Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 1 (pages 56-59) Chapter 2: The Earliest Americans Lesson 1: The First Americans Name: Number: Date: I. The First Americans The history of the United States begins long before there was a United States. A. Glaciers covered large parts of the Earth. 1. Levels of the oceans dropped. 2. At different times this caused a bridge of dry land to appear between the continents of Asia and North America. II. The Land Bridge Story *A. Scientists gave the name Beringia to the land bridge between Asia and North America. 1. It was named for the Bering Strait. *2. Some scientists believe that between 12,000 and 40,000 years ago, hunting groups from Asia began travelling across the Beringia land bridge. B. This migration, or movement of people, probably took place very slowly. 1. Groups travelled only a few miles in an entire lifetime. 2. After thousands of years, Asian hunters reached what is now Alaska. 3. They could go no further because huge glaciers blocked their path. *C. The climate began to get warmer and the Ice Age ended. *1. Some of the glaciers started to melt and the oceans began to rise. *2. Once again water covered Beringia, but a narrow path opened between melting glaciers. D. The animals followed the path and the hunters followed the animals. 1. Slowly the hunters made their way farther into the Americas 2. These people became the first Americans.
III. New Discoveries A. The land bridge story is on theory, or possible explanation, for when and how the first Americans arrived in the Americas. B. Scientists who study the cultures of people who lived long ago are known as archaeologists. 1. In recent years archaeologists have made discoveries that seem to support an early arrival theory. 2. According to this theory, Beringia appeared during and earlier Ice Age. C. One of the most important discoveries that supports the early arrival theory was made at a dig in southwestern Pennsylvania. 1. This site, known as Meadowcroft Rock Shelter, appears to have been an Ice Age campsite. 2. Archaeologists discovered artifacts, or objects made by early people. D. Discoveries in South America also supported the early arrival theory. 1. In Monte Verde, Chile, archaeologists uncovered artifacts, animal bones, and even a child s footprint. 2. This evidence proves that people were there at least 13,000 years ago. 3. In Brazil, human-made stone chips were found that may be 30,000 years old. E. Other discoveries, in California and Peru, support the theory that the first Americans did not cross the land bridge at all. 1. They may have travelled to the Americas in boats. 2. On San Miguel Island, archaeologists found evidence that people lived there about 13,000 years ago. 3. Archaeologists know that these people used ocean going boats because they
ate fish that could be caught only far from shore. 4. In Peru, archaeologists found two 12,000 year old sites whose residents also ate food only found in the deep ocean. IV. Origin Stories A. There are also people today who believe that the first Americans did not come from Asia or anywhere else. B. Many present day Native Americans, or American Indians, believe that their people have always lived in the Americas. 1. All Native American peoples use stories to tell about important events and people in their past. *2. Some of these stories tell about the origins, or beginnings, of Native American people. Such stories are called origin stories. C. The Blackfoot people tell a story of Old Man the Creator. according to the story, he made the animals and plants and formed the prairies and mountains. D. The Hurons tell an origin story that begins when water covered the Earth. According to the story, land was formed from a tiny bit of soil taken from the claws of a turtle. E. No one knows exactly when the first Americans arrived. It was so long ago, that the descendants of the first Americans have no stories of distant homelands. They tell only stories of the Americas.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 1 (pages 56-59) Chapter 2: The Earliest Americans Lesson 1: The First Americans Name: Number: Date: I. The First Americans The history of the United States begins long before there was a United States. A. covered large parts of the Earth. 1. Levels of the dropped. 2. At different times this caused a of dry land to appear between the continents of Asia and. II. The Land Bridge Story A. Scientists gave the name to the land bridge between Asia and North America. 1. It was named for the. 2. Some scientists believe that between 12,000 and 40,000 years ago, hunting groups from began travelling across the Beringia land bridge. B. This, or movement of people, probably took place very slowly. 1. Groups travelled only a few in an entire lifetime. 2. After thousands of years, Asian hunters reached what is now. 3. They could go no further because huge blocked their path. C. The climate began to get and the Ice Age ended. 1. Some of the glaciers started to and the oceans began to rise. 2. Once again water covered, but a narrow path opened between melting glaciers. D. The animals followed the path and the followed the animals. 1. Slowly the hunters made their way farther into the 2. These people became the first.
