Nonfiction Unit: Paths of the People Assessment

Name ______Period ______Date ______

Part 1: Vocabulary Match the following words with their definitions. Be sure to write the letter NEATLY on the line.

_____ 1. primary source a. something that is surrendered or given up, usually rights or property

_____ 2. secondary source b. a formal agreement between 2 or more parties

_____ 3. treaty c. the attempt to make someone or something similar

_____ 4. negotiation d. general agreement reached by a group

_____ 5. consensus e. a tract of land set aside by the federal government

_____ 6. cession f. an original document; a first-hand or eyewitness account

_____ 7. reservation g. relocation, or the act of being moved from a location

_____ 8. removal h. a portion of something that has been set aside or assigned

_____ 9. assimilation i. to work with others to reach an agreement; may require give and take

_____ 10. allotment j. a document that describes an event, person, etc that is written by someone not present at the time of the event Part II: Language and History Questions

Choose the best answer for each question below.

11. In the 1800’s, what were two reasons the United States government made treaties with the Indian tribes in Wisconsin?

a. to get furs and to learn their language b. to insure good relations and to acquire their land c. to give them tobacco and to sell them guns d. to impress them and to teach them English

12. Think about what you have learned about the relationship between the U.S. government and the Ojibwe people in Wisconsin during the treaty making period. Based on that knowledge, which of the following statements is TRUE?

a. The U.S. government always made treaties that put the needs of the Indians first. b. The Indian people had no say in the treaty making process. c. The Indian people reserved the right to hunt, fish, and gather wild rice and other resources in each of the land cession treaties. d. The U.S. government did not negotiate with the Indian groups.

13. Both of these maps show Indian land cessions in the 1800’s. Using these maps, determine which of the following statements is FALSE.

a. The Chippewa people lived mainly in north central Wisconsin. b. The Chippewa people lost more land with each new treaty. c. The Chippewa people did not cross Wisconsin state borders. 14. Analyze the map above. Which of the following statements is TRUE about the Lac du Flambeau Land Allotment map of 1933?

a. There were more acres of tribal lands than of swamp lands claimed by the state. b. Much of the lake shore land on the reservation belonged to deceased allottees. c. More land belonged to deceased allottees than to living allottees. d. Much of the lake shore land on the reservation belonged to non-tribal (alienated) members. 15. TRUE or FALSE In the early 1900’s, the Bureau of Indian Affairs (BIA) built boarding schools across the country in an attempt to assimilate the Indian people.

16. TRUE or FALSE Indian children were encouraged to speak their native languages at the boarding schools.

17. TRUE or FALSE When I read nonfiction text, it’s a good idea to focus only on the text itself. I don’t really need to look at the graphics that are included.

18. The book Paths of the People is an example of:

a. historical fiction b. a myth c. a secondary source d. a primary source

19. The text of the Treaty of 1837 is an example of:

a. historical fiction b. a myth c. a secondary source d. a primary source

20. Choose the ending that best completes the statement.

“When interpreting text features such as maps, pictures, and charts,

a. I should focus only on the title of the graphic because it’s most important.” b. I should skim over the graphic quickly and not waste much time.” c. I should use all the clues the graphic gives me to determine its main idea.” d. I shouldn’t pay any attention to graphics because they’re just there to fill in spaces.”