
unam
is ar
e ver
y de
struc
tive w
hen
they
strik
e lan
d. It
is n
o su
rpris
e th
at th
e sur
vivo
rs w
ould
mar
k th
e eve
nt w
ith a
myt
h lik
e thi
s.
57
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
88
7
7.3 CONTINU
ED
Writ
e a p
arag
raph
sum
mar
izing
this
exce
rpt,
usin
g the
core
voca
bula
ry w
ords
rece
de a
nd
vibr
atio
n.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
89
3
8.2
Seve
ring T
ies
Answ
er ea
ch qu
estio
n th
ough
tfully
, citi
ng ev
iden
ce fr
om th
e tex
t. Re
mem
ber t
o ans
wer i
n co
mpl
ete se
nten
ces,
and
to re
state
the q
uesti
on in
your
ans
wer w
hene
ver p
ossib
le.
1.
Whi
ch o
f the
follo
win
g ar
e exa
mpl
es o
f how
Nat
ive A
mer
icans
“sur
vive
[d] i
n ha
rmon
y with
their
surr
ound
ings
”? C
ircle
all co
rrec
t ans
wers
.A
. fo
ught
with
oth
er tr
ibes
ove
r acc
ess t
o ce
rtain
land
B.
gath
ered
nut
s and
ber
ries,
but n
ot to
o m
any,
and
alway
s left
enou
gh se
eds t
o sp
rout
for
futu
re ge
nera
tions
C.
used
ever
y par
t of t
he b
uffalo
but
did
not
kill
all
of th
e buff
alo
D.
took
lose
rs ca
ptiv
e afte
r a b
attle
Page
(s)
2.
Why
wou
ld E
urop
eans
hav
e fou
nd th
e New
Wor
ld, e
spec
ially
the U
nite
d St
ates
, an
attra
ctiv
e pla
ce to
mov
e to?
Page
(s)
94
Un
it 8
| Ac
tivity
Boo
kG
rade
5 |
Core
Kno
wle
dge
Lang
uage
Art
s
3.
List
four
nat
ural
reso
urce
s in
the W
est t
hat p
ione
ers m
ade u
se o
f to
beco
me w
ealth
y.
Page
(s)
4.
You
have
bee
n lea
rnin
g ab
out N
ativ
e Am
erica
n tri
bes’
close
relat
ions
hip
with
the l
and
thro
ugho
ut th
is un
it. H
ow d
id th
e pio
neer
s’ de
sire t
o “ta
me t
he la
nd an
d ga
in w
ealth
fro
m it
” con
flict
with
Nat
ive A
mer
icans
’ rela
tions
hip
to th
e lan
d?
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
89
5
8.2
CONTINU
ED
5.
Wha
t did
the U
.S. g
over
nmen
t hop
e to
acco
mpl
ish w
hen
it pa
ssed
law
s suc
h as
the
Hom
este
ad A
ct an
d th
e Ind
ian
Appr
opria
tions
Act
s of 1
851
and
1871
?
Page
(s)
6.
Wha
t hap
pene
d aft
er th
e U.S
. gov
ernm
ent p
asse
d law
s suc
h as
the H
omes
tead
Act
an
d th
e Ind
ian
Appr
opria
tions
Act
s?
Page
(s)
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
89
7
8.3
Caus
e and
Effe
ct
Ca
use
an e
vent
or c
ircum
stan
ce th
at m
akes
som
ethi
ng h
appe
nth
e re
ason
som
ethi
ng h
appe
ns
answ
ers t
he q
uest
ion
wh
y?
Eff
ec
tso
met
hing
that
hap
pens
as a
resu
lt of
, or b
ecau
se o
f, a
caus
e te
lls w
ha
t hap
pene
d
Read
the p
aire
d sta
temen
ts be
low
and
decid
e whi
ch st
atem
ent i
s the
caus
e and
whi
ch is
the
effec
t. W
rite ‘
C’ b
esid
e the
caus
e and
‘E’ b
esid
e the
effec
t.
1.
Eur
opea
ns
imm
igra
ted
to th
e N
ew W
orld
.
Eur
opea
ns h
ad li
ttle
op
port
unity
in E
urop
e.
2.
On
the
East
Co
ast,
land
was
cla
imed
and
com
petit
ion
for
jobs
was
stiff
.
Im
mig
rant
s and
U
.S. c
itize
ns m
oved
wes
t loo
king
for n
ew
oppo
rtun
ities
.
3.
Bru
tal f
ight
ing
and
a cy
cle
of re
veng
e er
upte
d.
Imm
igra
nts a
nd
U.S
. citi
zens
mov
ed w
est l
ooki
ng fo
r new
op
port
uniti
es.
4.
The
U
.S. g
over
nmen
t pas
sed
the
Indi
an
App
ropr
iatio
ns A
ct o
f 185
1.
M
ore
Nat
ive
Am
eric
ans w
ere
forc
ed to
relo
cate
ont
o re
serv
atio
ns.
5.
The
U.S
. go
vern
men
t pas
sed
the
Hom
este
ad A
ct o
f 18
62.
T
here
was
a la
nd ru
sh
of n
ew se
ttle
rs in
the
Wes
t.
6.
Bru
tal f
ight
ing
and
a cy
cle
of re
veng
e er
upte
d.
The
re w
as a
land
rush
of
new
sett
lers
in th
e W
est.
7.
Eve
n on
re
serv
atio
ns, N
ativ
e A
mer
ican
s con
tinue
d to
wor
k to
geth
er a
s trib
es a
nd m
aint
aine
d po
wer
and
influ
ence
.
Th
e U
.S. g
over
nmen
t pa
ssed
the
Indi
an A
ppro
pria
tions
Act
of 1
871
and
stop
ped
reco
gniz
ing
trib
es a
s ind
epen
dent
na
tions
.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
89
9
8.4
Exce
rpt f
rom
“Sev
erin
g Ti
es”
Read
the e
xcer
pt a
nd co
mpl
ete th
e acti
vity
that
follo
ws.
Chap
ter 7
Seve
ring T
iesT
HE
BIG
QU
ES
TIO
N
How
did
the
arriv
al
of s
ettle
rs a
nd th
e U
.S. g
over
nmen
t’s
actio
ns a
ffect
N
ativ
e A
mer
ican
s liv
ing
wes
t of t
he
Mis
siss
ippi
Riv
er?
Nat
ive A
mer
ican
s wer
e well
adap
ted
to th
e cyc
les a
nd p
atte
rns o
f nat
ure.
Whe
ther
they
live
d in
a sm
all f
ishin
g vi
llage
or a
larg
e, sp
raw
ling
farm
ing
soci
ety,
they
lear
ned
to su
rviv
e in
harm
ony
with
thei
r sur
roun
ding
s. Th
ey
used
woo
d fro
m tr
ees,
but t
hey
did
not c
ut d
own
all t
he tr
ees.
They
use
d ev
ery
part
of t
he b
uffa
lo, b
ut th
ey d
id n
ot k
ill al
l the
buf
falo
. The
y m
ade
jew
elry
usin
g sto
ne o
r she
ll be
ads a
nd so
met
imes
copp
er, b
ut th
ey d
id n
ot
destr
oy th
e mou
ntai
ns an
d riv
ers t
o ge
t all
thes
e mat
eria
ls. T
hey
gath
ered
nu
ts an
d be
rrie
s, bu
t not
too
man
y, an
d th
ey al
way
s lef
t eno
ugh
new
seed
s to
spro
ut fo
r fut
ure g
ener
atio
ns.
The b
asic
rule
s and
pat
tern
s of n
atur
e nev
er re
ally
chan
ge. T
he cy
cles
rem
ain
the s
ame.
And
yet
, cha
nge i
s in
ever
ythi
ng. C
hang
e com
es w
ith ev
ery
seas
on, j
ust a
s it c
omes
in v
ario
us st
ages
of o
ur li
ves.
Thes
e are
the c
hang
es
we u
nder
stan
d an
d kn
ow to
expe
ct. B
ut so
met
imes
ther
e are
oth
er ty
pes
of ch
ange
s. N
obod
y ca
n pr
edic
t exa
ctly
wha
t the
futu
re w
ill b
ring.
Nat
ive
Am
eric
ans u
nder
stood
this
fact
long
bef
ore t
hey
enco
unte
red
Euro
pean
s.
58
10
0U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
Thro
ugh
thei
r myt
hs an
d sp
iritu
al ce
rem
onie
s, N
ativ
e Am
eric
ans g
ave
than
ks an
d pr
aise
to n
atur
e’s h
elpin
g sp
irits—
the p
lant
s, an
imal
s, w
ater
s, an
d su
nshi
ne. B
ut th
ey al
so as
ked
the s
pirit
s for
safe
ty an
d m
ercy
. The
y as
ked
to
be sp
ared
from
fam
ine,
drou
ght,
and
war
. Mos
t yea
rs, t
he p
eopl
e wer
e hap
py,
wel
l-fed
, and
at p
eace
with
thei
r nei
ghbo
rs. B
ut th
ey k
new
ther
e wou
ld al
so
be le
an y
ears
whe
n th
e buf
falo
her
ds w
ere t
oo th
in, o
r too
littl
e rai
n fe
ll on
th
e cor
n an
d be
an cr
ops.
They
kne
w th
ere w
ould
be w
ars a
nd co
nflic
ts w
ith
othe
r trib
es as
well
.
