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Step-by-Step WITNESS HISTORY AUDIO SECTION Instruction Birth of Diverse Cultures 3 For a long time everyone spoke the same language, “ but suddenly people began to speak in different Objectives tongues. Kulsu [the Creator], however, could speak As you teach this section, keep students all of the languages, so he called his people together focused on the following objectives to help and told them the names of the animals in their them answer the Section Focus Question 3 own language, taught them to get food, and gave and master core content. 3 them their laws and rituals. Then he sent each tribe ■ Understand how groups of people to a different place to live . . . The Haida people —Creation myth of the Maidu” people of California adapted to the desert environment of believe a raven the Southwest. released the first Focus Question What factors contributed to the people from a growth of diverse cultures in North America? ■ Analyze the evidence from which we clam shell. have learned about the emergence of culture in eastern North America. ■ Examine the cultures that developed in Peoples of North America three very different geographic regions.

Objectives Hundreds of Native American cultural groups lived in North Prepare to Read

• Understand how groups of people adapted to America before A.D. 1500 and the arrival of Europeans. Based on the desert environment of the Southwest. the environments in which people lived, scholars have categorized Build Background Knowledge L3 • Analyze the evidence from which we have them into ten culture areas: Arctic, Subarctic, Northwest Coast, Ask students to recall ways the peoples of learned about the emergence of culture in California, Great Basin, Plateau, Southwest, Plains, Southeast, Mesoamerica and the Andes adapted to eastern North America. and Northeast. In each area, people adapted to geographic condi- their environments and developed into • Examine the cultures that developed in three tions that influenced their ways of life. unique culture groups. Ask them to pre- very different geographic regions. dict, based on their previous reading, how Terms, People, and Places Peoples Adapt to the Desert early cultures of North America developed. Mesa Verde earthwork Southwest Set a Purpose L3 pueblo For millennia, Native American groups lived by hunting, fishing, potlatch ■ WITNESS HISTORY Read the selection and gathering wild plants. After farming spread north from Iroquois League Mesoamerica, many people raised corn and other food crops. Some aloud or play the audio. people farmed so successfully that they built large permanent set- AUDIO Witness History Audio CD, tlements. Some of the earliest farming cultures arose in what is Birth of Diverse Cultures today the southwestern United States. Reading Skill: Compare and Contrast As you Ask What event does this story read, outline the experiences and achievements of Native American groups in each culture area The Farm in the Desert Perhaps as long ago as describe? (the creation of the Maidu discussed. Then compare and contrast the details 300 B.C., fields of corn, beans, and squash bloomed in the desert of people and other groups around them) you have recorded for the various culture areas. present-day Arizona, near the Salt and Gila rivers. These fields How do you think that division were planted by a people later called the Hohokam, or “Vanished into separate groups might affect I. Southwest Ones,” by their descendants, the Pima and the Papago. To farm in the people of a region? (It would A. Environment the desert, the Hohokam built a complex irrigation system that 1. lead to distinct cultures and might also 2. included numerous canals. The canals carried river water to fields lead to conflict.) B. Settlement type as far as several miles away. The Hohokam also built temple 1. mounds and ball courts similar in appearance to those of ■ Focus Point out the Section Focus 2. Mesoamerica. Evidence indicates that, for unknown reasons, the Question and write it on the board. Hohokam left their settlements sometime during the A.D. 1400s. Tell students to refer to this question as they read. (Answer appears with Section 3 Assessment answers.) Vocabulary Builder ■ Preview Have students preview the Section Objectives and the list of Use the information below and the following resources to teach the high-use word from this section. Terms, People, and Places. Teaching Resources, Unit 1, p. 107; Skills Handbook, p. 3 ■ Have students read this

section using the Structured Read Aloud High-Use Word Definition and Sample Sentence strategy (TE, p. T21). As they read, have complex, p. 203 n. a whole composed of various interrelated parts them complete an outline to compare and The new high school was a complex made up of several buildings connected contrast the experiences and achieve- by walkways. ments of the different culture groups. Reading and Note Taking Study Guide, p. 62

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For: Audio guided tour Teach Native American Culture Areas Web Code: nap-0631

Peoples Adapt to the Desert Southwest L3 Northwest Coast sun mask Arctic Ocean Instruct 80˚ N ■ Introduce Point out the term “Desert

