eastern woodland indians - hmhco.com

IN PARTNERSHIP WITH

Eastern Woodland Indians CANOE

BUILDING

101

She Seeks Shellfish by the

Seashore

SISTERS OF

SQUASH

DEERSKIN FASHION

Eastern_Woodland_Cover.indd 1 1/30/17 3:40 PM

2

Sweet Land of PlentyEarly English settlers approaching the coast of Carolina in ships were enchanted by the smell. One of them wrote that it felt as if they were in a delicate garden. Several miles out at sea, the eastern woodlands perfumed the air. These dense forests stretched from the Atlantic Coast as far west as the Mississippi River, from Canada to the Gulf of Mexico. Here, thick clusters of tall trees were home to a huge variety of animals. Thousands of miles of streams, rivers, ponds, and lakes jumped with fish.

It was a land of plenty for the American Indians who lived there. They fished and

hunted, and they gathered wild foods in the forests. Near rivers, they settled in villages and cleared plots for gardens. Those living near the ocean harvested seafood, such as clams and oysters. They were rarely troubled by hunger or famine.

The forests gave them much more than food. Trees provided firewood, as well as wood and bark for building canoes, houses, weapons, and tools. The rivers and lakes let them travel far in their canoes. The eastern woodlands were indeed a sweet land of plenty.

MEN USED WOOD

from the trees to make bows and arrows. With these, they hunted deer and smaller game in the forests. Women were mainly farmers, but they also went into the woods to gather nuts, berries, and other wild foods.

eastern_woodland_sp1.indd 16 1/30/17 3:43 PM

A L GO N Q U I A NQ U I A N

I R O Q U O I AN

3

1

2

3

45

6

d EASTERN

Woodland Indians fell into two main groups, according to the language they spoke. One group spoke variet-ies of the Iroquoian

language. The other spoke dia-lects of Algonquian. Within these two language groups were many indi-vidual languages.

d CONSTRUCTING A canoe required cooperation. Both men and women had different jobs to do.

u THE CLIMATE OF

the eastern wood-lands varied from north to south. In the south, with a longer growing season, more food was produced by

farming. But even in the north, some farming was done. Both northern and southern climates produced enough rain to water crops naturally. In the

spring, melting snow fed the rivers to provide water for drinking and for traveling far and wide by canoe.

1 IN A CLEARING,men lay out the shape of a canoe. They place two long pieces of cedar on the ground and bind them at both ends. These are called the gunwales. The middle of the canoe is forced apart by cedar boards of different lengths. Stakes pounded into the ground outline the shape of the canoe.

2 THE MEN PULL UP

the stakes and lay them next to the holes they made. They lift the frame and place sheets of bark underneath. Bark from birch trees is preferred, but they use what-ever is available. They put the frame back in place and put stones on the cross boards to keep them flat.

3 MEN SHAPE THE

bark to create the sides of the canoe. They add more long strips of wood. They pound the stakes back into their holes. They put smaller stakes inside the frame and tie them to the outside stakes to keep the bark in place.

4 MEN REMOVE

the stones and raise the gunwales off the ground. Women fasten the bark around the gunwales. They use stone tools called awls to punch holes in the bark. They fasten the bark around the gunwales with thread made from the long, thin roots of black spruce.

5 ALL THE STAKES

are removed. The canoe is turned over. Women repair the bark where needed. They tie the ends of the bark together with roots. The canoe is turned over again. Women seal the seams of the canoe with heated sticky gum from a spruce tree. This makes it watertight.

6 MEN LAY WHITE

cedar boards lengthwise to form the inside of the canoe. Shorter pieces of bent wet cedar are fitted in crosswise under the gunwales and sewed to the gunwales.


