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TRANSCRIPT
Virtual “Schoolhouse”
Learning
RRMS 6th Grade Social Studies
April 30 and May 7, 2020
• This PowerPoint has links to videos and suggested, optional activities. There are links to activity resources. If you do not have online access, please email your Social Studies teacher for help.
• To start lesson presentation, select "View or Slideshow" above and then "From Beginning." Use your arrow keys to move through the slides.
• Optional activities that you choose to hi complete should be submitted by May 13, 2020.
BrainPOP.com
Username: RWReaganms
Password: Reagan1
You can use the online version of our class textbook as an additional resource for this lesson! It also includes audio readings of the text. For this weeks lesson, you should reference pages 32 - 43.
To access the textbook, click on the image to the left and use the log in information below.
Username: ReaganS
Password: 20169S
For April 30 and May 7, you will have the opportunity to go back in time and review our Early American Cultures unit.
We have videos to view, a new language to learn and activities planned, including writing poems.
Tribes that we are reviewing: Inuit, Kwakiutl Pueblo, Lakota, and Iroquois and the tigers
Locationand Climate
How WasFood Found?
Clothing Materials Type of Shelter
*Alaska, Northern Canada*Arctic areas with below
freezing temps
Hunting and Fishing Fur lined with seal skin for water proofing
Igloos made of ice, insulated with sealskin
Inuit
Inuit Trivia
• Muktuk, a traditional Inuit food, consists of frozen whale skin, along
with the underlying blubber.
• While men were traditionally the hunters in an Inuit family, it was
not unheard of for women to hunt, too. Some did it out of necessity,
when no men were around to provide meat, but for others, it was
simply a choice.
• You probably already know a few Inuktitut words: parka, kayak,
igloo, and anorak! By the way, in Inuktitut, the Inuit language,
“igloo” just means “house.”
Inuit BrainPopInuit BrainPop
Worksheet
Inuktitut Language
Click on link to listen to
the language of the Inuit.
Locationand Climate
How WasFood Found?
Clothing Materials Type of Shelter
*Pacific northwest coast*rainy and mild climate *forests
*Hunting and fishing, *gathering berries, roots, nuts
Animal skin, tree bark Plank houses made from trees, totem poles with family symbols
Kwakiutl
Kwakiutl Dances and Culture
History of Totem PolesVideo example of "How to
Create a Totem Pole"
Totem Pole Instructions
Locationand Climate
How WasFood Found?
Clothing Materials Type of Shelter
Pueblo
Southwest, hot, dry,
desert, high cliffs
Farmed corn, squash,
beans, hunted rabbit,
deer, elk
Animal skin and fur,
grew cotton
Pueblos—multi
family homes made of
adobe (mud and straw)
on the side of a cliff
Pueblo Artifacts
What are they? What are they made of? How did they make them? How do you think the Pueblo People used
these? Did they help them fulfill a need? Are they like artifacts you’ve seen from other Native American tribes?
CRASH LANDING – Pueblo Tribe Assignment
You and a group of 25 are on a plane that has crash landed on the large, desert area of Pueblo. There is no ocean
nearby, you are surrounded by mountains, totally land-locked. The airplane and its contents have been
destroyed. Rescue will not be possible for 10 years.
Your goal is to survive.
Think about the animals that live in the area: rabbits, gophers, squirrels and the occasional deer. Think about the
warm climate with almost no rain. In winter the temperature is mild and cold at night. There are farming tools and
corn seeds. How would you water them? There are ALMOST NO TREES, lots of cactus, and lots of sand.
Your Job: Make a map of your land (USE COLOR!) and answer these questions:
What would your shelters look like if you built them with native materials? What kind of animals you would you likely
see and hunt? What kinds of clothes would you wear? What would you build in order to hunt?
Be sure to show:
• Map of land showing climate.
• Show Vegetation
• Shelters
• Animals
• People and their clothing
• Equipment used to hunt or grow food (boats or tools)
Locationand Climate
How WasFood Found?
Clothing Materials Type of Shelter
Great Plains, dry flat grasslands with a few trees
Hunting buffalo, gathering plants
Buffalo skin Teepees made from buffalo hide
The old Lakota was wise. He knew that man's
heart, away from nature, becomes hard; he knew that lack of respect for growing, living things soon led to lack of respect for
humans too.
~ Luther Standing Bear
In early American history, the Lakota people were a large
group of semi-nomadic native Americans that hunted and
gathered throughout the northern Great Plains region.
They are related, culturally, to the Nakota and Dakota
Indians. And together the three groups make up the Great
Sioux Nation (pronounced soo). The Lakota were also
called the “Teton Sioux.” The Nakota
were also called the “Yankton.” And the
Dakota were also called the “Santee.”
Click on the map and see if you can
find the locations of these three
groups! Notice how many other groups,
besides the Sioux tribes, lived in the
Great Plains region.
Recall, from the unit on geography, the characteristics of the Great
Plains region. What adjectives would you use to describe the
photos below?
