1. Warm up # 1 What of the 6 parts of exiting the class? 1. Clean up all scrap paper off of desk and floor and near your group 2. Place all materials for group neatly back in their proper place 3. Copy down assignments in agenda 4. Complete exit slip 5. Collect all your materials 6. I will dismiss you by groups,

2. Page Unit 1 Native Americans Page 1 Table of contents Page 2 warm ups Page 3 Author’s page Page 4 Your timeline Page 5 Unit 1 Vocabulary Page 6 “I am poem” Page 7 American Indians in the Southeast activity Page 8 Native Americans: Eastern Woodlands Notes Page 9 Native American Moasic

3. Native Americans: Eastern Woodlands Intro Native American nations were divided into regional groups Groups were based on where people lived and the languages that they spoke The Natives we will study are the Eastern Woodlands 1st Native Americans to encounter European settlers in North America this encounter had a huge impact on their culture Named Eastern Woodlands because they were forest dwellers Waterways, flora, and fauna were plentiful and used rivers for transportation and fishing

6. American Indian Culture Culture includes all of the beliefs, social traits, and material goods shared by a group of people. Every group of people has a culture. There were many American Indian tribes in SC, they shared many cultural similarities. Their greatest likenesses were the location of their villages, their farming methods, and the foods they ate.

7. Agriculture The most important Indian contribution to the South was farming Native Americans worked the land together Did not have a sense of private ownership of the land Believed that land was held in trust by tribal groups Cut trees and burned brush (called slash and burn agriculture) Slash and burn created farmland, drive out animals, or cleared a field for farming

8. Women gathered fruits and nuts, were also farmers, and used simple hoes made of bones The Indians formed the soil into small hills, in which they planted seeds Primary crops were corn, pole beans, squash (known as the “three sisters”) Also grew pumpkins, bottle gourds, and tobacco Planted together using corn stalks as poles for the beans Farming made them settle into more permanent villages rather than nomadic

11. Shelter With few exceptions, American Indian villages were located along rivers and streams. Housing differed from tribe to tribe. Housing was made from natural resources (tree bark and animal hides) Hunting Men used sharp points carved from rocks and animal bones for hunting (bows and arrows)

13. Cultural Institutions Their culture, political systems and daily life were affected by the geography of the region Used rocks, wood, and animal pelts to create tools for hunting, farming, and to make clothing Used tree trunks to build dugout canoes Religion differed from tribe to tribe The sun played a big part in American Indian religion, and they worshiped animals and birds. Some tribes were peaceful and other tribes were very warlike

14. Government Varied from tribe to tribe Almost every tribe had a chief, the person who made the final decisions on important matters. The chief was assisted by a group of advisors known as the council. One member of the council was the medicine man, an individual who led the spiritual lives of the tribe.

16. Today’s assignment You will be working in groups of two, you each will be given a graphic organizer and 6 photos Task: study each photo and complete the organizer in full sentences Use each picture and list them by number Due at the end of class Work on Moasic

17. Your assignment: Create a mosaic to summarize how Native Americans used geographic features and resources found in their environment. The mosaic should include a title, at least five colors, “tiles” containing visuals that represent each of the following:  Farming- rivers  Hunting- villages  Government  Religion  Shelter

18. Map

20. Warm up 2 Define culture Create an image of an example of culture

21. Station one I Am! Directions: 1. Write an “I Am” poem that follows the format below 2. The poem should be written from the perspective of a Eastern Woodland Native American living in the 1500s. 3. Your poem should be written neatly. 4. It should include at least 3 drawings of Native American life that correspond with the poem. 5. The page should be neat and colorful- try to get rid of the white space (though be sure you can still read the poem!) ! Formatting: Follow the formatting below substituting your own words for the words in the parenthesis. 1st Stanza: I am (two special characteristics about Native Americans) I wonder (something you think a Native American would have been curious about) I hear (something you think an Indian would have heard in the world around them) I see (something they would have seen where they lived) I want (how they would want Europeans to interact with them) I eat I am (the things they ate) (the first line of the poem repeated

22. Station 2 Read the historical background and use the images of native villages to complete questions and activities Work with your face partner