Som
e trib
es co
ntro
lled
bette
r lan
d w
ith m
ore f
ood
and
reso
urce
s th
an o
ther
trib
es. S
ome t
ribes
gre
w to
be l
arge
and
dom
inan
t, w
hile
oth
ers
simpl
y su
rviv
ed fr
om se
ason
to se
ason
. Som
e trib
es fa
ced
mor
e tria
ls an
d tr
ibul
atio
ns th
an o
ther
s. So
met
imes
, one
trib
e wou
ld fo
rce a
noth
er tr
ibe o
ff its
land
, so,
for e
xam
ple,
an E
aste
rn W
oodl
and
trib
e mig
ht h
ave t
o ad
apt
to li
fe o
n th
e pla
ins,
or a
Plat
eau
trib
e mig
ht h
ave t
o le
arn
to su
rviv
e in
the
dese
rt. S
omet
imes
the v
icto
rs o
f war
wou
ld ta
ke th
e los
ers c
aptiv
e, or
adop
t th
em in
to th
eir t
ribe.
Oth
er ti
mes
, mig
hty
trib
es fe
ll an
d w
eake
r one
s ros
e up.
And
so ev
eryt
hing
chan
ged,
and
yet i
n m
any
way
s eve
ryth
ing
stay
ed
the s
ame.
In sp
ite o
f all
of li
fe’s c
halle
nges
, Nat
ive A
mer
ican
s uph
eld
thei
r w
ay o
f life
for t
hous
ands
of y
ears
. Whe
reve
r the
y w
ere,
they
striv
ed to
live
in
harm
ony
with
thei
r sur
roun
ding
s. Th
ey li
ved
acco
rdin
g to
the s
ame p
atte
rns
and
cycle
s as e
very
thin
g el
se in
nat
ure.
Whe
n th
e aco
rns r
ipen
ed an
d fe
ll,
then
it w
as ti
me t
o ga
ther
and
eat a
corn
s. W
hen
the b
uffa
lo m
oved
, it w
as
time t
o m
ove t
he v
illag
e. A
nd w
hen
the s
prin
g ra
ins f
ell, i
t was
tim
e to
plan
t ne
w se
eds.
Year
afte
r yea
r and
gen
erat
ion
afte
r gen
erat
ion,
acco
rdin
g to
thes
e cy
cles,
Nat
ive A
mer
ican
trib
es cr
eate
d th
eir o
wn
histo
ry.
59
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
01
8.4 CONTINU
ED
Euro
pean
s who
mig
rate
d to
the A
mer
icas
did
not
shar
e the
sam
e tr
aditi
ons a
nd b
elief
s as N
ativ
e Am
eric
ans.
Asid
e fro
m th
eir c
ultu
re, r
eligi
on,
and
tech
nolo
gy, E
urop
eans
had
diff
eren
t beli
efs r
egar
ding
land
ow
ners
hip
and
indi
vidu
al ri
ghts
and
liber
ties.
To u
nder
stan
d ju
st ho
w v
ery
diffe
rent
th
ey w
ere,
it is
impo
rtan
t to
refle
ct o
n w
hat l
ife w
as li
ke in
Eur
ope.
In th
e lat
e 140
0s, E
urop
e was
just
emer
ging
from
the f
euda
l sys
tem
of t
he
Mid
dle A
ges.
Mos
t peo
ple w
ere s
till t
ied
to fa
rmin
g th
e lan
d, th
e bul
k of
whi
ch
was
ow
ned
by ri
ch, i
nflu
entia
l mem
bers
of t
he n
obili
ty. T
here
was
no
“free
” lan
d to
expl
ore a
nd se
ttle o
n. T
here
was
littl
e soc
ial m
obili
ty. F
or th
ree h
undr
ed
year
s afte
r Col
umbu
s’s fi
rst j
ourn
ey, t
he ex
plor
atio
n an
d co
loni
zatio
n of
the
“New
Wor
ld” b
roug
ht in
cred
ible
new
wea
lth to
Eur
opea
n na
tions
. How
ever
, a
large
par
t of t
hat w
ealth
wen
t stra
ight
to th
e sam
e roy
als an
d ar
istoc
rats
who
alr
eady
ow
ned
all th
e lan
d an
d re
sour
ces i
n th
e “O
ld W
orld
.”
60Wid
e-o
pe
n p
rair
ie
10
2U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
Then
cam
e the
foun
ding
of t
he U
nite
d St
ates
in 1
776.
Thi
s new
nat
ion
put i
n pl
ace s
yste
ms o
f law
s des
igne
d to
pro
tect
the r
ight
to “l
ife, l
iber
ty,
and
the p
ursu
it of
hap
pine
ss.”
Now
, the
New
Wor
ld o
ffere
d ne
w h
ope a
nd
oppo
rtun
ity fo
r eve
n th
e mos
t low
ly m
embe
rs o
f Eur
opea
n so
ciet
y. Th
e New
W
orld
offe
red
land
, rea
dy to
be f
arm
ed, t
o al
l, in
cludi
ng th
ose w
ho w
ould
ne
ver h
ave h
ad su
ch an
opp
ortu
nity
in th
eir o
wn
coun
trie
s.
How
ever
, it w
asn’t
qui
te th
at si
mpl
e. By
the l
ate 1
700s
, lan
d in
the E
ast
had
been
clai
med
, and
ther
e was
stiff
com
petit
ion
for j
obs.
The
refo
re, m
any
new
imm
igra
nts l
ooke
d be
yond
the E
ast t
o th
e fro
ntie
r—th
e unt
amed
w
ilder
ness
—fo
r opp
ortu
nitie
s.
61
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
03
8.4 CONTINU
ED
67
La
ko
ta e
nca
mp
me
nt
Brok
en P
rom
ises
Year
s lat
er, a
gre
at L
akot
a chi
ef n
amed
Red
Clo
ud
said
this:
“The
y m
ade u
s man
y pr
omise
s, m
ore t
han
I can
rem
embe
r, bu
t the
y ne
ver k
ept b
ut o
ne: t
hey
prom
ised
to ta
ke o
ur la
nd, a
nd th
ey to
ok it
.” Th
is qu
ote
neat
ly su
mm
ariz
es w
hat h
appe
ned
to N
ativ
e Am
eric
ans
whe
n th
e Uni
ted
Stat
es ex
pand
ed ac
ross
the W
est.
Trib
es h
ad a
conn
ectio
n to
the l
and
that
non
-Nat
ive
Am
eric
ans c
ould
not
und
erst
and.
With
out l
and,
it w
as
extre
mely
diff
icul
t for
trib
es to
mai
ntai
n th
eir c
ultu
re
and
iden
tity.
10
4U
nit
8 |
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ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
We h
ave b
een
keep
ing a
list
in cl
ass o
f wor
ds a
nd p
hras
es d
escr
ibin
g per
cept
ions
of la
nd a
nd
its u
se. B
ased
on yo
ur re
adin
g, ad
d an
y add
ition
al w
ords
or p
hras
es th
at a
ppea
r in
thes
e pa
ges o
f the
Rea
der.
Wo
rds
an
d P
hra
ses
De
scri
bin
g P
erc
ep
tio
ns
of
La
nd
an
d i
ts U
se
Na
tiv
e A
me
rica
ns
Eu
rop
ea
n E
xp
lore
rs, S
ett
lers
, an
d U
.S. C
itiz
en
s
• bo
unda
ries s
et b
y na
ture
(12)
• la
nd o
f the
ir an
cest
ors (
13)
• pa
rt o
f the
land
(13)
• ca
reta
kers
(13)
• al
l liv
ing
thin
gs a
re p
art o
f the
sam
e ea
rth
(14)
• ev
eryt
hing
cam
e fro
m th
e sa
me
crea
tor (
14)
• pr
ovid
ing
reso
urce
s for
dai
ly li
fe (4
3)•
part
of r
elig
ion
(46–
47)
• ce
ntra
l to
cultu
re (4
7–49
; 51)
• co
loni
es (1
2)•
to o
wn
land
(13)
•
pape
rs (1
3)•
prop
erty
dee
ds (1
3)•
prop
erty
line
s (13
)•
title
s (13
)
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
07
9.1
Chro
nolo
gica
l Nar
rativ
eFi
ll in
the b
lank
s with
the b
est t
rans
ition
al w
ords
or p
hras
es th
at h
elp m
ake t
his s
tory
flow
. Yo
u m
ay w
ish to
choo
se w
ords
and
phr
ases
from
the f
ollo
wing
wor
d ba
nk.
inno
wth
endu
ring
befo
reev
entu
ally
whi
leat
the m
omen
t
Whe
n th
e spr
ing
suns
hine
war
med
the e
arth
, it w
as
tim
e for
the L
enap
e peo
ple t
o ge
t to
work
. The
y plan
ted
their
sprin
g cr
ops.
The L
enap
e men
and
boys
pre
pare
d th
e fiel
ds fo
r plan
ting.
, t
he w
omen
and
girls
plan
ted
corn
, squ
ash,
and
bean
s. Th
ey al
so p
lante
d he
rbs,
toba
cco,
and
sunf
lowe
rs.
the L
enap
e peo
ple w
orke
d in
the f
ields
, the
crea
ture
s of t
he
land
and
sky s
et to
wor
k, to
o. S
ome a
nim
als w
oke u
p fro
m th
eir w
inte
r slee
p. O
ther
s dug
burr
ows,
and
bird
s bui
lt ne
sts in
pre
para
tion
for t
heir
youn
g. T
he L
enap
e and
the a
nim
als
and
bird
s wor
ked
side b
y sid
e. sprin
g wa
s tur
ning
into
sum
mer
, the
hea
t fro
m th
e sun
grew
stron
ger.
th
is tim
e, th
e Len
ape p
eopl
e fish
ed fo
r sal
mon
, her
ring,
and
shad
. The
y gua
rded
their
ripe
ning
crop
s fro
m th
e gre
edy b
irds.
