Chapter 2
Native Americans of North America
p. 74-99
C hapt er Walk
U ni t N u mber and T i t le: _ _ _ _
___________________________
U ni t ’ s Essent i al Q u est i o n: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________________
C h apt er N u mber and T i t le: _ _ _ _
___________________________________
Mai n Idea f o r Eac h L esso n:
O ne:
________________________
T hr ee: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
T wo :
________________________
Fo u r : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Based o n t he dat a yo u h ave r ec o r ded so f ar , t hi nk abo u t what yo u ar e t hi nk i ng. Wh at do yo u k no w
abo u t t hese c o nc ept s? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________________________________
______________________________________________________________
Based o n t he st at ement ( s) abo ve, mak e a pr edi c t i o n abo u t what yo u r bi ggest t ak eaway f r o m t hi s
c h apt er wi ll be… _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________________________________
Fli p t hr o u gh t he pages o f eac h lesso n. Pay at t ent i o n t o i nf o r mat i o nal t ext f eat u r es ( See yo u r c har t
as needed). Ident i f y t he f eat u r e and t he example:
Feat u r e: _ _ _ _ _ _ _ _ _ _ _ _ _ Page# _ _ _
Example: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Feat u r e: _ _ _ _ _ _ _ _ _ _ _ _ _ Page# _ _ _
Example: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
As yo u sc an t he pages, wh i c h r eadi ng st r at egi es seem t o be mo st pr evalent ? C i t e t h r ee.
St r at egy: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Page # _ _ _ _ _ _
St r at egy: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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Whi c h i mages/ gr aph i c s st r i k e yo u ? Rec o r d t he page nu mber and dr af t a qu est i o n f o r eac h .
Page # _ _ _ _ _ _
Q u est i o n: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Page # _ _ _ _ _ _
Q u est i o n: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Exami ne t he C h apt er Revi ew pages. Sc an eac h o f t he qu est i o ns and ac t i vi t i es. St at e o ne qu est i o n o r
ac t i vi t y t hat i s t he mo st i nt er est i ng t o yo u . In o t h er wo r ds, whi c h o ne wo u ld yo u li k e t o lear n MO ST abo u t ?
____________________________________________________________________
Discrepant Event “Moving”
Thinking Critically About History
Using Discrepant Events…How Conflicting Narratives Enliven History
Put on your Historical Thinking caps! Even when you don’t have extensive background knowledge about
particular events in history, you can use critical thinking skills to formulate questions and hypotheses
about events.
1
.
2.
Read the Discrepant Event.
Based on this narrative, design at least two questions you have about the circumstances
described in the event.
Question 1
:
______________________________________________________________________________________________________________________________________
Question 2:
______________________________________________________________________________________________________________________________________
Question 3
_____________________________________________________________________________________________________________________________________
3.
Reread your questions. Redesign one of your questions to become your PROBLEMSTATEMENT.
Your PROBLEMSTATEMENT is a based on one of the questions you just created, but now
clearly reflects evidence from the DISCREPANT EVENT. Highlight specific content words that
appear in the DISCREPANT EVENT.
PROB
LEMSTATEMENT:
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
4.
Now, read through the FACT SHEET. Using this new information, create an HYPOTHESIS
(educated guess) as an answer to your PROBLEMSTATEMENT. Once again, you must cite
EVIDENCEfrom the FACT SHEET that relates to the PROBLEMSTATEMENT. Write your
HYPOTHESI Sbelow:
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
How can you draw
conclusions about
facts in historywithout a lot of
prior knowledge
and experience ?
Moving
Discrepant Event
A young girl’s family moved several times each year. They lived in the woods along
the river during the spring. In the summer, the family lived beside Lake Superior.
In the Autumn, they lived near the swamp. In the winter, the family lived deep in
the forest.
Key Concepts: Hunter-gatherer, culture, American Indians, Great Lakes,
Canada, Ojibwa
MODEL TO SHARE WITH THE CLASS
Problem Statement: Why did the girl’s family move several times each year?