23. Station 3 Unit 1 Vocabulary Copy the vocabulary words and definitions into your notebook on page 5 Create your mosaic on page 9 Your assignment: Create a mosaic on page 9 to summarize how Native Americans used geographic features and resources found in their environment. The mosaic should include a title, at least five colors, “tiles” containing visuals that represent each of the following: Farming- rivers Hunting- villages Government Religion Shelter

24. Warm up # 3 In one sentence, describe the three sisters of agriculture.

25. Eastern Woodlands Culture Mosaic Assignment Examples:

26. What are Mosaics? Mosaics are used to combine visuals and words on individual “tiles” to illustrate the connections between concepts. The size and shape of each “tile” should match the importance of the topics. Graphics should show imagination and creativity.

27. Warm up 4 List two SPECIFIC examples of Native American farming methods

28. Page Unit 1 Native Americans Page 1 Table of contents Page 2 warm ups Page 3 Author’s page Page 4 Your timeline Page 5 Unit 1 Vocabulary Page 6 “I am poem” Page 7 American Indians in the Southeast activity Page 8 Native Americans: Eastern Woodlands Notes Page 9 Native American Mosaic Page 10 Three tribes chart Page 11 Unit one review Page 12 Early NA cultures reading Page 13 Video questions

29. BIG GOOFY NERD TABLE WHITE BOARD DOOR 97 84 2 2 1 1 3 2 6 5 6 5 4 3 3 1 2 1 7 4 3 4 6 10 5 Group 4 Group 5 8 Station 1 poem Station 2 Partner work questions Station 3 Vocab- mosaic

30. The 3 Tribes of SC introduction There were many tribes in SC Each had specific ways of living depending upon location SC tribes shared Algonquin language Preserved history with oral tradition (storytelling) 3 most important tribes were: Cherokee of the mountains Catawba of the Piedmont region Yemassee who lived along the coast

31. CHEROKEE Nation Location Lived in foothills and mountains of SC Called themselves ‘the real people’ ( powerful) Lived in villages (up to 600 people) Surrounded by a palisade for protection Housing Summer homes were open to the air Winter homes were round structures with thick walls made of a mixture of grass and clay called daub

33. Roofs made of bark and branches called wattle Leaders Men fished by poisoning water with walnut bark (stunned fish rose in water and gathered) Leaders of village, including women, met as a council to make rules for nation Times of peace: village was led by a White leader Times of war: Red leader took over Each village also had a holy man or woman

34. Catawba Location Called themselves the “river people” Lived along rivers of Piedmont region Villages surrounded by a palisade Houses Homes were wigwams (made of sapling frames covered with bark or mats made of grasses and reeds) leaders Catawba also had council houses in villages where leaders made rules for the nation Were great potters (used clay to make pots)

36. Yemassee location Originally from Spanish Florida (present day Georgia) Later moved to coast of SC (mouth of Savannah River) Left to escape the Spanish governor. Housing During summer people lived on beaches in wigwams (covered with palmetto leaves) During fall, winter, and spring lived farther inland in wattle and daub homes (like Cherokee)

37. Used palmetto leaves for roof building (plentiful resource) Clams and oysters were part of their diet Leaders Also had a council that sometimes included women Fled to Florida after Yemassee War with European settlers

38. The 3 Tribes of SC conclusion When Europeans arrived tribes traded furs and deerskins for iron tools, weapons, and guns Settlers became more prosperous and numerous (wealthy and populated) Europeans took over more native peoples’ lands Cheated them in trade--Forced some into slavery Led to hostilities between settlers and people of the Eastern Woodlands nations

39. Video questions p 12 1.How long had Native Americans occupied the new world before the Europeans arrived? 2. What effect did contact with the Europeans have on the Native Americans? 3. How were towns arranged? 4. What roles did men assume in the tribe? 5. What roles did women assume in the tribe? 6. What unique process did they use to make pottery?

40. For each unit of study, you will have to design a cover page On this page you will write the title of the unit and then draw illustrations to present the units theme. This is an opportunity to you preview a chapter and use your creative genius to personalize your notebook! Remember to color and have at least three big ideas on your cover sheet Here are a couple of examples:

41. Cover-sheet