P R E V I E W

© Teachers’ Curriculum Institute American Indian Cultural Regions 1

130˚W

110˚W

95˚W

90˚W

25˚N

30˚N

35˚N

40˚N

125˚W130˚W135˚W

125˚W

95˚W110˚W115˚W120˚W

80˚W

75˚W

25˚N

30˚N

35˚N

40˚N

N

S

EW

0 150 300 kilometers

0 150 300 miles

Key

SSA5_ISN_3.4Black Cyan Magenta Yellow Third ProofTCI14 38

0 400 kilometers

0 400 miles

0 150 kilometers

0 150 miles

Where in the United States would you use each of these types of sports equipment? Write a sentence below each picture to explain your answer. Then, on the map, draw a symbol for each piece of equipment to show where it would be used. Make a key for the map.

ANSWER KEY

Canoes are used to paddle through water, so they should be used near rivers.

Surfboards are used on large waves, so they should be used in the ocean.

Skis are used to travel through snow, so they should be used in the mountains.

Students should draw symbols for canoes, surfboards, and skis in the key. They should place symbols for canoes on rivers, surfboards in the oceans, and skis in the mountains.

© Teachers’ Curriculum Institute

R E A D I N G N O T E S

2 American Indian Cultural Regions

As you read each section, complete these tasks:• On the map, find and label the region. Color its features.• In the box, list the tribes that lived in the region. • Then, in the box, draw and label one artifact you might find in the region. Write a

caption to explain the resources used to make the artifact and why it was useful.

2. American Indians of the Northwest Coast

3. American Indians of the California-Intermountain Region

PlateauNorthwest Coast

Great Plains

California-Intermountain

Eastern Woodlands

Southwest

Southeast

Tribes: Tlingits, Chinooks, KwakiutlsArtifacts: (possible answers)• wood house with cedar totem

poles: constructed from local cedar trees

• waterproof cedar-bark clothing: used plentiful cedar bark for protection against rain

• cedar and willow fish trap: made from local cedar and willow trees; used to catch salmon.

Tribes: Shoshones, Paiutes, Miwoks, PomosArtifacts: (possible answers)• cone-shaped redwood home: used

the available redwood trees• clamshell beads on cord: used

clamshells from the ocean as money

• grass basket decorated with shells, beads, and feathers: used available grass, shells, and feathers

R E A D I N G N O T E S

© Teachers’ Curriculum Institute American Indian Cultural Regions 3

4. American Indians of the Southwest

5. American Indians of the Plateau

6. American Indians of the Great Plains

7. American Indians of the Eastern Woodlands

8. American Indians of the Southeast

Tribes: Apaches Anasazis, HopisArtifacts: (possible answers)• adobe pueblo apartments: used

available clay because trees were scarce

• woven cotton clothing: cotton was comfortable and cool in hot weather; local plants available to dye cloth.

• clay pots for storing food: used available clay

Tribes: Cheyennes, Pawnees, Comanches, SiouxArtifacts: (possible answers)• bison-hide tepee: used available

bison• bison-hide blanket: used available

bison• bison-hide shield: used available

bison

Tribes: Creeks, Choctaws, SeminolesArtifacts: (possible answers)• palm-leaf chickee built on platform; used palm trees; platform protected

home from wet ground; no walls because of hot weather• deerskin leggings: from animal hides; gave protection from mosquitoes and

saw grass• flat bottom dugout canoe: made from trees; used bones and stones as

tools; flat bottom for use in shallow swamp waters

Tribes: Iroquois (Mohawks, Senecas);Algonquins (Mohegans, Delawares)• Artifacts: (possible answers)• birch-bark summer wigwam: used

available birch trees• turkey-feather cape: used wild

turkeys• cedar and birch-bark canoe: made

from available trees; light so they could be easily carried from one of the many streams to another

Tribes: Nez Percés, Spokanes, YakimasArtifacts: (possible answers)• underground winter home:

built partially underground for protection from the cold; used grass because wood was scarce woven-grass basket hat: made from available grasses

• tool for digging roots: made from available animal parts and wood; used to dig up camas root.

© Teachers’ Curriculum Institute

R E A D & D O

4 American Indian Cultural Regions

Cultural Features

Makahs of the Northwest Coast

Taos of the Southwest

Men’s work

headman, wood carving, making canoes, carving totem poles, fishing, hunting whales, seals, deer, and bear

sit on ruling council to govern tribe, fishing, hunting, farming, making leather from hides

Women’s work

Gather food (shellfish, plants),cut up hunter’s catch

gathering food

Food

whales, seals, fish, deer, bear,shellfish, plants

fish (trout), wild animals, farmed crops

Crafts

baskets, woven blankets, decorated copper, totem poles and other wooden carvings

leather objects (clothing, drums)

Homes

villages multi-level pueblos

Other

made tools from seal parts; hosted potlatches

kept birds, suchas eagles, andvalued theirfeathers; did notgrow cotton or raise sheep

Fill in the column of the table with information about the American Indian tribe your group represents. Use Read & Do, Four Young American Indians, to help you.

R E A D & D O

© Teachers’ Curriculum Institute American Indian Cultural Regions 5

Role Play Be sure that all members of your group are familiar with the information in the table about your tribe. Brainstorm some questions you can ask members of other groups to help you fill in the rest of the table.

Cultural Features

Iowas of the Great Plains

Senecas of the Eastern Woodlands

Men’s work

bison hunting,tribal leadership

warrior (use war club; bow and arrow), war chief, hunter, representative to great council

Women’s work

in winter, setting up and breaking down camps; planting and tending crops, butchering and processing the bison

choosing sachems, growing crops

Food

bison, farmed crops farmed crops, hunted animals

Crafts

leather clothing, bone and horntools, hair ropes

wampum belts with polished shell beads

Homes

in winter, tepees; in summer, large, dome-shaped lodges

wooden long houses

Other

nomads in winter, following bison herds; gathered in camps for the summer

formed the League of the Iroquois with Mohawks, Cayugas, Onandagas, andOneidas

P R O C E S S I N G

© Teachers’ Curriculum Institute6 American Indian Cultural Regions

Suppose you are a historian. A movie director asks you to review a script for a film. It is about life in the Northwest in the 1600s. Many of the characters are American Indians. The script shows them hunting bison and living in tepees. They are wearing feathered headdresses.

Write a letter to the director to explain why these details may not be accurate. Suggest a better way to show the culture of the region. If you need more space, continue writing on separate sheets of paper. Use the checklist below to make sure your letter includes the following:

• the date, a greeting, a closing, and correct spelling and grammar• a two- or three-sentence introduction stating that you are a historian and that

you have been studying American Indian cultural regions• a paragraph that uses facts and examples to explain why it may not be accurate

to show American Indians of the Northwest as the script describes them• a paragraph that uses facts and examples to tell a better way to show the food,

housing, and clothing of this region• a few closing sentences that say why the director should want to make the changes

Letters will vary but should include all of the bulleted items.

Use this rubric to evaluate the Processing assignment.

Score Description

3Letters include all required letter elements; an introduction, two following paragraphs, and a conclusion, as described; and correct spelling and grammar.

2

Letters include all or almost all required elements but have some spelling and grammar errors, or have perfect grammar and spelling, but are missing less significant elements, either of letter format or prescribed content (e.g., date is missing; introduction is only one sentence).

1Letters are missing significant elements of letter form or prescribed content and/or have many spelling and grammar errors.