Lena
pe ch
ildre
n
gath
ered
ber
ries,
colle
cted
fire
wood
and
play
ed in
the s
park
ling
river
s. As
they
play
ed,
they
sear
ched
for t
urtle
s bas
king
in th
e sun
shin
e.
10
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ity B
ook
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de 5
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re K
now
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e La
ngua
ge A
rts
the a
utum
n, th
e Len
ape h
arve
sted
their
gour
ds an
d
pum
pkin
s. Th
ey g
athe
red
nuts,
root
s, an
d be
rries
—su
ch as
huc
kleb
errie
s, ra
spbe
rries
, and
straw
berr
ies.
the c
old
weat
her a
rriv
ed, t
hey m
ade b
eaut
iful b
aske
ts
in w
hich
to st
ore t
heir
win
ter f
ood.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
09
9.2
Root
mem
Read
the f
ollo
wing
pai
rs of
sent
ence
s con
tain
ing w
ords
with
the r
oot m
em. W
ithin
each
pa
ir, on
e of t
he se
nten
ces u
ses t
he w
ord
corr
ectly
, and
one o
f the
sent
ence
s use
s it i
ncor
rectl
y. Ci
rcle
the s
enten
ce th
at u
ses t
he w
ord
corr
ectly
.
1.
A ce
rem
ony w
as h
eld to
com
mem
orat
e the
dat
e the
Civ
il W
ar en
ded.
We c
omm
emor
ate S
atur
days
by s
leepi
ng in
late
.
2.
Do
you
know
if h
e mem
ory t
o pi
ck u
p th
e mai
l?
Whe
n m
y gra
ndm
othe
r pas
sed
away
, we d
ecid
ed to
plan
t a tr
ee in
mem
ory o
f her
.
3.
They
bro
ught
seas
hells
bac
k ho
me f
rom
the b
each
as a
mem
ento
of t
heir
vaca
tion.
The g
roce
ry li
st in
clude
d ba
nana
s, m
ilk, b
read
, and
a m
emen
to.
4.
My t
each
er as
ked
me t
o m
emor
ize m
y fav
orite
poe
m.
Her
favo
rite m
emor
ize is
of a
fam
ily re
unio
n sh
e wen
t to
man
y yea
rs ag
o.
5.
I am
tryi
ng to
mem
orab
le th
e nam
e of t
he m
ovie
we sa
w la
st we
ek, b
ut I
can’t
.
Our
trip
to th
e bea
ch w
as ve
ry m
emor
able
beca
use w
e saw
dol
phin
s.
11
0U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
For e
ach
of th
e fol
lowi
ng w
ords
, writ
e a co
mpl
ete se
nten
ce u
sing t
he w
ord.
Be s
ure t
o use
co
rrec
t cap
italiz
atio
n an
d pu
nctu
atio
n.
1.
mem
oria
l
2.
mem
orab
le
3.
rem
embe
r
4.
mem
oir
5.
mem
ento
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
11
9.3
Prac
tice S
pelli
ng W
ords
Writ
e the
corr
ect s
pelli
ng w
ord
to co
mpl
ete ea
ch se
nten
ce. W
ords
will
not
be u
sed
mor
e tha
n on
ce. Y
ou m
ay n
eed
to a
dd –
s, –e
d, or
–in
g to t
he w
ord
to co
rrec
tly co
mpl
ete th
e sen
tence
.
subt
ract
ion
canc
ellat
ion
prev
entio
ndi
rect
ion
decis
ion
exte
nsio
nre
visio
ndi
scus
sion
mem
ento
com
mem
orat
em
emor
izem
emor
ial
1.
My m
om an
d I h
ad a(
n)
abou
t wha
t we s
houl
d do
for m
y dad
’s bi
rthda
y, an
d we
dec
ided
to th
row
him
a su
rpris
e par
ty.
2.
The r
epor
ter u
rged
ever
yone
to ta
ke im
med
iate s
teps
for d
amag
e
to
pro
tect
their
hom
es an
d pr
oper
ty fr
om th
e app
roac
hing
hur
rican
e.
3.
My s
ister
said
she w
ould
pra
ctice
my l
ines
for t
he p
lay w
ith m
e so
that
I co
uld
m
y par
t.
4.
My b
roth
er an
d I c
elebr
ated
the
of s
choo
l by s
leepi
ng in
and
drin
king
hot
choc
olat
e.
5.
In w
hich
sh
ould
I go
to ge
t to
the m
useu
m q
uick
ly?
6.
My g
rand
pare
nts d
ecid
ed to
th
eir 5
0th
wedd
ing
anni
vers
ary
with
a vo
w re
new
al ce
rem
ony.
7.
I ask
ed m
y tea
cher
if I
coul
d ge
t a(n
)
o
n m
y pro
ject b
ecau
se I
have
bee
n sic
k fo
r a w
eek
and
I hav
en’t
been
able
to w
ork
on it
.
11
2U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
8.
My d
ad go
t a b
aseb
all h
at fr
om th
e bas
eball
stad
ium
we t
oure
d as
a o
f our
visit
ther
e.
9.
I’m tr
ying
to ch
oose
whi
ch to
pic t
o w
rite a
bout
for m
y rep
ort,
but i
t is a
to
ugh
.
10.
Our
mat
h te
ache
r enc
oura
ges u
s to
prac
tice m
enta
l
an
d ad
ditio
n.
11.
Our
tow
n vo
ted
to b
uild
a
in th
e par
k to
hon
or th
e pol
ice an
d fir
efigh
ters
who
pro
tect
our
tow
n.
12.
Afte
r I re
ad m
y sto
ry al
oud,
I re
alize
d th
at it
nee
ded
, s
o I
decid
ed to
rew
rite i
t.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
17
10.3
Not
es o
n Ri
char
d H
enry
Pra
tt an
d Lu
ther
Sta
ndin
g Be
arAs
you
read
“You
r Nam
e is L
uthe
r,” co
mpl
ete th
e fol
lowi
ng ch
art a
nd a
nswe
r the
ques
tions
th
at fo
llow.
1.
Usin
g th
e cha
rt be
low,
com
pare
Rich
ard
Hen
ry P
ratt
with
Lut
her S
tand
ing
Bear
in th
e fo
llow
ing
thre
e are
as:
Ric
ha
rd H
en
ry P
ratt
Lu
the
r S
tan
din
g B
ea
r
Exam
ple:
had
to le
ave s
choo
l and
wo
rk in
ord
er to
pro
vide
for h
is fa
mily
.e
xp
eri
en
ce
as
a y
ou
ng
pe
rso
n t
ha
t
sha
pe
s h
im
rela
tio
nsh
ip
to C
arl
isle
Ind
ian
Ind
ust
ria
l
Sch
oo
l
rea
cti
on
to i
de
a o
f
ab
an
do
nin
g
Na
tiv
e
Am
eri
can
cult
ure
11
8U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
2.
Expl
ain
wha
t is m
eant
by t
he sa
ying
Kill
the I
ndia
n to
save
the m
an, a
nd w
hy R
ichar
d H
enry
Pra
tt be
lieve
d in
this
idea
.
3.
In sp
ite o
f the
fact
that
Lut
her S
tand
ing
Bear
exce
lled
acad
emica
lly at
the C
arlis
le Sc
hool
, “In
dian
boa
rdin
g sc
hool
s” w
ere e
vent
ually
clos
ed. C
iting
evid
ence
from
the
text
, exp
lain
why
the “
assim
ilatio
n by
educ
atio
n” ap
proa
ch to
Nat
ive A
mer
icans
was
in
appr
opria
te an
d a f
ailu
re.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
19
10.4
Exce
rpt f
rom
“You
r Nam
e Is L
uthe
r”Re
ad th
e fol
lowi
ng ex
cerp
t, be
ginni
ng at
the b
otto
m of
pag
e 70
with
the s
ectio
n tit
led
“Lut
her’s
Stor
y,” a
nd co
mpl
ete th
e acti
vity
that
follo
ws.
70to st
rip aw
ay ev
eryt
hing
that
mad
e the
m N
ativ
e Am
eric
ans.
His
goal
was
“a
ssim
ilatio
n th
roug
h ed
ucat
ion.”
As h
e saw
it, N
ativ
e Am
eric
an cu
lture
was
th
e mai
n pr
oble
m, a
nd th
e sol
utio
n to
the p
robl
em w
as to
repl
ace t
hat c
ultu
re
with
som
ethi
ng n
ew. T
o do
that
, he b
eliev
ed N
ativ
e Am
eric
ans n
eede
d to
ch
ange
thei
r lan
guag
e, th
eir r
eligi
ous b
elief
s, al
l of t
heir
habi
ts an
d cu
stom
s, an
d ev
en th
eir c
loth
ing
and
hairs
tyle
s. To
day,
it is
no su
rpris
e tha
t man
y pe
ople
bla
me P
ratt
for t
ryin
g to
des
troy
wha
t was
left
of N
ativ
e Am
eric
an
cultu
re. I
n m
any
way
s, th
at is
exac
tly w
hat h
e wan
ted
to d
o.
Prat
t gat
here
d su
ppor
t for
his
idea
, and
even
tuall
y he c
onvi
nced
Con
gres
s to
give
him
som
e mon
ey to
ope
n an
expe
rimen
tal s
choo
l. The
U.S.
