Bellwork. Unit 2. Native American Indians. Learning Targets (What I need to know): Unit 2 Grading Rubric: Name Date Period

Transcription

1 Unit 2 Native American Indians Name Date Period Learning Targets (What I need to know): Date Bellwork Answer(s) I am able to describe, in detail, the arrival and settlement of the first Americans I can explain how geography affects where and how people live. I can identify the major Native American cultural regions of North America. I am able to give detailed examples of how the Native Americans of each region adapted to their environment. Unit 2 Grading Rubric: Vocabulary (pg 2 4) /12 Notes I (pg. 5) /5 The Earliest Americans -CW (pg. 6) /6 Migration Map - HW (pg. 7 8) /5 Migration/Cause&Effect - HW (pg. 9-10) /5 Notes II (pg ) /10 Notes III and Map (pg ) /10 Arctic Notes (pg ) /10 Southeast Notes (pg. 19) /5 Northwest Coast Notes (pg ) /10 Animal Totems HW (pg. 23) /5 Southwest Notes (pg. 24) /5 History Mystery-HW (pg ) /10 Great Plains Notes (pg ) /10 Northeast Notes (pg ) /5 The Haudenosaunee HW (pg. 33) /5 Dekanawida - HW (pg ) /5 DBQ Practice Paragraph (pg ) /10 DBQ On Your Own Paragraph (pg. 38) /10 Triple Venn -CW (pg. 39) /10 Study Guide (pg ) /20 Score for Unit 2 /173 = % 1

2 Unit 2 Vocabulary Definition Characteristics Definition Characteristics 1. migration 2. huntergatherers Examples Picture Examples Picture Definition Characteristics Definition Characteristics 3. culture 4. domestication Examples Picture 2 Examples Picture

3 Unit 2 Vocabulary - Continued Definition Characteristics Definition Characteristics 5. society 6. civilization Examples Picture Examples Picture Definition Characteristics Definition Characteristics 7. ancestor 8. matrilineal Examples Picture 3 Examples Picture

4 Unit 2 Vocabulary Continued /12 Definition Characteristics Definition Characteristics 9. adaptation 10. irrigation Examples Picture Examples Picture Definition Characteristics Definition Characteristics 11. maize 12. diverse Examples Picture 4 Examples Picture

5 Unit 2: Native American Indians - Stars and Bars Notes I Migration and Settlement A. Anthropologists believe humans arrived in the Americas during the last (38,000 10,000 b.c.). They migrated from across a ( / Bering, now a thin strip of water called the Bering Strait. B. This took place over a long period of time. They were migrating in search of. Over time, and their descendants traveled south throughout North and South America C. Native Americans believe they originated in North America and spread outward. D. When the Ice Age ended (8000 BC), the glaciers/ice sheets receded. The climate changed and temperatures increased creating new. E. Native Americans continued to hunt and gather foods native to their environments. They made use of all parts of the animals they hunted, and adapted by making simple. F. Because they settled in different Native American societies developed different. What they wore, ate, lived in, etc. varied based on what was available in their environment. G. Settled near. Why?. H. Over time, societies began planting seeds and breeding animals; this is called. Farming allowed them to settle permanently in one place. Adequate food supplies could support larger populations. As populations grew, more societies ( ) began to develop. Hey! What s the BIG IDEA? The first humans arrived in America by crossing a land bridge from Asia during the last Ice Age. They continued to slowly migrate south. Over time, they settled in different places and adapted to different environments. 5 /5

