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Why was an Indian used in the ad as opposed to, for example, a person of European descent? What does it mean when people are portrayed as part of nature, as opposed to a culture or civilization? Are these in opposition to one another? Why or Why not? “Iron Eyes”
How did living in different climate areas affect the development of native societies? Think about different types of agriculture, what was hunted, how dispersed their population was, how they accessed water – irrigation systems, etc. How did native groups interact with the natural environment?
Video clip: “Cahokia: City of the Sun” – Complete questions as you watch How did the Cahokian people’s interactions with the environment help to account for key turning points in their history and development. Think about arable land in areas around the Mississippi River facilitated agricultural production and population growth around 1000 CE. Make an educated guess to explain the decline of Cahokia’s population beginning around 1200 CE. Cahokia
cu/slideshow/slideshow.html cu/slideshow/slideshow.html In what ways did the natural environment in the region help shape Anasazi society and institutions? Create a venn diagram, on your own paper, comparing and contrasting the Cahokia and Chaco Canyon. Southwest Indians - Anasazi
Get into 4 groups – no more, no less You are completing the Appendix B chart. Divide and conquer the work as needed in your group. Each group will examine primary & secondary resources for the Cahokia and Chaco Canyon Indians (green handouts) Complete the chart for your group and be prepared to present your findings to the class As other groups present their findings, you are filling out your chart based on their presentation Group Activity!
On an index card, formulate a thesis about the impact of the environment on these two major American Indian societies prior to European arrival. Find a partner and share your thesis. Edit as needed Turn in your notecard Think – Pair – Share