Native+American+Mysteries

Native Americans were mysterious cultures. Some of the questions that surround the cultures are particular to the areas that they lived in. You will be working in groups to solve some of the mysteries and teach the class about the different cultures. You will be assigned one of the following questions.

Due Wednesday, October 28 - be ready to present that day.

What happened to the Mayans? How did the Aztecs tell time? Incan Empire Building Iroquois Constitution Whaling and the Makahs How to live in the Arctic – Inuit Anasazi - How to live in the Desert

Please refer to the rubric below to prepare your presentation and solve your mystery. The websites below are designed to help you in your information gathering process.

Mayans http://www2.truman.edu/~marc/webpages/nativesp99/maya/main.html http://science.nasa.gov/headlines/y2004/15nov_maya.htm http://www.chapala.com/chapala/July2000.htm http://www.learner.org/interactives/collapse/mayans.html http://www.mnsu.edu/emuseum/prehistory/latinamerica/meso/cultures/maya.html http://www.criscenzo.com/jaguarsun/ideas.html http://news.nationalgeographic.com/news/2003/03/0313_030313_mayadrought.html http://www.museumofman.org/html/lessonplan_maya_collapse.pdf

Aztecs http://www.museumofman.org/html/lessonplan_maya_collapse.pdf http://www.umanitoba.ca/cm/vol5/no16/whattheaztecstoldme.html http://www.umanitoba.ca/cm/vol5/no16/whattheaztecstoldme.html http://www.crystalinks.com/aztecalendar.html http://www2.truman.edu/~marc/webpages/nativesp99/aztecs/aztec_template.html http://www.aztec-history.com/aztec-calendar-stone.html http://www.stonecaster.com/stonecaster/Aztec_Calendar.html http://www.astro.virginia.edu/class/oconnell/astr121/azcalImages.html http://www.wsu.edu/~dee/CIVAMRCA/AZTECS.HTM

Incan http://www.treehugger.com/files/2009/07/warming-temperatures-helped-inca-empire-flourish.php http://www.asce.org/files/tocs/40851.pdf http://encyclopedia.farlex.com/Inca+Empire http://www.google.com/search?q=inca+empire+peru&hl=en&safe=active&client=firefox-a&rls=org.mozilla:en-US:official&hs=tss&sa=X&tbs=tl:1&tbo=u&ei=MjXbSrmfOcWn8AaSydi3BQ&oi=timeline_result&ct=title&resnum=11&ved=0CCgQ5wIwCg http://library.thinkquest.org/J002387/IncaHome.htm http://www.wsu.edu/~dee/CIVAMRCA/INCAS.HTM

Iroquois http://www.indigenouspeople.net/iroqcon.htm http://www.constitution.org/cons/iroquois.htm http://tuscaroras.com/pages/history/about_iroquois_constitution.html http://www.constitution.org/cons/iroquois.htm http://www.iroquoisdemocracy.pdx.edu/ http://www.thebirthoffreedom.com/iroquois-constitution http://www.fordham.edu/halsall/mod/iroquois.html http://www.unclefed.com/FunStuff/HistDocs/iroquois.html http://wsu.edu/~dee/CULAMRCA/IRLEAGUE.HTM http://www.ambrosevideo.com/resources/documents/The%20Constitution%20of%20the%20Iroquois%20League%20of%20Nations .pdf http://www.iroquois.net/ http://tolatsga.org/iro.html http://iroquois.algonquinlonghouse.org/ http://www.ilhawaii.net/~stony/lore37.html http://www.shenet.org/arongen/ryoung/IroquoisWebQuest/ryiroquoiswebquest.htm http://www.kn.att.com/wired/fil/pages/listnativeabr.html

Inuit http://www.ancientnations.com/arctic.html http://www.kstrom.net/isk/canada/images/can_arct.htm http://www.adventures.com/gasnet/1966-2.htm http://www.civilization.ca/cmc/exhibitions/aborig/fp/fpz3a_1e.shtml http://alumni.dartmouth.edu/media/travel/media/10_PDFs/PreliminaryDartmouthArctic.pdf http://www.eastgreenland.com/database.asp?lang=eng&num=604 http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0005653 http://www.windows.ucar.edu/tour/link=/earth/polar/inuit_culture.html http://www.arcticinuksuk.com/index.php?option=com_content&view=article&id=4&Itemid=4 http://www.everyculture.com/wc/Brazil-to-Congo-Republic-of/Inuit.html

Makahs http://www.makah.com/ http://www.nytimes.com/2007/09/11/us/11whale.html?_r=1 http://content.lib.washington.edu/aipnw/renker.html http://www.alamut.com/subj/the_other/misc/makahWhaling.html http://www.makah.com/ozette.htm http://www.paws.org/about/mag/issues/issue39/culture.php http://www.mongabay.com/indigenous_ethnicities/north_american/Makah.html http://www.nwr.noaa.gov/Marine-Mammals/Whales-Dolphins-Porpoise/Gray-Whales/Makah-Whale-Hunt.cfm http://www.cnie.org/NAE/cases/makah/index.html www.burke.k12.nc.us/foresthill/Classes/.../Native_Americans_.ppt

Anasazi http://history-world.org/Civilizations%20Of%20The%20Americas.htm http://www.thefurtrapper.com/mesa_verde.htm http://countrystudies.us/united-states/history-2.htm http://teacher.scholastic.com/researchtools/researchstarters/native_am/ http://www.dragonflydream.com/PuebloIndians.html http://www.accessgenealogy.com/native/tribes/pueblo/puebloarts.htm http://www.mce.k12tn.net/indians/reports2/pueblo.htm http://www.ysletadelsurpueblo.org/files/news10.pdf http://www.puebloindian.com/

Native American Mysteries Rubric
 * || 5 || 3 || 1 ||
 * Interactive product || The product is used in the classroom and its implementation clearly educates the class on specific learning objectives. || The product is completed but fails to clearly present the learning objectives || There is a product, however, it has little to nothing to do with the learning objectives or it is distracting rather than educational ||
 * Classroom presentation (10-15 minutes) || All members of the group participate fully in the presentation. The presentation includes visuals and is focused on the learning objectives. || The presentation is missing at least one of the following items: visuals, learning objectives, or full group participation. || There is a brief presentation that fails to cover the learning objectives and only a few members of the group participated. ||
 * Handout or notes || Group presents information through notes or handout so that the class has the information in a clear and understandable format. The main focus of the notes or handout is to present the learning objectives effectively. || The handout or notes is/are presented but the information is not clearly laid out and lack focus on the learning objectives. || The notes or handout is incomplete and lacks focus. The class is unable to gather the necessary information regarding the learning objectives. ||
 * Evidence of research || Upon completion of the project, group turns in evidence of research including, but not limited to notes, websites, primary sources, etc || Research is turned in, however, it is clear that few sources were accessed. || Little to no evidence of research exists. ||
 * MLA citations || Each resource used is documented in MLA format on a Works Cited page || Some of the sources are documented in MLA format or MLA citations are not done correctly. || Some attempt at citing the sources was made but they are not in MLA format. ||
 * Native American Book page (8x11 paper only) || Group turns in completed page for group including the following information: name, location, brief history, government, religious beliefs and at least two interesting facts about the group || Page is generally complete but may be missing one to two of the required pieces of information. || The page is turned in, however, it is clearly incomplete and lacks most of the required information. ||