4

Living Off the LandHave you heard the expression, “It takes a village to raise a child”? People of the eastern woodlands were well aware that it took a village for survival. In their villages, everyone was provided for and everyone had a job to do. Men cleared the land of trees so that it could be planted with crops. Men also hunted deer and other game in the woods and fished in the rivers. Women and children planted and tended the gar-

dens in plots of land near the village. They also went into the forest to gather nuts, berries, and other wild foods. Dividing chores meant that more work could get done. It increased chances of survival. Men and women worked together on some big jobs, such as harvesting, maple sugaring, and building canoes. Children did not go to school. They learned by doing alongside of adults. In some tribes, because men were often away on long hunting trips, women played a large role in governing the village.

AFTER SEVERAL YEARS

of planting, the soil around a village would be worn out. Firewood from the nearby forest would become scarce, or hard to find. Then the whole village would move to a new location, not too far away. But before leaving, it was the custom of some tribes to dig up the graves of all those who had died at the old village. The remains would be reburied in a common pit with gifts and offerings.


5Bear Clan Deer Clan

Snipe Clan

Eel Clan

Hawk Clan

Beaver Clan

Heron Clan

Turtle Clan

Wolf Clan

u MUCH OF THE

clothing was made from deerskin. Men hunted the animals and removed their skins. Women prepared the skins by soaking them in water, scraping them, and rubbing them with polished wood until they were soft. They cut the skins with a flint knife and sewed garments with needles made from bone. Having different people do different parts of a job gets that job done more quickly and efficiently. This is called “division of labor.”

d THE EASTERN

woodlands cov-ered a vast area. Different regions offered different kinds of wild food. In what is now the state of Minnesota, wild rice grows in abundance in

the shallow waters of small lakes and slow-flowing streams. The Chippewa, Ojibwa, and Potawatomi har-vested wild rice from their canoes. Their descendants

still do this. One person paddles while another bends the wild rice stalks over the canoe and knocks the stems with two sticks. The grains fall into the canoe.u THE PEOPLE OF

the eastern wood-lands followed a yearly cycle. Spring, summer, and fall were busy seasons spent gathering differ-ent kinds of food. Winter was the time to stay close

to the village and prepare for work in the year to come. Men made tools and utensils, while women sewed and made snowshoes and pots. Winter was also a time for telling stories and playing games.

u EACH PERSON WAS

born into a clan. In most groups, a child became part of its mother’s clan. All clan members were considered relatives, so you could not marry someone from your clan. When an Iroquois man mar-ried, he moved in with his wife’s clan.

The oldest woman in a clan was the clan matron. Clan matrons played an important role in governing a village. Each clan was associated with a different animal. The Iroquois had Hawk, Heron, Wolf, Beaver, and other clans.

l THE HURON

were an Iroquois people who lived along the St. Lawrence River. The oldest able-bodied female in a Huron clan chose two leaders from her male relatives. One was the political chief, and the other was the war captain.


6

Native Economies: Shopping the Eastern WoodlandsEastern Woodland Indians survived on what they could hunt, gather, and grow. Still, everyone likes vari-ety and new things. And so, they developed trading arrangements with other groups both near and far. If your village was inland, you might travel to the coast to trade for shellfish. You might bring furs from animals that you trapped near your rivers. In northern climates, crops have a shorter growing sea-son. To get more variety in your food, you might trade salted fish for grains grown further south. No mat-ter what you traded, there was no money involved. Trading was done by bartering. You exchanged one kind of goods for another.

l THE HURONS,who lived in the north-central part of the eastern woodlands, were at the crossroads of many trading routes. They prob-ably traded more than any other eastern woodlands group. Because of this, their language became a common means of commu-nication from the Great Lakes to the Atlantic. It was the English of its time and place!

u TRADING PATHS

crisscrossed North America. Trade goods might get passed from one tribe to another. In that way, people in the eastern woodlands might sometimes end up with goods from as far away as the Pacific Coast. There were no horses in the Americas until the Spanish brought them in the 1500s. Some traders walked on well-worn footpaths. Others paddled their canoes on a wide network of connected waterways.