Probable Solution:
Shining Brightly, a member of the Ojibwa nation, lived in the Great Lakes area
during the 1600s.Before Europeans arrived in America, the Ojibwa traveled from
location to location, hunting and gathering natural resources. The Ojibwa lived near
maple trees; they trapped the maple trees for sugar and hunted the waterfowl
during the spring. They moved near Lake Superior; they caught fish and enjoyed
the cooler climate near the lake during the summer. In addition, the Ojibwa raised
crops along the lakeshore. Wild rice grew in the swamp; therefore the Ojibwa
moved near swamps during the autumn. Winter weather signaled the Ojibwa to
hunt game in the forest. The Ojibwa took advantage of the natural resources. By
moving their belongings and their housing between the various geographical
environments, the Ojibwa used these resources found in various climates and
landscapes.
Does your hypothesis resemble any of the following?
 The young girl’s family migrated when crops ripened.
 The family was rich. They had several houses. They moved to take advantage
of good weather and recreational possibilities.
 They family lacked money. They moved when they couldn’t pay rent.
 The young girl’s father, a highly paid consultant, moved often.
 The family was American Indian. This happened a long time ago. Other
Indians ejected them from their land. The girl’s family proved to be poor
fighters.
SOAP Analysis
S=Source
O=Occasion
A=Audience
P=Purpose
Working wit h primary document s and art if act s is not an easy undert aking but mast ery will be
achieved t hrough perseverance and pract ice. Thus S.O.A.P. Analysis becomes an invaluable t ool in t his endeavor. Believe it or
not as t he year progresses you will be doing t his f ormat in your head quickly and ef f icient ly. Your goal is always t o:
SOURCE
CONTEXTUALIZE
CLOSE READ
CORROBORATE
to enhance your ability to THINK LIKE A HISTORIAN!
Use t he “Hist orical Reading Skills” document in your Social St udies Not ebook f or quest ioning t echniques, prompt s, and skills
needed t o be an expert SOAPER!! Now, answer the f ollowing questions in analyzing your primary source. Use a complete
sentences where indicated.
Sourcing:
1
. What t ype of document is it (newspaper, map, advert isement , let t er, t elegram, report , journal, phot o, f ilm, et c.)?
The title page and sourcing state “Relation
“relation” ; narrative account
____________________________________
What makes you say t hat ? _____________________________
of the Conquest of Florida…” This is a first person historical narrative account.
____________________________________________________________________________________
2. How do you know t his is a primary document to the period? What makes a primary source, primary? You may also
consider some unique physical qualit ies. (It looks “old” or is handwrit t en are not suf f icient responses wit hout ot her evidence!)
This was created in 1544. This is primary to the 16th century of Florida Indians and Spanish explorers.
___________________________________________________________________________________
___________________________________________________________________________________
Luys Hernandez de Biedma
3. Who is t he Aut hro/Speaker/Artist/Creator? Name & Tit le (if applicable) __________________________________
 What do we know of t he speaker st rict ly f rom t he document ? (Occupat ion, Et hnicit y, Gender, Et c. )
Luys
Hernandez de Biedma was part of a Spanish expedition to Florida as a Factor (business agent). He is male and Spanish.
____________________________________________________________________________
 What is t he author’s/creator’s point of view? In other words, what does t he author believe? Use a specif ic
quotation or visual evidence t o reinf orce your posit ion of t he aut hor’s/creat or’s point of view!
____________________________________________________________________________
Based on this excerpt, the author believes in the conquest of Florida, including finding Indians to serve as guides. “We remained there
_______________________________________________________________________ _____
for seven or eight days, and in that time, made several forays, to catch Indians for guides to the Province of Apalache…”
_______________________________________________________________________
_____
Occasion (Contextualizing)
4. What is t he Occasion? (Time period, hist orical signif icance, ot her cont emporary event s).

1544
When was t he document writ t en/creat ed? _______________________________________________

What is going on hist orically during t his t ime period? Use your t ext book, ot her reliable secondary sources (K- 5
Elect ronic Sources, Sweet search.com, or background knowledge as a st art !). A minimum of 3- 4 sent ences!
____________________________________________________________________________
The Spanish Crown wanted to colonize the New World since 1492. All of these expeditions had previously failed. Hernando de Soto
____________________________________________________________________________
was commissioned to conquer and colonize the American continent from 1539-1543. De Soto had been known as a brutal conqueror.
