Name/# _______________________
Mrs. Duenas’s class
6th grade
Chapter 15: Early Americans
Pages 424-451
Vocabulary
Directions: Define the following vocabulary words. Use your S.S. glossary for assistance.
1. Mesoamerica
4. Pacal
2. maize
5. observatories
3. obsidian
6. Popol Vuh
Questions
Directions: Answer the following short answer questions. Use complete sentences, with good spelling, capitals,
and punctuation. Answers should be at least 3-5 sentences long.
Pages 447-448, #’s 1-11, #’s 13-17
Page 449, #’s 1-7
Projects
1. Attach worksheets about the Early Americans.
2. Divide a paper into thirds and label: Geography of the Americans, First People Arrive, Farming and
Settlement. Using the information in section 1 of this chapter, complete the chart by listing/writing the main
ideas and use drawings, too.
3. Describe and list the landforms and climate of the area found on page 429. Describe how the local geography
affects the life in our community. What is the history of our community? Examine the map also on page 430.
Explain the routes early people used. How do you think geography shaped the migration routes of the first
people to the Americas?
4. Imagine that you are a hunter-gatherer who has migrated to the Americas. Create a series of 4-6 cave
drawings illustrating things he/she might have seen and done during the journey.
5. Research on theories about how the first people came to the Americas. Create a tale briefly describing the
main theories and support for each one. How can interpretations of history change?
6. Create a flow chart using this information.
Title: Farming and Settlement. Cause: ____________________. Development of Agriculture in the Americas:
Where: _____________, Why: _______________, What: ___________________. Effects: _______________
7. Sketch a blank outline map of the Americas. Create a map of the Americas showing the spread of farming
from Mesoamerica to the Andes, in South America, and then north to what is now the southwestern USA.
Include on your map, the locations of the Olmec and Chavin cultures. Illustrate your maps with symbols that
represent aspects of each culture and the crops grown in each area.
8. Create a Maya mobile: illustrates aspects of the Maya civilization and Classic Age. (Map of Maya cities and
trade routes, etc.)
9. Write a fictional obituary for the ‘death’ of the Maya civilization.
10. Summarize how geography affected early Maya civilization. Describe how the Maya both changed their
environment and adapted to it.
11. Create a slogan for different regions of Maya civilization (see map on page 435). State slogans reflect the
state’s geography or the resources for which the state is known.
12. Create an imaginary recipe for the Maya Classic Age. The recipe should include a list of ingredients and
preparation steps. Specify the ‘dish’ you want to make. The recipe ingredients should be defining
characteristics of the Maya Classic Age. Ingredient amounts should be creative or symbolize aspects of the
Maya Classic Age. Example: preparation might require actively beating 2 ingredients together to symbolize the
warfare common to the Maya Classic Age. Example: include a warning not to overcook the dish to symbolize
theories about the decline of the Maya civilization.
13. Imagine that you are one of the people in the “History Close-Up” (page 436-437). Use the information in
this section and your historical imaginations to write a short narrative based on the picture.
14. Make a 3-column chart, label: Trade, Cities, Warfare. Using the information in this section, complete the
graphic organizer.
15. Brainstorm a list of 10 items for a museum exhibit about Maya society, religion, and achievements. Write
captions explaining why each item is representative of some aspect of Maya life and society.
16. Identify the different roles in Maya society. The Egyptian and Mayan social class structures were similar.
Draw an Egyptian-style pyramid that shows the ancient Maya class structure. Make sure that the king is at the
top of the pyramid and slaves at the bottom.
17. Draw a Mayan-style pyramid (3 large layers with 6 steps and a ‘topper’). In each large layer: bottom layerMaya Achievements, next layer up- Maya Religion, next layer- Maya Society. Write in the main ideas, draw
pictures, take notes, etc.
18. Imagine that you are a Maya artist during the Classic Age and that the king has asked you to create a mural
showing Maya achievements in art, science, math, and writing. Create a display mural showing the
achievements.
19. Re-read the story on page 444. Divide a piece of paper into 5 sections. Identify the 5 main events in the
story that advance the plot by drawing illustrations. Below each illustration, paraphrase the event or write a
caption explaining the drawing.
20. Imagine that you are going to make a movie of the story on page 444. What major plot elements would
your movie include? Would your movie be a horror film, a comedy, a drama, or something else? Would the
movie be animated or performed by a real cast? Outline the movie idea. Outlines should list the main parts of
the movie’s plot. Predict how the story ends and include this ending in your movie outline.
21. Find out more about Mayan writing, Mayan religion, Mayan numbers, Mayan astronomy, or Mayan cities.
Write a brief research report describing your findings. Illustrations may be included.
22. Make a TT Chart comparing and contrasting the civilizations of the Olmecs and Mayans.
23. Give 4 supporting details for each of the following Main Ideas: Life in Mayan Cities, Mayan Science and
Writing, What Happened to the Maya?
24. Research and list the Mayan Achievements.
25. Investigate one of the ruins in Mesoamerica. Illustrate the city/ruins. Write a brief report about this ruin or
city.
26. Complete activity #12, page 448.
27. Complete activity # 18, page 448.
28. Complete activity #19, page 448.