Arm
y agr
eed
to le
t him
use
an o
ld b
arra
cks i
n Ca
rlisle
, Pen
nsylv
ania.
Pra
tt co
nver
ted
the
build
ings
ther
e int
o th
e Car
lisle
Indi
an In
dustr
ial S
choo
l. At t
his s
choo
l, Nat
ive
Amer
icans
wou
ld le
arn
to sp
eak,
read
, and
writ
e in
Engl
ish. T
hey w
ould
also
lea
rn ab
out U
.S. h
istor
y and
custo
ms,
such
as T
hank
sgiv
ing a
nd th
e Fou
rth o
f Ju
ly. T
hey w
ould
no
long
er b
e allo
wed
to d
ress
lik
e Nat
ive A
mer
icans
and
were
inste
ad m
ade
to w
ear u
nifo
rms.
They
wou
ld n
ot b
e allo
wed
to
sing,
danc
e, or
tell t
heir
old
storie
s, eit
her.
They
wo
uld
be ta
ught
to ca
st as
ide t
heir
ancie
nt w
ays
and
learn
a ne
w wa
y to
live i
n Am
erica
.
To fi
nd st
uden
ts fo
r his
new
scho
ol, P
ratt
wen
t bac
k to
the s
ame r
eser
vatio
n la
nds w
here
he
onc
e fou
ght a
s a so
ldie
r, in
Sou
th D
akot
a an
d N
ebra
ska.
He t
alke
d to
som
e of t
he tr
ibal
le
ader
s. H
e tol
d th
em h
e had
an id
ea to
help
th
eir c
hild
ren
find
a brig
ht, h
appy
futu
re.
This
brin
gs u
s to
the s
tory
of a
noth
er co
lorf
ul,
fasc
inat
ing
char
acte
r in
Am
eric
an h
istor
y:
Luth
er S
tand
ing
Bear
.
Luth
er’s
Stor
yW
hen
Luth
er w
as b
orn,
he w
as n
amed
Ple
nty
Kill,
bec
ause
his
pare
nts
thou
ght h
e had
the h
eart
of a
hun
ter a
nd w
arrio
r. H
e was
bor
n in
the B
lack
H
ills o
f Sou
th D
akot
a in
1868
. Bac
k th
en, m
any
Lako
ta an
d ot
her S
ioux
tr
ibes
wer
e stil
l at w
ar w
ith th
e U.S
. Arm
y. Pl
enty
Kill
live
d on
a re
serv
atio
n,
Na
tiv
e A
me
rica
n c
hil
dre
n r
ea
din
g
at
the
Ca
rlis
le S
cho
ol
12
0U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
71
but h
e was
raise
d ac
cord
ing
to th
e old
, tra
ditio
nal w
ays.
He l
earn
ed to
hun
t bu
ffalo
and
ride a
hor
se. H
e also
lear
ned
to fi
ght.
Plen
ty K
ill’s
fath
er w
as a
grea
t war
rior.
He c
alle
d th
e U.S
. sol
dier
s “Lo
ng K
nive
s,” b
ecau
se o
f the
swor
ds
carr
ied
by ca
valry
offi
cers
like
Ric
hard
Hen
ry P
ratt.
Whe
n Pl
enty
Kill
was
a bo
y, hi
s fat
her m
ade a
bow
and
arro
ws f
or h
im.
The b
ow an
d al
l the
arro
ws w
ere p
aint
ed re
d as
a sig
n th
at h
is fa
ther
had
bee
n w
ound
ed in
bat
tle. P
lent
y Ki
ll gr
ew u
p ex
pect
ing
that
he,
too,
wou
ld so
med
ay
fight
and
poss
ibly
die
in b
attle
agai
nst t
he L
ong
Kniv
es. H
owev
er, h
is fa
ther
di
d no
t rea
lly w
ant h
is so
n to
bec
ome a
war
rior.
Like
man
y ot
her L
akot
a, he
w
as ti
red
of fi
ghtin
g. In
stead
, he w
ante
d so
met
hing
diff
eren
t for
his
son.
Then
, one
day
, Ric
hard
Hen
ry P
ratt
cam
e to
talk
to th
em ab
out
the C
arlis
le S
choo
l. Pr
att t
ook
Plen
ty K
ill’s
fath
er an
d ot
her t
ribal
elde
rs
to v
isit t
he n
ew sc
hool
. On
the t
rip, t
hey
also
wen
t to
New
Yor
k Ci
ty
and
Was
hing
ton,
D.C
. The
y m
et th
e pre
siden
t of t
he U
nite
d St
ates
, the
“G
rand
fath
er o
f the
Lon
g Kn
ives
.” W
hen
Plen
ty K
ill’s
fath
er re
turn
ed fr
om
his t
rip, h
e sai
d th
is:
“My s
on, s
ince
I ha
ve se
en a
ll th
ose c
ities
, and
the w
ay th
e Lon
g Kni
fe pe
ople
are d
oing
, I b
egin
to re
alize
that
our l
ands
and
our [
anim
als]
are a
ll go
ne. T
here
is n
othi
ng b
ut th
e Lon
g Kni
ves e
very
wher
e I w
ent,
Na
tiv
e A
me
rica
n c
hil
dre
n s
tud
yin
g a
na
tom
y a
t th
e C
arl
isle
Sch
oo
l
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
21
10.4
CONTINU
ED
72
and
they
keep
com
ing l
ike f
lies.
So w
e will
hav
e to l
earn
their
way
s, in
orde
r tha
t we m
ay b
e abl
e to l
ive w
ith th
em. Y
ou w
ill h
ave t
o lea
rn
all y
ou ca
n, a
nd I
will
see t
hat y
our b
roth
ers a
nd si
sters
follo
w in
th
e pat
h th
at yo
u ar
e mak
ing f
or th
em. S
omed
ay I
want
to h
ear y
ou
spea
k lik
e the
se L
ong K
nife
peop
le, a
nd w
ork l
ike t
hem
.”
So, P
lent
y Ki
ll w
ent t
o Ca
rlisle
, Pen
nsyl
vani
a, al
ong
with
146
oth
er
Nat
ive A
mer
ican
child
ren,
mos
tly fr
om G
reat
Pla
ins t
ribes
. The
re, h
e ch
ose h
is ne
w fi
rst n
ame—
Luth
er—
at ra
ndom
from
a lis
t of n
ames
on
the
chal
kboa
rd. H
e cou
ld n
ot y
et re
ad, b
ut th
e tea
cher
ord
ered
him
to ch
oose
a na
me a
nyw
ay, a
nd L
uthe
r was
the o
ne h
e cho
se.
Life
at th
e Car
lisle
Sch
ool w
as to
tally
diff
eren
t tha
n an
ythi
ng P
lent
y Ki
ll,
now
Lut
her,
had
ever
kno
wn,
and
it ce
rtai
nly
was
not
muc
h fu
n. T
he te
ache
rs
forc
ed al
l the
boy
s to
cut t
heir
hair,
whi
ch is
som
ethi
ng L
akot
a men
nev
er
did.
The
boy
s wer
e ver
y an
gry
abou
t it a
nd d
id n
ot u
nder
stan
d, b
ut th
ey h
ad
no ch
oice
. Disc
iplin
e at t
he sc
hool
was
str
ict a
nd p
unish
men
ts w
ere s
ever
e. If
the
boys
refu
sed,
they
wer
e pun
ished
, and
th
en th
ey h
ad to
get
a ha
ircut
anyw
ay.
Afte
r the
ir ha
ircut
s, th
e chi
ldre
n re
ceiv
ed n
ew cl
othi
ng. T
hey h
ad n
ever
wor
n su
ch ti
ght,
scra
tchy
garm
ents
and
they
wer
e ve
ry u
ncom
forta
ble.
Asid
e fro
m th
e sad
ness
of
sepa
ratio
n fro
m th
eir fa
mili
es, t
he w
orst
part
was t
hat t
hey w
ere n
ot al
lowe
d to
spea
k th
eir o
wn la
ngua
ge. T
he ch
ildre
n we
re
only
allow
ed to
spea
k En
glish
, whi
ch w
as im
poss
ible
at fi
rst s
ince
non
e of t
hem
kn
ew th
at la
ngua
ge. L
uthe
r was
a ve
ry fa
st lea
rner
, tho
ugh,
and
he gr
ew to
enjo
y re
adin
g and
writ
ing.
Luth
er w
as a
star
stud
ent a
t Car
lisle
and
beca
me a
recr
uite
r for
the
scho
ol, m
eani
ng th
at h
e enc
oura
ged
othe
r Nat
ive A
mer
ican
s to
send
thei
r ch
ildre
n th
ere.
The p
eopl
e at t
he U
.S. B
urea
u of
Indi
an A
ffairs
like
d w
hat
they
saw
at th
e Car
lisle
Sch
ool.
They
bui
lt ab
out 2
5 m
ore “
Indi
an b
oard
ing
scho
ols”
arou
nd th
e cou
ntry
, all
mod
eled
afte
r the
Car
lisle
Sch
ool a
nd
Na
tiv
e A
me
rica
n c
hil
dre
n d
igg
ing
fo
r
po
tato
es
12
2U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
73
fund
ed b
y th
e gov
ernm
ent.
They
also
en
cour
aged
chur
ch m
issio
ns an
d ot
her
orga
niza
tions
to cr
eate
sim
ilar s
choo
ls on
rese
rvat
ions
.
Unf
ortu
nate
ly, fe
w N
ativ
e A
mer
ican
child
ren
wer
e as s
ucce
ssfu
l as
Lut
her a
nd o
ther
mem
bers
of
the f
irst c
lass
at th
e Car
lisle
Sch
ool.