____________________________________________________________________________
_______________________________________________________________________ _____
What kinds of t hings were t he same back t hen? What kinds of t hings were dif f erent ? Provide at least 3 examples
f or each.
Same:
People are interested in foreign places and go on expeditions.
1
) ______________________________________________________________________________
Some countries feel entitled to take over land or people.
2) _____________________________________________________________________________
Some cultures believe they are superior to others.
3) _____________________________________________________________________________
Dif f erent
Indians are not the majority population in Florida/North America.
1
) _____________________________________________________________________________
Spain no longer seeks conquest in Florida.
2) ____________________________________________________________________________
3) _____________________________________________________________________________
Much of the world has already been explored and colonized.
Audience
5. Who is t he Audience?

Who was t he document designed f or in it s t ime? Put yourself in t he shoes of t he AUTHOR! You should use a
reliable secondary source t o help! (Sweet search, t ext book, et c.)
____________________________________________________________________________
This narrative was required to record the details of the Soto expedition for the King of Spain. This conquest was also a
______________________________________________________________________
______
business transaction and details would have been used to keep track of finances as well as plan for future expeditions.
____________________________________________________________________________
Purpose (Close Reading)
What is t he Purpose of t he document ? (What did t he document do or achieve?)
6. What claims does the author/creator make? A claim is just one main idea, point , int ent ion, etc. Each document will have
mult iple claims. You must just pick one!
Biedma describes interactions with the Indians and how the expedition will attempt to reach Apalache.
____________________________________________________________________________
______
__________________________________________________________________________________
__________________________________________________________________________________
7. What evidence does t he aut hor/creat or use t o support t he claims? Cite a specif ic example- Use a direct quotation or
specif ic visual evidence.
____________________________________________________________________________ ______
…at the close of six or seven days march there came upon us about three hundred and fifty warriors, with bows and arrows, of who we killed some
__________________________________________________________________________________
and captured the remainder. Among them were Indians who had knowledge of the country farther inland, yet they told us very false stories.”
__________________________________________________________________________________
8. What was t he overall intended purpose of t he source? Think about dif f erent f orms of aut hor’s purpose (persuade, explain,
ent ert ain, describe)
This narrative describes the details of the conquest of Florida for the King of Spain in 1544
__________________________________________________________________________________
______________________________________________________________________ ____________
9. Do you f ind t his source/speaker reliable? In ot her words, would you consider t his source t rust wort hy? Why or why not ? BE
SPECIFIC! Always USE EVIDENCE t o support your decision.
_________________________________________________________________________________
Yes, Biedma was hired by the King to join the expedition to record the business details. He was present on the expedition. His job was to record honestly.
_________________________________________________________________________________
No, Biedma knew the King would read his narrative. He may not have recorded everything, or changed the details to make the expedition sound more
_________________________________________________________________________________
profitable. He know the King would not know the exact details.
1
0. What NEW quest ions do you have t hat leads t o f urt her research? (Dig deeper!) What wasn’t answered by t he source t hat
would be helpf ul f or interpretation and context? ALWAYS AVOID YES/NO t ypes of quest ions.
How did the captured Christian arrive 12 years earlier?
1
)______________________________________________________________________________
2)_____________________________________________________________________________
What was an example of a “false story” told by an Indian?
CONGRATULATIONS! YOU HAVE S.O.A.P.ed like a scholar now!
Keep in mind, when you repeat t his process, using as many sources (bot h primary & secondary) as possible, you are
able t o CORROBORATE (determine if t he event is represent ed accurat ely).

What do ot her pieces of evidence say?

Am I f inding dif f erent versions of t he st ory? Why or why not ?

What pieces of evidence are t he most believable?
Brainpop
 American Indians
 Iroquois Confederacy
Lesson 1: The Eastern Woodlands
p. 76-80


Essential Question: How did
the people of the Eastern
Woodlands develop a variety
of cultures based on hunting
and farming?