7

d FLINT IS A HARD

mineral that breaks easily into sharp-edged pieces. American Indians valued flint as a material for mak-ing tools. One of the most important sources for flint is

Flint Ridge in what is now Ohio. Native Americans living there chipped the flint from the ridge. Then the flint spread throughout the continent in trade.

u SOME TRADE ITEMS

were the work of skilled artisans. They might bar-ter carved stone pipes or pendants for food or luxury items.

u TRADING WAS

important for creat-ing peace between tribes. Those who traded with one another tended to have good rela-tions. Those that

didn’t trade were more likely to go to war. Before a trading session, there was often feasting and the exchange of gifts. This set a tone of

harmony for the meeting. Traders usually did not bargain because they wanted to be on friendly terms with their trading partners.

d NECESSITIES, such as food and animal skins, were important trade items. Luxury items, such as beads and copper nuggets, were also valued as trade goods. Beads, called wampum, were carved from shells. They were strung together or woven into belts. Wampum might be given as a gift or exchanged as a token of agree-ment. It was also used in ceremo-nies. A string of wampum might be picked up to begin a ceremony and put down to mark the end.


8

Life in an Iroquois VillageMany American Indian groups in the east-ern woodlands spoke one of the Iroquoian languages. They all lived inland, away from the coast, mainly in what is now New York

and Pennsylvania. Some lived as far north as what is now Canada. For the Iroquois, there was safety in numbers. A village was home to hundreds of people, sometimes as many as a thousand people. They lived in large structures called longhouses, which

THE FRAME OF A

longhouse was made of slender young trees that were easily bent. Tree bark cov-ered the frame. There was a door at either end but no windows. Several families lived on either side of a center aisle. The two families across from each other shared a cooking fire in the center aisle. Holes were left along the center of the roof every 20 or so feet to let smoke out. Over the door was a carv-ing or painting of the animal repre-senting the clan of the people who lived there.

r THE TOOLS AND

utensils of the Iroquois were made from materials in their environ-ment, such as animal bones, stones, and plant fibers. Hoes for gardening were made from large deer bones. The handles came

from tree branch-es. Needles to sew clothing and hooks for fishing

l TO MAKE

clothing, the Iroquois used the hides of deer and elk, fur from local animals, and sometimes woven plant fibers. Women wore deerskin blouses or vests and long skirts. These might be decorated with beads or porcupine

quills dyed with natural colors. Sometimes, they wore leggings under their skirts. In warm weather, the men wore only breechcloths. In colder weather, they added leg-gings and shirts.

Poles to close the smoke holes during rain

High shelf for storage

Low shelf for sitting and sleeping

Mats of woven grass or corn husks spread on bunks

Blankets of deerskin or bear fur for cold nights

eastern_woodland_sp4.indd 16 2/22/17 11:44 AM

9

were owned by the women who lived there. A longhouse was about 20 feet wide and 50 to 150 feet long. That’s half the length of a football field. As many as 20 families might live in a longhouse. The whole village was protected by a palisade, or fence of logs,

about 20 feet tall. Outside the palisade, a short distance from the village, were fields where food was grown. Nearby would be a source of water – a river, a stream, a lake, or a pond.

r THE IROQUOIS

protected their villages by locating them on hills and building wooden palisades around them. From the hill, they could see an enemy approaching and be prepared for an attack. Encircling the inside of the

palisade was a platform. Guards could be posted there. From the

platform, villagers could throw stones or shoot arrows at attacking enemies.

u LACROSSE WAS

a favorite game of the Iroquois. A deerskin ball

was caught and passed using a net attached to the end of a stick. All

the members of a clan played on the same team, but several clans might make up a team. The empha-sis was on the team winning, not on individual performance.

u IROQUOIS MEN

cleared land for fields. With axes they cut around the bases of trees. When the trees died, they burned the trees and the brush near the

trees. Then the women planted corn. When the corn was high enough, they plant-ed beans that used the cornstalks for support. Squash planted near the

corn and beans shaded the roots and kept them wet. Beans, corn, and squash were called the three sisters because they helped each other grow strong.

were made from the small bones of birds. Cooking pots might be fashioned from clay or tree bark. Pouches to carry and store items were made from animal skins.

u THE CHEROKEE

were Iroquois who lived in a more southern climate. They lived in wattle-and-daub houses. The “wat-tle” is a frame of

sticks that are woven into a wide mesh. The wattle frame is then daubed, or filled in, with wet soil, clay, sand, or straw.

