Michigan’s First People Chapter 2 http://www.ic.arizona.edu/ic/kmartin/School/iroqcloth.htm

Early Native Americans Paleo-Indians (old/early Indians) Hunters from Asia-crossing a land bridge 11,000 years ago after the glaciers Archaeologists

Early Native Americans Hopewell Indians http://www.michiganepic.org/historythemes/resources/hopewell_teacher_index.html came from what is now Indiana & Ohio 2,000 years ago What is left today: Norton Mounds near Grand Rapids Mound Builders: bury their dead A burial mound at Norton Mounds, near Grand Rapids Source: http://www.michigan.gov/hal/0,1607,7-160-17449_18638_20846-54607--,00.html

The Anishinabeg Indians Migrated from Atlantic Coast to Michigan about 1,000 years ago to what is now Sault Ste. Marie Sault St. Marie Beverly School http://www.michigan-map.org/detailed.htm

The Anishinabeg Indians 3 groups: Ojibwa(or Chippewa) – “older brother” Ottawa – “middle brother” Potawatomi – “younger brother” Known as the Three Fires Confederacy (family) This is Chief Pontiac, the most famous Ottawa chief. Did you know that Pontiac, Michigan, and Pontiac cars are named after him? Hmmm … what’s in his hand? http://www.ohiohistorycentral.org/entry.php?rec=1857

Moodle Reflection Look at a relief map from NASA, based on photos taken from space! Relief maps show high and low areas of land Blue areas = water Green areas = low areas of land Yellow areas = higher land areas So … the more yellow the area, the higher up the land is (like mountains) The greener the area, the lower it is.

Moodle Reflection Compare the map on the next slide with the map in your book on page 51. Explain where the Anishinabeg Indians came from and why they settled in different areas of Michigan. Think about what they needed from their environment to survive. How did geography affect their path?

Beverly School Photo from NASA’s Jet Propulsion Lab: http://photojournal.jpl.nasa.gov/catalog/PIA03377

The Huron Indians Huron: Named by French traders Wendat: (people of the peninsula) Lots of things in Michigan are named after the Hurons: Huron Street in Ann Arbor Huron River in Ann Arbor One of our Great Lakes is Lake Huron The Eastern Michigan University teams used to be called the Hurons Dolls from the Huron Tribe Image: http://www.learner.org/amerpass/unit01/authors-8.html

The Iroquois Indians Iroquois: New York Iroquois beadwork. From http://www.bigorrin.org/iroquois_kids.htm The Iroquois Indians Iroquois: New York Forced the Huron to southeastern Michigan Bitter enemies with the Huron Indians Spoke same language and were related They fought over land in the Upper Peninsula Arrived about 350 years ago

Vocabulary Words artifacts: objects made or used by people in the past culture: similar art, beliefs, & customs of people migrate: move from one place to another Confederacy: a group united for a common purpose wigwam: dome-shaped homes of bark and trees bands: small groups of people clans: groups of families with common ancestors stockade: high fences longhouses: large houses 25 x 200 feet long kinship: family relationships

Group Work Big Question: How did the first Michigan People adapt to their environment? Think about: Clothing, food, shelter, natural resources, climate, weather, & travel. Do: Create a Power Point Presentations about your Indian group. Create a Wiki Page that you will link your project to. (the project directions are on the next slides!)

Project Requirements Keep the big question in mind as you work. You need to research your tribe online. Read from the Michigan book to get information. Take notes in your own words to include all the information about: clothes, food, natural resources, weather, climate, travel, & shelter. Include vocabulary words from the list that are appropriate to your tribe. You may include other interesting facts you find. Work together as a team.

Power Point Requirements Information: You must have information for each category on your organizer. (food, shelter, resources, climate/weather, clothes, interesting facts) The information must be accurate! Sources: You must have a slide that lists all of the resources you used, like: website addresses, books, and articles) Pictures/Illustrations/ Graphics: Each slide should have some type of graphic to illustrate the content of the slide. You must also give credit to the person or place that you got the illustration from. Design: You will need a slide for each information area, sources, and a title page. Your presentation must be readable, and nice to look at.

Online Resources http://www.native-languages.org/kids.htm Tribal Languages http://www.bigorrin.org/chippewa_kids.htm Ojibwa http://www.bigorrin.org/ottawa_kids.htm Ottawa http://www.tolatsga.org/otta.html Ottawa http://www.bigorrin.org/potawatomi_kids.htm Potawatomi http://www.tolatsga.org/pota.html Potawatomi http://www.bigorrin.org/wyandot_kids.htm Huron http://www.bigorrin.org/iroquois_kids.htm Iroquois http://www.nativetech.org/clothing/regions/regions.html Clothing of Native Americans http://www.nativetech.org/clothing/index.html clothes etc. http://www.ipl.org/div/natam/ The Internet Public Library http://nativeamericans.mrdonn.org/northeast/iroquois.html Iroquois http://nativeamericans.mrdonn.org/northeast/ojibwa/index.html Ojibwa http://www.cdc.noaa.gov/USclimate/  Climate http://www.ic.arizona.edu/ic/kmartin/School/index.htm Iroquois

Free Online Clipart for Project http://www.phillipmartin.info/clipart/homepage.htm  free clipart http://www.pppst.com/clipart.html  free clipart

Compare & Contrast Tribes Complete the compare and contrast chart while you listen to other groups present their information. You will need to write small to fit details into the chart. If you miss details, you will find them on the wiki. You will hand in your organizer as part of your final grade for this project.