Vocabulary:






TribeLeagueCultural regionLonghouseWampumReservation-
Choose to use a resource or print out and glue into your notebook…
Chapter 2 Lesson 1 Knowledge Check
_____/5= ______%
1. The Iroquois are considered part of which of the following cultural regions?
a. Southwest Desert
c. Great Plains
b. Eastern Woodlands
d. Northwest Coastal
2. What is the name of the term for a group of families bound together under a single leadership and also describes
people who share a common culture?
a. cultural region
c. tribe
b. longhouse
d. council
3. All of the following provided food for the tribes mentioned in Chapter 2 Lesson 1 EXCEPT?
a. Bear and fish
c. corn and beaver
b. Elk and buffalo
d. squash and deer
4. How did the Iroquois demonstrate their deep connection to nature?
a. They built large structures to honor the gods.
c. They paid tribute to neighboring tribes.
b. They celebrated with fancy ceremonies.
d. They would offer thanks and prayer.
5. Which of the following states best represents where the Iroquois live today?
a. New Jersey
c. Delaware
b. Pennsylvania
d. New York
The Eastern Woodlands
Chapter 2 Lesson 1 Notes
Eastern Woodland tribes
developed a variety of
cultures based on hunting
and farming
Iroquois (Algonquin
speakers) are Seneca,
Cayuga, Onondaga,
Oneida, Mohawk and
later Tuscarora
created the
Iroquois League in
1580.
Other tribes:
Wampanoag &
Powhatan
Thick forests
provided trees to
make longhouses
and canoes. Deer,
elk, bear, beaver
were hunted for
food, hides, and fur.
Lakes rivers, and
streams provided
water and fish.
Corns, beans, and
squash were grown
Tribes were
thankful for natural
resources.
Wampum belts
were highly valued
for status, gifts, or
trade.
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)
and created the Iroquois League in
1580. Other Algonquin tribes in this
region include Wampanoag and
Powhatan. Thick forests provided trees
for longhouses and canoes. Deer, elk,
bear, and beaver were hunted for food,
hides, and fur. Lakes, rivers, and streams
provided water and fish and 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.
Available on Safari Montage-Optional for Practice
Name _________________________________________
Date______ Period_______
8.
______/17 = _______%
Iroquois Video Study Guide
1.
2.
3.
4.
5.
6.
7.
The Iroquois (Haudenosaunee) principal spiritual law is
based on _______
a.
family
b.
peace
c.
nature
d.
war
What are the six, originally five, tribes of the Iroquois?
a.
Mohawk, Oneida, Onondaga, Cayuga, Seneca,
Tuscarora
b.
Oneida, Seneca, Cherokee, Wampanoag,
Algonquian, Onondaga
c.
Cayuga, Mohawk, Onondaga, Erie, Miami,
Oneida
d.
Cheyenne, Mohawk, Tuscarora, Oneida,
Cayuga, Seneca
In which location where the Iroquois generally located?
a.
Delaware, Maryland, and Pennsylvania
b.
New York, Pennsylvania and Canada
c.
Pennsylvania, New Jersey, Canada
d.
New York, Connecticut, Rhode Island
One important cultural feature of the Iroquois
community was ___________.
a.
That they gave all enemies a fair trial
b.
That strict rules and laws helped to keep their
society in order
c.
That everyone in the community helped to
raise the children
d.
That women were the hunters and the men
were in charge of child-rearing
The Iroquois are raised with a belief in ________.
a.
Building longhouses and teepees
b.
Deep relationship with the natural world
c.
Praying for the retreat of Europeans
d.
Conquering other Indian tribes
Which of the following reasons increased the tensions
among the Indians and Europeans?
a.
Increased population of Europeans on Indian
land
b.
Increased harvest of corn by Europeans
c.
Military presence during spiritual ceremonies
d.
Widespread disease
Henry Wadsworth Longfellow wrote the a poem on the
fictional:
a.
Mohawk
b.
Deganawidah
c.
Great Peace
d.
Hiawatha
9.
10.
11.
12.
Which of the following founding fathers saw a vision of
a new nation and called the Albany Plan of Union in
1754?
a.
George Washington
b.
Benjamin Franklin
c.
Thomas Jefferson
d.
Alexander Hamilton
The purpose of the Albany Plan Union between the
colonists and the Iroquois was __________.
a.
To learn how the colonies could govern
themselves
b.