III. New Discoveries A. The land bridge story is on theory, or possible, for when and how the first Americans arrived in the Americas. B. Scientists who study the of people who lived long ago are known as. 1. In recent years archaeologists have made discoveries that seem to support an theory. 2. According to this theory, Beringia appeared during and earlier. C. One of the most important discoveries that supports the early arrival theory was made at a dig in southwestern. 1. This site, known as Meadowcroft Rock Shelter, appears to have been an Ice Age. 2. Archaeologists discovered, or objects made by early people. D. Discoveries in also supported the early arrival theory. 1. In Monte Verde, Chile, archaeologists uncovered artifacts, animal bones, and even a child s. 2. This evidence proves that people were there at least years ago. 3. In Brazil, human-made chips were found that may be 30,000 years old. E. Other discoveries, in California and Peru, support the theory that the first Americans did not cross the at all. 1. They may have travelled to the Americas in. 2. On Island, archaeologists found evidence that people lived there about 13,000 years ago. 3. Archaeologists know that these people used ocean going boats because they
ate that could be caught only far from. 4. In Peru, archaeologists found two 12,000 year old sites whose residents also ate food only found in the ocean. IV. Origin Stories A. There are also people today who believe that the first Americans did not come from or anywhere else. B. Many present day Native Americans, or American Indians, believe that their people have lived in the Americas. 1. All Native American peoples use to tell about important events and people in their past. 2. Some of these stories tell about the origins, or, of Native American people. Such stories are called. C. The people tell a story of Old Man the Creator. according to the story, he made the animals and plants and formed the prairies and. D. The Hurons tell an origin story that begins when water covered the Earth. According to the story, land was formed from a tiny bit of taken from the claws of a turtle. E. No one knows exactly when the first Americans arrived. It was so long ago, that the of the first Americans have no stories of distant homelands. They tell only stories of the.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 1 (pages 56-59) Chapter 2: The Earliest Americans Lesson 1: The First Americans Name: key Number: Date: Directions: Answer each question in a complete sentence. These questions are taken from the book on pages 56-59. Use pages 56-59 and your notes to help you. You must write in complete sentences! 1. What name was given to the land bridge between Asia and North America? Scientists gave the name Beringia to the land bridge between Asia and North America. 2. Scientists believed that hunting groups from Asia began travelling what bridge? How long ago? Some scientists believe that between 12,000 and 40,000 years ago, hunting groups from Asia began travelling across the Beringia land bridge. 3. What three things happened when the climate got warmer? The climate began to get warmer and the Ice Age ended. Some of the glaciers started to melt and the oceans began to rise. Once again water covered Beringia, but a narrow path opened between melting glaciers. 4. What is an archeologist? Scientists who study the cultures of people who lived long ago are known as archaeologists. 5. What discoveries were made in Monte Verde, Chile that supported the early arrival theory? In Monte Verde, Chile, archaeologists uncovered artifacts, animal bones, and even a child s footprint. 6. How do archeologists know that people of the past used boats? Archaeologists know that these people used ocean going boats because they ate fish that could be caught only far from shore. 7. What are the stories called that Native Americans use to tell about their beginnings? Some of these stories tell about the origins, or beginnings, of Native American people. Such stories are called origin stories. 8. How do the Hurons believe that land was formed? The Hurons tell an origin story that begins when water covered the Earth. According to the story, land was formed from a tiny bit of soil taken from the claws of a turtle. EXTRA CREDIT YOU MUST AT LEAST TRY TO ANSWER THIS QUESTION!!!!! Why do people disagree about when and how the first Americans came to the Americas? the evidence provides clues that support various theories.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 1 (pages 56-59) Chapter 2: The Earliest Americans Lesson 1: The First Americans Name: Number: Date: Directions: Answer each question in a complete sentence. These questions are taken from the book on pages 56-59. Use pages 56-59 and your notes to help you. You must write in complete sentences! 1. What name was given to the land bridge between Asia and North America? 2. Scientists believed that hunting groups from Asia began travelling what bridge? How long ago? 3. What three things happened when the climate got warmer? 4. What is an archeologist? 5. What discoveries were made in Monte Verde, Chile that supported the early arrival theory? 6. How do archeologists know that people of the past used boats? 7. What are the stories called that Native Americans use to tell about their beginnings? 8. How do the Hurons believe that land was formed? EXTRA CREDIT YOU MUST AT LEAST TRY TO ANSWER THIS QUESTION!!!!! Why do people disagree about when and how the first Americans came to the Americas?
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 2 (pages 62-67) Chapter 2: The Earliest Americans Lesson 2: Ancient Indians Name: Number: Date: I. Ancient Indians For many generations, ancient Indians slowly moved throughout the Americas. II. Hunters and Gatherers A. After the last Ice Age, the climate of North America remained mostly cool and humid. 1. Rich vegetation provided food for very large animals. 2. Many of the ancient Indians depended on these animals in order to survive. a. They ate the meat and used the fur, skins and bones to make clothing, shelter, and tools. b. Daily life was spent tracking and hunting the animals and gathering fruits and nuts for food. c. These people were mostly nomads. d. They built shelters in caves or in tents made from animal skins. e. The ancient Indians lived and hunted together in small groups or in families. B. Compared to the animals they hunted, the ancient Indians were small and weak. C. They learned to sharpen stones into spear points and tie them to wooden poles. D. Some hunters also made and used clubs and axes with stone blades. E. From time to time, different groups invented new tools or weapons. One important weapon was the atlatl or spear thrower. F. Another early inventor had found a way to make a spear point by a process scientists called flaking. 1. Using a bone or stone, the early inventor knocked off flakes from flint or another kind of stone. 2. The inventor continued to flake the stone until a sharp point was formed.
