UNITED STATES HISTORY NOTES: GRADE 5

 

CHAPTER 2

 

LESSON 1: THE EASTERN WOODLANDS

 

I. YOU ARE THERE (page 76)

 

-The campfire _______________ and _______________ before you. An old _________ rises to tell a _________________. Long ago, he begins, your ____________________ went to _____________. The battles were _______________ and cost many _______________.

 

-But then a man named _________________________ had a vision. He told the ______________________ groups to stop their endless ________________. They should _________________ to deal fairly with one ____________________ and ________________ a lasting _________________________.

 

-The old man ___________________ by telling of ______________, who convinced five ____________________ groups to join together in a “________________________.” People of the five groups ____________________ their weapons. Over these weapons, Deganawidah planted a magnificent _________________________ called the “___________________________________.”

 

 

II. THE IROQUOIS (Page 77)

 

-The legends about ______________________ and ______________ are part of the early _________________ told by the ____________ people. The five groups were _____________________ of American ______________________.

 

-A tribe—a group of ___________________ bound together under a single _________________—is a term often used to describe people who share a _______________________________________.

 

-The five tribes were the ________________, ________________, __________________, __________________, and ____________. Scholars think that in about _________, these tribes came together to create the ____________________________.  

 

-A league is an _____________________ that people form which __________________ them for a particular __________________. Later, a _____________ tribe, the ____________________, joined the _______________________________________.

 

-The five tribes sent ____________________________________—all men—to a ____________________________. This council made the decisions for the ________________ as a whole. The older ________ of the ______________ choose—and could ___________________—these _______________________________________.

 

-The Iroquois ______________ linked the ______________ of the ________________. Today, the ______________________________ follows part of the _________________________ of the __________________________________.

 

-The Iroquois lived in the _____________________________ cultural region of __________________________________.

 

III. LIVING IN THE WOODLANDS (Page 78)

 

-The Eastern ___________________________ region provided rich _____________________ for the ________________________ and other ___________________ people. Thick ___________________ offered nearly __________________ supplies of _______________. People __________________ animals that were plentiful in the area—such as _____________, _____________, ___________, and __________________—for food. They used the _____________ and ________________ of these ___________________ for clothing.

 

-Thousands of _______________, rivers, and _________________ provided water and ___________. Native Americans grew such crops as ___________, ____________, and ___________ in the fertile soil.

 

-A longhouse was an _______________________ building used for _________________. Young trees provided ________________ for the frame, and _______________ of ________________________ served as walls.

 

-It could be as long as _________ feet, half of a _______________. Each _________________________ was divided into living areas for as many as ________ different _______________. Rows of shared ______________________ were placed in a center ____________ of the longhouse. An ___________________ village or town could have as many as __________________________________________. 

 

-The Iroquois called themselves the __________________________, which means “People of the _______________________.” The name Iroquois originally came from _______________________, speakers of the _________________________ language. Algonquian speakers included the _____________________, _______________________, and _________________________.

 

-The Iroquois also used _____________________ to make their swift ________________________. They bent _____________ saplings to make the ___________________. Then they stretched wide _________________ of bark over the ________________________.

 

-First they used sharp, pointed _____________________ called bone _____________ to punch ________________ in the ____________. Then they used ________________________ to sew the _________ together. Finally, they covered the ____________________ with tree _____________ to make the canoes _________________________.

 

-The Iroquois used the _________________________ for both food and _____________________. For example, men hunted for ______. They used the animal _______________ for ____________________ and the ___________________________ for food.

 

 

-Women ___________________ the hides and ________________ them into __________________ and leggings. They also cleared parts of the _______________________ of trees to make ________________________ for crops.

 

-In spring, they attached ____________________ containers to the ______________________ and gathered the ________________ for ___________________________.

 

 

IV. IROQUOIS BELIEFS AND CUSTOMS (Page 79)

 

-Like other Native Americas, the __________________ felt a deep connection to the ________________, the _____________, and other _______________________ around them. When an Iroquois ________________ killed a _______________, he knelt beside the __________ and _______________ to it. He _______________ it for the ________________ and ___________________ it would provide for his family. Only then did the _________________ take out his ______________________________________.

 

-At _________________ time, the Iroquois ___________________ for their crops: “Great Spirit in __________________, we salute you with our _______________, that you have ____________________ so many of us for another _________________, to participate in the ________________________ of this _______________________.”

 

-Polished _________________ that were hung on _______________ were called ________________. Wampum was highly ____________ by the __________________. A wampum ________________ might serve as a _____________ to ______________ a _______________. It might be given to _______________ someone after the __________________ of a loved one.