To decide how Iroquois land should be divided
c.
To inspire the Iroquois nation to join the
colonies in their fight against the British
d.
To begin trade for desperately needed food
and medicine
Handsome Lake was a famous Iroquois visionary
because ______.
a.
Became immortalized in Longfellow’s writings
b.
Predicted the collapse of the Iroquois nation
c.
Preached about moral and social issues that
helped the Iroquois society
d.
Became a highly decorated soldier during the
Civil War
The Wisconsin Oneida were able to overcome allotment
and become a thriving community due to the help of
_______.
a.
Discovery of gold mines on their reservation
b.
Quaker missionaries
c.
Sioux
d.
Indian Reorganization Act
The sport of ______ originated as a game played by the
northeastern Indians.
a.
Lacrosse
b.
Pol-pol
c.
Skeet shooting
d.
Skiing
Vocabulary
12. ___ league
14. ___ longhouse
A: group of families bound
together under single leadership
B
D
C
16. ___ tribes
A
17. ___ reservation
E
15. ___wampum
B: organization that people form
which unites them for a
particular purpose
C: polished seashells hung on
strings or woven into belts
D. Iroquois shelter
E: land set aside by the United
States government for Indians
Cultural Region Map
1. Outline each of the following regions in a color of your choice. Some regions ARE
NOT USED.
 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! DO NOT USE ALL THE WHITE SPACE IN THE KEY…WE
NorthTO
America
WILL BE ADDING
THIS OVERTIME. 3. Draw at least one example of each of the
• Inuit
following:
• Anasazi
• Natural resource (trees, water, plants, land,
• Pueblo, Hopi, Navajo, Zuni
etc)
• Apache
• Artifact
• Aztec, Maya
• Habitat or Structure
• Mound Builders
• Food source
• Iroquois, Powhatan,
Consult your Reference Charts along with your
Wampanoag
SS Text/History Alive. You may have more
than one example or several examples of
Lesson 2: The Great Plains
p. 82-85


Essential Question: How
did the culture of the Great
Plains people change after
the horse was introduced?
Vocabulary:
 Lodge
 Teepee
 Travois
 powwow
Choose to use a resource or print out and glue into your notebook…
The Great
Pl ains
Mat ch t he f ol l owing quest ions t o t he answers bel ow.
1
. W
hat
ef f ect
did dry l and have on Pl ains Indians?
They settled along rivers for water and their crops
The buffalo provided a major source of meat.
2. H
ow were t he Pl ains Indians’ af f ect ed by t he buf f al o?
The buffalo provided a major source of meat.
The hides were made into articles such as clothes and blankets.
The horns were made into bowls.
The stomach was used as a cooking pot for stew.
3. W
hat
met hods did t he Pl ains Indians use t o hunt
buf f al o?
The buffalo were run off of cliffs.
Animal disguises to get near enough to use their bows and arrows.
4. H
ow did t he Cheyenne use horses?
To raid other tribes.
As an item of value of trade.
To transport hunters and goods.
To pull the travois
The Great Plains
Chapter 2 Lesson 2 Notes
The culture of the Great
Plains people changed with
the introduction of the
horse from the Spanish.
Great Plains
tribes
include the
Lakota
(Sioux),
Pawnee,
Osage, and
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
buffalo required
use of dogs and
eventually horses
to pull travois
carrying buffalo
resources
including hides for
clothing &
blankets. Horses
increased and
made travel,
hunting, and
trading easier.
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 buffalo required
dogs and eventually horses to pull
travois carrying buffalo resources
including hides for clothing &
blankets. Horses increased and made
travel, hunting, and trading easier.
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! Remember to leave room in the key
for additions!North America
3. Draw at least one example of each of
• Inuit
• Anasazi
• Pueblo, Hopi, Navajo, Zuni
• Apache
• Aztec, Maya
• Mound Builders
• Iroquois, Powhatan, Wampanoag
• Lakota (Sioux), Pawnee, Osage,
Cheyenne
the following:
• Natural resource (trees, water, plants,
land, etc)
• Artifact
• Habitat or Structure
• Food source
Consult your Reference Chart for help,
along with your textbook/History Alive! You
may have more than one example or
several examples of each. USE FULL
COLOR!