6 The Earliest Americans Name Period Prior to the arrival of the first humans in the Americas, the land experienced repeated ice ages, periods of time during which the ice of the polar north extended further south. During such periods, the earth s climate was much colder, causing more of the world s water supply to become locked in the form of ice, rather than liquid or vapor. This caused the level of the planet s seas and oceans to drop. When the seas were lowered, this exposed more of the earth s surface land. All this relates to the process of how anthropologists (people who study ancient cultures) believe the first humans arrived in North America. During the Pleistocene Era, massive glaciers held so much water that sea levels may have dropped 300 feet lower than they are today. The land normally underwater, in what is today known as the Bering Strait, would have been above sea level, a large piece of open land extending perhaps 750 feet from north to south. The name given to this temporary piece of ancient land is Beringia. The land was ice-free, and covered with grasses, forming a giant meadow or pasture for migratory animals. The climate of the region was warm in the summer, dry and cold in winter. Here, great Ice Age animals roamed, including Pleistocene horses, camels, reindeer, and bison. These Ice Age bison were larger than modern-day bison. The horses, however, were smaller than horses are today. The Ice Age camels were the early ancestors of the llamas found in South America today. Other animals that traveled across Beringia were musk oxen, saber-toothed cats, and beavers as big as bears. Towering over all of these were the mastodons and wooly mammoths. Larger than the modern elephant, wooly mammoths lived until the end of the Pleistocene Era, about 11,000 years ago. They stood over 10 feet tall. Mastodons were also elephant-like, but were covered with a thick coat of shaggy hair. These animals had long, curving tusks. Like the mammoths before them, they became extinct in North America around 6,000 BC. In pursuit of these large creatures, ancient humans migrated from Asia to the western hemisphere without ever realizing they had left one continent and moved onto another. When the last Ice Age ended, about 10,000 years ago, leaving Beringia covered with water, the people who had settled in the Americas stayed. In time, as the large animals became extinct, these first Americans met the challenges of living in a new environment. 1. How did repeated ice ages affect the earth s climate and geography? Use at least two details from the article to support your answer. 2. Why did ancient humans migrate from Asia to the western hemisphere? Use at least two details from the article to support your answer. 6 /6

7 Name Date Period Migration to the Americas Many scientists believe that the first people to arrive in North America traveled from Asia over the Bering Land Bridge. The map below shows the area of the Bering Land Bridge as well as possible migration routes. Study the map. Then complete the activity and answer the questions that follow. MAP ACTIVITY 1. Circle the location of the Bering Land Bridge. 2. Use a bright color to trace the migration route that led to South America. 3. Underline the name of the ice sheet covering parts of North America at the time. 4. Find the approximate location of New York State on the map and label that area. 7 (continued on page 8)

8 Analyzing Maps: 1. Movement: Why do you think many early people continued to migrate south throughout the Americas instead of settling in what is now Alaska? 2. Movement: Imagine that a huge mountain range ran east to west along the modern-day boarder between the United States and Canada. How might such a landform have affected migration to the Americas? Making an Inference: 3. Human Environment Interaction: In what ways would the culture of people who settled in Present-day Alaska and Canada, be different than people who settled in present-day Mexico and Central America? Give several examples. 4. Human Environment Interaction: Why would the culture of groups who settle in different areas of North and South America vary to such an extent? /5 8

9 Migration Review - Homework Name Period Word Bank: Ice Age artifacts woolly mammoth Bering Strait food maize South America Bering Land Bridge societies hunting and gathering cultures Asia Archeologists learn about ancient people by studying stone tools, carvings, and other (1). Archeologists believe that the first Americans came from (2) across the (3) that once connected Asia and North America. The land bridge that the first Americans crossed about 30,000 years ago during the last (4) now lies under the (5). The early Americans were nomads who moved from place to place relying on (6) for most of their food. Over the centuries, migrants spread out as far east as the Atlantic Ocean and as far south as the tip of (7). The first Americans found huge mammals, including the saber-toothed tiger, mastodon, and (8). The people used the animal for (9), clothing, weapons, tools, and shelter, but had to find other sources when it began to die out. About 9,000 years ago, people living in present-day Mexico learned to plant and raise (10), or corn. As they began to produce their own supply of food, early Americans formed stable (11), built permanent shelters, and stayed in one place. Over time, different groups of people in the Americas developed their own ways of life, or in other words, their own (12). 9