 

-Some belts were created to ____________________ an important ________________. Wampum could even be used as an ____________________ to peaceful ______________________.

 

V. THE IROQUOIS TODAY (Page 80)

 

-There are about ______________________ today. Many live on __________________—land set aside by the United States ____________________ for Native Americans—______________

_________________________ State.

 

-Fifty members still form its ___________________. They meet a few miles ______________ of _____________________, New York, on the _____________________________________________.

 

-League members, mainly from the ______________________ tribe, have become _____________________________ of city skyscrapers. They are known as “________________” men, putting up _________ as high as a ______________________________ above the ground. 

 

 

LESSON 2: THE GREAT PLAINS

 

I. LIFE ON THE PLAINS (page 83)

 

-The Great Plains was---and still is—a _______________________. Hundreds of years ago, much of it was ____________________ with a _________________________, waving in ever-blowing wind. Unlike the _______________________________, few trees grew on the dry ______________________. But millions of ______________ grazed the huge ______________________.

 

-Tribes of the _____________________ include the _____________, also known as the _________________, as well as the Pawnee, and __________________. Among the later arrivals were the ___________________, an _________________________-speaking people.

 

 

-For a long time, most ______________ people followed a _________________ and ________________ life. Because much of the land was ________________, they settled their ______________ along __________________. Here they could get ______________ for their crops—____________, ______________, _____________, and _____________________. They built ______________ to live in.

 

-These were large, _________________________ built over a deep ______________. The walls of a _______________ were made of __________________, packed over a _______________________.

 

-The plentiful _________________ were central to the ___________ of the ______________________. People used these ____________ as a ______________ source of ________________. The people made ____________________ into articles like _________________ and ___________________________.

 

-They carved ___________________ horns into ________________. They even used the ___________________ of buffalos, __________ from _______________________, as cooking ________________ for ______________________.

 

-In the summer and __________, groups of ____________________ traveled to _____________ the massive _______________. A buffalo could _______________ well over a ______________ and could run very _________________. The hunters were on ______________.

 

-It was _________________ for them to get _____________ enough to use their ______________ and _______________. Plains Indians could _____________ their _____________ by _________________ near them in an ___________________________, or by getting the ___________________ to ____________________ over a ______________.

 

-While on the _________________, people lived in ______________. To make a _________________, women set up _______________ in a __________________, their tops coming ___________________ at a __________________. Then they covered the ________________ with ______________________________.

 

-People also used the ______________ to transport _____________ and other goods. They made a __________________ by lashing the _______________ to two ______________. Dogs then pulled the _______________. A travois’s ___________ could weigh about ____

____________________________.

 

II. THE CHEYENNE (Page 84)

 

-In the 1500s, people from _____________ brought the __________ to the regions of the ___________ and _____________ in ________. The tribes living near ___________________________ were the first to learn of the ___________. Some horses _____________________ and wandered ___________________.

 

-In the late 1700s, the Cheyenne ________________ some of the __________________ of these _____________ which had become _________. The Cheyenne also got ___________ by _____________ other _________________ and by _________________.

 

-Using the horse, the _________________ changed their _________ of life. Buffalo _______________ became a _______________ to get ____________. The horse made ________________________ much easier.

 

-Mounted on a ______________________, a single Cheyenne hunter could ___________ close to a __________________. Then he could use his ___________ and _____________ to kill the ____________. Later on, _______________ hunters also used ________________ to __________________.

 

-The horse also made ____________________________ much more mobile, or easy to _____________. A horse-drawn ______________ could move _________________ times as much ______________ as a ________________ pulled by a __________________. And horses could move _______________________________.

 

 

-Now Cheyenne _______________ could more easily ____________ and set up new ________________. The Cheyenne ______________ a way of life _____________ on moving to _____________________ places in ______________________________. They now referred to the past as the time “when __________________________________ _________________________.”

 

-The horse became so ________________________ to the Cheyenne and other ________________ people that they _________________ ____________in horses. Sometimes ______________ raided other tribes to _________________________. Riders became skilled in _____________ as well as ____________________.  

 

III. THE CHEYENNE TODAY (Page 85)

 

-Today, about _________________ Cheyenne live on the ______________________. Many live in present-day ____________ on a __________________ established by the __________________.

 

-Many ________________ follow their traditions, keeping their ___________________ and _________________ alive. Every Fourth of ____________ the Northern Cheyenne ______________ is held in _________________________. Visitors to the __________________ can see traditional _______________ and ___________________ of the __________________. A powwow is a gathering of ___________ _______________________.