Mos
t boa
rdin
g sc
hool
s wer
e run
like
m
ilita
ry b
ases
, and
child
ren
wer
e ofte
n tre
ated
ver
y ba
dly.
In so
me s
choo
ls,
child
ren
wer
e tre
ated
mor
e lik
e ens
laved
wor
kers
than
stud
ents.
The
y liv
ed
in p
oor c
ondi
tions
and
dise
ases
wer
e wid
espr
ead.
If th
ey tr
ied
to ru
n aw
ay,
they
wer
e cap
ture
d an
d fo
rced
to d
o ph
ysic
al w
ork
as p
unish
men
t. Pr
att
him
self
com
plai
ned
that
the s
choo
ls w
ere h
urtin
g ra
ther
than
help
ing
Nat
ive
Am
eric
ans.
Even
tual
ly, h
e com
plai
ned
so m
uch
that
he w
as fi
red
from
the
Carli
sle S
choo
l. H
e con
tinue
d to
pro
mot
e “as
simila
tion
thro
ugh
educ
atio
n,”
but h
e was
nev
er v
ery
succ
essfu
l, an
d th
e sch
ools
neve
r im
prov
ed m
uch.
M
any
wer
e clo
sed
by th
e lat
e 192
0s.
Luth
er w
ent o
n to
live
a fu
ll an
d fa
scin
atin
g lif
e. D
espi
te ef
fort
s by
Prat
t and
the t
each
ers a
t the
Car
lisle
Sch
ool,
Luth
er n
ever
forg
ot h
is na
tive
lang
uage
and
custo
ms.
He n
ever
cut h
is ha
ir ag
ain,
eith
er, a
nd h
e did
not
th
ink
any
othe
r Nat
ive A
mer
ican
s sho
uld
have
to. L
uthe
r spe
nt th
e res
t of h
is lif
e wor
king
to p
rese
rve L
akot
a her
itage
. He w
rote
boo
ks an
d ga
ve sp
eech
es,
and
he ev
en b
ecam
e a m
ovie
acto
r. H
e trie
d to
mak
e sur
e Hol
lyw
ood
film
di
rect
ors p
ortr
ayed
Nat
ive A
mer
ican
s in
a fai
r, ho
nest
way
, ins
tead
of a
lway
s pr
esen
ting
them
as v
illai
ns o
r sav
ages
.
Luth
er b
eliev
ed in
the i
mpo
rtan
ce o
f edu
catio
n, an
d he
was
alw
ays
grat
eful
to P
ratt
for t
he ch
ance
to at
tend
his
scho
ol. H
owev
er, L
uthe
r did
no
t agr
ee th
at N
ativ
e Am
eric
ans s
houl
d ab
ando
n th
eir c
ultu
re. H
e tho
ught
La
kota
child
ren
shou
ld le
arn
abou
t Lak
ota h
istor
y an
d th
at th
ey sh
ould
be
prou
d of
thei
r cul
ture
and
belie
fs. T
oday
, Lut
her S
tand
ing
Bear
wou
ld b
e ha
ppy
to se
e tha
t pre
sent
-day
Nat
ive A
mer
ican
s are
pro
ud o
f the
ir he
ritag
e an
d ha
ve n
ot ab
ando
ned
thei
r cul
ture
.
Na
tiv
e A
me
rica
n c
hil
dre
n le
arn
ing
to
re
ad
an
d w
rite
at
the
Ca
rlis
le S
cho
ol
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
23
10.4
CONTINU
ED
Writ
e a p
arag
raph
sum
mar
izing
this
exce
rpt,
usin
g at l
east
two o
f the
follo
wing
core
vo
cabu
lary
wor
ds: a
ssim
ilatio
n, ex
perim
enta
l, an
d he
ritag
e.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
27
11.2
Battl
e of t
he L
ittle
Big
horn
Answ
er th
e fol
lowi
ng qu
estio
ns in
com
plete
sent
ence
s, us
ing i
nfor
mat
ion
from
the t
ext t
o su
ppor
t you
r ans
wers
.
1.
Des
crib
e the
land
scap
e Lieu
tena
nt V
arnu
m an
d th
e U.S
. Arm
y saw
as th
ey p
repa
red
for b
attle
.
Page
(s)
2.
Why
wer
e sco
uts i
mpo
rtant
at th
e Bat
tle o
f the
Litt
le Bi
ghor
n?A
. Th
ey g
athe
red
food
to fe
ed th
e sol
dier
s.
B.
They
gat
here
d in
form
atio
n ab
out t
he en
emy a
nd re
porte
d it
to C
uste
r.
C.
They
repo
rted
info
rmat
ion
abou
t the
U.S
. Arm
y to
the N
ativ
e Am
erica
ns.
D.
B an
d C
E.
They
liste
ned
care
fully
for b
ears
and
othe
r wild
anim
als th
at m
ight
atta
ck th
e arm
y.
3.
Why
did
n’t C
uste
r tak
e the
advi
ce o
f the
Arik
ara a
nd C
row
scou
ts?A
. H
e misj
udge
d th
e stre
ngth
of t
he en
emy b
ecau
se h
e cou
ld o
nly s
ee th
e edg
e of t
he
villa
ge.
B.
He d
idn’t
kno
w th
at th
e Ara
paho
e and
Che
yenn
e wou
ld fi
ght w
ith th
e Lak
ota a
gain
st th
e U.S
. Arm
y.
C.
He t
houg
ht th
at th
e tim
ing
was
righ
t to
win
the b
attle
and
poss
ibly
end
the w
ar w
ith
the N
ativ
e Am
erica
ns.
D.
He w
as k
now
n as
a re
ckles
s lea
der.
E.
All
of th
e abo
ve
12
8U
nit
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Activ
ity B
ook
Gra
de 5
| Co
re K
now
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ngua
ge A
rts
4.
Wha
t led
to th
e Bla
ck H
ills W
ar?
Page
(s)
5.
Sitti
ng B
ull a
nd C
razy
Hor
se w
ere r
ever
ed L
akot
a lea
ders
, but
they
insti
lled
resp
ect i
n th
eir fo
llowe
rs in
diff
eren
t way
s. H
ow w
ere t
hey d
iffer
ent?
How
wer
e the
y sim
ilar?
Page
(s)
6.
How
did
the l
ands
cape
mak
e it d
ifficu
lt fo
r the
U.S
. Arm
y to
atta
ck?
Page
(s)
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
31
11.3
Prac
tice A
dditi
onal
Com
ma U
sage
Part
I: In
sert
a co
mm
a in
the c
orre
ct pl
ace i
n ea
ch se
nten
ce.
1.
Jam
ie wo
uld
you
like t
o go
swim
min
g th
is we
eken
d?
2.
Yes I
wou
ld li
ke to
go to
swim
min
g th
is we
eken
d.
3.
The n
eighb
orho
od p
ool i
s ope
n th
is we
eken
d isn
’t it?
4.
Dan
ny d
o yo
u kn
ow?
5.
No
I do
not k
now.
6.
I tho
ught
I sa
w p
eopl
e sw
imm
ing
in th
e poo
l did
you?
7.
Yes I
did
.
8.
Ever
yone
let’s
mee
t at t
he p
ool t
his w
eeke
nd!
Part
II: U
sing w
hat y
ou h
ave l
earn
ed ab
out u
sing c
omm
as in
this
lesso
n, a
nswe
r the
qu
estio
ns in
com
plete
sent
ence
s.
1.
How
wou
ld yo
u ge
t you
r frie
nd’s
atte
ntio
n on
the p
laygr
ound
to as
k if
your
frien
d w
ants
to p
lay a
gam
e?
2.
How
wou
ld yo
u ch
eck
if yo
ur an
swer
to th
is m
ath
prob
lem [2
4 +
9] is
corr
ect?
NA
ME
:
DA
TE
:
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-HOM
E
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Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
33
11.4
fore–:
Pre
fix M
eani
ng “b
efor
e” o
r “ah
ead”
Fill
in th
e fol
lowi
ng ch
art w
ith th
e miss
ing w
ords
, par
ts of
spee
ch, a
nd m
eani
ngs.
roo
t w
ord
—(p
art o
f spe
ech)
me
an
ing
aff
ixe
d w
ord
—(p
art o
f spe
ech)
me
an
ing
see—
(verb)
to u
se th
e se
nse
of si
ght t
o ob
serv
e so
met
hing
1.
bode
—(verb)
to si
gnal
or b
e a
sign
for
som
ethi
ng2.
3.fo
regr
ound
—(nou
n) a
n ar
ea o
r par
t of E
arth
’s su
rfac
e th
at lo
oks t
o be
in fr
ont o
r ahe
ad o
f an
othe
r are
a or
par
t
Writ
e the
corr
ect w
ord
to co
mpl
ete ea
ch se
nten
ce. W
ords
will
not
be u
sed
mor
e tha
n on
ce;
som
e wor
ds w
ill n
ot b
e use
d.
see
fore
see
mos
tfo
rem
ost
bode
fore
bode
fath
erfo
refa
ther
1.
Whe
n yo
ung
Nat
ive A
mer
icans
wou
ld p
artic
ipat
e in
a Visi
on Q
uest,
som
e beli
eved
th
ey w
ould
a
visio
n of
their
futu
re, w
hile
othe
rs b
eliev
ed th
ey
woul
d ha
ve co
nver
satio
ns w
ith th
e spi
rits o
f the
ir an
cesto
rs.
2.