3. The point was then hollowed out and fastened tightly to a spear. 4. These new spear points were razor sharp, making them best weapons early hunters ever had. G. The delicate yet deadly spear points are called Clovis points. H. The atlatl and Clovis points were two improvements in technology by ancient Indians. I. These inventions were just as important to ancient Indians as computers are to many people today. III. A Time of Change A. Over thousands of years the environment of North America slowly changed. 1. The climate became warmer and drier. As a result, much of the vegetation the giant animals ate could no longer grow. 2. This may be one reason the giant animals became extinct or died out. B. Life no longer centered around the hunting of giant animals. 1. People began to fish and to hunt more of the smaller animals, such as deer and rabbits. 2. To hunt them, the ancient Indians developed new hunting tools, such as the bow and arrow. C. The ancient Indians also began to eat a greater variety of plants. 1. In time they learned where certain plants grew best. 2. They learned at what time of the year nuts, berries, and other plant parts became ripe. 3. Each season the people traveled to places where they could gather food and hunt. D. As the ancient Indians gathered more food than they could use at a time, they found
ways to store the extra food. 1. They made storage containers from reed, vines, or strips of wood. 2. Later, people learned to make storage containers out of other materials, such as clay. E. Over time some ancient Indians changed their way of life even more. *1. Some took the first steps toward producing their own food. They planted seeds and grew food crops. *2. This was the beginning of agriculture, or farming. F. Agriculture started at different times in different parts of the world. 1. Ancient Indians in Mexico were among the first to develop agriculture in North America. 2. Some of the earliest farmers lived in the Tehuscan Valley in central Mexico. 3. The early farmers of the valley grew at least 12 kinds of corn, as well as avocados, squash, and beans. 4. Maize, or corn, became the most important crop for many ancient Indians living in North America. G. Farming changed the lives of many of the ancient Indians. 1. Some were building stronger homes and had started villages. 2. Some groups also formed what are now called tribes. Tribe is a term often used to describe a group of Native Americans who share a language and customs. a. Over time each tribe came to have its own culture. b. A tribe s culture set it apart from other tribes.
IV. Early Civilizations A. Having turned to a more settled way of life, some ancient Indian groups began to develop civilizations. 1. A civilization is a culture that usually has cities and well developed forms of government, religion, and learning. 2. Among the most ancient American civilizations were the Olmecs, the Maya, the Mountain Builders, and the Anasazi. B. From about 1500 B.C. to A.D. 300, the Olmecs lived in what is now southeastern Mexico. 1. They developed their own calendar, number system, and form of writing. 2. Because later groups learned so much from them, the Olmec culture became known as the mother civilization of the Americas. 3. The Olmecs shared their ideas through trade with other groups. C. One of these groups was the Maya, who lived south of the Olmecs. 1. Building on what the Olmecs had done, the Maya slowly created their own civilization. 2. They built more than 100 stone cities. Each city had its own ruler and government. 3. Tikala in what is now Guatemala was the largest. *D. Like the Olmecs, the Maya, were divided into social classes. 1. Depending on what certain people of a certain class did to make a living, its members were treated with different amounts of respect. 2. At the top were the Mayan priests. Then came people from important families. Below them were the traders, craftspeople, the farmers,
and finally the slaves. a. Slavery is the practice of holding people against their will and making them carry out orders. b. In Mayan society most slaves were people accused of crimes. E. While cultures developed in Central America, other ancient civilizations grew in what is today the eastern half of the U.S. 1. The people became known as the Mound Builders because of the earthen mounds they built as burial cites or as places of worship. F. The earliest of the mound builders were the Adenas who lived in the Ohio River Valley from about 1000 B.C. to A.D. 200. 1. One of the most famous Adena, Serpent Mound, is about 1,330 feet long. 2. When you look at it from the air, you can see that it forms the shape of a snake. G. Around 300 B.C. a larger mound-building civilization known as the Hopewell developed in the central part of what is now the U.S. 1. The culture of the Hopewell was the strongest in the region for nearly 500 years. 2. Hopewell goods and ideas spread far and wide through trade. H. The greatest mound-building civilization was that of the Mississippian culture. 1. The Mississippians lived in hundreds of towns and several large cities. 2. The largest Mississippian city was near where East St. Louis, Illinois stands today. 3. By A.D. 1200 more than 30,000 people lived in this city called Cahokia. *J. From about 100 B.C. to A.D. 1300, the Anasazi, or the Ancient People
built a civilization in what is today the southwestern U.S. They lived in groups of houses built next to or on top of one another, like apartment houses today. 1. Spanish explorers later described these homes as Pueblos. Pueblo is the Spanish word for village. 2. Most pueblos were built on top of mesas, or high flat topped hills. 3. The largest was Pueblo Bonito in present day New Mexico. K. Over hundred of years, the Anasazi and other early civilizations in North America gave way to new cultures and new civilizations. 1. By about A.D. 1400, hundreds of different tribes of Native Americans lived throughout North America. 2. North America was a land of great diversity a land of many different peoples and cultures.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 2 (pages 62-67) Chapter 2: The Earliest Americans Lesson 2: Ancient Indians Name: Number: Date: I. Ancient Indians For many generations, ancient Indians slowly moved throughout the Americas. II. Hunters and Gatherers A. After the last Ice Age, the climate of North America remained mostly and humid. 1. Rich provided food for very large animals. 2. Many of the ancient Indians depended on these animals in order to. a. They ate the meat and used the fur, skins and bones to make clothing,, and tools. b. Daily life was spent tracking and hunting the animals and gathering fruits and for food. c. These people were mostly. d. They built shelters in caves or in made from animal skins. e. The ancient Indians lived and together in small groups or in families. B. Compared to the animals they hunted, the ancient Indians were small and weak. C. They learned to sharpen stones into points and tie them to wooden poles. D. Some hunters also made and used clubs and with stone blades. E. From time to time, different groups invented new tools or weapons. One important weapon was the or spear thrower. F. Another early inventor had found a way to make a spear point by a process scientists called. 1. Using a bone or stone, the early inventor knocked off flakes from or another kind of stone.
