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Michigan’s First People. Chapter 2. http://www.ic.arizona.edu/ic/kmartin/School/iroqcloth.htm. Early Native Americans. Paleo -Indians (old/early Indians) Hunters from Asia-crossing a land bridge 11,000 years ago after the glaciers Archaeologists. Early Native Americans.
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Michigan’s First People Chapter 2 http://www.ic.arizona.edu/ic/kmartin/School/iroqcloth.htm
Early Native Americans • Paleo-Indians (old/early Indians) • Hunters from Asia-crossing a land bridge • 11,000 years ago after the glaciers • Archaeologists
Early Native Americans • Hopewell Indians http://www.michiganepic.org/historythemes/resources/hopewell_teacher_index.html • 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 A burial mound at Norton Mounds, near Grand Rapids Source: http://www.michigan.gov/hal/0,1607,7-160-17449_18638_20846-54607--,00.html
The Anishinabeg Indians • Migrated from Atlantic Coast to Michigan about 1,000 years ago to what is now Sault Ste. Marie Sault St. Marie Beverly School http://www.michigan-map.org/detailed.htm
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
Moodle Reflection • 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.
Moodle Reflection • 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?
Beverly School Photo from NASA’s Jet Propulsion Lab: http://photojournal.jpl.nasa.gov/catalog/PIA03377
The Huron Indians • Huron: Named by French traders • Wendat: (people of the peninsula) • Lots of things in Michiganare 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.html
Iroquois beadwork. From http://www.bigorrin.org/iroquois_kids.htm 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
Vocabulary Words • artifacts: objects made or used by people in the past • culture: similar art, beliefs, & customs of people • migrate: move from one place to another • Confederacy: a group united for a common purpose • wigwam: dome-shaped homes of bark and trees • bands: small groups of people • clans: groups of families with common ancestors • stockade: high fences • longhouses: large houses 25 x 200 feet long • kinship: family relationships
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. • Photo Story • Create a wiki page • Power Point • Inspiration • Audacity
Project Requirements • Keep the big question in mind as you work. • You need to research your tribe online. • Read from the Michigan book to get information. • Take notes in your own words to include all the information about: clothes, food, natural resources, weather, climate, travel, & shelter. • Include vocabulary words from the list that are appropriate to your tribe. • You may include other interesting facts you find. • Work together as a team.
Online Resources • http://www.native-languages.org/kids.htm • http://www.bigorrin.org/chippewa_kids.htm Ojibwa • http://www.bigorrin.org/ottawa_kids.htm Ottawa • http://www.bigorrin.org/potawatomi_kids.htm Potawatomi • http://www.bigorrin.org/wyandot_kids.htm Huron • http://www.bigorrin.org/iroquois_kids.htmIroquois • http://www.nativetech.org/clothing/regions/regions.html Clothing of Native Americans • http://www.nativetech.org/clothing/index.html clothes etc. • http://www.ipl.org/div/natam/ The Internet Public Library • http://nativeamericans.mrdonn.org/northeast/iroquois.html • http://nativeamericans.mrdonn.org/northeast/ojibwa/index.html • http://www.cdc.noaa.gov/USclimate/ Climate • http://www.ic.arizona.edu/ic/kmartin/School/index.htmIroquois
Free Online Clipart for Project • http://www.phillipmartin.info/clipart/homepage.htm free clipart • http://www.pppst.com/clipart.html free clipart
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
