Social Studies Chapter 2 Vocabulary
1. pueblo
2. mesa
3. Old Oraibi
4. Hopi
5. adobe
6. kiva
7. kachina
8. hogan
9. dry farming
10.
Navajo
11.
Canyon de Chelly
12.
wigwam
13.
longhouse
14.
wampum
15.
clan
16.
Iroquois
Confederacy
17.
Six Nations
18.
compromise
19.
Deganawida
20.
Hiawatha
21.
Penobscot
22.
Natchez
23.
Hodenosaunee
24.
Hodenosaunee
Trail
25.
Great Law
26.
prairie
27.
lodge
28.
travois
29.
coup stick
30.
teepee
31.
jerky
32.
Lakota
33.
Black Hills
34.
technology
35.
potlatch
36.
totem pole
37.
salmon run
38.
Tlingit
39.
Sitka, Alaska
40.
Alaska Native
Claims Settlement
Act
Chapter 2, Lesson 1:
Native Americans of the Southwest
I. The Hopi
A. Hopi call themselves ________________, which in their language
means “the gentle people.”
B. They are one of the Native American ________________ groups.
1. The Spanish called the Hopi apartment-style homes
________________, which means villages in Spanish.
2. They used the word pueblo to describe both the people and
the type of home in which they lived.
3. __________________________ is one of the oldest
settlements in the US (about 800 years old)
II. Dry Farming
A. There are many ___________, tall mountains, and deep canyons in
NE Arizona, where the Hopi live.
B. The Hopi use a farming method called _____________________,
which is a way of growing crops in places where there is little
water.
1. The Hopi built dams and __________________ canals, and
they grew special corn plants with long roots to reach the
water underground.
III. Daily Life
A. Hopi Life
1. In addition to being skilled farmers, the Hopi were and still
are excellent builders and _____________________.
2. They built homes made of ______________, which is a type
of clay that protects houses from the desert’s extreme heat
and cold as well as floods and blizzqrds.
a. There were no doors or windows on the first floor of
most pueblos to keep out ____________________.
1.) To get in and out, people climbed ladders to
doors in the roofs.
3. Most pueblo towns had __________________, which are
round structures for religious ceremonies.
B. Kachina Ceremonies
1. Kachina ceremonies are an important part of the Hopi
religion.
2. The Hopi kachinas are ____________ who can visit Hopi
villages for half of every year.
a. They are believed to bring rain and help crops grow.
b. They also show people how to live and ___________.
c. Kachina dances are an important part of these
ceremonies and being a ___________ is an honor.
1.) Each dancer represents one of the hundreds of
different kachinas.
2.) One dancer represents the
_____________________, who is the mother of
all kachinas.
d. Kachina dolls teach Hopi children about their culture,
land, and religious beliefs.
C. The Navajo
1. The Navajo, also called the ________________, are the
largest group of non-Pueblo people in the southwest.
2. The Spanish took the word “Navajo” from the Pueblo word
for “great planted fields.”
a. Dinè means ______________________.
3. Many Navajo live in the __________________________.
D. Living Together Peacefully
1. The Navajo are related to the ______________________.
2. The Navajo arrived in northern New Mexico in the late 1300s
and raided their neighbors’ lands throughout the 1600s.
a. While this caused problems with others, they lived
peacefully with the _______________ people.
3. The Navajo learned farming methods from the
_______________ people as well as Pueblo weaving and
jewelry making techniques.
4. Unlike the Pueblo peoples, the Navajo lived in
_________________.
a. Hogans are dome shaped dwellings made with log or
stick frames that are covered with ___________ or
sod.
b. Hogans have six or eight sides and face __________.
IV. A New Home
A. Interactions with the Spanish
1. In the 1500s, the Spanish introduced sheep, goats, cattle,
and _______________ into the Southwest region.
a. The _____________________ became expert horse
riders and shepherds.
2. Still, the Navajo continued their raids and angered the
Spanish as well as neighboring tribes.
a. In the 1700s, the conflicts grew worse and large
numbers of Navajo moved to
___________________________ in NE
Arizona, where there was a fertile floor for farmland and
steep walls to help protect them in battle.
B. Putting It Together
1. Today, the Navajo population is growing.
a. They still live in ________________________ and
farm like their ancestors did.
b. There are still hundreds of thousands of Navajo,
known as the Navajo __________________.
2. Both modern irrigation canals and those built hundreds of
years ago are used for farming.
3. _______________________ dances are still performed by
the Hopi in sacred ceremonies.
Chapter 2, Lesson 2:
Native Americans of the Woodlands
I. A Rich Environment
A. Benefits of the Eastern Woodlands
1. The Eastern Woodlands stretches from the
_________________ Ocean to the Mississippi River and from
______________ to Florida.
2. The forests, lakes, rivers, and Atlantic Ocean provided
abundant natural resources for the people who lived there.
a. There were many ___________________ to hunt
for food.
b. Wood was used for building ______________ and
canoes.
c. Many wild plants and berries could be used for
_______________________.
d. The soil was ideal for farming.
e. The bodies of water were filled with fish, shellfish,
and sea animals.