Private compartment for one family

Storage space between compartments

eastern_woodland_sp4.indd 17 2/22/17 11:43 AM

8

An Iroquois MythMyths are stories that are told to explain how the world began, where people came from, the origins of local landmarks, plants and animals, and the right way for people to treat one another. Here is one version of the creation myth of the Iroquois.

Long ago, before the Earth existed, sky people lived on an island drifting high in the air. There was no sun, but flowers from a tree on the island gave off light. One day, a woman heard voices under her heart. She realized that she was going to become a mother. Her husband was jealous. Angrily, he ripped up the light tree, making a huge hole in the island. When the curious woman stepped up to the edge of the hole to look

down, her husband pushed her in. The sky man immediately regretted his action, but it was too late. The woman was falling through the sky to the water below. As the sky woman fell, sky people changed into ducks and flew together to break her fall. Below, in the water, other sky people turned into water animals. A muskrat dived deep to the bottom of the water and brought up mud. He spread it on a turtle’s back. The sky woman landed on the turtles back and began to walk around. As she walked, the tiny Earth grew bigger. When sky woman had finished walk-ing, the Earth was as large as it is today.


9


Seneca

Tuscarora

Mohawk

Oneida

Onodaga

Cayuga

12

The Iroquois LeagueSome nations of the eastern woodlands banded together to form confederacies. The goal of a confederacy is to work together for common interests and fight together against common enemies. Five of the Iroquois nations had a very special relationship. They were the Mohawk, the Oneida, the Onondaga, the Cayuga, and the Seneca. They lived near one another in what is now New York State. At some point before Europeans arrived in North America, the five nations organized the Iroquois League to promote peace among themselves. Their system of government was so successful that the framers of the U.S. Constitution were inspired by it. Ben Franklin wrote that the new United States could learn a lot about political unity from the Iroquois League.

u IN THE EARLY

1700s, the Tuscarora nation of the Carolinas was being pushed out of its tradi-tional territory by European settlers. Leaders of the Tuscarora asked to join the Iroquois League. They were

accepted, and the entire nation moved north. Thus, in 1722, the five nations of the Iroquois League became six.