Use the following map as a study guide for each of the cultural
regions.
Available on Safari Montage-Optional to complete.
Name _________________________________________
Date______ Period_______
94
88
82
76
71
8.
Fierce Cheyenne warriors who battled the U.S. Army
during the Indian Wars were known as the ______.
a.
Dog Soldiers
b.
Buffalo Soldiers
c.
Code Talkers
d.
Cheyenne Cavalry
9.
One reason for the U.S. attack on Indian women and
children at Sand Creek was due to _____.
a.
Miscommunication between Black Kettle and
General Custer
b.
Politicians who wanted the army to start fights
in order to justify its existence
c.
The U.S belief that the Indians had future plans
for a massive attack
d.
Both A and C
______/17 = _______%
65
59
53
47
41
Cheyenne Video Study Guide
1.
What did the Cheyenne called themselves?
a.
The Indians
b.
Americans
c.
Tsitsistas
d.
Incans
2.
Despite changes in their location and lifestyle, what
one thing remained constant for the Cheyenne?
a.
Spirituality
b.
Culture
c.
Language
d.
Location
3.
Why was the sweat lodge so important to the
Cheyenne village?
a.
It was where healing would take place.
b.
It was used to warm the villages in the winter.
c.
It was a sacred place for prayer and religious
ceremonies.
d.
Both A and C
4.
What’s the most important Cheyenne ceremony?
a.
Sunrise dance
b.
Sun dance
c.
Church
d.
Their communion
5.
Why
a.
b.
c.
d.
6.
Horses have been brought by ___ colonist in ____.
a.
French, California
b.
British, Virginia
c.
Spanish, Mexico
d.
Italian, Bahamas
7.
One
a.
b.
c.
d.
did the Cheyenne compete with other tribes?
The leaders didn’t like each other
Control of trade
To see who owns more land
Gain more people in their tribes
of the most notable military societies was___.
Cat Soldier
Dog Soldier
Buffalo Soldier
Algonquian Soldier
10. The _____________ was a famous battle between
the Cheyenne and the U.S. Army in which General
Custer and many soldiers were killed.
a.
Battle at the OK Corral
b.
Battle of Bull Run
c.
Battle of Gettysburg
d.
Battle of Little Bighorn
11. Lame Deer, Montana hosts an annual __________
which gives many Indians a chance to celebrate their
culture.
a.
Battle reenactment
b.
Sweat lodge meeting
c.
Pow wow
d.
Thanksgiving
12. What is the primary way in which the Cheyenne
attempt to preserve their culture?
a.
Documenting language (dictionary)
b.
Petitioning the U.S. government
c.
Staying on reservations
d.
Collecting photographs
Vocabulary
C
13. ___ lodge
14. ___ teepees
B
D
16. ___ pow wow
E
17. ___ cultural region
A
15. ___travois
A: Area in which people with
similar cultures live
B: mobile dwelling for Plains
Indians
C: large, round hut built by
Plains Indians
D. sled made of poles used to
transport goods
E: ceremony that often includes
traditional dancing and games
Lesson 3: The Southwest Desert
p. 88-91


Essential Question: How
did the need for water
affect the cultures
developed by the people
in the Southwest?
Vocabulary:
 pueblo
Choose to use a resource or print out and glue into your notebook…
Chapter 2 Lesson 3
The Southwest Desert
Need for water affected
Indians 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.
Harsh region
encouraged
ceremonies for
rain often in
kivas. Kachina
dolls educated
children about
culture and
religion.
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.
Available on Safari Montage-Optional to complete.
Name _________________________________________
Date______ Period_______
94
1.
88
82
76
71
______/17 = _______%
65
59
53
47
41
Pueblo Video Study Guide
The ancestors of the Pueblo, called the ____________, built
their homes into the sides of cliffs in the southwest.
a. Apotpetl
b. Anasazi
c. Anansi
d. Aborigines
2. Which statement best reflects a characteristic of Pueblo
storytelling?
a. Every family member told part of the tale.
b. Every story centered around the Underworld.
c. Every story included animal spirits.
d. Both B and C.
