5th Grade Social Studies Chapter 2 The First Americans 5th Grade Social Studies Chapter 2

Lesson 2.1- Ancient Americans pages 38-45 Vocabulary pueblo glacier migration agriculture civilization pueblo A town

Lesson 2.1- Ancient Americans pages 38-45 Vocabulary migration glacier migration agriculture civilization pueblo movement of people or animals from one region to another

Lesson 2.1- Ancient Americans pages 38-45 Vocabulary agriculture glacier migration agriculture civilization pueblo growing of plants or animals for food

Lesson 2.1- Ancient Americans pages 38-45 Vocabulary glacier glacier migration agriculture civilization pueblo mass of ice that moves slowly over land

Lesson 2.1- Ancient Americans pages 38-45 Vocabulary civilization glacier migration agriculture civilization pueblo culture with cities, a government, & many different jobs to do

Lesson 2.1- Ancient Americans pages 38-45 What two theories do scientists have for the 1st humans coming to North America? Walking on land bridge, coming by boat Why do scientists think these 1st Americans traveled here? Following packs of animals for food How did agriculture change how people lived? They stayed in one area to farm

Lesson 2.1- Ancient Americans pages 38-45 Name three peoples that build villages & mounds. Adena, Hopewell, & Mississippians What civilization build houses out of mud? Pueblo What civilization ruled Central Mexico? Aztecs What was the Aztec capital? Tenochtitlan

5th Grade Social Studies Chapter 2 The First Americans 5th Grade Social Studies Chapter 2

Lesson 2.2- Peoples of the Northwest pages 46-53 Vocabulary surplus potlatch clan extra surplus

Lesson 2.2- Peoples of the Northwest pages 46-53 Vocabulary potlatch surplus potlatch clan traditional feast of Northwest Indians

Lesson 2.2- Peoples of the Northwest pages 46-53 Vocabulary clan surplus potlatch clan group of related families

Lesson 2.2- Peoples of the Northwest pages 46-53 What fish was an important resource for Indians in the Northwest? Salmon What other resource was important? Wood What large feasts celebrated marriages or the building of a house? Potlatches

Lesson 2.2- Peoples of the Northwest pages 46-53 What was the largest Indian group in the Pacific Northwest? The Tlingit Summarize “Chinook Wind Wrestles Cold Wind”.

5th Grade Social Studies Chapter 2 The First Americans 5th Grade Social Studies Chapter 2

Lesson 2.3- Peoples of the Southwest pages 54-59 Vocabulary staple irrigation staple ceremony a main crop & food

Lesson 2.3- Peoples of the Southwest pages 54-59 Vocabulary ceremony irrigation staple ceremony a formal act determined by ritual or custom

Lesson 2.3- Peoples of the Southwest pages 54-59 Vocabulary irrigation irrigation staple ceremony method of channeling water in order to grow crops in dry land

Lesson 2.3- Peoples of the Southwest pages 54-59 What BIG environmental challenge did the Southwest Indians have to overcome? The area is mostly desert, so water is a need Name three modern U.S. states where the Southwest Indians lived. Arizona, New Mexico, Texas What Indian group lived in the Southwest? Hopi

Lesson 2.3- Peoples of the Southwest pages 54-59 What crops did the Hopi grow? Beans, Squash, Corn Which crop was considered the staple of the Hopi? Corn What colors of corn did they grow? Yellow, Blue, Red, White, & Purple

Lesson 2.3- Peoples of the Southwest pages 54-59 What did the Hopi use to make pots? Clay What ceremony did the Hopi have when they danced & prayed for a good harvest? The Bean Dance

5th Grade Social Studies Chapter 2 The First Americans 5th Grade Social Studies Chapter 2

Lesson 2.4- Peoples of the Plains pages 60-65 Vocabulary travois lodge nomad travois sled-like carrier pulled by a dog or horse

Lesson 2.4- Peoples of the Plains pages 60-65 Vocabulary nomad lodge nomad travois a person who moves around & does not live in one place

Lesson 2.4- Peoples of the Plains pages 60-65 Vocabulary lodge lodge nomad travois American Indian dwelling that several families lived in

Lesson 2.4- Peoples of the Plains pages 60-65 What is the land like on the Great Plains? Flat Grasslands Which two peoples farmed the Eastern Plains? Pawnee & Omaha What important resource roamed the Western Plains? Buffalo

Lesson 2.4- Peoples of the Plains pages 60-65 What Indian group were skilled horse riders, hunters, & warriors? Comanche Who first brought horses to North America? Spanish explorers

Lesson 2.4- Peoples of the Plains pages 60-65 Western Plains Indians Eastern Plains Indians Nomads Built villages Hunted Buffalo Did Not Plant Crops Had horses Planted Crops

5th Grade Social Studies Chapter 2 The First Americans 5th Grade Social Studies Chapter 2

Lesson 2.5- Peoples of the East pages 68-73 Vocabulary wampum longhouse confederation wampum barter shaped & cut seashell used to symbolize agreements & show important events

Lesson 2.5- Peoples of the East pages 68-73 Vocabulary barter longhouse confederation wampum barter to exchange goods without using money; trade

Lesson 2.5- Peoples of the East pages 68-73 Vocabulary longhouse longhouse confederation wampum barter a large house made with wood poles & bark

Lesson 2.5- Peoples of the East pages 68-73 Vocabulary confederation longhouse confederation wampum barter organization of groups that band together to form a type of government

Lesson 2.5- Peoples of the East pages 68-73 What one thing do all the different landforms of the East have in common? Plenty of rain What were the “three sisters”? Corn, Beans, & Squash-Staples of their diets What animals did the Woodland Indians hunt? Deer, Bear, & Rabbits

Lesson 2.5- Peoples of the East pages 68-73 What is the other name for the Haudenosaunee? Iroquois What does “Haudenosaunee” mean? People of the Longhouse In what modern U.S. State did the Haudenosaunee live? New York

Lesson 2.5- Peoples of the East pages 68-73 What five groups formed the Haudenosaunee League? Mohawks, Oneidas, Onondegas, Cayugas, Senecas What sixth group later joined? Tuscarona Who chose the chiefs to lead the nation? Clan mothers

Indian Shelter Project p. 72-73 I will place you into groups Each group will build a model of one of the Indian Shelters Task #1- Select a “Project Manager” (This person should be dependable & responsible) Task #2- Make a list of your top three choices of an Indian shelter from p. 72-73 (Think about which one you would like to build & be able to build) I will make final assignment of shelter

Indian Shelter Project p. 72-73 Task # 3- Discuss ideas, draw concept sketches, make notes, discuss materials that can be brought, project managers write down responsibilities of everyone (Questions?- Ask Mr. Bragwell) Task#4- Build your model! You will have two Social Studies class periods to build your models Task #5- Present your models to the rest of the class (Project manager may present or assign another person to be spokesperson)