13

Seneca

Tuscarora

Mohawk

Oneida

Onodaga

Cayuga

Auburn

Brighton

Elmira

Ithaca

Jamestown

Long Beach

Poughkeepsie

Rome

Watertown

Amsterdam

Arlington

Beacon

Canandaigua

Corning

CortlandDunkirk

Fairmount

Farmingville

Fredonia

Fulton

Geneva

Glens FallsGreece

Hamburg

Hornell

Johnson City

Kingston

Lockport

Massena

Middletown

Newark

Newburgh

Ogdensburg

Olean

Oneida

Oneonta

Oswego

Peekskill

PlattsburghPotsdam

Saratoga Springs

Sayville

Suffern

Easton

JohnstownLebanon

State College

Warminster

Williamsport

BerwickBloomsburg

Bradford

Butler

Carbondale

CarlisleClairton

Connellsville

Dunmore

EphrataHershey

Indiana

Kingston

MiddletownMonessen

Nanticoke

North Versailles

Oil City

Pottstown

PottsvilleShamokin

Sunbury

Warren

Fitchburg

Holyoke

Leominster

Northampton

Westfield

Amherst Clinton

Greenfield

Milford

North Adams

Manchester

MiddletownNorwich

Groton

StorrsWindsor

New Brunswick

Asbury Park

Fort Dix

Hopatcong

LakewoodPoint Pleasant

Princeton

Burlington

Rutland

Woonsocket

Westerly

Claremont

Keene

Lebanon

Allentown

AltoonaBethlehem

Lancaster

Reading

Scranton

Wilkes-Barre Bridgeport New HavenStamford

WaterburyBristol

DanburyMeriden

NorwalkStratford

West Hartford

Syracuse

Yonkers

Binghamton

Cheektowaga

New Rochelle

Niagara Falls

Schenectady

Tonawanda

Troy

Utica

West Seneca

Clifton

EdisonMiddletown

Passaic

Springfield

WorcesterChicopee

Pittsfield

Kingston

Jersey CityNewark

Buffalo

New York

Rochester

Philadelphia

Pittsburgh

BuffaloSyracuse

Utica

Albany

CANADA

LakeOntario

Present-day city

u EACH OF THE

five nations had a specific role in the League. For exam-ple, the Onondagas, being centrally located, were the “fire keepers,” and so the Grand Council met in Onondaga territory every year. The members debated all issues carefully. The Seneca and the Mohawk were the “Big Brothers,” and so they were first to debate. Then the “Little Brothers,” the Cayuga and Oneida, debated. If the two groups dis-agreed on an issue, the Onondaga cast the deciding vote.

d THE IROQUOIS

Trail was a path, wide enough for one person, from one end of the league to the other. It was sometimes thought of as the center aisle of the Great Longhouse. A good runner, carrying

messages among the leaders of the five nations, could travel 50 miles a day on it. The trail was also used by people traveling to visit relatives and by traders. Today, the New York State Thruway follows the same path.

u THE IROQUOIS

referred to them-selves as the Haudenosaunee, or “people building a longhouse.” They thought of the Iroquois League as a symbolic longhouse. In a way, it was a polit-ical home for the five nations. This gigantic longhouse was about 240 miles long, running from what is now Albany, New York, to Buffalo, New York, through five council fires.

d ACCORDING TO

the oral history of the Iroquois, the five nations were once at constant war with one another. A Huron holy man named Deganawida had a vision in which the five nations were united and at peace. He proclaimed that they must form a government ruled by laws. Deganawida was not a good speaker. So he persuaded

Hiawatha, an Onondaga, to spread his mes-sage. Finally, all five nations agreed. A council of chiefs met and established the laws and customs, and the Iroquois League was formed.

u THE RULING BODY

of the Iroquois League, the Grand Council, was composed of rep-resentatives from each nation. It met yearly to debate issues of common concern. Because

a woman named Jigonhsasee had helped Deganawida convince all five nations to join the league, he said women should appoint the chiefs to the Grand

Council. The head woman of a clan consulted with other women in the clan. Then she chose the chief. If a chief didn’t do his job well, the clan mother could remove him.


Shawnee

Narragansett

MassachusettMohegan

LenapeDelaware

Wampanoag

Aben

aki

Ojibwa

Powhatan

14

The AlgonquiansAlong the Atlantic coastline from Canada to the Carolinas, the ocean teemed with fish and shellfish. Here, clustered in coastal villages, lived many nations who spoke related languages. Each language was distinct, but there were common ele-ments in all the languages. That made it possible for people from the Algonquian nations to communicate with one another. Other Algonquian speakers were inland. They ranged from the Ohio River valley as far as the west-ern Great Lakes. Besides language, the Algonquians had other things in common. However, there were also dif-ferences in the way they lived, based on the wide variety of environments they inhabited.

r THE ALGONQUIANS

who lived along the central Atlantic coast were ruled by chiefs. Towns were linked into regional networks, each one under the care of a prominent family. The leader of a group of towns was known as a sachem. A sachem could be male or female. The posi-tion of sachem was passed down through the mother’s family.

r THE FOLLOWERS

of each sachem gave food and other goods to the sachem in tribute. Sometimes, the sachem passed the goods on to the needy. It was a way of sharing the wealth and making sure that no one went hungry. Once a year, the sachem used his tribute to host a thanksgiving ceremony.

l WHETHER THEY

lived on the coast or inland, the Algonquians had access to water and trees. Those who lived farther north were likely to get most of their food from hunting and fishing. Those who lived farther south were more likely to farm. Oral legends of the Chippewa and Ojibwa suggest that they first lived at the mouth of the St. Lawrence River. Over thousands of years they migrat-ed west to the Great Lakes.


