Study Questions Unit 1 Big Idea 1--Native American Mythology
Multiple Choice
Identify the choice that best completes the statement or answers the question.
Recall and Interpret (from The Iroquois Constitution)
____
1. The author’s primary purpose in this selection is to make sure that
a. the Five Nations rule together in peace.
b. the council fire never goes out.
c. everyone respects the Tree of Great Peace.
d. readers understand the festivals and rites of each nation.
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2. What can you conclude about the Iroquois’ attitude toward people outside the Five Nations?
a. They welcome people from all over the world.
b. They do not trust them due to past experience.
c. They are hostile and violent to all of them.
d. They are not concerned about outsiders.
____
3. The Onondaga Lords commonly offer their thanks to everything EXCEPT
a. the earth and Creator.
c. plants and animals.
b. various bodies of water.
d. other Nation tribes.
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4. Who does the Constitution designate to own the land and the soil?
a. nature
c. women
b. the Five Nations
d. the Confederacy
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5. When the Council of the Five Nations convenes, who is chosen to be that day’s speaker?
a. Dekanawida
c. a Lord from one of three nations
b. one of the Iroquois women
d. Adodarho
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6. Adding a new condition to any of the Constitution’s laws is compared to
a. holding an annual festival.
b. binding a set of five arrows.
c. debating a foreign or unwelcome idea.
d. adding a beam to a roof.
Recall and Interpret (How the Leopard Got His Claws)
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7. According to the headnote, what is the storyteller’s main responsibility?
a. fighting battles
c. creating history
b. agitating people
d. surviving disasters
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8. What is the primary reason the animals want to build a shelter?
a. They want to stay warm during the winter cold.
b. Most of them do not like being out in the rain.
c. Some do not want to be outside with the dog and his teeth.
d. All of them want a place to cool off in the summer heat.
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9. The dog finally leaves hiss cave because it is
a. lonely.
b. flooded.
c. dark.
d. frightening.
____ 10. What word best describes the leopard’s attitude toward how the animals should live?
a. cooperation
c. compromise
b. power
d. brilliance
____ 11. The leopard first reacts to the animals’ betrayal by
a. fighting.
c. snarling.
b. hiding.
d. weeping.
____ 12. Why does the dog send others to get the leopard and bring him back?
a. He is worried that the leopard is badly wounded.
b. He feels guilty for what he has done and wants to apologize.
c. He suspects others may follow him later if given the chance.
d. He needs advice on how to perform as the animals’ king.
____ 13. The leopard turns to the blacksmith for help because
a. the blacksmith has helped him with problems in the past.
b. he knows the blacksmith can make powerful teeth and claws.
c. he needs a human to help him figure out what to do next.
d. the blacksmith will be so scared of him, he will cooperate.
____ 14. What does the dog give up at the end of the story?
a. his life
c. his teeth
b. his strength
d. his freedom
Recall and Interpret (How the World Was Made)
____ 15. According to this myth, what event happened before Earth was created?
a. The land was fastened to the sky with four cords.
b. The birds were sent to look for a dry place to land.
c. The water-beetle brought mud up from under the water.
d. The sun was set in a track to cross the land once every day.
____ 16. Why do the animals want the Great Buzzard to return to them?
a. They are worried that he would get lost and not find his way home.
b. He is clearly not following their instructions.
c. They know he is getting too tired to keep flying.
d. He is making too many mountains on the land.
____ 17. The one task that some of the plants and animals fail to do is
a. stay awake and keep watch for seven nights.
b. create mountains and valleys for the land below.
c. help humans to learn how to multiply at a steady rate.
d. connect the new piece of land to the four cords.
____ 18. According to this myth, some of the trees remain green throughout the seasons because
a. they are the tallest and most majestic of all the trees.
b. they are the only ones to remain alert as directed.
c. their leaves are the deepest shades of green.
d. they contain the best medicines for the people.
____ 19. According to this myth, Earth is a(n)
a. ball.
c. island.
b. arch.
d. valley.
____ 20. In this myth, what is the last type of creature to populate the earth?
a. insects
c. animals
b. plants
d. humans
____ 21. Why don’t the animals go down to Earth as soon as it is created?
a. It is too soft, flat and wet for them to live there.
b. They are frightened of it and need more time.
c. It is still too far away for them to reach.
d. They are waiting for the conjurers to send the sun.
____ 22. According to this myth, woman can only have one child per year because otherwise
a. humans would try to control all of the plants and animals.
b. there would be too many people for the Earth to hold.
c. the plants and animals would become jealous of the humans.
d. woman would grow too old and tired to be happy.