Southwest” in the subsection title and 60˚ N ask students to locate this region on Yukon R. M

a c k the map on this page. e n Arctic z

i e Great ■ R Teach Ask students to describe the . geographic setting, the culture, and the Subarctic Hudson Bay advances of the Hohokam and the Northwest Coast Equal-Area Projection 0500 1000 mi . Ask How did N W R 0500 1000 km these groups get food? (They farmed.) O C St. Lawrence R. E K Why did the Ancestral Puebloans S Plateau Y Grea t La M ke s . abandon their dwellings? (long O GREAT Northeast S T 40˚ U Great N PLAINS M drought and possibly enemy attacks) N Serpent N T Plains Mound Great Basin . A A io R I ■ Mesa Verde Cahokia Oh H Quick Activity Display Color Trans- Pacific California I Iroquois baggataway stick N C . A R S L parency 37: Native American Ocean Pueblo i A (early lacrosse stick) p p P Colorado Bonito i P s s A River R i Groups. Link details from the chart to 120˚ W i s o s Southeast G i

ra M n the Native American groups listed in d e Atlantic the student text. Stress that peoples in Plains Culture areas Southwest Gulf of Key archaeological sites Ocean different culture areas still shared some 60˚ W ways of life, while those in the same Sources of subsistence, A.D. 1500 Cultivated plants 20˚ N culture area still differed somewhat. Wild plants Color Transparencies, 37 Fish and shellfish Game Independent Practice Sea mammals 100˚ W 80˚ W ■ Have students access Web Code nap- Native American Culture Groups: Historical Locations Map Skills As Native Americans spread 0631 to take the Geography Interac- Culture Area Culture Groups out to populate North America, they tive Audio Guided Tour and then developed a wide variety of cultures. In Arctic Aleut, Inuit answer the map skills questions in the each culture area on the map, peoples Subarctic Beaver, Chipewyan, Cree, Ingalik, Kutchin, text. shared fairly similar environments and Montagnais, Naskapi, Ojibwa, Tanaina ways of life. ■ Display Color Transparency 36: Northwest Coast Bella Coola, Chinook, Haida, Kwakiutl, Nootka, Tlingit 1. Locate (a) Plateau culture area Pueblo Bonito. Help students explore California Chumash, Maidu, Miwok, Pomo, Shastan (b) Southeast culture area (c) Great the enormous compound. Have them Great Basin Paiute, Shoshone, Ute work in pairs to identify details dis- Serpent Mound Plateau Nez Percé, Spokan, Shuswap 2. Place In which two culture areas cussed in the text. Southwest Ancestral Puebloan, Apache, Hohokam, Mojave, Navajo, could Native Americans hunt sea Color Transparencies, 36 Papago, Pima, Pueblos (Acoma, Hopi, Laguna, Zuni) mammals?

Plains Arapaho, Blackfoot, Cheyenne, Comanche, Cree, Crow, 3. Draw Inferences Some Native Amer- Hidatsa, Kiowa, Mandan, Omaha, Pawnee, Sioux, Wichita Monitor Progress ican groups lived in different culture Southeast Calusa, Catawba, , , , Creek, areas at different times. How might ■ As students fill in their outlines, circu- Mississippians, Natchez, Seminole sources of subsistence have influenced late to make sure they correctly struc- Northeast Adena, Algonquin (Delaware, Miami, Mohegan, Ojibwa, them to migrate? ture the outlines with sections for the Pequot, Potawatomi, Shawnee), Hopewell, Iroquois (Cayuga, Erie, Huron, Mohawk, Onandaga, Oneida, Hohokam and Ancestral Puebloans. For Seneca, Tuscarora), Micmac, Winnebago a completed version of the outline, see Note Taking Transparencies, 74

■ Check answers to map skills questions. Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers L2 English Language Learners

Divide students who need extra practice into pairs. Use the following resources to help students acquire Answers Ask one student in the pair to read aloud each of the basic skills. Map Skills culture areas listed on the table on this page. Have Adapted Reading and Note Taking the other student locate that culture area on the map 1. Review locations with students. Study Guide on this page and describe the sources of subsistence 2. Northwest Coast and Arctic ■ Adapted Note Taking Study Guide, p. 62 for that area. Ask pairs to suggest geographic reasons 3. Drought, soil exhaustion, or over-hunting or ■ Adapted Section Summary, p. 63 for the sources of subsistence in each area. fishing might have influenced them to migrate.