The f
act t
hat t
he sc
hool
bus
was
runn
ing
late d
id n
ot
well
for
my p
lans t
o ar
rive a
t sch
ool o
n tim
e.
3.
The h
ouse
my f
amily
live
s in
was
bui
lt by
my f
arth
er's
m
any
year
s ago
.
4.
The f
ortu
ne te
ller a
t the
carn
ival
claim
ed to
be a
ble t
o
thin
gs
abou
t a p
erso
n’s fu
ture
.
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
35
11.5
Spel
ling W
ords
The f
ollo
wing
is a
list
of sp
ellin
g wor
ds. T
hese
are
cont
ent w
ords
rela
ted to
the R
eade
r, A
Ch
angi
ng L
ands
cape
. Dur
ing L
esso
n 15
, you
will
be a
ssesse
d on
how
to sp
ell th
ese w
ords
. Pr
actic
e spe
lling
the w
ords
by d
oing
one o
r mor
e of t
he fo
llowi
ng:
• sp
ell th
e wor
ds ou
t lou
d•
write
sent
ence
s usin
g the
wor
ds•
copy
the w
ords
onto
pap
er•
write
the w
ords
in a
lpha
betic
al or
der
Whe
n yo
u pr
actic
e spe
lling
and
writ
ing t
he w
ords
, rem
embe
r to p
rono
unce
and
spell
each
wo
rd on
e syll
able
at a
tim
e.
1.
lifes
tyle
2.
surv
ive
3.
cere
mon
y
4.
imm
igra
nt
5.
assim
ilate
6.
herit
age
7.
gene
ratio
n
8.
lands
cape
9.
rese
rvat
ion
10.
spiri
tual
13
6U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
The f
ollo
wing
char
t pro
vide
s the
mea
ning
s of t
he sp
ellin
g wor
ds. Y
ou a
re n
ot ex
pecte
d to
kn
ow th
e wor
d m
eani
ngs f
or th
e spe
lling
asse
ssmen
t, bu
t it m
ay b
e help
ful t
o hav
e the
m a
s a
refer
ence
as y
ou p
racti
ce sp
ellin
g the
wor
ds.
Sp
ell
ing
Wo
rdD
efi
nit
ion
life
sty
le(n
oun)
the
way
a p
erso
n or
gro
up o
f peo
ple
lives
surv
ive
(ver
b) to
live
on
or st
ay a
live
even
thro
ugh
diffi
culti
es o
r dan
gers
cere
mo
ny
(nou
n) a
form
al e
vent
don
e fo
r a sp
ecifi
c re
ason
or o
ccas
ion
imm
igra
nt
(nou
n) so
meo
ne w
ho le
aves
his
or h
er o
wn
coun
try
to li
ve in
ano
ther
cou
ntry
ass
imil
ate
(ver
b) to
bec
ome
part
of a
soci
ety
or c
ultu
re
he
rita
ge
(nou
n) th
e tr
aditi
ons a
nd b
elie
fs th
at a
re u
niqu
e to
a sp
ecifi
c gr
oup
and
hand
ed d
own
from
gen
erat
ion
to g
ener
atio
n
ge
ne
rati
on
(nou
n) a
gro
up o
f peo
ple
born
in th
e sa
me
time
perio
d
lan
dsc
ap
e(n
oun)
the
area
of l
and
that
you
can
see
at o
ne ti
me
rese
rva
tio
n(n
oun)
a se
pera
te a
rea
of la
nd in
the
Uni
ted
Stat
es se
t asi
de a
s a p
lace
for
Nat
ive
Am
eric
ans t
o liv
e
spir
itu
al
(adj
ectiv
e) re
latin
g to
the
soul
, spi
rit, r
elig
ion,
or t
he sa
cred
NA
ME
:
DA
TE
:
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-HOM
E
Core
Kno
wle
dge
Lang
uage
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s | G
rade
5Ac
tivity
Boo
k | U
nit
81
37
11.6
Prac
tice S
pelli
ng W
ords
List
the s
pelli
ng w
ords
in a
lpha
betic
al or
der.
Rem
embe
r to s
ay a
nd sp
ell ea
ch w
ord
sylla
ble
by sy
llabl
e.
spiri
tual
herit
age
cere
mon
yas
simila
telif
esty
le
rese
rvat
ion
surv
ive
imm
igra
ntge
nera
tion
lands
cape
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
13
8U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
Sort
the s
pelli
ng w
ords
into
categ
ories
bas
ed on
the p
art o
f spe
ech
of ea
ch w
ord.
no
un
ve
rba
dje
cti
ve
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
39
12.1
Exce
rpt f
rom
“Bat
tle o
f the
Litt
le B
igho
rn”
Read
the e
xcer
pt a
nd co
mpl
ete th
e acti
vity
that
follo
ws.
Chap
ter 9
Battl
e of t
he
Littl
e Big
horn
TH
E B
IG Q
UE
ST
ION
Why
was
the
Batt
le
of th
e Li
ttle
Big
horn
im
port
ant i
n th
e sh
ared
his
tory
of
the
Euro
pean
se
ttle
rs a
nd N
ativ
e A
mer
ican
s?
In p
revi
ous c
hapt
ers y
ou re
ad ab
out c
onfli
ct b
etw
een
Nat
ive A
mer
ican
s an
d se
ttler
s mov
ing
wes
t. Th
is is
the s
tory
of t
he B
attle
of t
he L
ittle
Big
horn
. It
is an
even
t tha
t sta
nds o
ut in
the h
istor
y of
this
conf
lict.
Lieu
tena
nt C
harle
s Var
num
was
awak
e lon
g be
fore
reve
ille t
hat m
orni
ng.
In fa
ct, h
e had
not
slep
t at a
ll th
e nig
ht b
efor
e, an
d he
was
not
alon
e, fo
r the
re
was
goin
g to
be a
bat
tle th
at d
ay, a
nd ev
eryo
ne k
new
it. H
e wat
ched
the s
unris
e an
d lig
ht fo
g dr
iftin
g ac
ross
the w
ide p
rairi
es o
f sou
ther
n M
onta
na. T
his w
as a
plea
sant
pla
ce to
be i
n th
e sum
mer
time,
even
if yo
u ha
d to
wea
r a h
eavy
woo
l un
iform
like
Var
num
and
his f
ellow
cava
lrym
en.
The t
roop
s wer
e cam
ped
in a
little
rive
r val
ley.
The d
ay b
efor
e, Va
rnum
ha
d no
ticed
silv
ery
rain
bow
trou
t in
the n
earb
y cr
eek,
and
perh
aps t
he
thou
ght h
ad cr
osse
d hi
s min
d th
at it
wou
ld b
e nic
e to
spen
d th
e day
fish
ing
besid
e tha
t litt
le cr
eek.
How
ever
, Var
num
kne
w v
ery
well
that
this
day
wou
ld
hold
no
time f
or le
isure
or r
elaxa
tion.
The
y w
ere a
t war
, and
the e
nem
y w
as
near
. In
fact
, acc
ordi
ng to
his
scou
ts, th
e ene
my
was
just
on th
e oth
er si
de o
f th
at ri
ver.
The w
ar b
ecam
e kno
wn
as th
e Bla
ck H
ills W
ar, b
ecau
se m
uch
of th
e fig
htin
g w
as in
or a
roun
d th
e Bla
ck H
ills o
f Sou
th D
akot
a. La
ter,
it w
as al
so
refe
rred
to as
the G
reat
Sio
ux W
ar o
f 187
6. L
ieut
enan
t Var
num
was
in th
e Se
vent
h Ca
valry
Reg
imen
t, co
mm
ande
d by
Lie
uten
ant C
olon
el G
eorg
e A
rmstr
ong
Custe
r. Th
is w
as o
nly
one o
f man
y “I
ndia
n W
ars”
and
othe
r bl
oody
conf
licts
betw
een
Nat
ive A
mer
ican
s and
U.S
. for
ces.
74
14
0U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
As C
hief
of S
cout
s, Li
eute
nant
Var
num
gat
here
d in
telli
genc
e, or
im
port
ant i
nfor
mat
ion,
abou
t the
enem
y’s lo
catio
n an
d str
engt
h. V
arnu
m
had
a tou
gh, r
agta
g gr
oup
of m
en u
nder
his
com
man
d. T
he sc
outs
inclu
ded
war
riors
from
the A
rikar
a and
Cro
w tr
ibes
. The
ir pe
ople
onc
e fou
ght t
he
U.S.
sold
iers
, too
, but
they
had
surr
ende
red
and
mov
ed o
nto
the r
eser
vatio
ns.
Thei
r tra
ckin
g sk
ills a
nd k
now
ledg
e of o
ther
trib
es w
as v
ery
usef
ul.
The d
ay b
efor
e, Ju
ne 2
5, V
arnu
m se
nt h
is sc
outs
to ex
plor
e the
ban
ks
of th
e Litt
le B
igho
rn R
iver
. The
y re
port
ed fi
ndin
g a v
ery
larg
e Lak
ota S
ioux
vi
llage
. The
y sa
id th
ere w
ere m
any
war
riors
in th
e vill
age,
but t
hey
did
not
know
how
man
y ex
actly
. The
y on
ly k
new
that
it w
as a
very
big
vill
age w
ith
hund
reds
of t
epee
s. A
s was
his
duty
, Var
num
repo
rted
this
info
rmat
ion
to
Custe
r, hi
s com
man
der.