10 Name Period Understanding Cause and Effect In history an event may have one or more causes other events that make it happen. An event also has effects or results. For Example: Cause: The Ice Age ended. Effect: Therefore, water once again covered the land bridge. Directions: Look for word clues such as because, resulted in, in order to, so that, led to, therefore to help you determine causes and effects in the sentences below. Once you identify the cause in each sentence, underline it. After you identify the effect in each sentence, draw a box around it. For example: Because Alex did not do his social studies homework, he received a zero. 1) In order to find grazing lands, herds of animals wandered across the land bridge. 2) When hunter-gatherers began to live in one place for long periods, they built permanent homes. 3) Scientists know when humans first lived in the American Southwest because they have found 11,000-year-old spearheads. 4) Archeologists found shells from the Atlantic Ocean, silver from Canada, and alligator skulls from Florida in Hopewell mounds. For this reason, they concluded that the Hopewell were traders. 5) The Mississippians settled near rivers where the soil was rich. As a result, they practiced advanced farming methods. 10 /5

11 II Central and South America A. Also called and civilizations B. First, grew into civilizations ( societies). C. Earliest known civilization in Mesoamerica was the. They built the first in the Americas and were known for their sculptures of large stone. Use three different colors to shade the areas on the map where the Aztec, Inca, and Maya civilizations were located. 11

12 D. Maya: 1. The Maya lived in in the rainforests of present-day on the peninsula. 2. Important Mayan accomplishments: a. b. c. d. e. f. 3. What happened to the Maya? a. The Maya abandoned their cities around b. We don t know why but it may have been because of c. The Mayan people survived (2 million speak the language today) E. Aztec: 1. The Aztec lived in in present day. 2. They built their capital,, on an island in the middle of Lake. 3. They farmed using. 4. The Aztec increased the size and wealth of their empire by conquering surrounding peoples and demanding in the form of gold, food, or other goods. 5. Aztec religion: a. Priests studied the heavens and created advanced b. god especially important 12

13 c. Sacrificed of to the sun god to make sure the sun continued to rise. d. Emperor had absolute power and was treated as a ; he was carried place to place so his feet never touched the ground Video Notes: 13

14 F. Inca: 1. Largest Empire in the Americas - stretched 3000 miles along the western coast of in the 2. Their capital was called 3. Used farming to prevent soil from washing away. Grew Maize, squash, tomatoes, peanuts, chili peppers, potatoes, cotton. 4. Built huge stone temples and forts with a tight fit between stones using no cement. Buildings have survived hundreds of earthquakes 5. 19,000 miles of connected the huge empire - Carved roads through rock mountains and used rope bridges. Runners carried messages from village to village; used to carry goods 6. Other Accomplishments: a. (knotted cords) from record keeping no writing b. Advances in medicine 14 /10

15 III Native American Indians of North American A. Societies/ tribes not civilizations B. Grouped by cultural areas based on how they adapted to their C. Way of life ( ) based on the environment. For example, what they ate, wore, lived in, etc. D. Customs, myths based on environment E. Great respect for F. No concept of G. Mound Builders: 1. Settled around the and along the River. 2. Included the Adena, Hopewell, and Mississippian cultures 3. Known for building huge burial mounds by carrying baskets of earth to build up the mounds. Serpent Mound 15

16 16

17 Inuit (Eskimo) The Inuit are a hardy group who live in the Northern reaches of North America. The word Inuit means real people, which is the name they use to identify themselves. Eskimo is an Algonquin word that means eaters of raw meat. This name was commonly used by the Europeans who came to explore the New World, but the Inuit generally consider the term Eskimo insulting. The Inuit live in a cold, harsh area that most people would not care to inhabit. The land, a tundra, is treeless and the ground is frozen most of the year. Some Inuit settled along rivers and relied on fishing for food. Others are nomadic (having no permanent home) and live by following herds of Caribou. Most Inuit, however, have lived as hunters of sea mammals. They have survived for thousands of years by hunting whales, seals, and walrus though holes in the ice using harpoon-like spears. Nearly every part of the animal killed was used for tools, clothing, or other things. Skins of seals and polar bears were made into warm parkas (coats), pants and boots. Bones of whale and walrus were fashioned into weapons or tools such as needles to sew clothing. Meat form all the animals was, of course, eaten for food. Blubber from the whales was used to make oil for lamps, soap, or cooking margarine. Whale teeth were used to carve pictures and became a popular art form called scrimshaw. Even the animal intestines were put to use as waterproof clothing that kept the Inuit dry. Animal tendons, or sinew, were used as thread to sew animal hides together. The Inuit created means of transportation that could carry them across the cold water or frozen land. A one-man boat called a kayak was made from a wooden frame covered with walrus hides. This small boat could move quietly through the water, allowing the hunter to come close to his prey without being heard. The Inuit depended on dog-sleds during the snowy winter months. The sled was usually made of wood and was pulled by 2 to 14 huskies. They also used snowshoes to walk on the deep snow. The Inuit lived together in large settlements during the winter months. Some of the eastern Inuit built permanent homes of stone. Many others constructed ice houses called igloos built on the ice on the Arctic Ocean. They lived in large groups and hunted seal through holes in the ice. During the summers, the village broke into smaller families who moved away from each other. The families lived in tents made of animal skins and fished or hunted seal. During the summer months they often collected bird eggs and plants that could not be found during the winter. Inuit lived off the land for thousands of years. In the early 1900s, changes in the world brought about changes for the Inuit. Fishing, whaling, and sealing industries greatly reduced the number of sea mammals the Inuit depended upon for survival. Also, the search for oil and minerals brought the world into the Inuit communities. Today most Inuit are very much part of the modern world. They import food, clothing, and housing materials. Many have moved into communities with stores, hospitals, and schools. 17