B. North and South
1. The _______________________ (puh NAHB skaht) lived in
mountainous areas of what is now ___________________.
2. Farming was difficult in this area, so the people adapted and
moved from place to place to hunt as well as gather fruits, nuts,
and berries from the forest.
a. They wore warm clothes made from deerskin.
3. In the South, the ______________________ and other
peoples mostly farmed.
a. The Natchez were descendants of the
_______________________________.
b. To keep cool, the Natchez wore light clothes woven
from plant fibers.
4. The Native Americans of the Eastern Woodlands were
mostly ______________________ who lived in permanent
villages.
a. Many woodlands people built ________________,
which were homes with bent sapling frames that were
covered with cattail mats or elm bark.
b. They made canoes from __________ bark.
II. The Hodenosaunee
A. Otherwise known as...
1. Today we know the Hodenosaunee (hoh den oh SAH nee) as
the ____________________, mostly because they spoke an
Iroquoian language.
2. They lived mostly in what is now _______________ State.
3. They included five groups:
a. ____________________________
b. ____________________________
c. ____________________________
d. ____________________________
e. ____________________________
4. Hodenosaunee means “People of the longhouse.”
a. _________________________ are long buildings
made of poles covered with sheets of bark, and each
longhouse held several families.
5. They also made beadwork, called _________________,
which was a belt or necklace of small polished beads made from
shells and strung or woven together.
a. It was used in ceremonies, to cement agreements, or as
a ____________________ or money.
6. During the 1500s, the Hodenosaunee lands were connected.
a. One route, the ____________________________,
connected the main villages of all five peoples.
B. Clan Mothers
1. Hodenosaunee ___________________ were the leaders of
their _______________, which is a group of families who
share the same ancestor.
2. Clans controlled the land, women owned the longhouses.
a. After marriage, a husband moved into his wife’s
longhouse and lived with her family.
3. The clan mother had to give permission for all important
decisions and she also chose the village leaders.
C. Iroquois Confederacy
1 The Hodenosaunee cooperated with each other until around
1300 when their numbers began to grow and fighting began,
often over hunting grounds.
a. Two leaders, Deganawida (day gahn uh WEE duh) and
_____________________ spoke before the
Hodenosaunee and convinced them to form the
______________________________________,
also known as the
__________________________________________.
1.) Its goal was to maintain peace among the five
groups, or nations.
2.) After the Tuscarora joined in 1722, the
Confederacy was called the
____________________________.
D. The Grand Council
1. To keep peace, Deganawida and Hiawatha developed the
_________________________, which was the Constitution
of the Iroquois Nation.
2. Deganawida also set up a Grand Council, which made decisions
through discussion and ________________________.
3. The Great Laws were also guidelines for the Iroquois nations
to live together in peace.
Chapter 2, Lesson 3:
Native Americans of the Plains
I. Life on the Plains
A. The Great Plains
1. The Great Plains is the region east of the Rocky Mountains
and stretches north to south from Canada to
___________________.
2. It is made up of dry ___________________ and hills.
a. Prairie: flat or rolling land covered mostly with grass.
b. Prairies have few trees and get little rain.
c. Summers can be very hot and winters are very cold.
3. Until the 1800s, large herds of ______________roamed
the plains.
B. People of the Plains
1. Plains people did some farming, but were mostly
____________________.
a. ___________________ provided them with basic
needs of food, shelter, and clothing.
2. In villages, some Plains people built __________________,
which are homes made of logs covered with grasses, sticks, and
soil.
a. In a traditional Lakota lodge, there is a
_____________________ in the center and the door
faces east, giving honor to the rising sun.
3. When some Native Americans moved, they placed their
belongings on a _______________________, which was a
sled-like device that was used for carrying belongings.
a. Before horses, _____________ pulled them.
C. The Arrival of Horses
1. By the 1600s, horses that had escaped from Spanish owners
roamed freely across the plains, but by the 1700s, the Lakota
had tamed some of the wild horses.
a. Horses allowed Plains people to hunt buffalo as their
main source of food.
b. Some groups left their villages and stopped farming
completely; they traded for other items they needed.
II. The Lakota
A. Where They Lived
1. The Lakota were a group of the ________________ tribe
and lived in the ___________________________ of South
Dakota, which they called “the heart of everything that is.”
a. Many Sioux met there for religious ceremonies and
social gatherings; it is a sacred place.
B. Training at Early Ages
1. Young boys were given bows and _____________ as toys.
a. When they got older, they were given larger ones and
taught to hit moving targets.
2. Most valued qualities in a person: courage/fortitude, wisdom,
and _____________________.
a. Courage was shown by touching an enemy without killing
him.
b. This was done by using a ____________ (KOO) stick.