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Ancestral Puebloans Build Cliff Dwellings and Pueblos About Cultures Develop A.D. 100, Ancestral Puebloans lived in what is today the Four Corners region of Arizona, New Mexico, Colorado, and Utah. Within a few hundred in the East L3 years, they were building villages, some inside caves and some outside. Instruct Between A.D. 1150 and A.D. 1300, the Ancestral Puebloans (also known as Anasazi) built their famous cliff residences. Using hand-cut Vocabulary Builder ■ Introduce: Key Terms Have students stone blocks, they constructed housing complexes on cliffs along canyon complex—(KAHM pleks) n. a whole locate the key term (in walls. Such cliffs offered protection from raiders. The largest of these cliff composed of various interrelated parts blue) and explain its meaning. Explain dwellings, at Mesa Verde (MAY suh VEHR dee) in present-day Colorado, that the giant earthworks left behind included more than 200 rooms. People climbed ladders to reach their by some Native American groups are a fields on the flatlands above or the canyon floor below. key to understanding these groups. The Ancestral Puebloans also built freestanding villages, which were ■ similar in structure to the cliff dwellings. These communities, which the Teach Review the culture groups of the Spanish later called pueblos (PWEB lohs), were made of multi-floor Ohio and river valleys. Ask houses that were connected to one another by doorways and ladders. students to name the groups and to Remains of Pueblo Bonito, the largest such pueblo, still stand in organize them chronologically. Ask New Mexico. The huge complex consisted of 800 rooms that could have What common feature do all these housed about 3,000 people. Builders used stone and adobe bricks to erect groups share? (They all built earth a crescent-shaped compound rising five stories high. In the center of the mounds of some kind.) What does this great complex lay a plaza. There, the Ancestral Puebloans dug their kiva suggest about a relationship among (KEE vuh), a large underground chamber used for religious ceremonies the groups? (It suggests that earlier and political meetings. In the kiva, they carved out a small hole in the groups passed on their cultural ways to floor, which represented the birthplace of the tribe. They also painted the the later groups.) walls with geometric designs and scenes of ritual or daily life. In the late 1200s, a long drought forced the Ancestral Puebloans to ■ Quick Activity Have students reread abandon their dwellings. Attacks by Navajos and Apaches—peoples from the paragraphs in their text about the the north—may have contributed further to their decline. However, Mississippians. Challenge them to link Ancestral Puebloan traditions survived among several groups of descen- descriptions of Cahokia to what they dants. Known collectively as Pueblo Indians, many of these groups con- Cliff Palace, the largest dwelling at Mesa learned about the religious rituals and tinue to live in the southwestern United States today. Verde, may have housed 250 people. temples of Mesoamerican cultures. What types of technological advances did early peoples of the Southwest make? Independent Practice Distribute Outline Map North American Culture Areas and have students locate Cultures Develop in the East the cultures they have studied so far. Far to the east of the Ancestral Puebloans, in the Mississippi and Ohio Teaching Resources, Unit 1, p. 116 river valleys, other farming cultures emerged after about 1000 B.C. They, too, left behind impressive constructions from which we can learn a great deal about their lives. Monitor Progress

The Adena and Hopewell Build With Earth Both the Adena and the Check students’ Outline Maps to confirm later Hopewell people of the Northeast are known for giant earthworks that they have accurately located the cul- that they built for various purposes by heaping earth in piles and shaping ture areas, as well as key monuments and them. Some of the earthworks were large burial mounds, others served as natural features. platforms for structures such as temples, and still others served as defensive walls. Mounds were usually cone-shaped, oval, or formed into the shape of an animal. The Adena’s Great Serpent Mound in Ohio wriggles and twists in the shape of a snake for almost a quarter of a mile. Some of the objects found in the Hopewell mounds show that traders extended their influence over a wide area. They acquired goods such as conch shells from the , grizzly bear teeth and obsidian from the Rocky Mountains, and copper from the Great Lakes region. Skilled artisans then hammered and shaped the copper into fine ornaments.

Connect to Our World

Connections to Today Named because it backed their rooms by either climbing ladders or mounting up against a sheer cliff, the Cliff Palace was one of the stone steps. Ancestral Puebloans’ major “apartment buildings.” Freestanding Ancestral Puebloan villages were sim- With 217 rooms and 250 residents, it was larger than ilar to some modern condominium complexes. Higher many apartment buildings today. In place of brick, its layers were built on the roofs of lower layers, but Answer walls were made of carefully cut slabs of stone, fit- staggered to allow roof access; lower layers some- ted tightly together. Rather than flat boards, great times had no windows (for protection), and residents Early peoples of the Southwest created irriga-

logs formed its floors and roofs. Residents reached climbed in through roof holes. tion canals and built elaborate housing com- plexes in the cliffs.