The Lakota had to survive using resources from the land shown in
these photos. Without an abundance of trees, how would they
build homes for shelter? Without flocks of sheep, how would they
produce clothing to stay warm? The answer, of course, was the
American bison – or more popularly known as the buffalo.
The Great Plains
The Lakota, like their neighboring tribes, respected the
buffalo because it gave them all the necessities of life. But
what specific things did it provide? How many can you list?
Click on the photo of the buffalo to
play a matching game! Try to match
which parts of the buffalo provided the
Lakota and their neighbors with the
important tools shown.
Besides basic tools and instruments, the buffalo also provided three very important needs:
shelter, clothing, and food.
This is the primary reason why the Lakota were a
semi-nomadic people. They would follow the herds
of buffalo along their natural migration routes, in
order to remain close to their most important source
of food, shelter, clothing, and tools.
The teepee is a great example of how one’s
environment can influence their culture.
Technology is part of culture. And the technology of
the teepee – from the materials used, to the hole on
top, to the way that it can be quickly disassembled
and re-assembled – is a direct result of the tree-
less and sometimes cold terrain, as well as the
need to move around a lot, due to a mobile food
source. Click on the photo of the teepee to learn
more about teepee design, construction, and
etiquette!
The Lakota were one of the groups
of Indians that Lewis and Clark and
their Corps of Discovery met with on
their journey to the northwest. They
were instructed by President
Jefferson to develop good relations
with all of the tribes along the
Missouri River.
Unfortunately, their engagement with
the Lakota did not go well. Click on
the top image to watch a video
about their tense exchange!
Optional Activities: The Lakota
• Option #1: Some of what we know today about the early Lakota people – and other tribes of the Great Plains – is from winter counts, which are histories of tribal records and events recorded on the back of buffalo hides.
A. Learn more about this amazing art form by clicking here.B. Analyze a sample winter count at this link.
[Make a guess using the clues provided, then check your work by clicking the tab labeled “Compare your notes …”]
C. Create an original winter count that depicts your own history. Draw pictures of things that tell about you and represent important events in your history or your family's history. You can drawn your own outline or use the outline at this link.
D. Share your work with your teacher via email.
• Option #2: Explore more about Lakota culture by visiting the Akta Museum and Cultural Center’s website. Write down 10 interesting facts that you learned from the site and share them with your teacher via email.
• Option #3: Research any two of the following figures from Lakota history and write one or two paragraphs explaining who they are and why they are important. Email your work to your teacher when you are finished.
• Chief Sitting Bull• Chief Gall
Locationand Climate
How WasFood Found?
Clothing Materials Type of Shelter
Eastern Woodland forests Hunted, fished, farmed corn,squash, beans, gathered nuts and berries
Animal skins and plants Longhouses made from trees, wood and bark
Iroquois
The Iroquois Six Nations Confederacy
Members of the Confederacy
• The Five Nation was unified in 1200. The first five members were the Seneca, Cayuga, Onondaga, Oneida, and the Mohawk.
• In 1720, The Tuscarora was added as the 6th member.
• They were known as the "Haudenosaunee" which means "The People of the Longhouse."
• https://www.nps.gov/fost/learn/historyculture/the-six-nations-confederacy-during-the-american-revolution.htm
Map of Confederacy
Guardians of the
Eastern door
Upper Mohawk Valley
Keepers of the council fire, the center of
the longhouse
Occupied the land
around the finger lakes
Guardians of the
Western door
This Photo by Unknown author is licensed under CC BY-SA.
Later joined to the south
of the nation in 1720
• The nation which initially traded with the Dutch, formed a trading alliance with Great Britain after the Dutch seceded their land to Great Britain.
• France had an alliance with the nation's enemy, the Abenaki.
• The nation split during the war, with different tribes supporting Great Britain or the Colonist.
• After the war, the "1784 Treaty of Fort Stanwix" was signed. However, it did not stop the flow of new American settlements.
The American Revolution
and The Iroquois Six
Nations Confederacy
Create a Wampum Belt
Watch the online video on the making of a Wampum Belt.
01https://www.pbs.org/video/traditional-wampum-belts-gy05in/
02Create your own Wampum Belt to symbolize the agreement betweeen an Iroquois tribe with either Great Britain or the Continental Army. Only the Oneida and Tuscarora gave their loyalty to the Continental Army.
03https://www.amrevmuseum.org/sites/default/files/WampumBelt-PrintableCraft.pdf
04
American Indian Haiku Poetry Optional AssignmentMay 7, 2020
What is Haiku??
What is Haiku? Click on Video below
Haiku Format• Three lines
• Follows a syllabic pattern of 5, 7, 5
• Each new line begins with a capital letter
• Extra words are generally cut out – use only what is
necessary for the poem to make sense
INUIT
Frozen, arctic land
Fishing, hunting, to survive
Igloo made of ice
Inuit IndiansInuit Haiku Poem
Kwakiutl IndiansKwakiutl Haiku Poem
Iroquois IndiansIroquois Haiku Poem
Pueblo IndianPueblo Haiku Poem
Lakota IndianLakota Haiku Poem
COMPLETION
Hope you enjoyed
your Virtual
Learning!!
CERTIFICATE OF