15

u THE POTAWATOMI

were Algonquian-speakers living in what is now Michigan. They lived in farming villages in the summer, but in the fall, they divid-ed into smaller

family groups for the winter hunt-ing season. The Potawatomi were organized into several bands that were independent of one another. Each band had its own territory. Clan

membership was passed from father to son, and each clan had members in all of the bands. This tended to create peaceful relationships among the bands.

u ONE OF THE

most powerful Algonquian leaders was Powhatan. Unlike some other Algonquian lead-ers, Powhatan inherited his role from his father. When his father died, he assumed

control over six other chiefs living on the coast of Virginia and the Chesapeake Bay. He eventually convinced about 24 more chiefs to join the Powhatan Confederacy. The purpose of the

confederacy was to defend them-selves against common enemies. At the height of his power, Powhatan may have ruled an empire of 13,000 to 34,000 people.

r THE ABENAKIS

of Maine and coastal Canada lived with their relatives in small bands. Each was led by a chief who advised the group and helped the whole group to come to agreement about issues. There was a separate war chief. A council of men and women made decisions about war. Smaller councils of chiefs and represen-tatives of each

family decided other issues. In the 17th century, the Abenakis formed a confederacy

with other nearby tribes, mainly to defend them-selves against the Iroquois League.


16

Life in an Algonquian VillageLife in Algonquian villages followed the four seasons. In spring, after planting their crops, eastern tribes left their villages. They camped along the coast or by rivers to gather food. Men fished, catching different types of fish each month. They also went into the forests to col-lect berries and nuts. Much of the food they gathered was preserved. It was stored in their permanent villages for use during the cold winters, when nothing grew. In the fall, they returned to their villages to harvest crops, collect wild fruits, and hunt game.

Southern Algonquians relied more on farming, but they too collected seasonal food from the ocean, rivers, and forests. Many of the Algonquians who farmed cleared the land with a method called slash-and-burn. The men used axes to cut around the trunks of trees. When the trees died, they were burned, and the ashes were used to make the soil more fertile, or good for growing crops. The land would produce good crops for a few years. Eventually, it would no longer be as fertile, and the whole village would move.

u ALGONQUIAN MEN

usually wore deer-skin breechcloths and leggings. In warm weather, they went shirtless. In colder weather, they wore shirts, often made from the fur of the ani-mals they hunted.

r IN SPRING, SOME

men went out to sea to hunt whales, walruses, and seals. Some hunted birds and gathered their eggs. Women and children gathered shellfish from tidal pools along the coast.

The women wore deerskin dresses or skirts. Clothing was decorated with beads, porcupine quills, and shells. Deerskin mocca-sins made for soft and comfortable footwear.


17

u ALGONQUIANS HAD

many methods of fishing. They used pronged spears to stab fish from canoes or through the ice on a pond in winter. They

used hooks and lines. They built weirs, or wooden traps, in a river and then stabbed the fish trapped in the weir with spears. In some places,

u MARRIAGE WAS

crucial for survival because of the division of work between men and women. In the Powhatan Confederacy, men took the first step in a courtship. A woman could say no, but if she said

yes, her parents had to approve. They would receive a gift from the man to compensate for the loss of their daughter’s work. Among other groups, the women of both families arranged the marriage.

l WHAT SIMILARITIES

and differences do you see between Iroquois and Algonquian ways of life? Consider clothing, housing, food, and the roles of men and women. Put similarities in the overlapping part of the circles.