18 Groups Clothing Food Arctic Shelter Transportation Art/Religion /Culture 18

19 Southeast 1. Most heavily populated area; included Natchez, Seminole, Cherokee, Chickasaw, Choctaw, and Creek. 2. Men cleared land and hunted deer, rabbits, turtles, shellfish, bears, turkeys, and fish. 3. Women planted and harvested corn, beans, pumpkins, melons, tobacco. Also gathered wild fruits, berries and nuts. 4. Lived in permanent villages; homes made of wood, mud, and grass ( ). 5. Clothing/shoes usually made from deerskin. Also wove baskets and made clay pottery; used bone, shells, and stone for tools and weapons. 6. May have been first to play Making Inferences: Describe the environment of the Southeast Region. Southeast 19

20 20

21 21

22 Geography and climate Art/Religion /Culture Food Northwest Coast Family Shelter Groups 22

23 23

24 Southwest 1. Tribes include first the Anasazi, then Navajo, Pueblo, Hopi, Apache, etc. 2. Hunted/trapped rabbits, deer, coyote, antelope, lizards, rodents, insects; gathered wild plants. 3. Farmed drought-resistant varieties of maize, beans, squash, and cotton; developed methods of to make farming possible 4. Lived in, multistory buildings cut into cliffs or made of - sun baked clay. The Anasazi also had underground ceremonial chambers for religious ceremonies. 5. Created painted clay pottery, wove baskets, wove colorful cotton cloth 6. Wore clothing made from cotton fabric, leather for shoes Making Inferences: Describe the environment of the Southwest Region. Southwest Young Hopi Girl 24

25 25

26 1. Describe three (3) Ways the Anasazi adapted to their environment. 2. What do YOU think happened to the Anasazi? Explain. 26

27 27

28 28

29 Food Shelter Art/Religion /Culture Great Plains Clothing Transportation Groups 29

30 Northeast / Eastern Woodlands 1. Surrounded the 2. Earliest were Hopewell and Mississippian known as Mound Builders for huge burial mounds. 3. Men hunted deer, bears, turkeys, moose; also fished 4. Women farmed corn, beans and squash (Three Sisters) were the most important crops; gathered wild berries, roots, and plants; tapped trees for maple syrup. 5. Clothing and shoes made from deerskin, fur for winter; snowshoes for walking in deep snow. 6. Shells, feathers, porcupine quills used for decoration. 7. Two important groups: Algonquian and Iroquois (continued on next page) Algonquian 1. North of the lakes, west of New York (present-day Ohio, Michigan, etc), and east of New York (New England) 2. Tribes included Chippewa, Ottawa, Shawnee, Miami, and Potawatomi 3. Permanent villages, lived in made of wood and bark; also built birch-bark canoes 4. Enemy of the Iroquois, were driven out of their land away from present-day New York Iroquois (Haudenosaunee) 1. Pushed out the ; lived in present-day New York 2. Made up of tribes known as the (Mohawk, Onondaga, Cayuga, Seneca, & Oneida. Later the joined. Three purposes: 1) protection against enemies, 2) trade with each other, 3) to solve disagreements peacefully. 3. society: women owned all the property, men moved into their wife s longhouse, lineage traced through mother. Women all chose the and could choose replacements if they weren t doing a good job. Women could NOT BE chiefs. 4. Lived in with several other families. 5. belts for communication (record keeping) and currency 30

