1. 5th Grade Social Studies Chapter 2
The First Americans
5th Grade Social Studies
Chapter 2

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

3. 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

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

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

6. 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

7. 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

8. 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

10. 5th Grade Social Studies Chapter 2
The First Americans
5th Grade Social Studies
Chapter 2

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

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

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

14. 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

15. 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”.

17. 5th Grade Social Studies Chapter 2
The First Americans
5th Grade Social Studies
Chapter 2

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

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

20. 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

21. 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

22. 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

23. 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

25. 5th Grade Social Studies Chapter 2
The First Americans
5th Grade Social Studies
Chapter 2

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

27. 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

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

29. 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

30. 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

31. 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

33. 5th Grade Social Studies Chapter 2
The First Americans
5th Grade Social Studies
Chapter 2

34. 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

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

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

37. 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

38. 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

39. 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

40. 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

42. 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 (Think about which one you would like to build & be able to build)
I will make final assignment of shelter

43. 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)