d SOME

Algonquians lived in longhouses that held many families. These were similar to the longhouses of the Iroquois. Other Algonquians built wigwams that housed one or two families. Wigwam is an Algonquian word meaning “house.” Longhouses and wigwams were made in a similar way. Saplings – young, slender trees – were bent into arches to create the frame. The frame was cov-ered with large sheets of bark or woven reeds. A wigwam could be moved easily, and so it was useful for groups that moved their homes in spring and fall.

they fished by night. They lit fires on clay hearths in canoes to attract fish. An early European visitor to Virginia drew this picture to show

several different types of fishing. In reality, not all fishing methods would be used in the same location.

IROQUOIS ALGONQUIAN


18

Activities

Eastern Woodland Indians used the resources in their environment to meet their needs. Draw a poster showing the different ways these groups used a natural resource, such as wood or animal skins. For each use, explain how the natural resource helped Eastern Woodland Indians meet a need.

The Eastern Woodland Indians built homes that suited their needs. Draw a building plan for either a longhouse or a wigwam. Show the shape of the structure and the interior spaces. Describe how the different parts of the structure were used. In a paragraph below your drawing, describe the structure and the people who used it. Identify the materials used to build the struc-ture and explain how the structure suited the needs of its inhabitants.

BUILDING PLAN FOR A LONGHOUSE OR WIGWAM

WAYS OF USING RESOURCES


19

HSS 5.1 Students describe the major pre-Columbian settlements, includ-ing the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

5.1.1 Describe how geography and cli-mate influenced the way various nations lived and adjusted to the natural envi-ronment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. 5.1.2. Describe their varied customs and folklore traditions. 5.1.3 Explain their varied economies and systems of government.

Historical and Social Sciences Analysis Skills:

Historical Interpretation 2. Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique charac-ter of those places.

CALIFORNIA STANDARDS

• Eastern Woodland Indians also used wood to create musical instruments. What role did music play for these tribes?

• Discover the origins of wam-pum and why some might consider it the first American currency.

• Medicine societies had the job of curing illnesses with plants and ceremonies. During their ritu-als, members of the society wore masks carved from living trees.

• The Algonquians believed in a world of spirits. Only special people could communicate with the spirit world. Who were these people?

MAKE CONNECTIONS WITH THESE RELATED TITLES

Plains IndiansThe Great Plains – a vast stretch of land in the heart of the United States. For the 30 or so nomadic and seden-tary Native American tribes that called the plains their home, this land was holy. Discover the practices, beliefs, and common traits unique to the Plains Indians.

Southwest Peoples Scorching heat, vast deserts, and little rainfall make the American Southwest sound unwelcoming to most people. But to the Native Americans who have lived in the area for thousands of years, this is their cherished homeland. Learn about the Anasazi, Hohokam, and Mogollon, and their modern-day descendants, the Pueblo, Hopi, and Zuni Indians.

Northwest Coast PeoplesThe northern Pacific Coast – a beautiful stretch of land running from what is now northern California up through Oregon, Washington, and Canada. For the Native American tribes that inhabited this region, their sophisticated culture was marked by their spirituality and incredible craftsmanship. Learn about the daily lives and practices of the Northwest Coast Peoples.

LEARN MORE ONLINE!


hmhco.com

GRADE 5 TITLES

5 1686953

EDITOR: Jennifer DixonART DIRECTION: Brobel DesignDESIGNERS: Ian Brown, Ed Gabel, David Ricculli, Jeremy RechPHOTO RESEARCH: Ted Levine, Elisabeth MorganACTIVITIES WRITERS: Whitney Davidson, Marjorie Frank

PROOFREADER: Margaret MittelbachFACT-CHECKER: David Stienecker

AUTHOR: Lois MarkhamAUTHOR TEAM LEAD: Marjorie Frank

PRESIDENT AND CEO: Ted LevineCHAIRMAN AND FOUNDER: Mark Levine

ON THE COVER: Agustin de Iturbide Mohawk village in central New York State, about 1780: Alamy Stock Photo / North Wind Picture Archives.