 

 

LESSON 3: THE SOUTHWEST DESERT

 

I. LIVING IN A DRY LAND (Page 89)

 

-The Southwest _____________ cultural region is mostly _________ and ______________. Several different _____________ settled in this ______________ long ago, including the ____________ and the ________________.

 

-They developed a _____________ way of life, based on _________. As a result, they later _______________ known as ______________. Pueblo is the _________________ word for ____________________.

 

-The people of other ______________ in the region were not ________________. They included the ______________, who were _______________, and the _____________, who raised _________.

 

-Pueblo _____________ are thought to be _______________ from the _______________, the “Old ___________” of the land around _____________________. Like the Anasazi, the _______________ developed __________________ to grow __________, _________, _____________, and ______________.

 

-The Pueblo also followed ______________________ customs. Their villages looked like today’s _____________________________, rising several ________________ off the ___________________. The Hopi placed their __________________ on top of ___________________. Such sights helped them ____________________ themselves against ________________________.  

 

-Hopi men __________________ their villages. But women owned all the _________________ and passed it down to their ____________. Men were the _________________ of ________________, and women were the __________________ of ____________________. 

 

 

II THE NEED FOR RAIN (Page 90)

 

-Rain—that is what _____________ like the _________ needed most to _____________ in their ______________, _____________ region. They believed that ______________ called ________________ could bring them this _______________ and other _________________ of _____________. Hopi dance ______________________ honored the __________________ and sought ________________________.

 

 

-One such _____________ began when a __________________ of __________________ emerged from a __________________. This was an ____________________________ where ceremonies were _____________________. A kiva ___________________ the __________________, from which the _________________ people ___________________ they came before _____________________.

 

-Kachina ___________ were given to young ________________ to ________________ them about their ___________________. Today, _________________ children continue to receive _______________.

 

-The _____________ dance was another ________________ which dancers ____________ would bring __________. In the _________ dance, dancers held _______________________ and other kinds of _________________ in their _______________. When the dance was over, the ______________ released the _______________. The snakes then ________________ away, looking like tiny ___________ of ________________.

 

-Everyone in the _______________, young and old, came out to ________________ these _______________. To prepare, they ________________ their __________ with ___________ made from the _________________________.

 

III. THE HOPI TODAY (Page 91)

 

-Today, Hopi _______________ to live on their _________________ lands. More than _____________ Hopi live on a ________________ in northeast ___________________. Their reservation is completely ___________________ by the much larger ____________________. There have been ______________ between the two over _________ ______________________________.

 

 

 

 

 

-The Hopi continue to live in ________________. One of them is _______________, built on a _______________. Founded in about ___________, it is probably the __________________ in the United States. Many _____________ still follow their ancient ____________ and _________________, such as the __________________ dances and the _________________ dance.  But they have adopted _______________ ways too. Some ________________ live in ___________________—a town built in the _______________ below the older ___________________________.

 

IV. CITIZEN HEROES (Pages 92-93)

 

-Have you ever used a _______________________? During World War II a group of _______________ soldiers used their native _______________ to create an ________________________—and helped the United States _______________________.

 

-In February 1945, United States Marine _____________________ jumped into the _______________ off the small _______________ island of _______________. Enemy fighter _____________ roared overhead. Bullets came from ____________________. Begay carried a _____________, but his most __________________________ was invisible. In his _______________ were several hundred __________ of a __________________ based on his own ___________________.

 

-Thomas Begay was one of about ___________ Navajo “_________

_______________” who helped the _______________ effort against ___________ in _________________. American ________________ needed to ___________________________ to each other ________ so that the ____________________ could not find out their _______________.

 

-These brave soldiers “_____________” a complicated ___________ to each other over a _______________ in the middle of ______________________. By performing this special ___________, they allowed _____________________ to _____________________ with soldiers on the _____________________    without the enemy ________________________.

 

-“Were it not for the _______________,” said Major Howard Connor, “the ______________ would have never taken ________________.

 

-Why did the United States recruit ____________________ from the _________________ to ______________ and use a ____________? The Navajo _______________ is spoken by very few ____________. More importantly, it does not have a ______________________. The language and ___________ are _________________ from person to ________________.

 

-Code Talker ___________________ explained: “Well, in _________ everything is in _________________. From the ________________, _______________, everything… That’s the way we (were) ________

________.”

 

-The Navajos’ ______________ allowed them to ____________ and _______________ messages very ________________, which was very ________________ for saving ______________. When the code was first ____________, two Navajo __________________________ could rely a _______________ in about _____________________. A code ________________ took about ____ minutes to _________ and _____________ a message. Soldiers under ________________ could not ___________ that long to ________ their __________________ what was going on.