3. Mothers taught daughters how to prepare buffalo hide, sew
the hides together, and erect the __________________.
a. Teepees are cone-shaped tents made by leaning long
poles together, tying them at the top, and then covering
them with animal skin.
b. Girls were also taught to cure buffalo meat and
search for herbs.
C. The Winter Count
1. Lakota kept track of important events by making special
calendars called __________________________.
2. Each winter the Lakota met to choose an important event of
the past year, which was then recorded on buffalo hide.
a. Events were read counterclockwise.
III. Importance of the Buffalo
A. Uses for Buffalo
1. In the 1700s, there were between 30 million and 100 million
buffalo roaming the Great Plains.
a. Provided food, material for clothing, shelter, tools, and
weapons.
b. Native Americans of the Plains created stories, songs,
and dances about the buffalo because they were so
important to them.
B. Food, Shelter, and Clothing
1. After a buffalo hunt, meat that was not eaten right away
was cut into strips and hung on racks to dry in the sun; the
dried meat is called ___________________.
2. Buffalo skin was used for ___________________ and
shelter.
3. No part of the buffalo went to waste.
IV. Putting It Together
1. __________________________ was Chief of the Ogla
Lakota from 1935-1939 and spoke about the beauty of the Plains.
Chapter 2, Lesson 4:
Native Americans of the West
I. The Northwest Coast
A. Background
1. The Northwest Coast region extends about 2,000 miles from
Anchorage, Alaska south to San Francisco, CA.
2. It is mountainous with many offshore ________________
and dense forests with tall trees.
3. It has a wet climate with ___________ winters and cool
summers.
B. Abundant Resources
1. The NW Coast has abundant natural resources.
a. __________________, roots, and other plants grew
plentifully in the wet climate.
b. In the forests were beaver, bears, deer, and ______.
2. The Native Americans of the area got almost everything
they needed from the ____________.
a. The area’s ocean, rivers, and streams were full of
__________________, herring, halibut, and cod.
b. Groups would go in large canoes to catch seals,
_____________________, and whales.
c. From the shore, people gathered ______________,
seaweed, and shellfish.
d. _________________ was their most important food.
C. The Salmon Run
1. Every year salmon would swim from the sea against the flow
of freshwater rivers to lay their eggs.
a. This was called the _________________________,
and was an important event for the NW Coast peoples.
b. During this run, a family could catch over 1,000 lbs of
fish.
1.) Some was eaten then, some was dried or smoked
and then stored for meals throughout the year.
II. The Tlingit
A. Background
1. Present-day ____________, Alaska was once the heart
of the ___________________ (KHLING iht) homeland.
a. In the 1700s, they controlled 400 miles along the coast.
2. They got most of their food from the _____________.
3. They traded their surplus resources with other peoples to
the north, south, and inland along rivers.
a. Trade made the Tlingit a wealthy people.
4. Their villages hugged the water’s edge and homes faced the
sea.
a. Built wooden __________________ houses large
enough for several related families.
1.) The house (building & people) was an important
part of the clan.
2.) Symbols that identified the clan were owned
by families and passed on to descendants.
b. Because they were highly skilled _______________,
they were able to decorate most of the items they made.
B. Technology and Potlatches
1. Tlingit used the technology they developed to build _______
and traps for catching salmon.
2. Also made large ____________ that could travel long
distances and be used during war.
3. Important events were celebrated with a _____________,
which was a special feast at which the guests, not the hosts,
receive gifts and the host receives respect of the community.
C. Totem Poles
1. Native Americans in the Northwest are known for beautiful
____________________________.
2. Totem poles were often placed in front of the community
house to decorate it and mark it as a place of celebration or
meeting, and are used today for the same reason.
3. The designs carved in them are symbols or tell
______________________.
a. Ravens and _________________ are commonly
shown on totem poles.
b. Poles also display family crests – symbols, such as a
wolf, chosen to represent a particular family.
c. If someone whose crest is a wolf marries someone
whose crest is a whale, a new totem pole would be carved
showing both.
4. Totem poles take _____ to ______ years to finish.
III. Arrival of the Europeans
A. From Whence They Came
1. Europeans arrived in the NW coast later than in other parts
of North America.
2. In 1741, Alaska was a __________________ colony.
3. Russian, Spanish, French, British, and _______________
explorers and fur traders soon arrived.
4. In _________________, the US purchased Alaska from
Russia.
a. It became hard for the Tlingit to keep their way of life
due to all the new people coming in to the area.
b. In some areas the American government forced the
NW coast peoples to move away from the ocean on which
they relied.
c. In 1971, the US Government passed the
__________________________________________,
which returned control of over 44 million acres of Native
American homelands in Alaska to original owners.
IV. Putting It Together
1. Today, the Central Council of the Tlingit and Haida Indian
Tribes of Alaska represents 24,000 people.
2. Some live & work in Pacific NW at logging and fishing, others
have relocated, but still carry on the traditions of their
ancestors.