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Unique Cultures Develop in The Mississippians Build Bigger By A.D. 800, these early eastern cultures had disappeared. A new people, whom today we refer to as the Different Geographic Mississippians, gained influence in the Southeast region. As their cul- Regions L3 ture spread, the Mississippians built clusters of earthen mounds and ever larger towns and ceremonial centers. Instruct The greatest Mississippian center, Cahokia in present-day Illinois, ■ Introduce Ask students to read the housed as many as 20,000 people by about A.D. 1100. Cahokia boasted 120 mounds, atop some of which sat the homes of rulers and nobles. The three black headings under Unique largest mound probably had a temple on its summit, where priests and Cultures Develop in Different Geo- rulers offered prayers and sacrifices to the sun. graphic Regions. Using the Idea Wave strategy (TE, p. T22), have them pre- The Natchez Carry on the Traditions The Mississippians left no dict what the text under each heading written records, and their cities disappeared after Europeans reached will discuss. Have them read to confirm the area. Their traditions, however, survived among the Natchez people, or revise their predictions. who are known for their worship of the sun. They called their ruler, who held absolute power, the Great Sun. He and his family lived on the top of ■ Teach Draw two boxes on the board pyramid mounds. Society was divided into , the highest group was and label one Environment and the called the suns. other Unique Cultures. Discuss with students how the environment affected What aspects of cultural life do the earthworks built the developing cultures of North Amer- by the Adena and Hopewell people reveal? ica. Ask How were the environ- ments of the Inuit and the Unique Cultures Develop in Different Northwest Coast people different? (The Inuit lived in an Arctic climate Geographic Regions with cold temperatures and a lot of ice. Distinct ways of life developed in each Native American culture area. In the Northwest Coast region, the cli- Adapting to the Arctic Here, we examine three cultures areas—the Arctic, the Northwest Coast, mate was milder and the land wooded.) The Inuit built kayaks with wood or whale and the Eastern Woodlands—in which varied climates and natural envi- bone, over which they stretched oiled ronments helped unique cultures develop. ■ Quick Activity Have students read animal skins to keep out water. As they the Primary Source selection from the paddled through icy waters on the hunt for The Inuit Live in a Frozen World In the far northern stretches of Iroquois Constitution in their text and seals (below right), they wielded harpoons , the Inuit (IN oo it; often called the Eskimo) adapted to the harsh and other weapons and wore snow goggles climate of the Arctic. By about 2000 B.C., they had settled there, using answer the question. To learn more (below left) to protect their eyes from the about Dekanawidah and his impact on glare. How did the Inuit overcome the the resources of the frozen land to survive. Small bands lived by hunting and fishing. Seals and other sea mammals provided them with food, the Iroquois nations, have students challenges of living in the harsh Arctic climate? skins for clothing, bones for needles and tools, and oil for cooking. The read his biography. Inuit paddled kayaks in open waters or used dog sleds to transport goods Teaching Resources, Unit 1, p. 113 across the ice. In some areas, the Inuit constructed igloos, or dome- shaped homes made from snow and ice. In others, they built sod dwell- Independent Practice ings that were partly underground. Have students complete the Outline Map North American Culture Areas. Teaching Resources, Unit 1, p. 116

Monitor Progress ■ Have students write a summary sen- tence about each black subheading under Unique Cultures Develop in Dif- ferent Geographic Regions. ■ Circulate to make sure students are filling in their Outline Maps accurately. Administer the Geography Quiz. Teaching Resources, Unit 1, p. 117

■ Check Reading and Note Taking Study Guide entries for student understanding. Solutions for All Learners

L4 Advanced Readers L4 Gifted and Talented Answers Remind students that Native Americans are a vital and Possible topics include language preservation, eco- organization and the importance of social sta- diverse part of the culture of the United States, not just nomic development, or tribal autonomy.

tus and religion a part of history. Native American concerns remain Based on their research, students should develop a high priority for tribal, federal, state, and local an informed opinion on their topic. Have students Caption by using the resources of the region governments. present their research and opinions to classmates, and such as fish and seals for food and clothing, Ask students to select and research a current topic encourage them to write a letter to the editor of a dog sleds for transportation, and snow, ice, relating to Native American life in the United States. newspaper expressing their opinion on the topic. and sod for building shelters