31 31

32 Making Inferences: Describe the environment of the Northeast Region. Northeast/ Eastern Woodlands Hey! What s the BIG IDEA? Native Americans developed different cultures because they lived in many different environments and therefore had to adapt to their environments differently. 32

33 The Haudenosaunee - Homework The Haudenosaunee, the people also known as the Iroquois, lived in present-day Ontario, Canada and in upstate New York. This tribal group has lived in this region for over 4,000 years. They were the first of the Northeastern tribal groups to adopt agriculture, shifting away from a reliance on fishing and hunting. The Haudenosaunee raised corn, beans, squash and sunflowers. The name Haudenosaunee refers to the homes they built. The People of the Long House constructed wooden, bark-covered homes that were, indeed, quite long. On average, the Haudenosaunee longhouses were 60 feet long and about 18 to 20 feet wide. The roof was barrel-shaped, supported by a line of ridge poles running the length of the house. The peak of the house was about 20 feet high. Some longhouses were much larger, measuring even 300 feet in length. Other Northeastern people lived in different housing. The Algonquians built wigwams, which housed fewer people and thus fewer families. They were much smaller than the longhouses, and designed as bark-covered domes with a center rising to a height slightly taller than an adult male. The wigwam might measure 14 by 20 feet. Another difference between the longhouse and the wigwam lay in who built each. Iroquois men built the longhouses, while Algonquian women built their wigwams. All Northeastern tribes had a diet that was a varied one, supplied through farming, gathering, fishing, and hunting. Farming among the Haudenosaunee was considered women s work, while the men hunted, caught fish, and harvested shellfish. Farming was not easy for these people since the growing season is short. Hunting was easy in the Northeast, since game was plentiful. The Haudenosaunee hunted deer, caribou, moose, elk, and bear. They also hunted smaller animals, including raccoons, muskrats, porcupines, woodchucks, and beaver, as well as ducks, geese, and grouse. The Haudenosaunee raised the three sisters in great variety. They produced 60 types of beans, eight varieties of squash, and many different kinds of corn, including a popping variety, which they mixed with maple syrup, creating an early form of the snack food Cracker Jacks. In time, Northeast Indians raised potatoes, pumpkins, and berries, including cranberries and blackberries. The Iroquois created a matrilineal society. This meant that the women provided the basis for the family and children were born into their mother s clan, Iroquois women also chose tribal leaders, though women could not be the leaders themselves. The Iroquois also formed another unique social and political structure among themselves. During the 1500s, the Haudenosaunee formed a confederacy of five tribes the Onondaga, Seneca, Oneida, Mohawk, and Cayuga. (A sixth tribe, the Tuscarora, joined in 1721.) This confederacy was a democratic league in which every tribe had an equal voice. The League of the Six Nations would serve as an example of cooperation among Native Americans and inspiration for the new United States government years later. 1.) WHO are the Haudenosaunee? 2.) WHERE did the Haudenosaunee live? 3.) WHAT does Haudenosaunee mean? 4.) HOW are longhouses different from wigwams? 5.) Name THREE ways the Haudenosaunee adapted to their environment. /5 33