75L
ittl
e B
igh
orn
Riv
er,
Mo
nta
na
NA
ME
:
DA
TE
:
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-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
41
12.1
CONTINU
ED
76
Custe
r wan
ted
to se
e the
vill
age,
so V
arnu
m an
d hi
s sco
uts t
ook
him
to
the t
op o
f the
talle
st ne
arby
hill
. Fro
m th
ere,
they
coul
d se
e sm
oke f
rom
the
cam
pfire
s, an
d th
ey co
uld
see a
few
tepe
es an
d so
me h
orse
s, bu
t not
muc
h el
se. C
uste
r sai
d he
wan
ted
to at
tack
the v
illag
e, bu
t the
Arik
ara a
nd C
row
sc
outs
prot
este
d, sa
ying
they
had
nev
er se
en su
ch a
larg
e vill
age.
Non
ethe
less
, Cu
ster s
aw th
is as
an o
ppor
tuni
ty to
dea
l a m
ajor
blo
w to
the e
nem
y an
d m
aybe
even
end
the w
ar, s
o he
ord
ered
his
men
to p
repa
re fo
r an
atta
ck.
Year
s ear
lier,
durin
g th
e Civ
il W
ar,
Custe
r had
gai
ned
a rep
utat
ion
for b
eing
fe
arle
ss an
d ag
gres
sive.
How
ever
, he a
lso
had
a rep
utat
ion
for b
eing
reck
less
, tak
ing
big
risks
with
the l
ives
of h
is so
ldie
rs. T
en
year
s lat
er, C
uste
r was
still
the s
ame t
ype o
f so
ldie
r. Li
ke ev
eryo
ne el
se in
the S
even
th
Cava
lry, V
arnu
m h
ad g
reat
resp
ect f
or
Custe
r and
was
pro
ud to
serv
e und
er h
is co
mm
and.
Stil
l, Va
rnum
coul
d no
t help
fe
elin
g th
at m
aybe
, thi
s tim
e, Cu
ster w
as
bein
g to
o re
ckle
ss.
Custe
r cou
ld n
ot se
e the
who
le v
illag
e fro
m th
e top
of t
hat h
ill b
ecau
se it
exte
nded
se
vera
l mile
s alo
ng th
e riv
er v
alle
y. H
e onl
y sa
w th
e ver
y ed
ge o
f the
vill
age.
Beyo
nd th
at,
ther
e wer
e at l
east
10,0
00 L
akot
a Sio
ux ca
mpe
d al
ong
the r
iver
, inc
ludi
ng
as m
any
as 2
,000
war
riors
. And
the L
akot
a wer
e not
alon
e. Th
eir a
llies
, the
A
rapa
hoe a
nd C
heye
nne,
wer
e the
re, a
s well
. In
the p
ast,
the t
ribes
had
ofte
n ga
ther
ed in
this
valle
y of
the L
ittle
Big
horn
Riv
er b
ecau
se it
was
goo
d hu
ntin
g gr
ound
and
ther
e was
ple
nty
of w
ater
nea
rby.
In 1
876,
with
war
ragi
ng al
l ar
ound
, the
y w
ere a
ll g
athe
red
in th
is pl
ace.
Am
ongs
t the
thou
sand
s gat
here
d to
geth
er w
ere a
fam
ous L
akot
a hol
y m
an n
amed
Sitt
ing
Bull,
alon
g w
ith a
grea
t war
rior-
chie
f nam
ed C
razy
Hor
se.
Man
y m
embe
rs o
f the
Lak
ota h
ad tr
ied
to li
ve o
n th
e res
erva
tions
. The
y ha
d sig
ned
treat
ies w
ith th
e fed
eral
gov
ernm
ent.
The t
reat
ies s
aid
it w
as th
eir
land
and
nobo
dy el
se’s.
But
settl
ers m
oved
in an
yway
, and
the r
eser
vatio
ns
Ge
ne
ral G
eo
rge
A. C
ust
er,
18
76
14
2U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
77
kept
get
ting
smal
ler a
nd sm
alle
r. At
last,
th
e Lak
ota l
eft t
he re
serv
atio
ns. T
hey
pack
ed u
p th
eir t
epee
s and
trav
eled
ac
ross
the p
lain
s int
o W
yom
ing
and
Mon
tana
to h
unt b
uffa
lo an
d liv
e fre
e. O
f cou
rse,
the U
.S. g
over
nmen
t wan
ted
them
to g
o ba
ck to
the r
eser
vatio
ns.
They
told
the L
akot
a to
retu
rn b
y m
idni
ght o
n Ja
nuar
y 31
, 187
6, o
r the
re
wou
ld b
e war
. The
Lak
ota d
id n
ot re
turn
to
the r
eser
vatio
ns, a
nd th
e Bla
ck H
ills
War
star
ted
the n
ext d
ay.
Sitti
ng B
ull w
as a
fam
ous s
pirit
ual
lead
er, k
now
n am
ong
all t
he L
akot
a and
th
eir a
llies
. He t
old
his p
eopl
e to
have
co
urag
e in
thei
r war
agai
nst t
he W
asich
u. T
hat i
s wha
t the
Lak
ota c
alle
d th
e so
ldie
rs an
d se
ttler
s: W
asich
u. T
he tr
ue m
eani
ng o
f thi
s wor
d is
not c
erta
in,
thou
gh so
me h
ave c
onclu
ded
that
it m
eans
“per
son
who
take
s the
fat,”
or
som
eone
who
is g
reed
y. A
nxio
us an
d un
cert
ain
of th
eir f
utur
e, th
e trib
es
gath
ered
in th
is va
lley
in th
e ear
ly su
mm
er o
f 187
6, b
ecau
se S
ittin
g Bu
ll w
as
goin
g to
per
form
a Su
n D
ance
. The
Sun
Dan
ce w
as an
anci
ent,
sacr
ed ri
tual
. D
urin
g th
e Sun
Dan
ce, S
ittin
g Bu
ll pr
ayed
for a
visi
on o
f the
futu
re. H
e ask
ed
the s
pirit
s wha
t wou
ld h
appe
n to
his
peop
le.
Sitti
ng B
ull p
redi
cted
that
the L
akot
a wou
ld
win
a gr
eat v
icto
ry in
bat
tle.
Sitti
ng B
ull w
as n
ot th
e onl
y im
port
ant
lead
er in
the g
reat
vill
age o
n th
e Litt
le
Bigh
orn
that
day
. Cra
zy H
orse
was
ther
e, as
w
ell. I
n so
me w
ays,
Craz
y H
orse
was
a lit
tle
like C
uste
r, bo
ld an
d re
ckle
ss. I
n ba
ttle,
he
rode
stra
ight
at th
e ene
my,
but n
o ar
row
or
bulle
t eve
r fou
nd h
im. A
ll th
e war
riors
wer
e ha
ppy
to fo
llow
Cra
zy H
orse
whe
reve
r he
wen
t, be
caus
e he a
lway
s fou
nd v
icto
ry.
Sit
tin
g B
ull
wa
s a
La
ko
ta h
oly
ma
n.
Ch
ief
Cra
zy
Ho
rse
NA
ME
:
DA
TE
:
TAKE
-HOM
E
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
43
12.1
CONTINU
ED
The f
ollo
wing
wor
ds w
ere u
sed
in “B
attle
of th
e Litt
le Bi
ghor
n.” F
or ea
ch w
ord,
pick
an
activ
ity a
nd co
mpl
ete th
e cha
rt be
low.
conf
lict
Vo
cab
ula
ry A
cti
vit
ies
1. W
rite
a de
finiti
on in
you
r ow
n w
ords
.2.
Pro
vide
a sy
nony
m (s
imila
r mea
ning
).3.
Pro
vide
an
anto
nym
(opp
osite
mea
ning
).4.
Use
the
wor
d in
a se
nten
ce.
5. P
rovi
de a
noth
er w
ord
that
the
wor
d m
akes
you
thin
k of
and
exp
lain
why
. (App
le m
akes
me
thin
k of
ban
ana
beca
use
they
are
bot
h fru
its.)
6. T
hink
of a
n ex
ampl
e of
the
wor
d an
d w
rite
abou
t it.
(An
exam
ple
of fruit i
s ca
ntal
oupe
. It i
s a m
elon
that
is w
hite
on
the
outs
ide
and
oran
ge o
n th
e in
side
. It
is re
ally
tast
y in
the
sum
mer
.)
reve
ille
reck
less
ally
Wo
rdA
cti
vit
yA
cti
vit
y R
esp
on
se
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
51
14.2
The G
host
Dan
ceAn
swer
the f
ollo
wing
ques
tions
in co
mpl
ete se
nten
ces,
usin
g inf
orm
atio
n fro
m th
e tex
t to
supp
ort y
our a
nswe
rs.
1.
In w
hat w
ays w
as R
ed C
loud
sim
ilar t
o bo
th S
ittin
g Bu
ll an
d Cr
azy H
orse
? In
wha
t w
ays w
as R
ed C
loud
diff
eren
t fro
m b
oth
Sitti
ng B
ull a
nd C
razy
Hor
se?
Page
(s)
2.
Why
was
Red
Clo
ud w
orrie
d fo
r the
futu
re o
f the
new
gene
ratio
n of
Lak
ota p
eopl
e gr
owin
g up
on
Pine
Rid
ge an
d ot
her r
eser
vatio
ns?
Page
(s)
15
2U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
3.
How
did
the L
akot
a peo
ple i
nter
pret
Wov
oka’s
visio
n?
Page
(s)
4.
Wha
t did
the L
akot
a lea
ders
who
trav
eled
to N
evad
a to
learn
abou
t the
Gho
st D
ance
th
ink
the d
ance
wou
ld ac
com
plish
?