PICTURE CREDITS: Alamy: Seth Eastman: p.5 bottom center (gathering wild rice); North Wind Picture Archives: p.8 bottom right (Iroquois war club); North Wind Picture Archives: Pere Joseph Francois Lafitau: pp.12–13 bottom (Five Nation Confederacy);

p.17 middle right (wigwam); Artokoloro Quint Lox Limited: p.14 top right (sachem); Peter J. Hatcher: p.15 top right (Potawatomi Indians). American Philosophical Society: Arnoldus Montanus: p.17 middle left (Powhatan couple). Art Resource: HIP / Werner Forman: p.7 bottom left (flint arrowheads); Robert Reginald: p.15 top left (Abenaki hunters). Bridgeman Images: Detroit Institute of Arts, USA / Robert H. Tannahill Foundation Fund: p.5 middle right (deerskin coat); Peter Newark American Pictures: Bryan Fosten: p.5 middle center (Huron warrior); Louis Maurer: p.8 bottom left (deerskin clothing). British Museum, London: John White: p.17 top left (Algonquian fishing). Getty Images: Barney Burstein/Corbis/VCG: p.6 bottom left (Huron chiefs); Bettmann: p.7 bottom right (wampum). Granger Collection, NYC: John White: p.7 top right (Algonquian village); C.W. Jefferys: p.9 middle right (lacrosse); George Catlin: p.16 top right (Algonquian deerskin); p.5 middle left (Native American worship), pp.6–7 top center (fur trading); p.7 middle center (stone pipes), p.13 top center (Mohawk council), p.9 bottom right (Iroquois village), p.13 top right (Onondaga council house). Greenville Museum of Art: John Gadsby Chapman: p.15 middle center (Powhatan). iStock Photo: tonda: p.3 bottom right (Bear Brook); shantyboys: p.18 top (bearskin). North Wind Picture Archives: p.9 top right (harvesting maize).

ORIGINAL ILLUSTRATIONS:Wood Ronsaville Harlin, Inc.: Matthew Frey: Picking Berries, p.2, Catching Birds, p.16; Rob Wood: Building a Canoe, p.3, Creation Story, pp.10–11; Carol Schwartz: Moving a Village, pp.4–5; Ron Spears: Thanksgiving, pp.14–15.

Brobel Design: Ed Gabel: Cross-section of a Longhouse, pp.8–9. Maps: pp.3,12,13,14; Contrast Table, p.15; Venn Diagram, p.17.

Michael Kline Illustration: Sisters of Squash, She Seeks Shellfish by the Seashore, cover; Clans, p.5; Wattle and Daub, p.9; Longhouse Sketch, p.13.

Copyright © by Kids Discover, LLC

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be submitted through our Permissions website at https://customercare.hmhco.com/contactus/Permissions.html or mailed to Houghton Mifflin Harcourt Publishing Company, Attn: Intellectual Property Licensing, 9400 Southpark Center Loop, Orlando, Florida 32819-8647.

Printed in the U.S.A.

ISBN 978-1-328-80054-1

1 2 3 4 5 6 7 8 9 10 XXXX 26 25 24 23 22 21 20 19 18 17

4500000000 A B C D E F G

Regions of North AmericaEastern Woodland IndiansPlains IndiansSouthwest PeoplesNorthwest Coast PeoplesAmerica 1492Exploring the Americas Early Settlements13 ColoniesDeclaration of IndependenceAmerican RevolutionRevolutionary Women

George WashingtonThomas JeffersonBenjamin FranklinThe ConstitutionThe New NationLewis and ClarkWestward ExpansionPioneersImmigrationIndustrial Revolution (in America)Civil Rights

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Eastern_Woodland_p20.indd 2 2/22/17 11:46 AM

eastern woodland indians - hmhco.com

Documents