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Chapter 2 Native Americans of North America

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

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Chapter 2 Native Americans of North America

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

  2. Discrepant Event “Moving” How can you draw conclusions about facts in history-without a lot of prior knowledge and experience ?

  3. Brainpop • American Indians • Iroquois Confederacy

  4. Print out the Indian Index Chartfrom the following website • Mrs. Nadeau’s Website/Links/Indian Index search OR • http://library.thinkquest.org/J0110072/navigation/native_american_chart.htm • You may print this in black/whiteor in color. • Cut each sheet & glue into your notebook • to fit to no more than 3 pages!

  5. The following screen shot gives you an idea of what your chart will look like once completely printed out.

  6. Lesson 1: The Eastern Woodlandsp. 76-80 • Essential Question: How did the people of the Eastern Woodlands develop a variety of cultures based on hunting and farming? • Vocabulary: • Tribe- • League- • Cultural region- • Longhouse- • Wampum- • Reservation-

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

  8. The Eastern WoodlandsChapter 2 Lesson 1 Notes • How did the people of the Eastern Woodlands develop a variety of cultures based on hunting and farming? • Iroquois are Algonquin speakers and include Seneca, Cayuga, Onondaga, Oneida, and Mohawk (later Tuscarora) andcreated the Iroquois League in 1580. Other Algonquin tribes in this region include Wampanoag and Powhatan. Thick forestsprovided trees for longhouses and canoes. Deer, elk, bear, and beaver were hunted for food, hides, and fur.Lakes, rivers, and streams provided water and fishand the ability to grow crops of corn, beans, and squash. Tribes were thankful for natural resources. Wampum belts were highly valued for status, gifts, or trade.

  9. B D C A E

  10. 1. Outline each of the following regions in a color of your choice. • Arctic • Southwest • Northern Mexico • Middle America • Eastern Woodland 2. Now, write the names of the tribes in the KEY with the color you used when outlining. In some cases, there are “parent cultures”…COPY MY WORDS AND SPACING EXACTLY! • North America • Inuit • Anasazi • Pueblo, Hopi, Navajo, Zuni • Apache • Aztec, Maya • Mound Builders • Iroquois, Powhatan, Wampanoag • 3. Draw at least one example of each of the following: • Natural resource (trees, water, plants, land, etc) • Artifact • Habitat or Structure • Food source • Consult your Indian Index chart for help, along with your textbook! You may have more than one example or several examples of each. USE FULL COLOR!

  11. Lesson 2: The Great Plainsp. 82-85 • Essential Question: How did the culture of the Great Plains people change after the horse was introduced? • Vocabulary: • Lodge • Teepee • Travois • powwow

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

  13. The Great PlainsChapter 2 Lesson 2 Notes How did the culture of the Great Plains people change after the horse was introduced from the Spanish? Native tribes included the Lakota (Sioux), Pawnee, Osage, & Cheyenne. The flat land of the Great Plains grew tall grass attracting buffalo. Plains people were both hunters and farmers growing corns, beans, and squash. They lived in both lodges (permanent) and teepees (mobile). Hunting roaming buffalorequired dogs and eventually horses to pull travois carrying buffalo resources including hides for clothing & blankets. Horses increased and made travel, hunting, and trading easier.

  14. 1. Outline the following region in a color of your choice. • Great Plains 2. Now, write the name of this tribe in the KEY with the color you used when outlining. In some cases, there are “parent cultures”…COPY MY WORDS AND SPACING EXACTLY! • North America • Inuit • Anasazi • Pueblo, Hopi, Navajo, Zuni • Apache • Aztec, Maya • Mound Builders • Iroquois, Powhatan, Wampanoag • Lakota (Sioux), Pawnee, Osage, Cheyenne • 3. Draw at least one example of each of the following: • Natural resource (trees, water, plants, land, etc) • Artifact • Habitat or Structure • Food source • Consult your Indian Index chart for help, along with your textbook! You may have more than one example or several examples of each. USE FULL COLOR!

  15. Record the name of the region and its tribes in each box. Draw and label one artifact from the region. Then explain why Indians created the artifact.

  16. C B D E A

  17. Lesson 3: The Southwest Desertp. 88-91 • Essential Question: How did the need for water affect the cultures developed by the people in the Southwest? • Vocabulary: • pueblo

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

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

  20. You should already have the Southwest added to your KEY. • North America • Inuit • Anasazi • Pueblo, Hopi, Navajo, Zuni • Apache • Aztec, Maya • Mound Builders • Iroquois, Powhatan, Wampanoag • Lakota (Sioux), Pawnee, Osage, Cheyenne • 3. Draw at least one example of each of the following: • Natural resource (trees, water, plants, land, etc) • Artifact • Habitat or Structure • Food source • Consult your Indian Index chart for help, along with your textbook! You may have more than one example or several examples of each. USE FULL COLOR!

  21. Lesson 4: The Northwest Coastp. 94-97 • Essential Question: How did the Native Americans of the Northwest Coast develop their cultures? • Vocabulary: • Potlatch- • Totem Pole- • Shaman-

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

  23. The Northwest CoastChapter 2 Lesson 4 Why did Indians of the Northwest Coast develop cultures based on the region’s rich natural resources? Tribes include Kwakuitl, Chinook, Tlingit, Haida, & Nootka. Plentiful natural resources of cedar tree forests, coastal waters and rivers provided seals, otters, whales, and fish for food, fur, and oil. These tribes were hunters and gathers. Displaying wealth through copper shields, blankets,potlatches and totem poles was common. Ceremonies with shaman and masks reflected respect for spirits.

  24. Outline each of the following region in a color of your choice. • Northwest Coastal Now, write the names of the tribes in the KEY with the color you used when outlining. In some cases, there are “parent cultures”…COPY MY WORDS AND SPACING EXACTLY! • North America • Inuit • Anasazi • Pueblo, Hopi, Navajo, Zuni • Apache • Aztec, Maya • Mound Builders • Iroquois, Powhatan, Wampanoag • Lakota (Sioux), Pawnee, Osage, Cheyenne • Kwakuitl, Chinook, Tlingit, Haida, Nootka • 3. Draw at least one example of each of the following: • Natural resource (trees, water, plants, land, etc) • Artifact • Habitat or Structure • Food source • Consult your Indian Index chart for help, along with your textbook! You may have more than one example or several examples of each. USE FULL COLOR!

  25. E B A C D

  26. Record the name of the region and its tribes in each box. Draw and label one artifact from the region. Then explain why Indians created the artifact.

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