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Thriving in a Land of Plenty The peoples of the Northwest Coast lived in an environment far richer in natural resources than the Inuit In about 1570, Dekanawidah Assess and Reteach did. Rivers teemed with salmon, and the Pacific Ocean offered a supply of persuaded warring Iroquois nations to other fish and sea mammals. Hunters tracked deer, wolves, and bears in form a confederacy, or an alliance for a Assess Progress L3 common purpose. What benefits do the forests. In this land of plenty, people built large permanent villages ■ Have students complete the you think a confederacy offered? with homes made of wood. They traded their surplus goods, gaining Section Assessment. wealth that was then shared in a ceremony called potlatch. At this cere- Primary Source mony, which is still practiced in Canada and the Northwest coast of the ■ Administer the Section Quiz. I, Dekanawidah, and the confeder- United States today, a person of high rank and wealth distributes lavish “ ate lords now uproot the tallest pine Teaching Resources, Unit 1, p. 106 gifts to a large number of guests. By accepting the gifts, the guests tree and into the cavity [hole] acknowledge the host’s high status. ■ To further assess student under- thereby made we cast all weapons standing, use The Iroquois Join Together On the other side of the continent, the of war. Into the depths of the earth Progress Monitoring Transparencies, 26 Northeast was home to numerous Native American groups. Many of . . . we cast all weapons of strife these spoke the Iroquois (IHR uh kwoy) language, shared similar tradi- [conflict]. We bury them from sight tions, and were known collectively as the Iroquois. Typically, the Iroquois forever and plant again the tree. Reteach cleared land and built villages in the forests. While women farmed, men Thus shall all Great Peace be If students need more instruction, have hunted and frequently fought wars against rival groups. established and hostilities shall no them read the section summary. According to Iroquois tradition, the prophet Dekanawidah (deh kan ah longer be known between the Five Reading and Note Taking L3 WEE dah) urged these rivals to stop their constant wars. In the late Nations but only peace to a united Study Guide, p. 63 1500s, he became one of the founders of the unique political system people.” known as the Iroquois League. This was an alliance of five Iroquois —The Constitution of the Five Nations Adapted Reading and L1 L2 groups—the Mohawk, Oneida, Onondaga, Cayuga, and Seneca—who Note Taking Study Guide, p. 63 were known as the Five Nations. The Iroquois League did not always succeed in keeping the peace. Still, it was the best-organized political group north of Mexico. Member nations governed their own villages but Spanish Reading and L2 met jointly in a council when they needed to address larger issues. Only Note Taking Study Guide, p. 63 men sat on the council, but each had a “clan mother” who could name or remove members of the council. Extend L4 The Iroquois League emerged at the same time that Europeans Many Native American groups are known arrived in the Americas. Just as encounters with Europeans would top- by several names, and some groups prefer ple the Aztec and Incan empires, so too would they take a fearful toll on one name over the other. For example, the peoples of North America. some groups have names given by others, How did geography influence the Inuit way of life? such as with Eskimo for the Inuit. Ask students to research at least three names from the list of culture groups in their Progress Monitoring Online For: Self-quiz with vocabulary practice text and report their findings to the class. 3 Web Code: naa-0631 Terms, People, and Places Comprehension and Critical Thinking ● Writing About History Answers 1. For each term, person, or place listed at 3. Draw Conclusions What challenges Quick Write: Write the Climax A narra- the beginning of the section, write a do you think the Ancestral Puebloans tive essay should include a climax—that is, PRIMARY SOURCE strength to all

sentence explaining its significance. faced when constructing cliff dwell- the high point of the story that a reader members and reduction of warfare ings? Consider location and natural will find most gripping. Suppose you want resources. to write a narrative from the perspective of in the houses they built of snow and ice, the

2. Reading Skill: Compare and Contrast 4. Categorize Many of the earthen a member of one of the Native American sled transport they used to move on ice, and Use your completed outline to answer mounds built in the Southeast are simi- groups you have read about in this section. the animals they hunted for meat and other the Focus Question: What factors lar in construction. What types of evi- Write a climax to the story you would tell supplies contributed to the growth of diverse dence do you think archaeologists of this person’s life. cultures in North America? looked for to establish the different purposes of these mounds? 5. Analyze Information What role do you think language played in enabling the political structure of the Iroquois?

● Writing About History Section 3 Assessment 3. moving materials, keeping the cliff from Provide a framework for the assignment by collapsing, lack of water, sun exposure suggesting that the story focus on a young

1. Sentences should reflect an understanding and heat, access to steep sites person taking on adult responsibilities for of each term, person, or place listed at the 4. artifacts found in the mounds and at the the first time. Writings should create a high beginning of the section. surrounding location; the position, shape, level of tension or reader interest and 2. Environmental and geographical differ- and size of the mounds should hint at the overall plot. ences are the key factors contributing to 5. It enabled the flow of ideas and a shared the growth of diverse cultures in North cultural identity among various groups. America. In addition, influence of one cul- For additional assessment, have students ture on those following played a strong access Progress Monitoring Online at role. Web Code naa-0631.

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