2. Chapter 2 http://www.ic.arizona.edu/ic/kmartin/School/iroqcloth.htm

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

4. Early Native Americans Hopewell Indians http://www.ohiohistorycentral.org/entry.php?rec=1283 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 Source: http://www.michigan.gov/hal/0,1607,7-160- 17449_18638_20846-54607--,00.htmlhttp://www.michigan.gov/hal/0,1607,7-160- 17449_18638_20846-54607--,00.html A burial mound at Norton Mounds, near Grand Rapids

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

6. 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

7. Group Task 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.

8. Group Task 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?

9. Photo from NASA’s Jet Propulsion Lab: http://photojournal.jpl.nasa.gov/catalog/PIA03377http://photojournal.jpl.nasa.gov/catalog/PIA03377 Beverly School

10. 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.htmlhttp://www.learner.org/amerpass/unit01/authors-8.html

11. 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 Iroquois beadwork. From http://www.bigorrin.org/iroquois_kids.htm http://www.bigorrin.org/iroquois_kids.htm

12. Vocabulary Words 1. artifacts: objects made or used by people in the past 2. culture: similar art, beliefs, & customs of people 3. migrate: move from one place to another 4. Confederacy: a group united for a common purpose 5. wigwam: dome-shaped homes of bark and trees 6. bands: small groups of people 7. clans: groups of families with common ancestors 8. stockade: high fences 9. longhouses: large houses 25 x 200 feet long 10. kinship: family relationships

13. Group Work Big Question: How did the first Michigan People adapt to their environment? Think about: Clothing, food, shelter, natural resources, climate, weather, & travel. Create a project about your Indian group. Use any technology that you have learned so far. PowerPoint Create a wiki page Inspiration Information Web with Pictures Poster with a Video or Podcast Explaining the Poster

14. Project Requirements 1. Keep the big question in mind as you work. 2. You need to research your tribe online. 3. Read from the Michigan book to get information. 4. Take notes in your own words to include all the information about: clothes, food, natural resources, weather, climate, travel, & shelter. 5. Include vocabulary words from the list that are appropriate to your tribe. 6. You may include other interesting facts you find. 7. Work together as a team.

15. Groups (Ms. Taylor-Hill’s Class) Ojibwa (Chippewa) PotawatomiOttawaHuronIroquoisHopewell JocelynAndrewLydiaKiranAlexIrene KevinTerriSimonDamonDaijaJordan ZuriLawrenceDylanLaNieceAndreTrinity Nolan

16. Groups (Mr. Arbaugh’s Class) Ojibwa (Chippewa) PotawatomiOttawaHuronIroquoisHopewell DavidKurtJordanJanaChloeLily R. HenryAdophusSamLily S.AlexAnaya MatthewTe’RayJoeyCharlieElizabethKenyetta ParrishCollin

17. Groups (Ms. Roney’s Class) Ojibwa (Chippewa) PotawatomiOttawaHuronIroquoisHopewell DorianRochelleCierraKatie K.ColeRachel CobySophiaKatie L.EmmaDevinJasmine TommyMaddyEllaMicahCalebAnnaliese

18. 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. Please type your final copy after the presentations. You can go to the wiki to help you complete the chart. Tribes.doc