2. The inventor continued to flake the stone until a point was formed. 3. The point was then out and fastened tightly to a spear. 4. These new spear points were sharp, making them best weapons early hunters ever had. G. The delicate yet deadly spear points are called points. H. The atlatl and Clovis points were two improvements in by ancient Indians. I. These inventions were just as important to ancient Indians as are to many people today. III. A Time of Change A. Over thousands of years the environment of slowly changed. 1. The became warmer and drier. As a result, much of the vegetation the giant animals ate could no longer grow. 2. This may be one reason the giant animals became or died out. B. Life no longer centered around the hunting of giant animals. 1. People began to fish and to hunt more of the smaller animals, such as and. 2. To hunt them, the ancient Indians developed new hunting tools, such as the and arrow. C. The ancient Indians also began to eat a greater variety of. 1. In time they learned where certain plants grew best. 2. They learned at what time of the year, berries, and other plant parts became ripe. 3. Each season the people traveled to places where they could gather food and hunt. D. As the ancient Indians gathered more food than they could use at a time, they found
ways to the extra food. 1. They made storage containers from, vines, or strips of wood. 2. Later, people learned to make storage containers out of other materials, such as. E. Over time some ancient Indians changed their way of life even more. 1. Some took the first steps toward their own food. They planted and grew food crops. 2. This was the beginning of, or farming. F. started at different times in different parts of the world. 1. Ancient Indians in were among the first to develop agriculture in North America. 2. Some of the earliest farmers lived in the Valley in central Mexico. 3. The early farmers of the valley grew at least 12 kinds of, as well as avocados,, and beans. 4., or corn, became the most important crop for many ancient Indians living in North America. G. changed the lives of many of the ancient Indians. 1. Some were building stronger homes and had started. 2. Some groups also formed what are now called tribes. Tribe is a term often used to describe a group of who share a language and customs. a. Over time each tribe came to have its own. b. A tribe s culture set it apart from other tribes.
IV. Early Civilizations A. Having turned to a more settled way of life, some ancient Indian groups began to develop. 1. A is a culture that usually has cities and well developed forms of government,, and learning. 2. Among the most ancient American civilizations were the, the Maya, the Mountain Builders, and the. B. From about 1500 B.C. to A.D. 300, the Olmecs lived in what is now southeastern Mexico. 1. They developed their own, number system, and form of writing. 2. Because later groups learned so much from them, the Olmec culture became known as the of the Americas. 3. The Olmecs shared their ideas through trade with other groups. C. One of these groups was the Maya, who lived south of the Olmecs. 1. Building on what the Olmecs had done, the slowly created their own civilization. 2. They built more than 100 cities. Each city had its own ruler and government. 3. Tikala in what is now was the largest. D. Like the Olmecs, the Maya, were divided into social classes. 1. Depending on what certain people of a certain did to make a living, its members were treated with different amounts of. 2. At the top were the Mayan priests. Then came people from important families. Below them were the traders,, the farmers,
and finally the. a. is the practice of holding people against their will and making them carry out orders. b. In Mayan society most slaves were people of crimes. E. While cultures developed in Central America, other ancient civilizations grew in what is today the eastern half of the U.S. 1. The people became known as the because of the earthen mounds they built as burial cites or as places of. F. The earliest of the mound builders were the who lived in the Ohio River Valley from about 1000 B.C. to A.D. 200. 1. One of the most famous Adena,, is about 1,330 feet long. 2. When you look at it from the air, you can see that it forms the shape of a. G. Around 300 B.C. a larger mound-building civilization known as the developed in the central part of what is now the U.S. 1. The culture of the was the strongest in the region for nearly 500 years. 2. Hopewell goods and ideas spread far and wide through. H. The greatest mound-building civilization was that of the Mississippian culture. 1. The Mississippians lived in hundreds of towns and several large. 2. The largest Mississippian city was near where East St. Louis, Illinois stands today. 3. By A.D. 1200 more than 30,000 people lived in this city called. J. From about 100 B.C. to A.D. 1300, the Anasazi, or the
built a civilization in what is today the southwestern U.S. They lived in groups of houses built next to or on top of one another, like houses today. 1. Spanish explorers later described these homes as Pueblos. Pueblo is the Spanish word for. 2. Most pueblos were built on top of, or high flat topped hills. 3. The largest was Pueblo in present day New Mexico. K. Over hundred of years, the Anasazi and other early civilizations in North America gave way to new and new. 1. By about A.D. 1400, hundreds of different tribes of Native Americans lived throughout. 2. North America was a land of great a land of many different peoples and cultures.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 2 (pages 62-67) Chapter 2: The Earliest Americans Lesson 2: Ancient Indians Name: KEY Number: Date: Directions: Answer each question in a complete sentence. These questions are taken from the book on pages 56-59. Use pages 56-59 and your notes to help you. You must write in complete sentences! 1. How did the ancient Indians depend on the animals in order to survive? They ate the meat and used the fur, skins and bones to make clothing, shelter, and tools. 2. What are the spear points called that the ancient Indians made by using a process called flaking? The delicate yet deadly spear points are called Clovis points. 