3. Unlike other Native American groups, why were the Pueblo
recognized as American citizens after the Mexican-American
War?
a. The Pueblo were able to prove that they were the
first inhabitants in North America.
b. Many Pueblo helped the U.S. during the Indian Wars.
c. Many Pueblo had Mexican ancestry.
d. The government used them as an assimilation
experiment.
4. The Treaty of Guadalupe Hidalgo allowed the Pueblo peoples
an autonomous relationship with the U.S. government because
a. they already pledged their allegiance to the United
States.
b. they already lived in the area and were considered a
civilized people
c. they initiated war against Mexico
d. they had a surplus population
5. Why did the U.S. government enact policies for Pueblo
children to attend boarding schools?
a. Make money based on attendance
b. Decrease children population in villages
c. Attempt to eliminate Pueblo language and culture
d. All of the above.
6. Why were the Pueblo so pleased when President Nixon
deeded the Blue Lake area to the Taos Pueblo?
a. Blue Lake was rich in natural resources and helped
the Pueblo grow economically.
b. It was a culminating event after years of land
ownership struggles with the government.
c. Blue Lake was sacred ground.
d. Both B and C.
7. What did the Blue Lake become?
a. A city
b. Most important point of the struggle
c. Where the Taos use to baptize people
d. The Taos most valuable lake
8. Which language did the Taos use to speak?
a. They spoke more than one language
b. English
c. Spanish
d. none of the above
9. The teachers want the younger people to talk and ask
questions about their tribes to the elder because____
a. the elder could play games with them
b. they should bond together
c. the elder can give important information about
their tribes
d. Both B and C.
10. Why do some Pueblo encourage tourism in their traditional
villages?
a. Tourism and media publicity bring public awareness
to Pueblo needs.
b. Tourism has become a major source of income.
c. Tourism brings in large supermarkets, stores and a
higher standard of living.
d. Tourism helps the Pueblo to recruit new members to
their lifestyle and customs
11. Why do some Taos dislike the idea of tourism?
a. They steal food
b. Ignore such rules as“RestrictedArea”
c. Make fun of the Taos
d. Have bad attitude towards the Taos
12. What is the Taos’s main goal for their culture?
a. To teach the youth about keeping their culture alive
b. Start adding new types of food
c. Teach their young people how the elders
d. Include other American cultures into their villages
Vocabulary
D
13. ___ pueblo
14. ___ Anasazi
E
15. ___kachina
16. ___ kiva
17. ___ Oraibi
A
B
C
A: underground ceremonial
chambers
B: used to educate the young
Hopi about their religion
C: Hopi village built on top of a
mesa
D. Spanish word for village
E: “Old Ones”

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 Reference Chart for help,
along with your textbook/History Alive!
You may have more than one example or
several examples of each. USE FULL
COLOR!
Lesson 4: The Northwest Coast
p. 94-97


Essential Question: How
did the Native Americans
of the Northwest Coast
develop their cultures?
Vocabulary:



PotlatchTotem PoleShaman-
Choose to use a resource or print out and glue into your notebook…
The Northwest Coast
Chapter 2 Lesson 4
Why did Indians of the Northwest
Coast developed cultures based on
the region’s rich natural resources?
Indians of the Northwest
Coast developed cultures
based on the region’s rich
natural resources.
Plentiful
natural
Tribes include resources of
cedar tree
Kwakuitl,
forests, coastal
Chinook,
waters and
Tlingit, Haida,
rivers
& Nootka
provided seals,
otters, whales,
and fish. for
food, fur, and
oil. These
tribes were
hunters and
gathers
.
Tribes include Kwakuitl, Chinook,
Tlingit, Haida, & Nootka. Plentiful
Displaying
natural resources of cedar tree
wealth
forests, coastal waters and rivers
through
copper shields, provided seals, otters, whales, and
fish for food, fur, and oil. These
blankets,
potlatches and tribes were hunters and gathers.
Displaying wealth through copper
totem poles
was common. shields, blankets, potlatches and
Ceremonies totem poles was common.
with shaman Ceremonies with shaman and masks
reflected respect for spirits.
and masks
reflected
respect for
spirits.
Outline 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,
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 Reference Chart for help,
along with your textbook/History Alive!