 

-For many years, few ____________ knew of the _______________’ courage. The code was still ______________________ until 1968. In 1982, President _________________________ named August _____ as National Navajo ________________________________. In 2001, Congress ________________ the Code ________________ with the ______________________________________.

 

 

 

 

 

 

LESSON 4: THE NORTHWEST COAST

 

I. YOU ARE THERE (Page 94)

 

-The entire village is _____________ about the ________________ being planned. The couple ___________________ it is celebrating the ____________________ of their new ____________. The party will go on for ______ days. At least __________ people will come to enjoy it.

 

-Inside the house, you see different _____________ of food-wild ______________, _____________, __________________ cooked in fish _________. Over the next several _____________, there will be much ______________________ as well as singing, ____________, and __________________________.

 

-The floor is piled ____________ with _______________. Are these __________________________ gifts for the ______________? No, they are ____________ the hosts _____________________ to their ______________. For this party, you don’t ____________________. Instead, ____________________ are given to _______________!

 

II. RICH RESOURCES (Page 95)

 

-The party you just read about is called a ___________________. Potlatch comes from a _____________________________meaning “_______________________.” The tribes of the _______________ Coast, including the __________________, the ________________, the Haida, and the _________________, gave such parties.

 

-The Northwest Coast _______________ region had plentiful natural ___________________. Its forests contained many ____________, sturdy _________________________. These forests were also _____________ in game for ______________________. The coastal ______________ and _______________ were filled with fish and ________________________.

 

-The people of the _________________ Coast did not have to grow ______________ for ______________. They got ___________ they needed from ________________ and ____________________.

 

-With such a _______________ of resources, the ________________ and other ______________ were able to hold __________________. The Kwakiutl lived on __________________________ and along the ___________________ coast of what is now __________________.

 

-Displaying ______________ and ____________________ was very important in __________________ culture. Copper _____________ and ______________ of ______________ were common ________. A single _____________ might be _____________ as many as ____ ________________________.

 

-The totem pole, a ___________________ with _________________ or other images ____________________ a person’s _____________, was another way to __________________. With so much _________ available, some Kwakiutl became ____________________________. People proudly ___________________ their totem ______________, some as __________ as a ________________ building, outside their ___________________.

 

-A master _____________ also used a single __________________ to make a ___________________________. The Kwakiutl used such ____________ to ____________ at ____________. They hunted not only _____________, but also ______________________ and even _______________. Such prey provided ________________ for food, ____________ for ___________________, and ______________ for lamps and ____________________.  

 

 

 

 

 

 

 

 

III. CUSTOMS AND TRADITIONS (Page 96)

 

-A ______________ was an important person in the _____________ culture. A _________________ was a person ___________________ came to when they were not ____________________. They believed that the _________________ could ____________________. Among the ______________________, both men and women could become ______________________________.

 

-Because food was __________________, the __________________ had plenty of ______________ to create ________________ objects. Many of them—______________, ______________, serving dishes—were ________________ from ______________ and decorated with ________________. The objects reflected the __________________ for the ___________________ they felt around ________________.

 

-Thanks to a mild _________________________, the Kwakiutl could often wear ___________________________. Kwakiutl women wove ____________________ into a ______________. Then they made it into ____________________ for themselves and long ____________________ for the ________________.

 

-The Kwakiutl also wore ____________________ made of ______________________, taken from the _______________ of the forests. In colder ____________________ they put on ______________________________.

 

-The forests’ ________________________ supplied the Kwakiutl with ___________________. Logs provided the _____________________ for a house and its ___________________________. Planks cut from __________________ formed the _______________ and ________.   

 

 

 

 

 

 

 

IV. THE KWAKIUTL TODAY (Page 97)   

 

-Three ________________ years ago, the _____________________ numbered about ____________. Today, only about _____________ survive. The ______________ and the __________ remain important in their lives. Most of the men work in _______________, ______________________________, or __________________.

 

-The Kwakiutl keep many ____________________ of their traditional ___________________. They have also added new _____________. Foods such as _____________, ______________, ______________, and ____________ have joined _______________, _____________, and fish. Powerboats have often ________________________ their _________________________________.

 

-Newer building ______________________ have replaced traditional ___________________________. Both medical _________________ and ________________________ serve the people. The ______________________ still give __________________________ today.