Page
(s)
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
53
14.2
CONTINU
ED
5.
Why
did
the U
.S. g
over
nmen
t fea
r the
Lak
ota p
eopl
e’s at
tem
pts t
o re
conn
ect w
ith
their
pas
t?
Page
(s)
6.
Wha
t act
ions
did
Spot
ted
Elk
take
that
show
ed h
e int
ende
d to
mak
e pea
ce an
d no
t sta
rt a w
ar?
Page
(s)
15
4U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
7.
Is th
e ter
m m
assa
cre a
n ap
prop
riate
wor
d fo
r wha
t too
k pl
ace a
t Wou
nded
Kne
e Cr
eek?
Why
or w
hy n
ot?
Page
(s)
8.
Com
pare
and
cont
rast
the W
ound
ed K
nee M
assa
cre w
ith th
e Bat
tle o
f the
Litt
le Bi
ghor
n.
Page
(s)
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
57
14.4
Pref
ix fore–
Writ
e the
corr
ect w
ord
to co
mpl
ete ea
ch se
nten
ce.
1.
If a p
erso
n is
blin
d, it
mea
ns th
at p
erso
n do
es n
ot h
ave t
he se
nse o
f
(fath
er, f
oref
athe
r, sig
ht, f
ores
ight
)
.
2.
The t
hrea
t of a
bliz
zard
is th
e
(see
, for
esee
, mos
t, fo
rem
ost)
re
ason
I am
stay
ing
hom
e tod
ay.
3.
Can
you
plea
se g
rab
the p
icnic
blan
ket o
ff th
e
(gro
und,
fore
grou
nd, b
ode,
fore
bode
)
?
Read
the f
ollo
wing
pai
rs of
sent
ence
s con
tain
ing w
ords
with
the p
refix
fore
–. W
ithin
each
pa
ir, on
e of t
he se
nten
ces u
ses t
he w
ord
corr
ectly
, and
one o
f the
sent
ence
s use
s it i
ncor
rectl
y. Ci
rcle
the s
enten
ce th
at u
ses t
he w
ord
corr
ectly
.
1.
I dec
ided
not
to d
rive i
n th
e sno
w in
ord
er to
fore
bode
the p
ossib
ility
of a
n ac
ciden
t.Th
e dar
k clo
uds a
nd st
rong
win
ds se
emed
to fo
rebo
de th
e arr
ival
of b
ad w
eath
er.
2.
I for
esee
that
our
trip
to th
e mus
eum
yeste
rday
was
fun
and
educ
atio
nal.
Do
you
fore
see a
ny p
robl
ems w
ith u
s get
ting t
o th
e mus
eum
tom
orro
w?
3.
He i
s the
fore
mos
t exp
ert o
n th
e hist
ory o
f exp
lora
tion
of th
e Am
erica
s.
The f
orem
ost t
hing
I wa
nt to
do
is cle
an m
y roo
m, s
o I l
eft it
for l
ast o
n m
y cho
re li
st.
4.
My f
oref
athe
r too
k m
e to
the b
allp
ark
with
him
yeste
rday
.
The f
oref
athe
rs o
f the
trib
al eld
ers w
ante
d pe
ace,
too
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
81
59
14.5
Prac
tice S
pelli
ng W
ords
For e
ach
spell
ing w
ord,
wor
k with
a p
artn
er to
writ
e a co
mpl
ete se
nten
ce u
sing t
he w
ord.
lifes
tyle
surv
ive
cere
mon
yim
mig
rant
assim
ilate
herit
age
gene
ratio
nlan
dsca
pere
serv
atio
nsp
iritu
al
1. 2. 3. 4. 5. 6. 7.
16
0U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
8. 9. 10.
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
82
09
E1.1
The N
avaj
o Co
de T
alke
rs
Wo
rd(s
) fr
om
th
e C
ha
pte
rP
ron
un
cia
tio
nP
ag
e N
um
be
r
Nav
ajo
/nov
*ә*h
oe/
96
Apa
che
/ә*p
ach*
ee/
99
Atha
bask
an/a
th*ә
*bas
*kәn
/99
Gua
dalc
anal
/gw
aw*d
әl*kә
*nal
/10
0
Tara
wa
/tә*
raw
*ә/
100
Iwo
Jima
/ee*
woe
/ /je
e*m
ә/10
0
Kiey
oom
ia/k
ie*y
oo*m
ee*ә
/10
2
Nag
asak
i/n
og*o
*sok
*ee/
103
As yo
u re
ad th
e enr
ichm
ent s
electi
on, “
The N
avaj
o Cod
e Tal
kers
,” ans
wer t
he fo
llowi
ng
ques
tions
usin
g com
plete
sent
ence
s.
1.
Wha
t was
a Co
de T
alker
’s m
ain
job
in W
orld
War
II?
Page
(s)
2.
Irony
mea
ns u
sing
word
s or a
ctio
ns th
at ar
e the
opp
osite
of w
hat i
s exp
ecte
d. W
hy
was
it ir
onic
that
the A
llies
dep
ende
d on
the N
avajo
lang
uage
in W
orld
War
II?
Page
(s)
21
0U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
3.
How
did
the u
se o
f rad
ios a
nd te
lepho
nes a
ffect
com
mun
icatio
n on
the b
attle
field
du
ring
Wor
ld W
ar II
?
Page
(s)
4.
Why
was
the N
avajo
lang
uage
so w
ell-s
uite
d to
code
talk
ing?
Page
(s)
5.
Joe K
ieyo
omia
spok
e Nav
ajo, b
ut h
e cou
ldn’t
und
ersta
nd th
e cod
e. W
hy n
ot?
Page
(s)
6.
Why
wou
ld it
be i
mpo
rtant
for t
he C
ode T
alke
rs to
be s
worn
to se
crec
y and
not
say a
wo
rd ab
out t
he p
rogr
am fo
r so
man
y yea
rs?
Page
(s)
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
82
11
E2.1
Ance
stors
’ Wor
ds
Wo
rd(s
) fr
om
th
e C
ha
pte
rP
ron
un
cia
tio
nP
ag
e N
um
be
r
Cadd
oan
/kad
*oe*
әn/
106
Wic
hita
/wi*
chee
*tә/
106
Cadd
o/k
ad*o
e/10
6
Kits
ai/k
it*si
e/10
6
Arik
ara
/ә*r
ik*ә
*rә/
106
Nav
ajo
/nov
*ә*h
oe/
107
Atha
bask
an/a
th*ә
*bas
*kәn
/10
8
Apa
che
/ә*p
ach*
ee/
108
As yo
u re
ad th
e enr
ichm
ent s
electi
on, “
Ance
stors
' Wor
ds,” a
nswe
r the
follo
wing
ques
tions
us
ing c
ompl
ete se
nten
ces.
1.
Why
doe
s Gre
at G
rann
y tell
the c
hild
ren
a sto
ry in
a lan
guag
e the
y don
’t un
ders
tand
?
Page
(s)
21
2U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
2.
Und
erlin
e the
sim
ile in
the f
ollo
win
g pa
ssag
e and
expl
ain
how
it h
elps t
he re
ader
be
tter u
nder
stand
the p
assa
ge.
It w
as al
read
y in
their
min
ds, f
aint
but
fam
iliar
, lik
e the
mem
ory o
f a d
ream
. Th
eir h
earts
war
med
just
to h
ear t
he w
ords
of t
he an
cesto
rs ec
hoin
g in
Gre
at
Gra
nny’s
stor
y.
Page
(s)
3.
Read
the f
ollo
win
g pas
sage
. Exp
lain
the m
etap
hor t
hat i
s con
tain
ed in
the p
assa
ge an
d ho
w it
illus
trate
s Gre
at G
rann
y’s p
oint
.
This
plan
t can
live
thou
sand
s of y
ears
, lon
ger t
han
the o
ldes
t seq
uoia
or
redw
ood,
and
yet t
his p
lant i
s not
som
ethi
ng yo
u se
e or t
ouch
. You
hea
r it.
You
can
hear
it n
ow. I
t is l
angu
age.
Lang
uage
is th
e las
t plan
t Mot
her N
atur
e mad
e. A
ll yo
u ch
ildre
n, yo
u ar
e lik
e see
ds o
n th
e lan
guag
e plan
t. Th
is lan
guag
e I sp
eak
to yo
u no
w, it
is th
e lan
guag
e of y
our a
nces
tors
. It i
s alre
ady i
nsid
e you
, rea
dy to
gr
ow if
you
will
let i
t.
Page
(s)
NA
ME
:
DA
TE
:
ACTIV
ITY PA
GE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
82
13
E2.1
CONTINU
ED
4.
Wha
t doe
s Gre
at G
rann
y hop
e her
stor
y will
teac
h th
e chi
ldre
n?
Page
(s)
5.
Wha
t doe
s Dor
rie d
o aft
er sh
e hea
rs G
reat
Gra
nny’s
stor
y?
Page
(s)
6.
Wha
t is a
n ex
tinct
lang
uage
?
Page
(s)
21
4U
nit
8 |
Activ
ity B
ook
Gra
de 5
| Co
re K
now
ledg
e La
ngua
ge A
rts
7.
Why
doe
s Dor
rie fe
el lik
e a g
arde
ner?
Page
(s)
8.
How
can
Nat
ive A
mer
ican
langu
ages
be p
rese
rved
? Why
is it
impo
rtant
to d
o so
?
Page
(s)
NA
ME
:
DA
TE
:
RESO
URCE
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
5Ac
tivity
Boo
k | U
nit
82
17
SR.1
U.S. Regions Map