3. How did the ancient Indians store the extra food that they gathered? They made storage containers from reed, vines, or strips of wood. 4. How did the ancient Indians produce food, and what was this process called? Some took the first steps toward producing their own food. They planted seeds and grew food crops. This was the beginning of agriculture, or farming. 5. What crop became the most important for the ancient Indians? Maize, or corn, became the most important crop for many ancient Indians living in North America. 6. How were the Olmecs and the Mayas divided? Like the Olmecs, the Maya, were divided into social classes. 7. How were the Mayan social classes divided? At the top were the Mayan priests. Then came people from important families. Below them were the traders, craftspeople, the farmers, and finally the slaves. 8. How were the Ancient Peoples houses built? From about 100 B.C. to A.D. 1300, the Anasazi, or the Ancient People built a civilization in what is today the southwestern U.S. They lived in groups of houses built next to or on top of one another, like apartment houses today. EXTRA CREDIT YOU MUST AT LEAST TRY TO ANSWER THIS QUESTION!!!!! How did the ancient Indians use natural resources? they used stones to make tools, gather food, and build cities.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 2 (pages 62-67) Chapter 2: The Earliest Americans Lesson 2: Ancient Indians Name: Number: Date: Directions: Answer each question in a complete sentence. These questions are taken from the book on pages 62-67. Use pages 62-67 and your notes to help you. You must write in complete sentences! 1. How did the ancient Indians depend on the animals in order to survive? 2. What are the spear points called that the ancient Indians made by using a process called flaking? 3. How did the ancient Indians store the extra food that they gathered? 4. How did the ancient Indians produce food, and what was this process called? 5. What crop became the most important for the ancient Indians? 6. How were the Olmecs and the Mayas divided? 7. How were the Mayan social classes divided? 8. How were the Ancient Peoples houses built? EXTRA CREDIT YOU MUST AT LEAST TRY TO ANSWER THIS QUESTION!!!!! How did the ancient Indians use natural resources?
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 3 (pages 70-73) Chapter 2: The Earliest Americans Lesson 3: The Desert Southwest Name: Number: Date: I. The Desert Southwest The Southwest, with its rocky mesas, deep canyons, steep cliffs, and rugged mountains, is a challenging place to live. *A. Many people who lived in the Southwest, including the Indians, were able to adapt or fit their ways of living to the land and its resource. By adapting to their environment, they found ways not only to survive but even to live well in the desert regions. II. The Pueblo Peoples A. Like their Anasazi ancestors, many people of the Southwest lived in pueblos. B. In time, all of the tribes who lived in pueblos, including the Hopis, the Zunis, and others, became known as the Pueblo peoples. C. The Pueblo peoples built their homes mostly from resources they could find nearby. 1. Some made their pueblos out of adobe. 2. Others, such as the Hopis and the Zunis, built their pueblos from stones held together with mud. 3. Some wood was used to build the roofs of the pueblos. Pueblo Indians had to travel long distances into the mountains to find pine and juniper trees from which they could make wooden beams. D. Pueblo families lived in one room, but most of the daily activities were outdoors. 1. Their homes were used mainly for sleeping and being sheltered from bad weather. a. The terrace was an outdoor kitchen and sitting room. b. The women went up and down outside ladders to outside ovens.
c. The outdoor drying racks had to be tended, and baskets and pottery were often worked on outside. E. The land of the Southwest also affected how the Pueblo Indians hunted and grew food. 1. The staple, or main foods of the Pueblos were corn, beans, and squash. a. As it was for most Native Americans groups, the most important of these was corn. b. The Pueblos also grew cotton, from which they made blankets and clothing. 1. To grow these crops in the dry climate, the Pueblos depended on water from rain and underground springs, which they used to irrigate the land. 2. While the men tended the crops, the women spent hours each day grinding corn into meal, using smooth, flat stones. 3. Part of every home was filled with containers of corn and cornmeal. *4. A food surplus, or an amount more than what is needed, meant survival during times of drought. F. The Hopis and other Pueblo peoples believed in gods of the sun, rain, and Earth. 1. Spirits called kachinas were an important part of the Hopi s religion. a. The Hopis believed that kachinas visit the world of the living people once a year and enter the bodies of kachinas dancers. b. The kachinas dancers were men who wore painted masks and dressed
to look like the kachinas. c. Kachina dancers took part in many Hopi ceremonies. G. A ceremony is a series of actions performed during a special event, such as a religious service. 1. Some of these ceremonies were held in special underground rooms called kivas and others were held in large meeting places outside. 2. Today, many Hopis continue to perform their traditional dances, some with kachinas masks and some without. III. Desert Newcomers A. Not all of the people of the Southwest were Pueblos. B. Before moving to the Southwest, peoples such as the Navajos lived mainly as nomads. C. The Navajos began moving into the Southwest about A.D. 1025. 1. They settled into an area known today as the four corners. This is a place where the corners of the states of Arizona, Colorado, New Mexico, and Utah meet. 2. The Navajo people still live in the four corners area today. D. Some of this land was also Hopi land. In time, the Navajos began learning Hopi ways of life. Soon they too were growing crops and making cotton clothing as the Hopis did. E. In this land, the Navajos built shelters called hogans. A. A hogan was usually cone-shaped. 1. It was built by covering a log frame with bark and mud. 2. Rather than building their hogans close together, the Navajos built then in small, family sized groups miles apart from one another.