You may have more than one example
or several examples of each. USE FULL
COLOR!
Available on Safari Montage-Optional to complete.
Name _________________________________________
Date______ Period_______
94
88
82
76
71
______/17 = _______%
65
59
53
47
41
Chinook Video Study Guide
1. The Chinook lived along the coastlines and riverbanks of the
Pacific Northwest and were highly skilled ___________
a.traders
b.explorers
c.warriors
d.cartographers
2. How were the Chinook able to establish a better business
relationship with neighboring tribes?
a. trading for free
b. documenting a common business language
c. remembering tribal customs
d. all of the above
3. The Chinooks often traded _______ and preferred to receive
_______.
a. animal pelts for beads
b. dugout canoes for seals
c. baskets for berries
d. salmon for timber
4. The famous explorers who were helped by the Clatsop
Chinook and established friendly relations with the Indians of
the Pacific Northwest were _____________________.
a.Jefferson and Davis
b. Lewis and Clark
c.Zebulon Pike and Jim Beckworth
d.Henry Cabot and Henry Hudson
5. A famous Chinook who established a huge trading business
with Americans and Europeans was _________
a.Geronimo
b.Sacajawea
c.Chief Red Cloud
d.Chief Comcomly
6. What was the first permanent trading post in Chinook
country by John Jacob Astor called?
a. Fort Clatsop
b. Fort Chinook
c. Fort Astoria
d. Both A and C
7. The Ordinance of 1787 suggests that Congress must treat the
Chinook _____.
a.
as rudely as possible.
b.
as though they are nonexistent
c.
as justly as possible.
d.
as simply explorers
8. How many groups and what are the names of the Chinook
tribes today?
a. 2 groups, Shoalwater Bay and Clatsop
b. 3 groups, Clatsop, Shoalwater Bay, Quinault
c. 3 groups, Clatsop, California, and Quinault
d. 4 groups, Clatsop, Shoalwater bay, Quinault, and California
9. Why are the Chinook working to be federally recognized by
the U.S. government?
a.They want to manage their land in order to protect relics
and traditional areas.
b. They want to build up ranches and their agricultural
industry.
c.They want to build traditional housing units for the
Chinook.
d.They want to be free of all U.S. laws and regulations.
10. Dependency on the federal government makes it difficult
for the Chinook to _______.
a. collect taxes
b. have the freedom to move
c. determine land management
d. trade timber and salmon
11. What do Chinook spokespeople believe is best for their
land?
a. build condos and homes
b. sell the land to the U.S. government
c. timber and logging contracts
d. establish reservations
12. How has the economy of the Chinook suffered in recent
years?
a.The U.S. has passed regulations outlawing the use of
traditional hunting and fishing methods.
b. Many Chinook are unable to work because of the
language barrier.
c.The tourism industry has decreased dramatically in the
Pacific Northwest.
d. Natural resources such as salmon and timber have
been depleted due to environmental mismanagement.
13. ___ potlatch
E
A: carved post representing ancestry
14. ___ shaman
B
A
B: men and women healers
15. ___ totem pole
16. ___ cedar
C
17. ___ copper shields
D
C: primary tree source
D. common gift at potlatches
E: Party of singing, dancing, feasting and
giving of gifts
Chapter 2 Lesson 4 Knowledge Check
_____/5= _______%
1. What is the Chinook word for “to give away” that represents a special kind of party?
a. potlatch
c. wampum
b. Shaman
d. travois
2. How do the Indians of the Northwest Coast primarily get their food?
a. By growing crops
c. by trading
b. By hunting and gathering
d. by following migrating animals
3. A totem pole represented two important features for tribes of the Northwest Coast. One
feature was wealth. What else does the totem pole represent?
a. favorite animal life
c. a family’s ancestry
b. ceremonial spirits
d. resources available in the Northwest Coast
4. For what main reason did the Kwakiutl have more time to create objects such as masks?
a. because of plentiful food supplies
b. because Europeans paid money for
such objects
c. because of knowledge of the mask
carving process
d. because they were always on task
5. Cedar trees and bark was used in all of the following except __________?
a. Totem poles
c. dugout canoes
b. Fabric for skirts and shirts
d. shaman