34 Dekanawida and the Iroquois League According to legend, Dekanawida s grandmother once dreamed that her daughter would give birth to a great leader who would bring peace and life to his people. The League of the Iroquois created by Dekanawida did just that. Dekanawida was born into a Huron family in Ontarion, Canada, in the mid-1500 s. From childhood, he was troubled by a speech impediment that made it hard for people to understand what he said. Still, he set himself a great task: to end the fighting that had plagued the five nations of the Iroquois the Mohawk, Oneida, Onondaga, Cayuga, and Seneca - for years. Dekanawida left Canada and set out toward the south. One day, he met a Mohawk named Hiawatha. Dekanawida quickly won the young man over to the cause. Hiawatha, who was a brilliant speaker, agreed to act as Dekanawida s voice. Tirelessly, the two men journeyed up and down the land. In town after town, Hiawatha preached Dekanawida s message of peace. At first the Iroquois resisted. At last, however, they persuaded the chiefs of all five nations to meet. Around 1570, members of the five nations gathered for their first council, or meeting. They discussed the laws and customs that would guide the Iroquois League. They also agreed to accept the Great Binding Law that Dekanawida had drawn up as the basis of the league. They then cemented their union by clasping hands so firmly that a falling tree should never sever them. The Great Binding Law was a kind of constitution for the League of the Iroquois. It governed everything from inheritance to the selection of elders. It was transmitted orally from one generation to the next. Because the Great Binding Law was long and complex, strings of polished shell beads, called wampum, served as memory aids. Wampum was also used as currency. At the first council meeting, the Iroquois agreed on the duties that each nation should have in the new union. For example, the Onondaga, whose lands lay at the center of the five nations, became the wampum keepers, or treasurers. To symbolize the union, the Iroquois people took the name Haudenosaunee, or People of the Longhouse. The five nations even divided their land so that it looked like a giant longhouse. The Iroquois separated their rectangular land into five 200-mile long strips. These lengthy strips of land ran north to south. AT the western door of the Iroquois longhouse, the Senecas kept guard. The Mohawks guarded the eastern entrance. Iroquois women appointed 50 male chiefs from the league. The chiefs were considered the longhouse s support poles. In 1722, the five nations became the Six Nataions with the addition of the Tuscarora. At the yearly great council, discussions would continue until everyone agreed. The oldest chiefs would usually wait to speak until all the other speakers had finished. They tried to find a way to bring together the different sides. Sometimes they did this by having a gifted speaker express their thoughts. The different nations could not always reach an agreement. Even so, an individual nation would act independently only if its actions did not harm the other members of the League. For almost two centuries, this union kept effective control over its huge territory. In spite of their relatively small population, the Iroquois were able to resist British, Dutch, and French settlers. In fact, the Iroquois League inspired the American colonists to form the same kind of union and served as a basis for the American Constitution. Eventually, the Iroquois League would come to an end. Because it took some time for all the members to agree to a decision, quick action was difficult. During the revolutionary war, the nations were divided on whether to support the British or the American colonists. The colonists finally defeated the Iroquois in The Onondaga, Seneca and Tuscarora stayed in New York. The Mohawk and Cayuga went to Canada. The Oneida left to settle in Wisconsin. 34

35 1. What task did Dekanawida set for himself? 2. How did Dekanawida and Hiawatha combine their skills to achieve their objectives? 3. How was the Great Binding Law passed from one generation to the next? 4. In what ways did the longhouse come to stand as a symbol for the Iroquois people? 5. How did the Iroquois League influence the government of the United States? 6. Why did the Iroquois League eventually break apart? 35 /5

36 Document Based Question (DBQ) Practice Things to remember when writing papers for social studies: This is technical, factual writing stick to true and relevant information. Pretend you are writing to inform someone who knows NOTHING about the topic. Be specific give details, examples, definitions, etc. Do NOT give your opinion unless the task specifically asks you to do so. Write ONLY in third person. No first or second person (I, you, me, we, etc.). Pay attention to the task make sure you are writing about what you are told to write about. Use what you are given be sure to use both document information and information from your own head. Use parenthetical citation when you use document information. For example, (Doc. 2). Always use proper paragraph structure: o Topic Sentence o Detail with Back-up o Detail with Back-up o Detail with Back-up o Closing Sentence We will be writing several DBQ essays this year. You will continue to write them throughout your high school career. We are going to begin by practicing with two documents and a paragraph. By the end of eight grade you will be using up to eight documents to write an essay. 36