IV. Navajo Beliefs A. The Navajos believed in gods they called the Holy People. 1. Some gods such as the Earth mother, were kind. 2. The sun god could cause crops to dry up. 3. The Navajos believed that they needed to honor the gods so that the gods would not use their powers against the people. B. The Navajos honored their gods in ceremonies. C. Navajo ceremonies were led by religious leaders and healers called medicine people. 1. Medicine people called upon the gods to protect the Navajos families, homes, and crops or to cure the sick. 2. In healing ceremonies medicine people made sandpaintings that were believed to help heal people. a. The medicine person created a pattern of symbols on the ground, using colored sand. b. The sick person sat or lay on the sandpainting while the medicine person held a ceremony that the Navajos believed helped the sick person feel healing powers.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 3 (pages 70-73) Chapter 2: The Earliest Americans Lesson 3: The Desert Southwest Name: Number: Date: I. The Desert Southwest The Southwest, with its rocky mesas, deep canyons, steep cliffs, and rugged mountains, is a place to live. A. Many people who lived in the Southwest, including the Indians, were able to or fit their ways of living to the land and its resource. By adapting to their environment, they found ways not only to but even to live well in the desert regions. II. The Pueblo Peoples A. Like their ancestors, many people of the Southwest lived in pueblos. B. In time, all of the tribes who lived in pueblos, including the, the Zunis, and others, became known as the Pueblo peoples. C. The Pueblo peoples built their homes mostly from resources they could find nearby. 1. Some made their pueblos out of. 2. Others, such as the Hopis and the Zunis, built their pueblos from held together with mud. 3. Some was used to build the roofs of the pueblos. Pueblo Indians had to travel long distances into the mountains to find pine and juniper trees from which they could make wooden. D. Pueblo families lived in one room, but most of the daily activities were outdoors. 1. Their homes were used mainly for sleeping and being from bad weather. a. The was an outdoor kitchen and sitting room. b. The women went up and down outside ladders to outside.
c. The outdoor drying racks had to be tended, and and pottery were often worked on outside. E. The land of the Southwest also how the Pueblo Indians hunted and grew food. 1. The staple, or main foods, of the Pueblos were, beans, and squash. a. As it was for most Native Americans groups, the most important of these was. b. The Pueblos also grew, from which they made blankets and clothing. 1. To grow these crops in the dry, the Pueblos depended on water from rain and underground springs, which they used to the land. 2. While the men tended the crops, the women spent hours each day corn into meal, using smooth, flat stones. 3. Part of every home was filled with containers of corn and. 4. A food, or an amount more than what is needed, meant survival during times of. F. The Hopis and other Pueblo peoples believed in gods of the, rain, and Earth. 1. Spirits called were an important part of the Hopi s religion. a. The Hopis believed that kachinas visit the world of the living people once a year and enter the of kachinas dancers. b. The kachinas dancers were who wore painted masks and dressed to look like the kachinas.
c. Kachina dancers took part in many ceremonies. G. A ceremony is a series of actions performed during a special event, such as a service. 1. Some of these ceremonies were held in special underground rooms called and others were held in large meeting places. 2. Today, many Hopis continue to perform their traditional dances, some with kachinas masks and some without. III. Desert Newcomers A. Not all of the people of the Southwest were. B. Before moving to the Southwest, peoples such as the Navajos lived mainly as. C. The Navajos began moving into the Southwest about A.D. 1025. 1. They settled into an area known today as the. This is a place where the corners of the states of, Colorado, New Mexico, and meet. 2. The Navajo people still live in the area today. D. Some of this land was also Hopi land. In time, the Navajos began learning Hopi ways of life. Soon they too were growing crops and making clothing as the Hopis did. E. In this land, the built shelters called. A. A hogan was usually. 1. It was built by covering a log frame with and mud. 2. Rather than building their hogans close together, the Navajos built then in small, sized groups miles apart from one another.