____ 23. What loses its hair every winter in this story?
a. animals
b. humans
c. trees
d. plants
Recall and Interpret (The Sky Tree)
____ 24. How does the old chief learn how to cure his illness?
a. his wife tells him
c. in a dream
b. the Turtle tells him
d. Sky Land reveals the answer
____ 25. Who or what travels to the new Earth with Aataentsic?
a. the old chief
c. the beaver
b. the sky tree
d. the stone ax
____ 26. Aataentsic has to leave Sky Land because she needs to
a. find a cure for the old chief.
c. follow the sky tree.
b. ask the Turtle for advice.
d. create a new Earth.
____ 27. Who does Turtle turn to for advice?
a. the water animals
b. the people of Sky Land
c. the old chief
d. the ancient woman
____ 28. The main idea of this myth
a. shows the kindness and wisdom of the Turtle.
b. proves how helpful the animals could be to people.
c. explains how the people left Sky Land to populate the Earth.
d. shares the story of the old chief’s death to his family.
Recall and Interpret (The Summer of Black Widows)
____ 29. In main metaphor in this poem compares spiders with
a. elders.
c. raindrops.
b. stories.
d. ash.
____ 30. Who knew what the spiders really represented?
a. the insects
b. the children
c. the elders
d. the tribe
____ 31. What word best describes the peoples’ response to the spiders?
a. revulsion
c. despair
b. delight
d. tolerance
____ 32. What event brought the spiders?
a. rain storm
b. great wind
c. tribal rituals
d. elders’ request
____ 33. What type of figurative language is used in the following line?
“Before sleep, we shook our blankets and stories fell to the floor”
a. simile
c. analogy
b. alliteration
d. hyperbole
____ 34. Each of the following is a theory about what eventually happened to the spiders EXCEPT that they
a. turned into ash after a summer storm
c. became a new constellation
b. climbed up the lightning bolts
d. hid deep underground
Short Answer
Analyze and Evaluate (from The Iroquois Constitution)
35. The Iroquois describe two different kinds of symbols to signify the agreement of the Five Nations. Name both
of those symbols and what they mean.
Essay
Evaluate and Connect (from The Iroquois Constitution)
36. This constitution focuses on the overall importance of peace and cooperation. Write a paragraph pointing out
how the Iroquois emphasize this and what it indicates about their past.
Study Questions Unit 1 Big Idea 1--Native American Mythology
Answer Section
MULTIPLE CHOICE
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A
PTS: 1
DIF: A
REF: p. 49
understanding author's purpose
STA: 10.3.3 | R.II-1
Unit 1 | Part 1
author's purpose | recall | interpret | comprehension | from the Iroquois Constitution
B
PTS: 1
DIF: C
REF: p. 49
drawing conclusions
STA: 10.3 | R.II-2 TOP: Unit 1 | Part 1
drawing conclusions | application | analysis | from the Iroquois Constitution
D
PTS: 1
DIF: A
REF: p. 49
monitoring comprehension
STA: 10.3.3 | R.I-1
Unit 1 | Part 1
comprehension | recall | interpret | knowledge | from the Iroquois Constitution
C
PTS: 1
DIF: A
REF: p. 49
using questioning strategies
STA: 10.3.3 | R.I-1
Unit 1 | Part 1
questioning strategies | comprehension | recall | from the Iroquois Constitution
C
PTS: 1
DIF: A
REF: p. 49
monitoring comprehension
STA: 10.3.3 | R.I-1
Unit 1 | Part 1
KEY: comprehension | recall | from the Iroquois Constitution
D
PTS: 1
DIF: A
REF: p. 49
analyzing metaphor
STA: 10.3.3 | R.I-1
Unit 1 | Part 1
metaphor | comprehension | recall | from the Iroquois Constitution
C
PTS: 1
DIF: A
REF: p. 37
understanding oral tradition
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
oral tradition | comprehension | recall | How the Leopard Got His Claws
B
PTS: 1
DIF: A
REF: p. 37
monitoring comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | recall | myth | How the Leopard Got His Claws
B
PTS: 1
DIF: A
REF: p. 37
monitoring comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | recall | myth | How the Leopard Got His Claws
A
PTS: 1
DIF: E
REF: p. 37
drawing conclusions
STA: 10.1 | R.III-2 TOP: Unit 1 | Part 1
drawing conclusions | comprehension | synthesis | evaluation | How the Leopard Got His Claws
D
PTS: 1
DIF: A
REF: p. 37
interpreting mood
STA: 10.1.3 | R.I-2
Unit 1 | Part 1
interpreting mood | comprehension | recall | How the Leopard Got His Claws
C
PTS: 1
DIF: C
REF: p. 37
understanding character motivation
STA: 10.1.4 | R.I-1
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Unit 1 | Part 1
character | motivation | application | analysis | How the Leopard Got His Claws
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PTS: 1
DIF: E
REF: p. 37
understanding character motivation
STA: 10.1 | R.III-2
Unit 1 | Part 1
character | motivation | synthesis | evaluation | How the Leopard Got His Claws
D
PTS: 1
DIF: C
REF: p. 37