37 Document Based Question (DBQ) The Anasazi of the Southwest Directions: This Question is based on the accompanying documents (1-2). Some of the documents have been edited for the purpose of the question. This question is designed to test your ability to work with historical documents. As you analyze the documents take into account both the CONTEXT of each document and the POINT OF VIEW that may be presented. Task: Using information from BOTH documents and your knowledge of social studies, answer all the document questions in Part A and use the answers in your Part B Paragraph in which you will be asked to: Explain how the Anasazi of the Southwest used the environment to meet their basic needs. Document 1 Anasazi farming with the use of irrigation Document 2 1. What activity is depicted in the document? [1] What type of shelter is shown in the document? [1] /10

38 Document Based Question (DBQ) The Inuit Directions: This Question is based on the accompanying documents (1-2). Some of the documents have been edited for the purpose of the question. This question is designed to test your ability to work with historical documents. As you analyze the documents take into account both the CONTEXT of each document and the POINT OF VIEW that may be presented. Task: Using information from BOTH documents and your knowledge of social studies, answer all the document questions in Part A and use the answers in your Part B Paragraph in which you will be asked to: Explain how the Inuit adapted to their environment Document 1 1. What type of shelter is shown in the document? [1] Document 2 2. What activity is depicted in the document? [1] 38 /10

39 Place the facts from the Fact Box on the Triple Venn Diagram. Some facts apply specifically to one group, other s are shared by one or more groups. Triple Venn Inuit, Iroquois, Aztec Inuit Inuit Inuit Iroquois All Aztec Iroquois Aztec Iroquois Aztec Fact Box Settled on an island in Lake Texcoco Farmed for food Lived in longhouses Hunted whale, seal, & walrus Formed a confederacy of Five Nations Used snowshoes Advanced civilization Built Stone Structures Grew corn, beans, & squash Present-day New York Conquered large empire Homes made of ice and snow Gathered wild plants and berries Fishing Wampum belts Capital: Tenochtitlan Kayaks and dogsleds for travel Animal skin clothing Practiced human Sacrifice Maize-main crop Enemy of the Algonquin No writing system Many gods Mesoamerica Lived in the Arctic Collected tributes from conquered people Traded Pyramids astronomers Matrilineal society Floating gardens for farming Team Ball Game Central Mexico Advanced Calendar Hunting nomadic 39 /10

40 Unit 2: Native American Indians Unit Test Study Guide Name Date Period I am able to describe, in detail, the arrival of the first Americans to North America. 1. Explain when, why, and how scientists believe humans arrived in the Americas and why they continued to migrate south. 2. Be sure you are able to find the Bering Land Bridge (Beringia) on a map. I can explain how geography affects where and how people live. 3. What is the major difference between a civilization and a society? 4. What the advancement allowed humans to settle in one place and stop following the food? 5. Why did many different native cultures develop in North America? I am able to compare and contrast the location, adaptations, and accomplishments of the Aztec, Maya, and Inca civilizations. 6. Study the locations of the Aztec, Maya, and Inca civilizations on a map. Be sure you can locate each on a map of Central and South America. 7. Where were the Maya and Aztec Empires located? 8. What was the name of the Aztec capital? 40

41 9. How did the Aztec adapt to their environment? 10. How were the Inca able to farm in the mountains? 11. In what ways were the Maya, Aztec, and Inca similar? I can identify the major Native American cultural regions of North America and I am able to give detailed examples of how the Native Americans of each region adapted to their environment. 12. Be sure you are able to identify the major Native American cultural areas on a map of North America (Arctic, Subarctic, Northwest Coast, Southwest, Great Plains, Northeast/Eastern Woodlands, Southeast) 13. How did the Native Americans view the concept of land ownership? 14. Describe at least three ways Native Americans of the Arctic adapted to their environment. 15. Name at least three ways Native Americans of the Southeast adapted to their environment. 16. Describe how Native Americans of the Pacific Northwest adapted to their environment. 41

42 17. Explain how Native Americans of the Southwest adapted to their environment. 18. Describe how Native Americans of the Great Plains adapted to their environment. 19. Explain how Native Americans of the Northeast/Eastern Woodlands adapted to their environment, especially the Iroquois. 20. What role did women play in Iroquois culture? 21. What were the main purposes of the Iroquois Confederacy? 22. Name the SIX member nations of the Iroquois Confederacy. /20 42