IV. Navajo Beliefs A. The Navajos believed in gods they called the. 1. Some gods such as the mother, were kind. 2. The sun god could cause crops to up. 3. The Navajos believed that they needed to honor the gods so that the gods would not use their against the people. B. The Navajos honored their gods in. C. Navajo ceremonies were led by religious leaders and healers called people. 1. people called upon the gods to protect the Navajos families, homes, and or to the sick. 2. In healing ceremonies medicine people made sandpaintings that were believed to help people. a. The medicine person created a pattern of on the ground, using colored sand. b. The sick person sat or lay on the sandpainting while the medicine person held a ceremony that the Navajos believed helped the sick person feel powers.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 3 (pages 70-73) Chapter 2: The Earliest Americans Lesson 3: The Desert Southwest Name: KEY Number: Date: Directions: Answer each question in a complete sentence. These questions are taken from the book on pages 70-73. Use pages 70-73 and your notes to help you. You must write in complete sentences! 1. How did the Southwest Indians find ways to survive and live well in the desert regions? Many people who lived in the Southwest, including the Indians, were able to adapt or fit their ways of living to the land and its resource. By adapting to their environment, they found ways not only to survive but even to live well in the desert regions. 2. How did the Pueblo peoples build their homes and what materials did they use? Some made their pueblos out of adobe. Others, such as the Hopis and the Zunis, built their pueblos from stones held together with mud. Some wood was used to build the roofs of the pueblos. 3. What were the staples of the Pueblos? The staple, or main, foods of the Pueblos were corn, beans, and squash 4. What did a food surplus mean for the Pueblos? A food surplus, or an amount more than what is needed, meant survival during times of drought. 5. Where did the Navajos settle when they arrived in the Southwest? They settled into an area known today as the four corners. This is a place where the corners of the states of Arizona, Colorado, New Mexico, and Utah meet. 6. What did hogans look like and how were they built? A hogan was usually cone-shaped. It was built by covering a log frame with bark and mud. 7. What were the Navajo gods called AND what were they like? The Navajos believed in gods they called the Holy People. Some gods such as the Earth mother, were kind. The sun god could cause crops to dry up. 8. What did medicine people do? Medicine people called upon the gods to protect the Navajos families, homes, and crops or to cure the sick. EXTRA CREDIT YOU MUST AT LEAST TRY TO ANSWER THIS QUESTION!!!!! How do you think the Navajos way of life affected their need for a formal leader? Different people may have led the tribe, depending upon the skills that were required in each new circumstance
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 3 (pages 70-73) Chapter 2: The Earliest Americans Lesson 3: The Desert Southwest Name: Number: Date: Directions: Answer each question in a complete sentence. These questions are taken from the book on pages 70-73. Use pages 70-73 and your notes to help you. You must write in complete sentences! 1. How did the Southwest Indians find ways to survive and live well in the desert regions? 2. How did the Pueblo peoples build their homes and what materials did they use? 3. What were the staples of the Pueblos? 4. What did a food surplus mean for the Pueblos? 5. Where did the Navajos settle when they arrived in the Southwest? 6. What did hogans look like and how were they built? 7. What were the Navajo gods called AND what were they like? 8. What did medicine people do? EXTRA CREDIT YOU MUST AT LEAST TRY TO ANSWER THIS QUESTION!!!!! How do you think the Navajos way of life affected their need for a formal leader?
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 4 (pages 76-80) Chapter 2: The Earliest Americans Lesson 4: The Northwest Coast and the Arctic Name: Number: Date: I. The Northwest Coast and the Arctic The Northwest coast is a strip of land that stretches along the Pacific Ocean from northern California to Alaska. The Arctic region is much colder, and the land is frozen for most of the year. II. River traders A. Along the Northwest Coast there was little agriculture. But, there were plenty of fish, especially salmon. There were also plenty of deer, bears and other animals. 1. Instead of growing their own food, the Indians of the Northwest Coast met their need for food by fishing, hunting, and gathering. 2. The enormous trees that grew in the forests provided them with wood for boats, houses, and tools. B. If the Indians of the Northwest Coast needed something they could not make, they could get them through trade. 1. Although the regions mountains made overland travel difficult, people could travel long distances on its waterways. 2. The Columbia River became the highway of the Northwest. 3. People used to travel from place to place in wooden dugouts. A dugout is a boat made from a large, hollowed out log. D. One of the greatest trading centers located on the Columbia River was called The Dalles. 1. People would travel hundreds of miles to trade there. 2. Dozens of tribes took part in the trading during the mild summer months. III. The Chinooks
*A. The best-known traders among the Northwest Coast were the Chinooks. 1. The Chinooks who lived at the mouth of the Columbia, controlled the river from the coast all the way to Dalles. B. Because many tribes gathered at The Dalles to trade, the different languages they spoke made communication difficult. 1. To help solve this problem, the Chinooks developed a language for trading. It was made up of Chinook words and words borrowed from other languages. 2. This language made it easier for people of different tribes to talk to each other and barter, or exchange goods. 3. People traded dried fish, shells, furs, whale products, seal oil, cedar, masks, jewelry, baskets, copper, and even prisoners at The Dalles. C. Wealth was important to the people of the Northwest Coast. 1. Tribes often attacked one another to gain wealth, and in turn, respect. 2. Prisoners, a sign of wealth, were frequently taken as slaves during many wars. *D. The Chinooks and other Northwest Coast people held potlatches to show their wealth. These were celebrations with feasting and dancing. 1. During a potlatch, the hosts gave away gifts as a sign of their wealth. 2. Members of some clans spent years preparing gifts to be given away at a potlatch. A clan is a group of families that are related to one another. E. Chinook villages were made up of rows of long wooden houses. 1. The houses were built so that part of it was over a hole dug in the earth and some of its rooms were underground. Such a house is called a pit house.