using questioning strategies
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
questioning strategies | application | analysis | How the Leopard Got His Claws
C
PTS: 1
DIF: A
REF: p. 24
understanding sequence
STA: 10.1.3 | R.I-2
Unit 1 | Part 1
knowledge | comprehension | recall | interpret | sequence | How the World was Made
D
PTS: 1
DIF: A
REF: p. 24
comprehension of supporting details
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | knowledge | recall | interpret | supporting details | How the World was Made
A
PTS: 1
DIF: A
REF: p. 24
comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
knowledge | comprehension | recall | interpret | How the World was Made
B
PTS: 1
DIF: A
REF: p. 24
comprehension of supporting details
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
knowledge | comprehension | recall | interpret | supporting details | How the World was Made
C
PTS: 1
DIF: A
REF: p. 24
comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | knowledge | recall | interpret | How the World was Made
D
PTS: 1
DIF: A
REF: p. 24
understanding sequence
STA: 10.1.3 | R.I-2
Unit 1 | Part 1
knowledge | comprehension | recall | interpret | sequence | How the World was Made
A
PTS: 1
DIF: A
REF: p. 24
comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | knowledge | recall | interpret | How the World was Made
B
PTS: 1
DIF: A
REF: p. 24
comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
knowledge | comprehension | recall | interpret | How the World was Made
C
PTS: 1
DIF: A
REF: p. 24
comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | knowledge | recall | interpret | How the World was Made
C
PTS: 1
DIF: A
REF: p. 35
using questioning strategies
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
questioning strategies | comprehension | recall | creation stories | The Sky Tree
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PTS: 1
DIF: A
REF: p. 35
monitoring comprehension of supporting details
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | supporting details | creation stories | The Sky Tree
C
PTS: 1
DIF: A
REF: p. 35
using questioning strategies
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
questioning strategies | comprehension | recall | creation stories | The Sky Tree
A
PTS: 1
DIF: A
REF: p. 35
understanding supporting details
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
supporting details | recall | comprehension | creation stories | The Sky Tree
C
PTS: 1
DIF: A
REF: p. 35
understanding main ideas
STA: 10.1.4 | R.II-1
Unit 1 | Part 1
main idea | comprehension | creation stories | The Sky Tree
B
PTS: 1
DIF: A
REF: p. 45
analyzing metaphor
STA: 10.2.1 | R.III-3
Unit 1 | Part 1
metaphors | poetry | recall | interpret | Summer of Black Widows
C
PTS: 1
DIF: A
REF: p. 45
using questioning strategies
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
questioning strategies | poetry | comprehension | recall | Summer of Black Widows
D
PTS: 1
DIF: A
REF: p. 45
understanding tone
STA: 10.2.2 | R.II-2
Unit 1 | Part 1
tone | comprehension | recall | poetry | Summer of Black Widows
A
PTS: 1
DIF: A
REF: p. 45
using questioning strategies
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
questioning strategies | poetry | comprehension | recall | Summer of Black Widows
B
PTS: 1
DIF: C
REF: p. 45
understanding figurative language STA: 10.2.1 | R.III-3
Unit 1 | Part 1
figurative language | alliteration | poetry | application | analysis | Summer of Black Widows
D
PTS: 1
DIF: A
REF: p. 45
monitoring comprehension
STA: 10.1.4 | R.I-1
Unit 1 | Part 1
comprehension | recall | interpret | poetry | Summer of Black Widows
SHORT ANSWER
35. ANS:
Answers may vary. Possible answers include:
A large bunch of shell strings is the first one.
It symbolizes the completeness of the union.
Five arrows bound together is the second one.
Each one represents one of the nations.
These symbols show that the nations are united as one head, one body, and one mind.
PTS: 1
DIF: C
REF: p. 49
OBJ: analyzing symbolism
STA: 10.3.3 | R.I-1
TOP: Unit 1 | Part 1
KEY: symbolism | application | analysis | from the Iroquois Constitution
ESSAY
36. ANS:
Answers will vary. Possible answers include:
The constitution repeatedly mentions the importance of working as a unified group and approaching things as
one mind, one body, and one soul. Even changes are seen as something that all must agree on in order for
them to be “rafters” in their building of trust. This certainly indicates that in the past things were not peaceful
and that the Iroquois found out the hard way why these measures are absolutely necessary.
PTS: 1
DIF: E
REF: p. 49
OBJ: drawing conclusions
STA: 10.3.4 | R.II-2
TOP: Unit 1 | Part 1
KEY: drawing conclusions | synthesis | evaluation | from the Iroquois Constitution