F. In each house, lived several families belonging to the same clan. 1. Each clan was headed by its oldest member. 2. The Chinooks traced their clans through the mother s family line. 3. The people of the clan had the same mother, grandmother, or great-grandmother. IV. The Makahs and the Kwakiutls *A. The Makahs, who lived in what is now the state of Washington, were one of the many coastal peoples who built dugouts to hunt whales at sea. B. Some other coastal tribes, such as the Kwakiutls, captured whales only if they became stranded at shore. 1. The Kwakiutls lived north of the Makahs in what is now Vancouver Island and western Canada. C. Whale hunts were very important to the Makahs. 1. Makah whale hunters often spent months preparing for a whale hunt. 2. They made new wooden harpoons-long spears with sharp shell points. 3. Made of wood, their canoes were about 6 feet wide and carried up to 60 people. D. It takes hours of paddling for the hunters to reach their village. 1. Wooden houses line the narrow beach between the water and the forest. 2. Outside each house stands a tall wooden post called a totem pole. Each totem pole is carved with shapes of people and animals. E. Some of the best wood carvers in the Northwest Coast were the Kwakiutls. 1. The Kwakiutls lived in wooden houses along the shore. 2. Like others in the regions, the Kwakiutls ate plants, shellfish, salmon, elk, and deer. 3. They also held the most lavish potlatches of all the Northwest Coast Indians.
V. The Inuit A. The native peoples of the Arctic lived mostly north and east of the Northwest Coast Indians. 1. Among them were the Inuit, who first settled in the harsh environment of the Arctic region of present day northern Alaska and Canada only about 4,000 years ago. 2. Since much of this land was frozen, it was much too cold for farming. 3. The early Inuit got most of their food and made their clothing, shelters, and tools from the animals they hunted. B. To survive in the harsh environment, the Inuit had to be skilled hunters and fishers. 1. They hunted seal, walrus, and caribou. 2. They used the meat for food, the bones for tools, and the skins for clothing. 3. The Inuit along the Alaskan coast hunted whales. C. The Intuits made many kinds of shelters. 1. Some built igloos dwellings made of ice in which they lived during the winter months. 2. During the summer the Inuit lived in tents made of animal skins. 3. Other Inuit lived in tents and huts year round.
Fifth Grade Social Studies Harcourt Horizons: United States Beginnings Chapter 2 Lesson 4 (pages 76-80) Chapter 2: The Earliest Americans Lesson 4: The Northwest Coast and the Arctic Name: Number: Date: I. The Northwest Coast and the Arctic The Northwest coast is a strip of land that stretches along the from northern California to Alaska. The Arctic region is much colder, and the land is frozen for most of the year. II. River traders A. Along the Northwest Coast there was little agriculture. But, there were plenty of fish, especially. There were also plenty of deer, bears and other animals. 1. Instead of growing their own food, the Indians of the Northwest Coast met their need for food by fishing, hunting, and. 2. The enormous trees that grew in the forests provided them with wood for, houses, and. B. If the Indians of the Northwest Coast needed something they could not make, they could get them through. 1. Although the regions mountains made overland travel difficult, people could travel long distances on its. 2. The Columbia River became the of the Northwest. 3. People used to travel from place to place in wooden dugouts. A dugout is a boat made from a large, out log. D. One of the greatest trading centers located on the Columbia River was called. 1. People would travel hundreds of miles to trade there. 2. Dozens of tribes took part in the during the mild summer months. III. The Chinooks
*A. The best-known traders among the Northwest Coast were the. 1. The Chinooks who lived at the mouth of the Columbia, controlled the river from the coast all the way to. B. Because many tribes gathered at The Dalles to trade, the different languages they spoke made difficult. 1. To help solve this problem, the Chinooks developed a for trading. It was made up of Chinook words and words borrowed from other languages. 2. This language made it easier for people of different tribes to talk to each other and, or exchange goods. 3. People traded dried, shells, furs, whale products, seal oil, cedar, masks,, baskets, copper, and even prisoners at The Dalles. C. was important to the people of the Northwest Coast. 1. Tribes often attacked one another to gain wealth, and in turn,. 2., a sign of wealth, were frequently taken as slaves during many wars. *D. The Chinooks and other Northwest Coast people held to show their wealth. These were celebrations with and dancing. 1. During a, the hosts gave away gifts as a sign of their wealth. 2. Members of some clans spent years preparing gifts to be given away at a potlatch. A is a group of families that are related to one another. E. Chinook villages were made up of of long wooden houses. 1. The houses were built so that part of it was over a hole dug in the earth and some of its rooms were. Such a house is called a house.
F. In each house, lived several families belonging to the same clan. 1. Each clan was headed by its member. 2. The Chinooks traced their clans through the family line. 3. The people of the clan had the same mother, grandmother, or great-grandmother. IV. The Makahs and the Kwakiutls *A. The Makahs, who lived in what is now the state of Washington, were one of the many coastal peoples who built to hunt whales at sea. B. Some other coastal tribes, such as the Kwakiutls, captured only if they became stranded at shore. 1. The Kwakiutls lived north of the Makahs in what is now Vancouver Island and western. C. Whale hunts were very important to the Makahs. 1. Makah whale hunters often spent preparing for a whale hunt. 2. They made new wooden -long spears with sharp shell points. 3. Made of, their canoes were about 6 feet wide and carried up to 60 people. D. It takes hours of paddling for the hunters to reach their village. 1. Wooden houses line the narrow beach between the and the forest. 2. Outside each house stands a tall wooden post called a pole. Each totem pole is carved with shapes of people and. E. Some of the best wood in the Northwest Coast were the Kwakiutls. 1. The Kwakiutls lived in wooden houses along the shore. 2. Like others in the regions, the Kwakiutls ate plants,, salmon, elk, and. 3. They also held the most potlatches of all the Northwest Coast Indians.